POS CMC- Programas de Pós-graduação Stricto Sensu

URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/18

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Resultados da Pesquisa

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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.
Guia do Ingressante no Ensino Médio Integrado: "Acolher para integrar, integrar para permanecer"
(2025-06-18) Viana, Herleide Batista; Silva, Cirlande Cabral da
As práticas de acolhimento como estratégia de integração e permanência no ensino médio integrado: uma investigação à luz da teoria fundamentada nos dados
(2025-06-18) Viana, Herleide Batista; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Cabral, Hiléia Monteiro Maciel; http://lattes.cnpq.br/2809503718860401
The present study, within the research line “Educational Practices in Professional and Technological Education”, follows the guidelines of the macro-project “Educational Practices in the Integrated Curriculum”, which is grounded on the pillars of work, science, technology, and culture in the context of Professional and Technological Education (PTE), in accordance with the directives of the Professional Master’s Program in Professional and Technological Education (ProfEPT). In this context, the aim was to develop an explanatory theory regarding the welcoming practices directed at students entering Integrated Secondary Education with Professional and Technological Education, in such a way that it could contribute to their integration and retention at Campus Manaus Centro – IFAM. The research was based on a qualitative approach due to the nature of the research problem, enabling the capture of intricate details of the phenomenon, such as feelings, thought processes, and emotions. To collect the data, we conducted semi-structured interviews with 15 (fifteen) first-year students in the 2024 academic year, including class representatives and vice-representatives from the integrated technical high school courses. Data analysis, carried out through Grounded Theory, in the Constructivist perspective of Kathy Charmaz (2009), encompassed initial coding, focused coding, and theoretical coding. The investigation had the following specific objectives: a) To understand the welcoming practices implemented by Campus Manaus Centro, from the students’ perspective, aimed at the process of integration and the development of institutional identity, fostering a sense of belonging as a strategy for integration and retention; b) To identify the welcoming practices that contribute to the integration and retention of incoming students in Integrated Secondary Education with Professional and Technological Education at Campus Manaus Centro; c) To construct a Guide for New Students in Integrated Secondary Education, with guidelines for the process of integration and retention in this educational modality. The main outcome of this research was the understanding of the newcomers’ perceptions regarding the process of integration and retention in Integrated Secondary Education, expressed through the Substantive Theory: “Welcoming in Integrated Secondary Education is a continuous and multidimensional process that directly influences students’ integration, sense of belonging, and retention, depending on the interaction between institutional strategies and networks of academic and emotional support.”
Literatura amazonense no ensino médio integrado: uma proposta didática para a formação omnilateral
(2025-03-31) Jesus, Suelen Souza de; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Nogueira, Jocélia Barbosa; http://lattes.cnpq.br/0459825752592236
The research titled "Didactic Proposals for Teaching Amazonian Literature in the Integrated High School at the Manaus Zona Leste Campus of the Federal Institute of Amazonas" contributes to the discussions on teaching Amazonian literature within the context of integrated high school education, focusing on holistic education and the development of an educational proposal aimed at supporting teachers in this process. The central question that guided the study was: how to create didactic material that would assist Portuguese Language teachers in addressing Amazonian literature while promoting holistic education in Integrated High School (EMI)? The main objective was to investigate the process of teaching Amazonian literature in the 3rd-year Integrated High School classes at the Federal Institute of Amazonas (IFAM) - Manaus Zona Leste Campus (CMZL), targeting Portuguese Language teachers. The research adopted a qualitative approach, appropriate for educational field studies, with data collection through documentary research and semi structured interviews, using questionnaires before and after the application of the Educational Product at IFAM CMZL and IFAM Manaus Center Campus. The data analysis followed content analysis methodology (Bardin, 2011), with an interpretative focus (Gunder, 2000). The results indicate that including regional literature in the school curriculum strengthens students' Amazonian identity, broadens their literary repertoire, favors their comprehensive development, and promotes the appreciation of local productions. The Educational Product generated is a didactic material focused on teaching Amazonian literature, designed to provide support to teachers on topics covered in the entrance exams of public universities in Amazonas.
A árvore do conhecimento: o Campus Maués/IFAM como lugar de memória e identidade
(2025-03-25) Coelho, Mariana de Oliveira; Souza, Ana Cláudia Ribeiro de
Uma narrativa histórica do Campus Maués/IFAM: as tessituras do ensino médio integrado e a formação omnilateral no contexto amazônico (2010-2019)
(2025-03-25) Coelho, Mariana de Oliveira; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Diógenes, Antônia Mara Raposo; http://lattes.cnpq.br/8412404224155459
