Programa de Pós-Graduação em Ensino Tecnológico
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/28
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Item Site/Blog Narrativas no MPET: uma estratégia pedagógica para formação de professores no ensino tecnológico(2015-11-30) Campos, Alessandra Tomé; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Azevedo, Rosa Oliveira Marins; Barbosa, IerecêItem Narrativas de professores no ensino tecnológico(Instituto Federal do Amazonas, 2015-11-30) Campos, Alessandra Tomé; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Barbosa, Ierecê dos Santos; http://lattes.cnpq.br/7671831772363755This work is the result of research done in the Professional Master in Technological Education (MPET) at the Federal Institute of Education, Science and Technology (IFAMCampus Center) with the main question understanding teachers narratives in training, student and researcher in said master to obtain indicators, to be used as reference for the preparation of a resource, it can be used in training teachers process of Technological Education. Aiming to reach that goal, at first, we tried to establish a parallel between the of the researcher's life story, his experiences in the first year of MPET with the theoretical and epistemological foundations on Narrative Research subsidized by theorists like Clandinin and Connelly (2011), Ricoeur (2010), among others. Secondly, there was Discursive Textual Analysis (ATD), using as theoretical support and Galiazzi, Moraes (2011) and for an analysis of equipment, the narratives of life of teachers in training the first group of master's. As methods and techniques have been used bibliographical research works concerning the Narrative Research, teacher training and Technological Education, held natural participant observation that was adequate to the proposed objective since the researcher is part of the group of teachers, subjects research. Data collection was conducted from moments of observation of classes held in the first year of training in the MPET, the II Conference and Project Seminar from which were made field notes of descriptive and reflective type, records through photographs, sound recordings and image of said time of observation. Based on indicators emerging from this process ATD, it showed the potential of narratives in contributing to teacher training, and from there, we proceeded to the preparation of the site / blog Narratives on MPET (www.narrativasnomept.com) as a possible resource to contribute in formation process of teachers who work in Technological Education. Finally, it is expected that with the use of this resource through the development of the proposed topics and from the interaction activities, arising referrals for future research.Item Ensino de botânica: um guia didático como contribuição à formação da concepção ambiental para licenciandos de ciências biológicas(Instituto Federal do Amazonas, 2015-12-03) Vilas Boas, Terezinha de Jesus Reis; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Rocha, Maria Astrid Liberato; http://lattes.cnpq.br/3718324408807560; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861The teaching of botany is a fundamental tool to strengthen awareness of the use, management and conservation. The development of teaching activities in Spaces Non-Formal (ENFs) Amazon can provide significant learning processes for teaching botany, valuing biodiversity of regional plants and thus contributing to the formation of an environmental design. The research in this chapter aimed to diagnose through PPC, questionnaire to teachers and students, the perception of botanical relationship and environment in the construction of environmental design. The study was conducted at the Federal Institute of Education Science and Technology of the Amazon / IFAM through interviews with 49 students from the 2nd, 6th and 8th periods of Morphology disciplines of Superior Plant and Superior Plant Physiology, and 04 teachers, target the course of Biological Sciences Degree, checking botany and environmental design and the methods used by teachers for teaching botany. Later, there was an intervention by activity developed in ENFs. Research has indicated that the botanical knowledge developed in ENFs stimulate learning differently in the traditional way, demystifying the botany as difficult to understand as well as raise environmental design as a tool for maintaining balanced environment.Item Ensino de botânica e meio ambiente: um guia didático para aulas em espaços não formais amazônicos(2015-12-03) Vilas Boas, Terezinha de Jesus Reis; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Liberato, Maria Astrid Rocha; http://lattes.cnpq.br/3718324408807560; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; http://repositorio.ifam.edu.br/jspui/handle/4321/62In this respect, it is recognized that education for science is not only a function of the school, but its role in educating the relevance in teaching-learning. Non-formal spaces (ENFs) appear as environments used for dissemination of local specificities necessary for scientific and environmental training. Thus, it was tried to construct this Didactic Guide organized in forest environments of the Amazon Region around questions about: The importance of the vegetables to the Amazonian environment for the acquisition of a consistent environmental conception in its practice. In this guide we highlight the importance of the regional flora for botanical studies in a perspective of building associated botanical knowledge environmental issues with the use of the following spaces: Biological Reserve of Campina / Campinarana, Suframa Waterfall, Cachoeira Santa Cláudia, Municipal Park Cachoeira das Orquídeas. Through this Pedagogical Guide there are information on how a teacher can use these spaces to highlight the richness of natural resources in the Amazon, carrying out teaching-learning processes with regional examples, valuing and allowing the individual to understand the