POS CMC- Programas de Pós-graduação Stricto Sensu

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(2022-07-29) Silva Júnior, Edézio Souza da
A inclusão de estudantes com o transtorno do espectro autista (TEA) na educação profissional e tecnológica: percepções de docentes do ensino médio integrado
(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-11) Leones, Mara Betanha de Andrade
Special Education from the perspective of Inclusive Education has advanced within the Brazilian normative framework; however, a significant gap remains between institutional guidelines and the effective implementation of inclusive pedagogical practices in the daily context of Professional and Technological Education (PTE), particularly in the educational provision for students with Autism Spectrum Disorder (ASD) in inland regions of the Amazon. In this context, this study aimed to analyze the inclusion of students with Autism Spectrum Disorder (ASD) in Professional and Technological Education, based on the perceptions of teachers working in Integrated High School at the Federal Institute of Pará (IFPA), Óbidos Campus, seeking to identify challenges and possibilities related to the implementation of inclusive pedagogical practices in the Technical Course in Informatics integrated with High School. Methodologically, this research adopts a qualitative approach, developed through documentary analysis of institutional instruments (Institutional Development Plan – PDI, Pedagogical Course Project – PPC, resolutions, and internal regulations) and the application of semi-structured questionnaires to 15 teachers working in the Integrated High School Technical Course in Informatics. The data were analyzed using Content Analysis as proposed by Bardin (2016), enabling the organization and interpretation of thematic categories. The results revealed advances at the normative level and in the institutional recognition of inclusion as a structuring principle, highlighting mechanisms such as the Center for Assistance to People with Specific Educational Needs (NAPNE) and the Individualized Educational Plan (IEP). However, persistent weaknesses were also identified in the operationalization of inclusive policies, including gaps in teacher training, insufficient specialized support, the absence of systematic collaborative planning, and the frequent use of improvised pedagogical strategies, often sustained by the individual efforts of teachers. As a scientific contribution, this study expands the debate on the inclusion of students with ASD in Professional and Technological Education, a field still underexplored in Brazilian research, particularly in Amazonian contexts. As an applied outcome, the study presents the Educational Product “ASD: Voices of Inclusion in PTE”, a training podcast aimed at raising awareness and strengthening inclusive practices within the Federal Education Network.
A química das emoções como tema gerador na promoção de uma aprendizagem efetiva em funções orgânicas
(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-18) Sampaio, Ana Nirla da Silva
The study aimed to analyze the impacts of a didactic sequence based on the Three Pedagogical Moments, grounded in the principles of Paulo Freire’s critical-liberating pedagogy, for teaching oxygenated and nitrogenated organic functions, using the generating theme “The Chemistry of Emotions,” in the context of high school education at a public school in Manaus, Amazonas, Brazil. This is a qualitative study of the action research type, developed with a group of 40 third-year high school students, which enabled the teacher-researcher to act directly within the school context while reflecting on her own pedagogical practice in a continuous action– reflection–action process. The development of the investigation followed the stages of the action research cycle (planning, intervention, observation, and reflection), involving the application of an initial diagnostic questionnaire, individual and group activities, field diary records, researcher observations, and students’ written productions throughout the implementation of the didactic sequence. The data produced were analyzed through Discursive Textual Analysis, as proposed by Moraes and Galiazzi (2016), based on the processes of unitarization, categorization, and metatext production, which made it possible to understand the meanings attributed by students to the concepts addressed. The results show that the proposal contributed to bringing students closer to content traditionally perceived as abstract by relating Chemistry to emotional aspects present in their daily lives. In the initial pedagogical moments, students established associations between emotions and neurotransmitters, albeit in an initial and sometimes simplified way, revealing both the influence of common sense and processes of conceptual resignification mediated by teaching practice. In the third pedagogical moment, focused on the application of knowledge, advances were observed in the identification and naming of organic functions in the structures of neurotransmitters and hormones, as well as a greater use of structural criteria, although some conceptual difficulties persisted, especially in identifying the ester function. These difficulties are understood as part of the learning process, in line with the Freirean perspective, which values error as a constitutive element of knowledge. As a result of the research, a didactic material entitled “The Chemistry of Emotions: Organic Functions in the Emotional Context of Students” was developed, aimed at Basic Education teachers and organized according to the Three Pedagogical Moments. It is concluded that the thematic approach adopted fosters a more contextualized, meaningful, and humanized Chemistry teaching, by recognizing students as historical, social, and emotional subjects capable of attributing meaning to scientific knowledge.
