POS CMC- Programas de Pós-graduação Stricto Sensu
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/18
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13 resultados
Resultados da Pesquisa
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.Other Guia de atividades pedagógicas práticas no contexto da educação infantil da creche(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-06) Santos, Maria Raquel Souza dos; SILVA, Josemar FariasThesis O atendimento educacional especializado na educação infantil: significações e práticas pedagógicas no contexto amazônico(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-06) Santos, Maria Raquel Souza dosThis study aimed to understand Specialized Educational Support (AEE) in Early Childhood Education, based on the meanings attributed by educators to their inclusive pedagogical practices within the Amazonian context. The research stems from the recognition that, although there have been normative advances in the field of Inclusive Education, gaps still remain regarding the clarity of professional roles, the absence of methodological frameworks, and the distance between public policies and the pedagogical practices effectively developed in daycare centers. The study was characterized as qualitative research, grounded in the socio-historical perspective anchored in historical-dialectical materialism, using the analysis of meaning nuclei as a methodological procedure to apprehend the senses and meanings produced by educators about AEE in Early Childhood Education. The study considered the social, historical, and institutional interactions that permeate the organization of specialized support in the investigated context. The results showed that, despite advances in the inclusion process, there is still a mismatch in the implementation of AEE in Early Childhood Education, especially regarding the articulation between public policies and school practices. At the same time, educators demonstrate openness to learning, experimenting, and re-signifying their practices, recognizing daycare centers as spaces of possibilities, challenges, and the continuous construction of inclusion. In this scenario, childhood and disability come to be understood in a broader, relational, and contextualized way. As a contribution of the research, an educational resource was developed in the form of a blog entitled “Guide to Practical Pedagogical Activities in the Context of Early Childhood Education in Daycare Centers,” which serves as a support tool for the continuing education of educators, strengthening the incorporation of digital technologies and promoting research within teaching praxis itself, with a view toward professional autonomy and protagonism.Other Tecnologia assistiva: possibilidades de uso na sala de recurso multifuncional(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-04) Souza, Raquel de Oliveira; Silva, Josemar FariasThesis Tecnologias assistivas: desafios e estratégias de implementação em uma escola do Amazonas(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-04) Souza, Raquel de OliveiraThis research analyzes the challenges and strategies related to the implementation of Assistive Technology in a public school located in the municipality of Careiro, in the interior of Amazonas, focusing on the pedagogical practices developed in the Multifunctional Resource Room. It starts from the recognition that, although the school inclusion of students who are the target audience of Special Education is legally guaranteed, its effectiveness still faces obstacles, especially in contexts marked by structural, territorial, and formative inequalities, such as the Amazon region. The study aimed to understand how Assistive Technology is being incorporated into the pedagogical practices of the Multifunctional Resource Rooms, considering teachers' perceptions, institutional conditions, and public policies that affect this process. Methodologically, the research adopted a qualitative approach, of an exploratory and descriptive nature, configuring itself as a case study. Data production was carried out through questionnaires and semi-structured interviews with teachers from Specialized Educational Services, regular classroom teachers, a pedagogue, a school administrator, and a support professional, in addition to document analysis and records from the school context. The data were subjected to content analysis, a technique widely used in the interpretation of qualitative data. The results showed that the use of Assistive Technology in Specialized Resource Rooms is affected by weaknesses in the continuing education of teachers, infrastructure limitations, and a gap between legal regulations and the practices actually implemented in the school. At the same time, they reveal pedagogical strategies built in the daily school routine, marked by teacher creativity and the search for inclusive alternatives in the face of adverse conditions. The research contributed to broadening discussions on teacher training, Assistive Technology, and Inclusive Education in Amazonian contexts, highlighting structural limitations, training challenges, and pedagogical strategies present in Specialized Educational Services.Thesis Práticas pedagógicas mediadas pela tecnologia assistiva para estudantes com transtorno do espectro autista: um estudo na zona rural de Iranduba-AM(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-06) Freitas Júnior, Manoel TavaresThis study is situated within the debates on inclusive pedagogical practices in rural schools in the Amazon region, addressing the barriers and possibilities for the schooling of students with Autism