importance of living beings for the maintenance of the environment. The approach also allows the correlation between the knowledge described during a theoretical class and the examples shown in the textbooks.Item Mudanças climáticas globais: ensino de conceitos relacionados às MCGs em ambientes amazônicos(2015-12-04) Freitas, Marciléa Silva de; Marques, Jean Dalmo de Oliveira; Paes, Lucilene da Silva; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Candido, Luiz Antônio; http://lattes.cnpq.br/7705103746743754; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861Item Estratégia didática para o ensino dos conhecimentos relacionados às mudanças climáticas globais(Instituto Federal do Amazonas, 2015-12-04) Freitas, Marciléa Silva de; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Candido, Luiz Antônio; http://lattes.cnpq.br/7705103746743754; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861Currently, we discuss a lot in the media about the Global Climate Change (GCCs), especially in the context of rising global temperature, the emission of harmful gases to the environment and water scarcity, emphasizing the interference of man the these changes. Although the weather suffered changes over the Earth's history, in all time scales, it is clear that the current change presents some different aspects. Climate change in the past were the result of natural phenomena; in turn, the greater part of the current climate change is attributable to human activity particularly over the last 50 years. The problem that gave rise to this work is linked to the importance of the Amazon, which is widely regarded in the context of GCGs, as well as the lack of teaching and learning strategies around this theme. Therefore, this study has the general objective to develop an educational strategy for the teaching and learning process on the GCCs theme, using the potential of Amazonian regional natural resources. The methodology used was action research, developed with 40 students of Degree Biological Sciences (DBS) from the IFAM and 5 teachers who work in related disciplines the research topic. From the survey results, we realize how much is emerging discuss with the academic society on the GCCs, because the impacts suffered by these changes reflect the society as a whole, and often we do not realize that we are responsible for contributing to the changes that our planet has suffered, and are necessary, in addition to behavioral changes, policy interventions committed to the society for the solution of environmental problems. So much students and teachers point out the relevance of the discussion of the knowledge of the GCCs, given the impact that involves the subject and its relation to the Amazon region in terms of conservation and preservation of natural resources to maintain and balance of life on Earth. The use of non-formal spaces (NFS) allowed arouse students' environmental awareness on the conservation and sustainable use of Amazonian ecosystems because of the potential they present to store carbon and contribution in the hydrological cycle. Didactic scripts for teaching about GCCs are important tools for the development of a satisfactory teaching-learning process in order to promote effective science education contextualized to the regional and global reality. The development of educational tools, has proved effective in driving to achieve the proposed objective, encouraging other teachers to use new educational strategies.Item A formação de professores para o ensino profissional e tecnológico mediado pela metodologia por competências a partir dos anos 70(Instituto Federal do Amazonas, 2015-12-18) Andrade, Maria do Carmo Ferreira de; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Aguiar, José Vicente de Souza; http://lattes.cnpq.br/9130080603912569; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617This dissertation studies Teachers Training on Professional and Technological Education mediated by the Abilities Methodology in Brazil, starting in the 70’s. We will research Teachers Training on this area with its regulations and benchmarks in Brazil’s legislation, analyzing relevant bibliography to its implementation. In order to find traces of the theme we covered its history and the starting point of Professional Education which was the creation of the “Escola de Aprendizes Artíficies” by the Federal Government that established free professional education in all the capitals of the Brazilian states. The organic laws that created the “S” system with the law 4.048 from January 22nd, 1942. The reform of elementary and middle schools with the law 5.692 from August 11th, 1971 and the professional and technical education. The creation of the Federal Network of Professional Education, Science and Technology that creates the Institutes of Education, Science and Technology with the law 11.892 from December 29th, 2008. We focused on looking deep into the origin and defenitions the term “skills” and the teaching trough skills in the industrial era in Brazil and other countries since the 90’s. To clarify the implementation and functionality we searched for experiences in SENAIs schools in the state of Santa Catarina and its usage in a school in the regional department of the state of Amazonas in Manaus. These experiences proved the effectiveness and quality of learning when the teaching of “learning doing it” is an expression of the same branch, theory and practice speak the same language in the mobilization of knowledge. We point out that to establish the Abilities Methodology by the teacher, students and schools its necessary its appropriation intrinsically and extrinsically given the conditions to knowledge and development of the scientific spirit of the proposal. It’s the schools commitment to involve itself in the search for knowledge providing above all to the teachers technical, scientific and pedagogical training. As a result of this research we developed and implemented a Learning Situation script of conflict management