A química das emoções: funções orgânicas no contexto emocional dos estudantes
(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-18) Sampaio, Ana Nirla da Silva; Santos, Ana Lúcia Mendes dos
The educational product entitled “The Chemistry of Emotions: Organic Functions in the Emotional Context of Students” consists of a didactic manual designed for high school teachers, aiming to present the concepts of organic functional groups through the relationship between science, human emotions, and students’ lived realities. Grounded in Paulo Freire’s critical-liberating pedagogy and structured according to the Three Pedagogical Moments (problematization, knowledge organization, and knowledge application), the material proposes a methodological approach that begins with students’ emotional experiences, such as anxiety, happiness, stress, and motivation, using neurotransmitters and organic substances associated with emotions as generating themes. The manual provides a theoretical foundation regarding the adopted teaching strategies, a contextualized didactic sequence, investigative activities, interactive proposals, and formative assessment instruments, fostering the development of student autonomy, critical awareness, and engagement. By articulating contents related to oxygenated and nitrogenated organic functional groups with emotional phenomena experienced by young people, the educational product promotes meaningful, interdisciplinary, and humanizing learning, contributing to overcoming the traditional and demotivating view of Chemistry. Therefore, this material is configured as a tool for transforming teaching practice, aligned with the Brazilian National Common Curricular Base (BNCC) and with contemporary demands in Science Education.
A robótica educacional como ferramenta para o empoderamento feminino na EPTNM
(2026-02-27) Fernandes, Rebeca Carvalho
A presença feminina nas áreas técnicas e tecnológicas ainda enfrenta obstáculos, estruturais e simbólicos. No contexto da Educação Profissional e Tecnológica (EPT), torna-se necessário buscar caminhos que superem essas barreiras e valorizem a participação das mulheres. Para tanto, uma estratégia que vem se destacando é a Robótica Educacional, em especial na Educação Profissional Técnica de Nível Médio (EPTNM). Sendo assim, a presente dissertação emerge a partir da seguinte questão: em que medida a Robótica Educacional em EPTNM pode favorecer o empoderamento feminino entre estudantes mulheres? Para tanto, delineou-se sua trajetória investigativa a partir do seguinte objetivo geral: analisar a potencialidade da aplicação da Robótica Educacional como ferramenta de empoderamento feminino na EPTNM. De forma específica, buscou-se: (i) conhecer a articulação da Robótica Educacional na estrutura da EPTNM; (ii) identificar a percepção das estudantes mulheres da EPTNM acerca da Robótica Educacional; (iii) verificar o impacto da Robótica Educacional como instrumento de potencialização do empoderamento feminino. Enquanto estratégia metodológica, trata-se de uma pesquisa com abordagem qualitativa e quantitativa, caracterizada como um estudo de campo realizado com 38 alunos do 1º ano do curso técnico em Mecatrônica, na modalidade integrada, no Instituto Federal de Educação, Ciência e Tecnologia do Amazonas (IFAM) Campus Manaus Distrito Industrial (CMDI). Como instrumento para construção dos dados, foram utilizadas: (i) levantamento bibliográfico e documental; (ii) questionários semiestruturados; (iii) oficina pedagógica; (iv) grupo focal. A análise dos dados foi conduzida a partir dos princípios da Teoria Fundamentada nos Dados (TFD), permitindo a construção de categorias emergentes diretamente associadas às experiências e percepções das participantes. Os resultados indicaram que a maioria das estudantes percebeu a Robótica Educacional comouma vivência positiva, destacando-se o fortalecimento da autoconfiança, o interesse despertado pela área tecnológica e o reconhecimento de suas habilidades em trabalho colaborativo e resolução de problemas. Também emergiram tensões relacionadas às dinâmicas de gênero, como a dificuldade de liderança feminina em grupos mistos, a subvalorização das ideias das alunas e desigualdades na divisão das tarefas. Esses elementos revelam barreiras simbólicas e relacionais que dificultam a plena inserção das mulheres em campos técnicos. Como resultado da pesquisa, foi elaborado um e-book com orientações metodológicas para o desenvolvimento de oficinas de Robótica Educacional com enfoque no empoderamento feminino para a construção de ambientes mais inclusivos, equitativos e sensíveis às questões de gênero.