Spectrum Disorder (ASD). The choice of this theme is justified by the scarcity of specialized pedagogical support in Amazonian rural schools. The motivation arises from the need to investigate how low-cost assistive technologies can break the 'double invisibility' of students with ASD in the countryside, where the lack of connectivity and infrastructure limits the application of traditional digital resources. The research aimed to investigate how Assistive Technology (AT) can contribute to the development of inclusive pedagogical practices in a rural school in Iranduba, Amazonas, considering limitations related to infrastructure and teacher training. Methodologically, this is a qualitative action-research study conducted with five lower secondary school teachers (Ensino Fundamental II) from Escola Municipal Bom Jesus. Data production instruments included questionnaires, open-ended interviews to deepen teachers’ perspectives, and participant observation. The data were analyzed through Content Analysis. The results showed that, beyond precarious infrastructure and low connectivity, there is a latent sense of institutional neglect in teachers’ narratives. However, the study also revealed that the use of low-cost assistive technologies and multimodal resources, when applied with pedagogical intentionality, significantly enhances the engagement and learning of students with ASD, overcoming the barrier of limited digital resources. In response to the demands identified in the interviews, the educational resource “Multimodal Guide to Adapted Pedagogical Resources” was developed for teachers of students with Autism Spectrum Disorder, specifically designed for rural contexts. It is concluded that the use of non-digital assistive technologies, combined with the appreciation of local knowledge and in-service teacher education, constitutes an effective strategy to promote the meaningful inclusion of students with ASD in rural schools in Iranduba.Other Inclusão conectada: tecnologias digitais a serviço da inclusão escolar(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2025-12-17) Valença, Silviane Sabino; Souza, Dalmir Pacheco deOutro Guia informativo: "Nós" na travessia: da escola que integra para a escola que inclui(2022-02-16) Cunha, Karen Pontes da; Lima, Maria Francisca Morais 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; Reis, Joab GranaDissertação Educação inclusiva: uma abordagem acerca das políticas de inclusão para a permanência escolar no IFAM Campus Manaus Centro(2022-02-16) Cunha, Karen Pontes da; 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; Reis, Joab GranaInclusion is a topic discussed in Brazil in all spheres: social, academic, in the context of employability, among others, since historically we live in a country with serious social distortions, reflected in the educational scope as well, the focus of this study. The aim of this research is to analyze inclusive policies and their importance for the permanence of students in the Integrated High School of IFAM Campus Manaus Centro from the perspective of inclusive education. The focus on inclusive policies is justified by their importance as a tool for the promotion of inclusion within technological and professional education, since these policies act in the face of social inequalities manifested in the school, which denotes that the democratization of access does not guarantee the democratization of permanence. In this perspective, inclusive education is chosen as a guiding concept, since it recognizes all students as learning subjects, implying, therefore, a dimension of totality that involves the inclusion of people with disabilities and high abilities; of young people and adults; in vulnerability etc. From this perspective, there is the challenge of thinking about policies based on values that emphasize differences, based on social, cultural, ethnic, nutritional, pedagogical aspects, among others that may imply school permanence. Among the authors with whom we dialogue are: Mantoan (2003), Carvalho (2014), Oliveira and Padilha (2013) who discuss and defend the perspective of inclusive education. About the methodological aspect, the Case Study was used as an investigation method, once it allows the analysis of complex problems in their context. In total, 05 teachers and 09 education technicians participated in the research. To obtain the data, the following techniques were applied of online way: semi-structured interviews, conversation circles and questionnaires. For the treatment and interpretation of data, the Content Analysis strategy was used. In general, the results show that inclusion policies are focused on two main groups: students in social vulnerability and disabilities. It also revealed that despite their focused character, they are important tools for facing social inequalities. Based on praxis in education, through which a coherent and reflective dialogue between theory and practice is established, the Informative Guide “We on the crossing: from the school that integrates to the school that includes” was prepared, which will contribute to the constitution of IFAM CMC as a more inclusive space, with a view to raise reflections that can impact and transform pedagogical practices aligned with the perspective of inclusive education. Finally, this study is incorporated in the research line called Organization and Memories of Pedagogical Spaces in Professional and Technological Education - macroproject 6 which houses projects that work on issues related to the organization and planning of formal and non-formal pedagogical spaces, research, teaching, extension and EPT management.