Mestrado Profissional em Educação Profissional e Tecnológica
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/24
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2 resultados
Resultados da Pesquisa
Item 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 Criação de um Vade Mecum educacional da atividade fim ensino dos Institutos Federais(2019-12-20) Neves, Luciano Oliveira Azevedo; Nascimento-e-Silva, Daniel; http://lattes.cnpq.br/7097994013984431; Nascimento-e-Silva, Daniel; http://lattes.cnpq.br/7097994013984431; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Silva Filho, Erivaldo Cavalcanti e; http://lattes.cnpq.br/1203576344531897Federal Institutes of Education (FIs) have a public character, which means that they are governed by general and specific legislation. Laws are often difficult to understand by education actors, such as teachers, technicians and managers. And with an aggravating factor: they are dispersed, making knowledge and handling even more difficult to support many educational actions and decisions. In this sense, this study aimed to create the Vade Mecum Educacional, which is the compilation and detailing of all national laws regarding teaching activities, with special emphasis on those developed by the FIs. He used the scientific-technological method, which is characterized by the generation of guiding questions, followed by the collection and organization of laws, stages that configure the scientific part of the method; then the laws were modeled around a Vade Mecum prototype, whose functionality and effectiveness were tested with evaluations by professionals from the teaching area of the Federal Institute of Amazonas (IFAM), and recommendations for improvement were made and submitted to a new evaluation. , configuring the tested and approved final product. The final product consists of a chronological index of the legislation on education, a list of abbreviations and acronyms, 49 constitutional provisions, 9 ordinary laws, an IFAM normative resolution, a technical glossary and an alphabetical and remissive index of the legislation. The conclusion shows that the use of the product in the teaching activities of the FIs will provide more technical and legal security both in its planning and execution and in the managerial decision-making process. The contribution of this study to the area of professional and technological education is to guarantee a reliable and updated legal support so that professionals can develop their activities safely and without temerity