A sociologia como caminho para articulação do currículo integrado na EPTNM
(2025-09-30) Costa, Amanda Silva Braga da; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Oliveira, Ercivan Gomes de; http://lattes.cnpq.br/7685375634493790; Pinheiro Filho, Carlos Douglas Martins; http://lattes.cnpq.br/0284744290033729
O debate sobre a integração curricular na Educação Profissional Técnica de Nível Médio (EPTNM) impõe aos docentes, às instituições e aos pesquisadores o desafio de repensar a prática pedagógica e o papel das disciplinas na formação humana integral dos estudantes, contexto no qual a Sociologia assume relevância por sua capacidade de articular saberes e promover a reflexão crítica. Esta dissertação objetiva compreender como a Sociologia pode contribuir para a articulação de um Currículo Integrado na EPTNM, desdobrando-se nos seguintes objetivos específicos: analisar o processo de construção do currículo de Sociologia na EPTNM; verificar se o currículo praticado corresponde ao currículo prescrito; investigar os conhecimentos e as percepções dos docentes acerca do Currículo Integrado; e propor estratégias pedagógicas e metodológicas que favoreçam a efetiva integração curricular da disciplina de Sociologia. A pesquisa adota abordagem qualitativa, de natureza exploratória e descritiva, buscando compreender as percepções dos sujeitos envolvidos no contexto investigado. Desenvolve-se como uma pesquisa multicampi no âmbito do Instituto Federal do Amazonas (IFAM), envolvendo professores de Sociologia, utilizando o questionário como instrumento de coleta de dados, além da pesquisa bibliográfica e da análise documental como procedimentos complementares. Para a análise dos dados, emprega-se a técnica de análise de conteúdo proposta por Bardin (2016). Os resultados evidenciam que o processo de construção do Currículo Integrado no IFAM apresenta fragilidades, uma vez que não prioriza o trabalho coletivo, sendo frequentemente elaborado de forma individual, isolada ou segmentada. Essa constatação se reforça ao analisar a organização curricular e a relação entre currículo prescrito e praticado, pois alguns docentes demonstram desconhecimento sobre o processo de elaboração curricular, enquanto outros mencionam a existência de comissões sistêmicas e locais. Observa-se que o currículo praticado pela maioria dos docentes difere do currículo prescrito, sendo as adaptações justificadas por fatores como afinidade com determinados conteúdos, padronização, contextualização e atualização, o que caracteriza um trabalho docente predominantemente solitário. Embora os docentes reconheçam as bases conceituais da Educação Profissional e Tecnológica e demonstrem compreensão sobre o conceito de Currículo Integrado, os dados analisados revelam contradições entre essa compreensão e a efetivação de práticas curriculares integradas, indicando que a integração ocorre de forma pontual e não sistêmica. Diante desse cenário, a pesquisa bibliográfica e exploratória busca abrir caminhos para a articulação do Currículo Integrado, resgatando chaves pedagógicas que possam servir como ponto de partida para esse processo, reconhecendo, contudo, que esforços individuais apresentam limites e que a construção de um Currículo Integrado na EPTNM exige um compromisso coletivo. Como desdobramento da pesquisa, desenvolve-se o Produto Educacional intitulado “Guia Didático: Chaves Sociológicas para a Integração Curricular”.
Abordagem do efeito fotoelétrico no ensino médio: uma sequência didática como estratégia
(2023-08-04) Pinheiro, Ariane Gonçalves; Azevedo , José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Azevedo , José Roberto Viana; http://lattes.cnpq.br/7115884585420145; Amazonas, Márcio Andrei Sousa; http://lattes.cnpq.br/0822367858729601; Borges , Denilson da Silva; http://lattes.cnpq.br/7149037835888302
Faced with so many available technologies, the discovery of the Photoelectric Effect has its importance for a better understanding of the nature of light, its application made possible better living conditions in society. All in all, this work aimed to approach the theme Photoelectric Effect in the classroom, through a Didactic Sequence as a learning strategy, for high school students, from the perspective of David Ausubel's theory of meaningful learning, so that the student to leave the idea of common sense, and arrive at scientific knowledge. The methodology to be used will be an experience report, that is, a qualitative approach and later theoretically grounded.
