Mestrado Profissional em Educação Profissional e Tecnológica
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/24
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5 resultados
Resultados da Pesquisa
Item Planejamento participativo: como implementá-lo na educação profissional e tecnológica(2019-12-17) Serrão, Yoli Glenda da Silva; 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; Santos, Marivan Tavares dos; http://lattes.cnpq.br/9141036625325746; http://repositorio.ifam.edu.br/jspui/handle/4321/451The proposal of Participatory Planning arose when the Project was qualified about the Ponte School and its dialogue with Vocational and Technological Education (EFA). The purpose of the proposal is to collaborate with information and knowledge about Planning and to be able to make the “Bridge”. It is structured in 7 topics namely: Participatory Planning, Educational Planning, Participation and its levels, who should participate in Participatory Planning, Laws that subsidize school planning and democratic management, Participatory Planning, Pedagogical Political Project and Democratic Management, Participatory Planning at Ponte School: How can we think it? How can the Ponte school dialogue with the EFA? The proposal of the booklet aims to contribute to the construction of a democratic environment that uses Participatory Planning in school spaces, aiding Democratic Management, and offering guidance to those who think the dialogue between the «Bridge» and the EFA.Item Educação inovadora: uma possibilidade na EPT(2019-12-27) Serrão, Yoli Glenda da Silva; 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/9141036625325746Professional and Technological Education has historically been associated with compensatory education for the working class; however, many educators have tried to build teaching based on a methodology that allows the construction of a less unequal and more participative society. This bibliographic, documentary and descriptive research aims to analyze the contributions of participatory planning to the implementation of the Escola da Ponte Methodology in EPTNM Courses at IFAM, as well as the importance of re-signifying teachers for this break of paradigms based so strongly on professional education. The theoretical contribution was based on the ideas and perceptions of authors such as Paulo Freire, Saviani, Ciavatta, José Pacheco, among others. The methodology used in this research with regard to the approach is qualitative; as for nature it is Basic; in relation to the objectives, it is of the Descriptive type, with bibliographic and documentary research procedures, with direct observation to two of the schools described in the present work. To analyze the data collected in publications and audiovisuals, Content Analysis and some theoretical assumptions of Textual Discourse Analysis are used, with a predominance of thematic content analysis. Being a research of phenomenological methodology, since it uses the experiences of students and educators published in books and other audiovisual documents. As an educational product, the preparation of an orientation booklet regarding Participatory Planning in the Escola da Ponte Methodology and its implications for Professional and Technological Education (EPT) was considered.Item Roteiro de oficina pedagógica para a organização do projeto integrador em cursos técnicos de nível médio(2019-12-09) Feitosa, Robson de Sousa; Stefanuto, Vanderlei Antonio; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Nogueira, Silvia Cristina Conde; http://lattes.cnpq.br/2597065203873535; http://repositorio.ifam.edu.br/jspui/handle/4321/433The pedagogical workshop script for the organization of the integrative project in technical courses at medium level is the result of research work on "The integrative project (PI) as an instrument for implementing the integrated curriculum". It aims to collaborate in advising the members of pedagogical teams in the implementation of IPs with EPTNM, based on the dialogue and the involvement of teachers and students in the planning and management of activities for the critical construction of knowledge and contributing to the self-training of the participating subjects. The proposal is structured in three parts, the first of which brings the foundations of working with pedagogical workshops and the theoretical perspective that underlies the work; in the second it presents cautions that must be observed to use the proposal; and, lastly, the details of the workshop steps. The proposal also indicates that IP with planning, participatory management of teaching processes and horizontalization through dialogue leads to an emancipatory and self-forming perspective for all subjects involved, as it reflects the conceptual basis of Professional and Technological Education of Medium level.Item O projeto integrador (PI) como instrumento de efetivação do currículo integrado(2019-12-09) Feitosa, Robson de Sousa; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Nogueira, Silvia Cristina Conde; http://lattes.cnpq.br/2597065203873535The research on “The integrative project (PI) as an instrument for implementing the integrated curriculum” aims to analyze whether the PIs contribute to the construction of the integrated curriculum in high school courses in an integrated way to professional training at IFPA, Campus Bragança, investigating specifically the integrated technical course of Events. Does this research intention when entering the Professional Master's Program in Professional and Technological Education part of the questions of how PIs arise? Are they an attempt to curricularize interdisciplinarity? And, mainly, how can PIs contribute to the construction of the integrated curriculum in high school courses in an integrated way with professional training at IFPA, Campus Bragança? This work is part of the macro project "Organization of the curriculum integrated in the EPT" of the research line of the program "Organization and management of pedagogical spaces in the EPT". The qualitative methodological approach used critical action research, with documental and bibliographic research techniques, interviews, participant observation and roaming diary, pedagogical workshops and content analysis. The results indicate that the IP emerges as an IFPA institutional policy for curriculum integration, that the integrated curriculum can be implemented through the IP, and that the educational product, which is the pedagogical workshop, was constituted as a space for dialogue and teaching. The conclusions indicate that the obligation to comply with IP as a curricular component may have a limitation due to compulsoriness, but at the same time it can be an instrument of implementation of the integrated curriculum. They also indicate that IP with planning, participatory management of teaching processes and horizontalization through dialogue leads to an emancipatory and self-forming perspective for all subjects involved, as it reflects the conceptual basis of Vocational and Technological EducationItem Proposta de avaliação institucional interna para a EPTNM(2019-06-05) Borges, Nieysila Simara da Silva Castro; Salazar, Deuzilene Marques; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Falcão, Nádia Maciel; http://lattes.cnpq.br/5182856984673000; http://repositorio.ifam.edu.br/jspui/handle/4321/302The internal institutional evaluation constitutes a relevant process for the institutions to analyze them practices, to learn about themselves, to identify potentialities and fragilities and to improve them pedagogica l project. The research is part of the Management and Organization of Pedagogical Spaces in Professional and Technological Education and aimed to build a proposal for an internal institutional evaluation for the medium level technical professional educati on (EPTNM) courses at the IFMA Campus Grajaú, to improve of teaching practices and the strengthening of integral human formation. Duri ng the methodological course, had adopted the qualitative approach, participant research as a method and the technique of conversation group . Representatives of the teaching, student, techni cal administrative and parent/ guardian segments participated in the talks. The conversational group intended to discuss theoretical and methodological elements for the structuring of a p roposal of internal institutional evaluation that meets the specificities of the technical courses of average level. The study made possible the understanding of the need of the participation of the actors of the school and systematized theoretical contrib ution to support the internal institutional evaluation in the EPTNM courses. The educational product developed in the research indicated theoretical and methodological orientations for the implementation of the internal institutional evaluation for the cou rses of EP TNM with intent to the institutional self knowledge and the improvem ent of the teaching. It is hope that the proposal will allow a process, participative and formative, analysis of the practices and provide important subsidies for the decision ma king around the improvement of teaching, in the scope of professional and technological education.