Mestrado Profissional em Educação Profissional e Tecnológica
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/24
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6 resultados
Resultados da Pesquisa
Item O calor das transformação físico-químicas na tecnologia, sociedade e no ambiente: uma proposta de sequência didática da termoquímica(2021-09-28) Araújo, Áurea Sandra; Stefanuto, Vanderlei Antonio; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Scalabrin, Rosemeri; http://lattes.cnpq.br/5879858352336875; Falcão, Nádia Maciel; http://lattes.cnpq.br/5182856984673000; http://repositorio.ifam.edu.br/jspui/handle/4321/637Item Ensino médio integrado na modalidade EJA: formação discente e o ensino da química(2021-09-28) Araújo, Áurea Sandra; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Scalabrin, Rosemeri; http://lattes.cnpq.br/5879858352336875; Falcão, Nádia Maciel; http://lattes.cnpq.br/5182856984673000The study emerged from the desire to reflect the perceptions of students from the National Program for the Integration of Professional Education with Basic Education, in the Youth and Adult Education modality (known in Brasil by the Portuguese acronyom, PROEJA), on the themes “Student training and Chemistry Teaching”. The reserch adhered to Line 01 of the Professional Master’s Degree in Professional and Technological Education (EPT) - Educational Practices in EPT, Macroproject 2 – Inclusion and Diversity in formal and non-formal teaching spaces in EPT. The question raised in the research was: how have PROEJA students understood their training with Integrated High School (EMI) in this modality? The general objective focused on investigating the perceptions of students from the High School Technical Course in Mechanics in na integrated way in the EJA (Youth and Adult Education) modality on their training developed at the Federal Institute of Amazonas – Campus Manaus Centro (IFAM- CMC), whose philosophical, political, and pedagogical proposal aims at Integral Human Formation (FHI). The specific objetives consisted of: a) Establishing, from the student’s perceptions, the relationship that technical work gives to Science, Technology and Culture; b) Reflect on whether the teaching of Chemistry contributes to work and citizenship; and c) Analyze the main integration mechanisms of the EPTNM with the EJA according to the documentar and factual point of view. The research universe was composed of 10 (tem) EJA students of that course.The questionnaire and the semi-structured interview were used as a data collection instrument, in addition to bibliographic and documentar research. All the information collected was submettid to Content Analysis, which showed great interest from the subjects in the education offered by IFAM, as they considered having and excelente training for the Labor Market, in addition to preparing for entry into Higher Education. Mosto of the subjects perceived Chemistry dialoguing with elements inherent to work practice. However, mosto f this knowledge was in technical handouts and not in scientific education itself. Little has been addressed with the Science-Technology-Society-Environment (CTSA) approach. It was verified, in the subjects, the uncritical worldview of S&T, needing to transform it, through conscious and critical teaching. In view of this, the educational product developed sought to structure a proposal for a didactic sequence aimed at teaching Thermochemistry, linked to the liberating pedagogy and the CTSA approach, from generative images, according to the Freirian’s perspective.Item Inglês na palma da mão: o ensinar e o aprender através de um aplicativo móvel desenvolvido para alunos do Proeja(2021-07-20) Umbelino, Maria Lucilene Menezes; Silva, Cirlande Cabral da; Silva, Cirlande Cabral da; Anglada-Rivera, José; Brito, Luiz Carlos Cerquinho deIn the globalized world, the acquisition of the English Language (EL) was no longer a simple differential between people from the academic and professional world, given that, due to its status as global language, the EL has become a resource to be used in different scenarios, making it an essential tool for enabling the information and communication between nations. However, the learning of this language in Brazilian public schools, especially in Youth and Adult Education (YAE), still comes up against various obstacles as regards its implementation. In the face of this, and considering that the educational literature points the Information and Communication Technologies (ICTs) as possible tools for the improvement of educational processes, the purpose of this research was to understand the possible contributions of mobile applications for teaching and learning English in PROEJA, from the development of an educational application aimed at this curricular component. The applied nature research was developed according to the qualitative approach, through an action research with integrated high school students in the modality YAE, at IFAM campus Eirunepe. The study was developed in five stages: in the first, Problem diagnosis, the bibliographic and documentary research, as well as the questionnaire were used aiming to know the main difficulties of students in learning EL. In the second stage, planning an improvement of practice, the educational application “English in the palm of the hand” was elaborated as educational product to intervene on the problem detected. In the third stage - action to implement the planned improvement, there was the use of application as a pedagogical resource. Then, the fourth stage, aimed at monitoring and describing the effects of the action. Finally, the fifth stage consisted of evaluating the results of the action. In order to manage collected data, it was used the content analysis based in Bardin (2016). The research concluded that it’s possible to use mobile applications as facilitators of the English learning in high school courses integrated to YAE, given that, from the pedagogical use of application “English in the palm of the hand”, it was noticed the maintenance and increase of predominant emotional factors in the teaching process EL, such as safety, motivation and self-esteem. The inclusion of this technology in classroom made the teaching and learning process more dynamic and attractive, developed in students a new perception about the language acquisition, in addition to developing the self-directed learning, optimizing study time and providing learning.Item História de vida e formação profissional no PROEJA: uma proposta formativa(2020-06-15) Oliveira, Jordane Lima Dias; Azevedo, Rosa Oliveira Marins; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Oliveira, Irlane Maia de; http://lattes.cnpq.br/3156688483798707; http://repositorio.ifam.edu.br/jspui/handle/4321/448The present educational product is the result of the master’s thesis “Professional Training: the meanings that emerge from the life stories of PROEJA students”. It is a formative proposal with Life History, aimed at students included in the National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Education Modality - PROEJA. The main purpose is to collaborate with the professional formation of the referred public, through the reflective work provided by the History of Life, contributing with innovative