Abordagem do fenômeno da supercondutividade na educação básica
(2022-10-04) Silva, Daniel Gomes da; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Souza, Maud Rejane de Castro e; http://lattes.cnpq.br/8966791891574956
The present dissertation consists of the creation and proposal of using an educational product in the form of a comic book - HQ to help Physics teachers in the introduction of the concepts of superconductivity with high school students. The aforementioned HQ is our authorship consisting of an e-book entitled “Learning about superconductivity with Nando”. It portrays the learning of Fernando, a high school student, regarding the phenomenon of superconductivity and the support of his Physics teachers in helping him along this path. The plot was all built from the Pixton online software. We emphasize that this educational product can be used as an auxiliary means for classes that deal with this subject, in addition to being an alternative way to deal with the subject given the high costs of an experimental approach. The educational product was submitted to a research whose focus can be characterized by qualitative, exploratory and descriptive. The possibilities of learning the theme from the interaction with the proposed e-book were examined. It should be noted that this educational product was applied in times of the COVID-19 pandemic remotely with synchronous and asynchronous activities. The data results were analyzed and discussed in this dissertation. The conclusion is that the learning of the phenomenon of superconductivity can be mediated by the use of comic books.
Uma abordagem do sistema caótico em circuitos elétricos usando simulação no ensino médio
(2020-02-17) Marinho, Lucas Linhares; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Silva, Rubens; http://lattes.cnpq.br/7758874670659474
The present work highlights the study on the approach of the chaotic system involved in non-linear electrical circuits in didactic activities in the teaching of Physics, in High School, through online simulations of the applet type. The objective of this research was to apply a non-linear system to the circuits and their related equations to then analyze and verify their behavior, a subject that is part of the 2nd part of Physics 03 in High School and which are studied in the 3rd year in Electricity, in a more dynamic, profitable, contextualized way and with the aid of an online simulator, free of charge and open access. It is worth mentioning that an important detail in this work was to insert the content of the chaotic system, a subject that is not even seen in undergraduate courses. This is the differential of the work, incorporating content that is not inserted in the curriculum of High School, but the intention here is only to contextualize it within the electrical circuits and show the importance of it using simulations to better understand them. The simulations were approached by a simulator called Falstad that served as a resource used as a strategy to mediate the teaching of electrical circuits involving chaotic system and make learning more effective and active through graphics and mathematical modeling from the virtual simulator. The activities proposed in this research were based on the constructivist theory of Jerome Bruner that takes into account teaching by discovery and the proposal for a curriculum in a spiral format, in which the content is proposed in a superficial and in-depth way according to the student's learning. As a tool for data collection, a questionnaire was used as a diagnosis on the subject at hand, a pre-test to measure knowledge about the issues involved, a list of activities based on the outline of the class and a post-test as an evaluation. It can be seen that from the proposed methodology taught in schools, it was obtained from the students' view that it shortened doubts and was a potentially significant methodology and using the simulations, experiment and the physical concepts already clarified, and thus, approached theoretical and scientific knowledge of Physics with the student's reality, favored their learning, connections between problem situations presented in virtual simulations and physical contents were obtained through interaction and direct contact, aroused the pleasure of learning and activities, and had an innovative character, making Physics classes more profitable.
Uma abordagem do sistema caótico em circuitos elétricos usando simulação no ensino médio
(2020-02-17) Marinho, Lucas Linhares; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Adão Neto, Minos Martins; http://lattes.cnpq.br/6102062332483035; Salmón, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Silva, Rubens; http://lattes.cnpq.br/7758874670659474; http://repositorio.ifam.edu.br/jspui/handle/4321/558
Abordagem experimental de física moderna: efeito doppler-fizeau em onda eletromagnética
(2024-08-02) Teixeira, José Victor Bezerra
Uma abordagem sobre energia solar por meio da aprendizagem baseada em projetos
(2019-11-08) Nascimento, Lucielen Nunes Barroso; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Correia, José de Castro
The present work proposes the use of Project-Based Learning (PBL) as a strategy for teaching and learning concepts related to the use and application of solar energy, mainly covering photovoltaic solar energy for the generation of electricity, also addressing environmental issues of great importance for this issue. Thus, it was intended to collaborate for the training of the student of the electrician course in the modality of professional qualification with regard to the importance and applicability of this energy source, also contributing to achieve significant learning, theory to which this work is based. The research was based on the idea of action research in which participants are mobilized for the construction of knowledge in a process of reflection of the action, causing those involved to play an active role in solving problems, which were approached through an everyday question, from a perspective of the PBL. As an instrument for evaluation and data collection, a heading was used, in which it was possible to monitor the participants throughout the project developed, describing a possible learning result, a questionnaire was also applied to analyze the students' experience with regard to participation and involvement with PBL. At the end of the application, it was found that PBL is a strategy of relevant use in the classroom, since it contributed to learning becoming more dynamic and more autonomous studies. Regarding learning, it was possible to verify that the students were able to have a greater interactivity with the theme studied, demonstrating an understanding of various concepts, such as system types, equipment, operation, characteristics etc.
