POS CMC- Programas de Pós-graduação Stricto Sensu
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/18
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Other Podcast: TEA, Vozes da inclusão na EPT(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-11) Leones, Mara Betanha de Andrade; Santos Junior, Paulo Marreiro dosThesis 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 AndradeSpecial 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.Outro Guia para mundos possíveis: Formação docente e gênero no técnico de nível médio no IFAM(2025-08-29) Gusmão, Lucy Lany Ribeiro; Trindade, Deilson do CarmoDissertação Gênero na organização do currículo integrado dos cursos técnicos de nível médio na forma integrada(2025-08-29) Gusmão, Lucy Lany Ribeiro; Trindade, Deilson do Carmo; http://lattes.cnpq.br/0602516200714965; Trindade, Deilson do Carmo; http://lattes.cnpq.br/0602516200714965; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Paixão, Shigeaki Ueki Alves da; http://lattes.cnpq.br/0325797446283826This study investigated the presence of gender issues in the integrated mid-level building construction technical course at the Federal Institute of Amazonas (IFAM), Manaus Centro Campus (CMC). Given the scarcity of academic literature on this topic at the institution and recognizing its crucial role in integrated human development, this research aims to analyze gender issues in the integrated curriculum, focusing on the Building Construction Technical Course at IFAM – Manaus Centro Campus. By identifying and exploring opportunities for discussing gender relations in the Course Pedagogical Project (CPP), and in the understanding and conception of teachers, it is essential to develop an educational product that includes gender issues in Vocational and Technological Education (VTE). This research is qualitative in nature; data were collected through eight interviews with teachers who currently and have previously worked in the building construction technical course. Data were analyzed using Moraes and Galiazzi's (2020) Discursive Textual Analysis (DTA). The research findings revealed that gender issues manifest themselves in the institution's daily life in a variety of ways, highlighting the need for ongoing training to empower professionals to address emerging issues. In this context, we developed a guide as an Educational Product titled "Guide to Possible Worlds: Teacher Training and Gender in the IFAM Mid-Level Technician Program," for use by teachers and educators to critically reflect on these issues and develop more inclusive curricular planning. The material provides a theoretical and pedagogical foundation for ongoing training, enabling the appropriation of theories and suggested activities for addressing gender issues.Dissertação Aprendizagem Tecnológica Ativa (ATA): um elo de dialogicidade para a formação humana integral no ensino médio integrado(2025-03-28) Araújo, Gilmara Silva de; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Santos, Marivan Tavares dos; http://lattes.cnpq.br/9141036625325746Active Technological Learning (ATA) is a methodological teaching process that aims to articulate so-called active methodologies with resources from Digital Communication and Information Technologies (TDICs). From this perspective, we adopt this process based on Freire’s (1996; 2020) dialogic educational conception, which we believe contributes to the field of Professional and Technological Education (EPT), considering the Integral Human Formation of students with a focus on the teacher-student relationship. In light of this, we structured this investigation within a qualitative approach, encompassing documentary research linked to field research, with the locus being the Manacapuru Campus of the Federal Institute of Education, Science, and Technology of Amazonas (IFAM). Thus, the general objective of this research was to analyze the contributions of Active Technological Learning (ATA), articulated with the teaching and learning process, aiming to promote the Integral Human Formation of students in the Integrated High School (EMI) in Administration at IFAM Manacapuru Campus. To achieve this, questionnaires were applied to 20 participating students, and semi-structured interviews were conducted with seven teachers. Consequently, we collected a set of data analyzed through thematic and interpretative analysis (Severino, 2013) and content analysis (Bardin, 2020), using as a theoretical lens the studies of Leite (2018; 2020), Moran (2018), Ciavatta (2014), Moura (2015), Kuenzer (2015), among others. The results indicated that Active Technological Learning, aligned with the principles of Integral Human Formation and Freirean student centered learning, represents an innovative and viable pedagogical approach in the Integrated High School (EMI) at IFAM Manacapuru. We also identified that, despite the structural and