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 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 daItem O pensamento matemático no ensino médio integrado: uma iniciativa educativa para a formação politécnica(2024-04-24) Pessoa, Ângela Paula da Silva; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Sousa, Jeanne Moreira de; http://lattes.cnpq.br/3452575521411050; Rodrigues, Jorge de Menezes; http://lattes.cnpq.br/4086151519369862This study aimed primarily to understand how mathematics teachers in the Integrated High School (EMI) at the Federal Institute of Amazonas (IFAM) manage to integrate the teaching of mathematics with technical subjects in an interdisciplinary way, in order to foster the awakening of mathematical thinking contributing to the polytechnic formation of students at the Federal Institute of Amazonas (IFAM). This qualitative study used Textual Discursive Analysis (TDA) to analyze the experiences and perceptions of students and teachers involved in EMI, focusing on the dynamics of teaching and learning Mathematics. Tools such as interviews and diaries allowed for a deep dive into pedagogical practices and educational experiences. The results revealed that effective integration of Mathematics in EMI requires not only innovative and interdisciplinary teaching methods but also strong institutional support. Motivational strategies were identified, along with the importance of student resilience, the applicability of mathematical logic, and the need for a strengthened curriculum to promote continuous advances in mathematical learning. The research pointed to the implementation of active methodologies, the use of educational technologies, and the execution of interdisciplinary projects as means to arouse students' interest in Mathematics and improve academic performance. Furthermore, the analysis highlighted the need to overcome barriers related to curricular integration and collaboration between technical subjects and mathematics to solidify interdisciplinarity. The dissertation also emphasizes the relevance of developing teaching competencies aimed at pedagogical innovation and interdisciplinarity, suggesting continuous training for teachers to face the challenges of integrated teaching. The resistance of some educators to interdisciplinary approaches and the lack of time allocated to collaborative projects were identified as obstacles that need to be overcome. This work contributes to the educational field by providing practical and theoretical insights that can assist in improving the teaching of Mathematics in the context of EMI. It proposes a critical reflection on current pedagogical practices and suggests directions for future educational interventions, with the goal of enriching the teaching and learning experience of Mathematics at IFAM, aligning with contemporary demands for technical and academic training.Item Estratégias de ensino na educação profissional e tecnológica: o uso da cultura maker no programa Educa+ Amazonas(2023-04-27) Maia, Adriana Gama do Nascimento; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Passos, Marize Lyra Silva; http://lattes.cnpq.br/4004424177280845; Frota, Vitor Bremgartner da; http://lattes.cnpq.br/6100146230873494In the modality of Vocational Education Training (VET), teaching strategies involve methodologies, techniques and active practices planned and implemented in formal and informal learning environments in order to access, produce and express the student's knowledge. Considering that this study focuses on teaching resources and methodological proposals for the comprehensive transformation of the student, the overall objective of this research was to enhance the use of the maker culture in vocational and technological education through the Educa+ Amazonas Program, in order to make classes more practical, dynamic and interactive for the absorption of the content covered. Terms such as experimentation, curiosity, stimuli and research are fundamental for the development of critical thinking in students, who learn through their own experiences. The theoretical contribution is anchored in the theory of experimentation and research of DEWEY (2001), in the active methodologies present in the assumptions of MORAN (2019) and the formative process focused on the work of SAVIANI (1995). For this, it was chosen the case study in research of applied nature, with quali-quantitative approach due to the complementation given that enriched the analysis and final discussions. The data collection was done through semi-structured questionnaires applied to teachers and students of the technical courses of Computer Network and Electronics of the Benjamin Constant unit (IBC) of the Technological Education Center of Amazonas (Cetam). The results presented by the research showed the need for a manual with teaching strategies for the use of maker culture, culminating in the preparation of a guide as an Educational Product of the Postgraduate Programme in Vocational Education and Training entitled "Maker Culture: a teaching strategy in strengthening the teaching work in VET". Thus, the educational use of maker culture can become an important methodology in human and integral training of students.Item Cultura maker: uma estratégia de ensino no fortalecimento do trabalho docente na EPT(2023-04-27) Maia, Adriana Gama do Nascimento; Queiroz Neto, José Pinheiro deItem Tecnologia, educação e trabalho: percepções e desdobramentos oriundos do Ensino Remoto Emergencial-ERE no interior da Amazônia(2023-03-17) Sousa, Benara Modesto de; Stefanuto, Vanderlei Antônio; http://lattes.cnpq.br/0700606379336264; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Echalar, Adda Daniela Lima Figueiredo; http://lattes.cnpq.br/3758976350155947This research addressed Emergency Remote Teaching from a laboratory perspective, understanding the role of teaching and learning methodologies and educational technologies in this process of re-signification of education, specifically in Professional and Technological Education Technical Middle Level - PTETML, starting from critical theoretical bases and discussing the inseparable relationship between work, technology and education. The research adheres to the research line: Organization and memories of Pedagogical Spaces in Professional and Technological Education. Nucleating in the macroproject: Organization of the Curriculum integrated in the Professional and Technological Education. It started from the following research problem: what are the implications of Emergency Remote Teaching - ERE in PTETML, considering technology, education and work? The general objective was to analyze the implications of emergency remote teaching (ERE), developed in the Technical Course of Medium Level in Informatics, in the Subsequent form, class 2021, IFAM- Campus Tabatinga-AM, through the categories technology, education and work. This is a qualitative, descriptive research using the case study method. The collection instruments were the questionnaire, the interview and the electronic survey. Data analysis consisted of creating a procedure for analyzing objective and subjective questions jointly, using Bardin's (1977) content analysis technique. 4 professors and 3 students from the subsequent computer science course, class 2021, participated in the research. The main results found showed the following notes: professors and students had difficulties during the ERE; the critical conception of work as an educational principle is not yet fully consolidated and; teacher training with regard to teaching and learning trends, mediated or not by digital technologies, needs to show a critical conception of education in EPT. The results and discussions also supported the preparation of the training guide “Methodologies and Educational Technologies: possible approaches for pedagogical practice in EPT”, which presents a totalizing perspective of work and its relations with education; and at the same time that it guides EPT professors regarding these two categories, it also exposes important elements to pedagogical practice, such as active methodologies and educational technologies.