Uma abordagem sobre física das partículas para alunos do ensino médio
(2016-08-10) Silva, Hudson Batista da; Coimbra, Débora; http://lattes.cnpq.br/1842712024021897; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Coimbra, Débora; http://lattes.cnpq.br/1842712024021897; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Silva, Leandro Londero da; http://lattes.cnpq.br/5095548579111329; http://repositorio.ifam.edu.br/jspui/handle/4321/884
Uma abordagem sobre física das partículas para alunos do ensino médio
(2016-08-10) Silva, Hudson Batista da; Coimbra, Débora; http://lattes.cnpq.br/1842712024021897; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; Coimbra, Débora; http://lattes.cnpq.br/1842712024021897; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Silva, Leandro Londero da; http://lattes.cnpq.br/5095548579111329
This work is motivated by reflections on the introduction of Modern and Contemporary Physics in high school, because the physics teaching in this educational level has not adequately subsidized discussions about the technological advancements in the last two decades, against the recommendations of the National Curriculum Guidelines for Secondary Education. In this way, we believe that the lack of inclusion of more current issues in the teaching of Physics has caused a departure from the student to understand the world they live in. This world surrounded by technology and information, students hear about on topics such as black holes and the Big Bang on television, internet or in science fiction movies, but rarely in Physics class. The dissertative report still make explicit clements of the theory of Vygotsky, since our work suggests that the teacher is the element that will foster the process of teaching and learning and students an interactive and active subject in their knowledge-building process. The activities proposed here will inform we conduct the Standard Model as a theory that identifies the elementary particles and their interactions.
Abordagem teórica e experimental para aplicação da luz como onda ou como partícula nas aulas de física 3 no ensino médio
(2023-03-24) Tavares, Paulo; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Sousa, José Ricardo de; http://lattes.cnpq.br/3871066069541626; Oliveira, Paulo Louzada Castro de; http://lattes.cnpq.br/6162675679046553; Guerreiro, Haroldo de Almeida; http://lattes.cnpq.br/1014103626919593
This dissertation work contains theoretical and experimental approaches on the behavior of light as a wave or as a particle. The development and application took place at Our Lady Rosary School in person, year 2022 in the month of March, during the times of post-COVID19 pandemic. Despite the difficulties regarding the release of classrooms, due to the pandemic outbreaks, it was possible to successfully complete the project in a class of the 3rd year of high school with only 25 students. Also, for this reason, some extensions and adjustments have been made in the course of product development and application, as since the beginning of the COVID-19 pandemic, schools have been affected in various ways. Overall, the pandemic has had a significant impact on schools, thus making it difficult to apply this work that has as implementation the application of a workshop as an educational product, where students set up an electronic circuit. For these reasons we will have, in the images and in the links of the videos during the application of this work, students and teachers wearing masks for the possible prevention against the virus. With all this care it was possible to apply the activities successfully in the post-pandemic moments following the hygiene protocols. In this work, to approach light as a wave or as a particle, two experimental proposals were constructed in which they were divided into two moments during the application: in the first we built an automatic door in which we will use a sensor that emits and receives infrared waves where it was activated using a code embedded in the Arduin. The other experimental proposal is a workshop where an electronic circuit was assembled, in which it will address the application of the photoelectric effect, and in this circuit we have as main focus the electronic component LDR1, because it is in it that the photoelectric effect occurs. With these two approaches the teacher will be able to explain and apply in an experimental way in the classroom in his physics classes of the 3rd year of high school in the context of the behavior of light as a wave or as a corpuscle. In addition, the use of information technologies gives us necessary tools for teaching physics such as simulators and digital platforms such as the Arduino. The use of simulators, Phet1 for example, are seen more often in the classroom in order to make classes more motivating and participatory. In addition to the demonstrations, this project also aims to understand and apply physics in everyday life and the use and manipulation of electronic components, such as capacitors, resistors, diodes and among others. According to protocols, even in the post-pandemic moment, all components have been sterilized to prevent COVID-19 infections. These applications and adaptations in the methodology together with the tools that this work has, are based on the theory of significant learning of David Ausubel where we associate the practical application with the insertion of digital technologies. The tests and sequential approaches in this work were efficient and feasible, and may be an option for the teaching of modern physics regarding the behavior of light as a wave or as a particle.