in classrooms for teachers training mediated by the Abilities Methodology.Item Roteiro para elaboração de situação de aprendizagem(2015-12-18) Andrade, Maria do Carmo Ferreira de; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Aguiar, José Vicente de Souza; http://lattes.cnpq.br/9130080603912569; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617Item O blog como recurso pedagógico para o ensino da Língua Espanhola(Instituto Federal do Amazonas, 2016-02-25) Mesquita, Silvana Suelen Mendonça; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Kalhil, Josefina Diosdada Barrera; http://lattes.cnpq.br/3175179523669781This research aimed to verify the blog as an educational resource and its effectiveness in teaching and learning process of Spanish language. With the advent of technologies in the 80s, the society faced challenges in appropriating these TIC among them the Internet and its tools in different contexts today become essential to people's daily lives, including in schools. In this context, the computer and the Internet when used in the classroom are a resource that facilitates the process of teaching and learning, the interaction of the subjects participating and the understanding of the contents taught. Therefore, this research is guided by authors that dialogue on TIC in education and the teaching-learning process of foreign languages, presenting a study focusing on the blog and the teaching of Spanish. For this, we made a bibliographical survey of the route of the TIC in particular the internet with emphasis on the media environment of the blog, its educational use and potential in the teaching-learning of the Spanish Language. Follow the guided sociointeracionismo methodology of Vygotsky a qualitative approach and descriptive character and action research. The results showed the use of the blog as an effective teaching tool, indicating paths and possibilities for teachers to have been a feature that facilitated the learning of reading and writing Spanish Language, thus contributing to education, in interaction environment and writing collaborative with their students, as well as the inclusion of TIC in the classroom, have had a significant importance in their practices, giving new meaning to their planning. Thus, a blog as a pedagogical tool and product of this research was created; allowing the teaching-learning process of the Spanish language becomes more attractive.Item O Blog como recurso pedagógico para o ensino da Língua Espanhola(2016-02-26) Mesquita, Silvana Suelen Mendonça; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Khalil, Josefina Barrera; Gonzaga, Amarildo MenezesItem Aprendizagem significativa e alinhamento construtivo uma proposta para o ensino de circuitos elétricos(Instituto Federal do Amazonas, 2016-03-11) Souza, Pricila Rodrigues de; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Terán, Augusto Fachín; http://lattes.cnpq.br/6646400621099687The planning and development of teaching practice have significant impact on student learning. This paper explores this impact through a didactic proposal for students of middle level technical courses in electrical circuits teaching. The proposal is structured with nine teaching plans and learning, shared through a series of nine videos, based on Meaningful Learning Theory of David Ausubel and Constructive Alignment teaching model of John Biggs. The strategic action research guided the investigation. For the suitability of the material presented to students in elaborate plans were considered its profile and cognitive structure. To collect research data were made audio recordings of the main stages, logbooks, photographs, experimental activities, interviews, previous conceptual maps and final, as well as the evaluation of the tasks performed at the end of each class. Evidence presented during the application of didactic proposal allow to say that aspects: contextualization of learning, motivation, student monitoring and a new look of the teacher in front of his practice; contribute to the promotion of meaningful learning of students.Item PROUCA: uma análise sobre a inclusão digital e as práticas de ensino de ciências em Manaus(Instituto Federal do Amazonas, 2016-03-17) Araújo, Andréia Paula Ferreira de; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Teixeira, Ana Frazão; http://lattes.cnpq.br/3698490801200431; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130This study aimed to analyze the PROUCA as digital inclusion policy in schools in the municipality of Manaus and its contributions to the teaching practices in science. The theoretical perspective adopted placed the importance of integrating Information and Communication Technologies (ICT) in school education and the challenges of building a science education in basic education, indicating fundamentals of digital inclusion in the Brazilian context from the educational processes taking view current theoretical perspectives and objectives of teaching and learning science at school. These perspectives have led to an analysis of the possible use of new technologies, particularly the educational laptop PROUCA, as an educational resource to renew practices in science education. As for the methodological perspective, the research was based on qualitative research, validated by literature and the use of techniques such as observation, questionnaire and interview. In field research context were contacted 12 school units of the Municipal Department of Education, and, respectively, 12 science teachers from the 9th grade of elementary school (EF), and a trainer of the Center for Educational Technology (NTE) to collect data. The collected data were analyzed based on empirical and interpretative analysis. The results showed that the inclusion of PROUCA in the investigated schools did not cause profound changes in science teaching, which collected data show that the textbook, videos and slides are the most commonplace features used in the practice of science teachers. And as