methodological challenges revealed, there is collective recognition of ATA’s potential to overcome the limitations of traditional teaching and foster more dynamic and meaningful pedagogical practices. Furthermore, we found that although the participating teachers already incorporate active methodologies and digital technologies in their practices, there is a lack of theoretical systematization of these practices. Finally, the research presented an educational product proposal for EMI teachers, offering guidelines on how to integrate ATA into their pedagogical practices. The material included theoretical support, practical activities, examples of TDICs applications and active methodologies, suggestions for formative and diagnostic assessment, always in line with the principles of ATA. Given this, we emphasize the relevance of this material, applied and positively evaluated by the teachers at IFAM Manacapuru, as it aligns with the guidelines established by the Professional and Technological Education Master's Program (ProfEPT), considering the research line on Educational Practices in Professional and Technological Education (EPT).Outro Nosso IF, nossa casa: narrativas de sujeitos que contam a história(2024-09-26) Silva, Marcone Pereira da; Souza, Ana Cláudia Ribeiro deOutro Guia de Introdução às Práticas de ESG no IFAM(2024-04-25) Correas, Michelle Guimarães Souza; Szatkoski, EleniceOutro Recomendações de práticas educativas entre docentes e intérpretes educacionais-orientações para o intérprete(2024-04-15) Feitoza, Adriano Brito; Lima, Maria Francisca Morais deEveryone has their rights to access education. Despite this, throughout history, deaf individuals have had many difficulties in gaining this type of access. A school, that is inclusive, guarantees this access. Even in this model, it is necessary that the classroom actors responsible for the teaching process fulfill this objective, namely, teachers and sign language interpreters, in addition to being aware of their roles, can use appropriate educational practices. In this way, the relationship between teachers and sign language interpreters will have positive implications that will benefit deaf students in the classroom. This relationship, in addition to allowing the inclusion of deaf students, helps them to cross their learning path. This crossing that occurs in Secondary Professional and Technological Education (EPTNM) favors polytechnic education, one of the conceptual bases of EPTNM, for deaf students.Outro Programa Nacional de Assistência Estudantil: embalos do benefício creche no Campus Eirunepé/IFAM(2024-06-04) Silva, Renata Brelaz Gondim e; Salazar, Deuzilene MarquesDissertação Benefício creche: análise dos impactos na formação omnilateral dos discentes no Campus Eirunepé-IFAM(2024-06-04) Silva, Renata Brelaz Gondim e; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Mariano, Sangelita Miranda Franco; http://lattes.cnpq.br/1240496516313247; Mourão, Arminda Rachel Botelho; http://lattes.cnpq.br/3864748731992379Research developed within the scope of the Postgraduate Program in Professional and Technological Education (ProfEPT) of the Federal Institute of Education, Science and Technology of Amazonas (IFAM), linked to the Organization and Memories of Pedagogical Spaces in Professional and Technological Education Research Line. The general objective of the work was to analyze the impact of the Creche Benefit on the omnilateral training of students at the Ifam Eirunepé Campus. To meet this objective, we seek to discuss the daycare benefit and its implications for the omnilateral training of EPTNM students; evaluate how this public policy directly impacts the continuity of students in the educational environment and their academic performance; as well as preparing a video and a portfolio that expanded information related to the daycare benefit. The research is qualitative in nature, using documents and interviews to generate data. The research participants were seven students served by the daycare benefit between 2017 and 2022, and the Eirunepé-IFAM Campus was the locus of the research. The data produced was analyzed using the Bardin content analysis technique (2016). The analysis of the impact of the Creche Benefit on the omnilateral training of students at Ifam's Eirunepé Campus revealed significant benefits, such as improving the academic concentration of students with young children, enabling greater participation in extracurricular activities and better academic performance. Furthermore, there was an increase in retention and completion of courses by beneficiaries. However, difficulties included logistical challenges in organizing time between studying, childcare and participation in academic activities, as well as budgetary limitations that impacted the adequate provision of daycare services, affecting some students who were unable to fully benefit from the program.