Abordando conceitos fundamentais da teoria da relatividade geral no terceiro ano do ensino médio
(2024-10-29) Maciel, Arleson Protázio; Rivera, José Anglada; http://lattes.cnpq.br/5724564590431920; Rivera, José Anglada; http://lattes.cnpq.br/5724564590431920; Silva, Márcio Gomes da; http://lattes.cnpq.br/2363782297790054; Alcaide, Ernesto Govea; http://lattes.cnpq.br/4402159171600013
This material aims to address fundamental concepts of the Theory of General Relativity for high school students, and to show the importance of this theory created by physicist Albert Einstein, where it has great relevance in our daily lives and important technological applications. It is worth noting that this theory is rarely cited in textbooks, and we know its importance for the history of Modern Physics. This work aims to show concepts of the Theory of General Relativity and its applications using a didactic tool that makes it possible to explore the Visual, Auditory, Writing/Reading and Synesthetic (VARK) of the student, where it allows the same to understand their learning preference, and thus facilitating the absorption of knowledge. The data collection method was the use of objective and subjective questionnaires, and the analysis of these data was quantitative and qualitative. The main results indicate that by using innovative methodologies, such as VARK, it is possible to approach these concepts of General Relativity in basic education. These results suggest that, in order to didactically transpose concepts of this theory, it is necessary to use pedagogical tools that adapt to the knowledge already obtained by students. This research was a contribution to the teaching of physics in the approach of complex concepts of Modern Physics, providing new perspectives to better work these concepts of Relativity in high school. David Ausubel's Meaningful Learning played a crucial role in the application of this methodology and the theme addressed.
ABP: ensino de física moderna
(2020-06-01) Gonçalves, Karen Magno; Cabral Neto, João dos Santos; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Braga, Marcel Bruno Pereira
As trainers of assistant physics teachers during the teaching of modern physics in the last years of high school, we developed this didactic guide that aims to learn more about the concepts and experiences included in this theme. An energy quantization, a nature of light and Bohr's atomic model are the concepts covered in all observed textbooks, the logo if produced or the focus of learning. In addition, this guide makes use of “seven leaps” that adopt the teaching strategy of Problem Based Learning (PBL). Despite being a permitted guide for the teaching of Modern Physics, we understand that it can be applicable to other techniques or to other disciplines that make up science, and even to other areas of knowledge.