This research investigates the memory of the Maués Campus of the Federal Institute of Education, Science and Technology of Amazonas, located in the interior of Amazonas, with the aim of recording and preserving institutional memory. The theme emerged during the Postgraduate Program in Professional and Technological Education (ProfEPT), based on reflections on the History of Professional Education, its conceptual bases and how this modality arrived in Maués-AM. The study aimed to investigate the historical process of the Maués/IFAM Campus (2010-1019) based on the fabric of Integrated High School and omnilateral training in documents and practice, with an emphasis on preserving the memory of a Professional and Technological Education institution. The theoretical contribution was made by authors such as Manacorda (2007), Frigotto (2018), Della Fonte (2020) Ciavatta (2005), Ramos (2014), among others, who address topics such as Professional and Technological Education, Vocational High School and omnilateral training. The discussion involving memory and oral history as a source of research was based on Magalhães (2004), Le Goff (1990), Santos (2018), Halbwachs (2003), Silva and Barbosa (2022), Freitas ((2006), among others. This research was submitted to and approved by the Human Research Ethics Committee (CEPSH). The research site was the Maués/IFAM Campus and the participants included ten teachers who taught classes for Integrated High School and nine graduates who served as student representatives in the Integrated Technical courses in Agriculture, Information Technology and Administration. The methodological approach was qualitative, with an exploratory character. Data collection techniques involved documentary research and semi-structured interviews, based on thematic oral history. For data analysis, based on Moraes and Galiazzi (2020), Discursive Textual Analysis was chosen, which emphasizes the subjectivity, anchored in the world of experience and everyday life, resulted in the metatext entitled: “Campus Maués/IFAM as a place of memory and identity: a watershed for the Maués community regarding comprehensive human development”. The investigation revealed that the implementation of the Instituto Federal do Amazonas (IFAM) in Maués, with the proposal of Vocational High School Education, represented a crucial milestone for the community, by expanding access to free, quality public education, promoting social inclusion and contributing to the integral human development of students, articulating technical, scientific and cultural knowledge. The research highlights the importance of preserving institutional records, both physical and digital, to ensure that significant milestones are not lost, as well as the legacies of achievements of the people (teachers, technicians and students) who are part of the institution. All this safeguarding helps future generations to have knowledge of the past, understand the present and, at the same time, project the future more accurately, establishing a bond between generations and strengthening the identity of the institution. Based on this information, an Educational Product was developed in e-book format, entitled “The Tree of Knowledge: Maués/IFAM Campus as a Place of Memory and Identity”, a material that uses an analogy to tell the story of the Maués/IFAM Campus, correlating the constituent parts of a plant (guarana) with the fundamental parts of a successful school.
Guia prático de inglês para fins específicos: orientações e sugestões para professores do curso de informática do ensino médio integrado
(2025-03-31) Bezerra, Cleber de Souza; Frota, Vitor Bremgartner da
O ensino da língua inglesa no curso de informática no contexto da Educação Profissional Técnica de Nível Médio (EPTNM): um olhar para o currículo integrado
(2025-03-31) Bezerra, Cleber de Souza; Frota, Vitor Bremgartner da; http://lattes.cnpq.br/6100146230873494; Frota, Vitor Bremgartner da; http://lattes.cnpq.br/6100146230873494; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Magalhães Netto, José Francisco de; http://lattes.cnpq.br/3958238119785924
This research investigates the implementation of the integrated curriculum in the Integrated High School with Technical Education at the Federal Institute of Amazonas (IFAM), with an emphasis on the curricular integration of the English Language in the Information Technology technical course. The study stems from the observation of curricular fragmentation and educational duality between English Language and technical subjects, evidenced throughout the Professional and Technological Education Graduate Program (ProfEPT). Considering the importance of English in the technology field and the need for an omnilateral education, the research analyzes how an instructional material can contribute to the implementation of the integrated curriculum. The methodological approach adopted is qualitative, based on Discursive Textual Analysis (DTA), as proposed by Moraes and Galiazzi (2011), following three stages: 1) unitization, 2) categorization, and 3) metatext production. Data collection was carried out through semi-structured interviews with seven English teachers from IFAM and the analysis of Course Pedagogical Project (PPC). DTA enabled the construction of analytical categories that revealed structural challenges such as the lack of specific training for teaching English for Specific Purposes (ESP), the absence of curricular integration, and the undervaluation of the English Language discipline within the context of Professional and Technological Education (PTE). Furthermore, it was found that curricular fragmentation and the lack of interdisciplinary approaches hinder the potential of English language teaching as a support tool for students’ technical education. In response to these challenges, the Practical Guide to English for Specific Purposes: Guidelines and Suggestions for Teachers of the Information Technology Course in Integrated High School was developed, featuring methodological proposals, pedagogical strategies, and integrative activities to strengthen the connection between the English Language and the technical components of the course. The study concludes that the implementation of the integrated curriculum requires continuous teacher training, student needs analysis, and active methodologies that foster the connection between English content and the specific demands of the Information Technology technical course. This instructional material is expected to contribute to overcoming educational duality and to the development of an integrated and contextualized teaching approach in Professional and Technological Education.
Recomendações de práticas educativas entre docentes e intérpretes educacionais-orientações para o intérprete
(2024-04-15) Feitoza, Adriano Brito; Lima, Maria Francisca Morais de
Everyone 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.
Desvendando o pensamento matemático no EMI: orientações e estratégias pedagógicas
(2024-04-24) Pessoa, Ângela Paula da Silva; Silva, Cirlande Cabral da

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