educational practices in the institutions of the Federal Professional Education Network. Based on the four phases of Josso’s researchtraining (2010) - introduction to the construction of a life narrative; oral and written elaboration of the narrative; understanding and interpretation of narratives; balance of trainers and participants - this educational product was organized in three parts: part I, Learning from living: Life History as self-training, which aims to prepare the teacher in the formative work with Life History; part II, Formation with Life History at PROEJA: work scripts, which presents in each script, a total of six, guiding procedures for organizing formative meetings with Life History, as well as suggests dynamics to be developed, in addition to a formative script for the teacher; and part III, Life Story of PROEJA students: formative possibilities, which presents the life stories produced during the formative meetings in PROEJA’s Integrated Technical Course in Aquaculture. It is hoped that this material will collaborate with the professional training of Youth and Adult Education students at the institutions of the Federal Education Network, and also point out other meanings for educational practices at these institutions.Item Formação profissional: os sentidos que emergem das histórias de vida de discentes do PROEJA(2020-06-15) Oliveira, Jordane Lima Dias; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Oliveira, Irlane Maia de; http://lattes.cnpq.br/3156688483798707The present study, linked to the line of research Educational Practices in Professional and Technological Education, aimed to investigate the meanings of professional education that emerge from the Life Stories of students of the National Program for the Integration of Professional Education with Basic Education in Education Modality Youth and Adults (PROEJA), as the basis for a training proposal. The research-formation with Life History guided the methodological path, organized in four phases, based on Josso (2010), renamed as: Introduction to the Construction of Life History; The “Walk for You” as a Proposal for Reflection on the Trajectory of Life and Professional Training; What does my Life Story reveal about my education ?; and Balance of the training process. Fourteen students from the PROEJA Integrated Technical Course in Aquaculture from the Federal Institute of Education, Science and Technology of Pará, Campus Tucuruí, participated in the research. The group narrative interview was used as the source for the construction of the data, and the field notes, audio and video recordings and textual production of the Life Story of the fourteen participants were used as instruments. Data analysis took place under the guidance of the Interpretative-Comprehensive Analysis, proposed by Souza (2006), in three stages: Pre-analysis and Cross-reading; Thematic reading; Interpretive-comprehensive reading. Three categories emerged from the analysis: 1) Memories about childhood; 2) Exodus, educational perspectives and youth and 3) Professional training: life change, personal / professional fulfillment and life projects. From this, the meanings given to professional training in the Technical Course in Aquaculture emerged and the contributions of reflection provided by Life History to the training of participants, namely: professional training assuming meanings of lifechanging perspectives by returning to studies in the technical course; personal fulfillment, as a dream come true, studying at IFPA; professional achievement; and professional improvement. As contributions to professional training, Life History offered participants opportunities to become aware of their own training; skill discoveries; relational learning and change in the vision of themselves and others. The research resulted in the educational product: Life History and Professional Training at PROEJA: a formative proposal, organized in three parts: Part I, Learning from living: Life History as self-formation; Part II, Training with Life History at PROEJA: Work scripts; Part III, Life Story of PROEJA students: formative possibilities. The product, upon evaluation by a committee composed of five (5) education professionals, all with experience in PROEJA classes, received a favorable opinion, being validated in its objective of collaborating with the professional training of PROEJA students, through work reflective provided by the History of Life, contributing with innovative educational practices in the institutions of the Federal Professional Education Network.Item Educação profissional técnica de nível médio na modalidade de educação de jovens e adultos: uma reflexão sobre a prática pedagógica docente(2019-12-10) Duarte, Tayna Bento de Souza; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Rodrigues, Ana Maria de Lucena; http://lattes.cnpq.br/7711936468049245The Technological High School Education Program (EPTNM), implements the study program called Youth and Adult Teachings (EJA). This study program is part of the Brazilian National Integration Program for Professional and Basic Education from Youth and Adult Teachings (PROEJA). This government education program aims to increase the professional scholarity, by setting up new standards for the teacher’s education know-how, which must be orchestrated with the courses expertises proposals. At this context, the teachers education know-how refers to theoretical and practical activities, with assessments between the teachers. This research was accomplished at Graduate Professional and Technological Education Program (ProfEPT), and engaged on a research group, name Control and Management from Pedagogical Clearances on Professional and Technological Education. The main goal of this research is to analyze how the theoretical intercessions from EPTNM acts in EJA, according to the continuous undergraduate program, with the problematization teaching methodology, which allouds the teacher to have a syntonized feedback of the education process, building a live loop classroom dynamics. The research workshops were hold on the Federal Institute of Amazonas (IFAM), Manaus’ City Center Campus (CMC), and the participants were the teachers from the Mechanical High School Undergraduate Program from the daytime shift of EJA. The qualitative approach was used, according to the Action Research method and the main result was a continuous educating workshop, constructed with the problematization methodology in consonance with the Arch of Manguerez. The concepts of the Arch encompass, objectives, concepts and principles to justify the EPTNM’s courses proposals from PROEJA. The Workshops were divided in stages, each stage is an important part of the framework methodology, and these requirements were looking forward to the teacher’s reflexive práxis, aiming the changing processes on the classroom standards. The pedagogical teaching práxis on EJA, presenting new perspectives to the teacher’s labor, accomplishing knowledge from student rights in different ages on the study program. The most feasible result is the educational product, reconstructing scenarios to represent the core of the Arch of Manguerez approach, implementing formative procedures on a live experience environment, with a unified and collaborative ambience.