Acessibilidade e inclusão digital: a educação inclusiva de estudantes com necessidades educacionais específicas em Itacoatiara-AM
(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2025-12-17) Valença, Silviane Sabino
A presente pesquisa foi desenvolvida no âmbito do Programa de Pós-Graduação em Educação Inclusiva - PROFEI do Instituto Federal do Amazonas - IFAM, vinculada à Linha de Pesquisa Educação Especial na Perspectiva da Educação Inclusiva. O estudo teve como objetivo investigar como os saberes e as práticas pedagógicas podem ser aplicadas para favorecer a inclusão digital de estudantes com necessidades educacionais específicas em uma escola de Ensino Fundamental no município de Itacoatiara-AM. Inserida no campo da Educação Inclusiva, a pesquisa considerou as deficiências visual, auditiva, motora e cognitiva, buscando compreender de que modo as tecnologias digitais podem contribuir para a efetivação do direito à educação em condições de equidade. De abordagem qualitativa, fundamentada no método fenomenológico e na estratégia de estudo de caso (Yin, 2018), o estudo foi desenvolvido em três etapas complementares: diagnóstico do cenário tecnológico e das condições de acessibilidade da escola; identificação das barreiras e desafios enfrentados por professores e profissionais da vida escolar; e proposição de estratégias pedagógicas voltadas ao aperfeiçoamento das práticas inclusivas mediadas por tecnologias digitais. Os dados foram coletados por meio de entrevistas semiestruturadas, questionários e observação participante, envolvendo quinze profissionais da educação, entre docentes, profissionais de apoio à vida escolar e gestor, e analisados segundo a técnica de análise de conteúdo (Bardin, 2016). Os resultados revelaram que, embora haja avanços nas políticas de inclusão, persistem barreiras estruturais, pedagógicas e tecnológicas que dificultam o pleno acesso dos estudantes aos recursos digitais. Constatou-se carência de equipamentos e de conectividade, ausência de sala de recursos multifuncionais, lacunas na formação docente e práticas pedagógicas ainda pouco mediadas pelas tecnologias. Apesar dessas limitações, destacou-se a disposição dos profissionais em inovar e refletir criticamente sobre suas práticas, evidenciando um cenário de potencial transformação. Como recurso educacional decorrente da investigação, elaborouse o e-book interativo “Inclusão Conectada: Tecnologias Digitais a Serviço da Inclusão Escolar”, que reúne ferramentas digitais acessíveis, orientações pedagógicas e estratégias de ensino voltadas à promoção da inclusão digital. Conclui-se que a efetivação de uma educação inclusiva e digitalmente acessível exige investimentos em infraestrutura tecnológica, políticas públicas de equidade, formação continuada e engajamento coletivo da comunidade escolar. Assim, esta dissertação contribui para o debate e a prática da acessibilidade digital no contexto educacional, ao propor caminhos concretos para a construção de uma escola mais justa, inclusiva e democrática.
AJURI: guia prático para redução da evasão e da retenção escolar no IFAM Campus Manaus Centro
(2023-09-25) Farias, Érica Oliveira de Castro; Silva, Cirlande Cabral da
This practical guide is the result of master’s research entitled “Social inequalities in education and their impacts on the process of dropout and retention of high school students integrated into a Federal Institute during the pandemic period”. Its purpose is to present, based on concrete cases, social problems that may directly and/or indirectly aff ect the retention and dropout of integrated high school students, raising awareness not only for teachers, but also for other employees at the Manaus-Centro Campus regarding the impacts of social inequalities in education. It contains information regarding integrated secondary education, the role of multidisciplinary teams and suggestions for integrated activities. In addition, it presents a list of useful contacts for referring students to the attention network and also for reporting any form of rights violation.
Alimentação saudável com história em quadrinhos no ensino fundamental: um prato cheio de informação e diversão
(2024-03-13) Guida, Vânia Marília Lima; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Nagahama, Dionísia
A healthy diet helps prevent various diseases, especially chronic ones, since the initial stages originate in childhood and adolescence. Poor nutrition at this stage of life can cause deficiency diseases, which leave the body more vulnerable to infectious diseases, such as diarrhea and flu. These can compromise the maturation of the central nervous system, with consequences at different levels of severity. Therefore, making food choices requires some types of information that serve as guidance regarding the most appropriate and healthy foods and eating practices, depending on the age group and needs. Food and Nutrition Education (EAN), the National Common Curricular Base (BNCC), with the transversal theme of health, and the Food Guide for the Brazilian Population (GAPB) direct the paths that can be taken in Science classes, in order to disseminate this knowledge and improve elementary school students' understanding of adequate and healthy eating and its importance for quality of life. The objective of this research was to evaluate the contributions of a Comic Book (COMIC) for 5th year elementary school students as a teaching resource on adequate and healthy eating. The research field was a municipal public school, of Elementary Education I, located in the East Zone of the city of Manaus, (AM). The research was qualitative and involved the following steps: bibliographical research, school lunch documents, anthropometric data from the research subjects and pedagogical intervention through a Didactic Sequence and 3 Pedagogical Moments, with pedagogical material. The results revealed the perceptions about what a healthy diet is, the Didactic Sequence (SD) together with the comic aroused the students' interest and when analyzing the textbook it was possible to verify that it presents the Food Guide for the Brazilian Population, however the 1st edition, even though it already has a 2nd edition. Through this research it was possible to positively contribute to students reflecting on the importance of knowing and discussing food issues, their importance in each person's life and that in public schools, school meals are not simply a matter of satisfying hunger, but rather contribute to the formation of good habits and eating autonomy.