there are new digital inclusion programs that provide technological resources to schools with public funds, therefore, is the disuse of existing equipment, with no due reframing and transition in the pedagogical use of such resources in the teaching practice. These findings, in addition to forming themselves into obstacles to critical and innovative use of ICT in school education, point out the importance of teacher training in digital inclusion setting. Arising from the findings was prepared a proposal for Teacher Training, as a contribution to the learning process of science teachers from the final years of elementary school, aimed at integrating the educational laptop PROUCA, with emphasis on developing educational activities supported in the use of educational technology to streamline teaching practices.Item A integração do laptop educacional do PROUCA no ensino de Ciências(2016-03-17) Araújo, Andréia Paula Ferreira de; Chaves, Edson Valente; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Teixeira, Ana Frazão; Mendonça, Andréa PereiraItem Saberes docentes na formação inicial de professores para a educação profissional técnica de nível médio(Instituto Federal do Amazonas, 2016-03-18) Silva, Fernanda Rebeca Araújo da; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Peixoto, Marco Aurélio Nicolato; http://lattes.cnpq.br/2168810836048100Understanding that Knowledge Teachers are important in the profession and are over the training process, we developed an investigative journey whose main objective was to understand in what ways the actions developed in undergraduate courses allow the construction of Knowledge Teachers for Vocational Education Level Technical medium (EPTNM). The locus of the research was the Federal Institute of Education, Science and Technology Amazon - Manaus Campus Center, and had as subjects the students of Degree courses in Biology, Chemistry, Physics and Mathematics of the institution. In view of the active participation of individuals, elected as a theoretical and methodological support action research, a process made possible the development of the discipline "Professional Education High School Technical", to degree courses. For us to reach this product initially seek to know the knowledge that proved necessary for teacher education to EPTNM along the historical trajectory of this education, with the epistemological positioning the design of Knowledge Teachers proposed by Tardif (2014), the same time contextualize this discussion establishing dialogues with Manfredi (2002), Kuenzer (2007), among others. Later in the meeting with the students, proceeded to listen to the experiences of the students of degrees in the EPTNM classrooms, and this took place in two main phases: 1) at the stage of diagnosis, with activities developed in Stage Seminar discipline and the meetings of the Fellowship Program Introduction to Teaching; 2) the development and implementation of a Short Course. The survey data, interpreted based on the Text Analysis and Discourse evidenced Knowledge Teachers for EPTNM: knowledge about this type of education and its characteristics; understanding of the integral formation of EPTNM of students in the social context in which they live; the construction of disciplinary joints within the curriculum, based on the work, science and technology. Resulting from the analysis of this knowledge, we understand that training activities should contemplate the epistemological, ontological and methodological aspects. The survey also shows as a result, the urgent need for discussions on the training processes for EPTNM the Federal Institutes such as identity element of their degree courses.Item Proposta didática para o ensino de circuitos elétricos(2016-04-02) Souza, Pricila Rodrigues de; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Azevedo, Rosa Oliveira Marins; Terán, Augusto FachinItem Ensino das relações métricas do triângulo retângulo com robótica educacional(Instituto Federal do Amazonas, 2016-04-28) Santos, Marden Eufrasio dos; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Oliveira, Elaine Harada Teixeira de; http://lattes.cnpq.br/6553721651836761; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861The Rectangle Triangle Metrics Relations is an important content of geometry in elementary school and the basis for the study of trigonometry in high school, with great potential for application in solving mathematical problems. Given the difficulties with the learning of this content, we developed a teaching plan, based on Constructive alignment, integrating Educational Robotics in teaching this subject of mathematics, considering the development of two skills: (i) visualization and application of the properties of geometric figures; and (ii) development of deductive reasoning in building solutions to the problems proposed. Integration of Educational Robotics in Mathematics Teaching, as proposed in this study, was assessed by a case study of 30 students of the 9th grade of elementary school of a public school named Deyse Lammel Hendges, in the county of Presidente Figueiredo (AMAZONAS). The case study results showed an improvement in students’ learning, and the most significant rates were achieved in the development of visualization skill and application of geometric properties. Regarding the second skill - development of deductive reasoning to solve problems - the results were more modest, as the development of calculations required knowledge of arithmetic, whose mastery by students was limited, even in the case of students in last year of elementary school. As a product of this work, we organized an Educational Robotics Application Notebook for Mathematics Teaching focusing on the Rectangle Triangle Metrics Relations. The notebook is organized into three parts: in Part one, we find a guideline for development of mathematical problems with the use of Educational Robotics. In Part two, indications on Educational Robotics kits and other resources to help the teachers. In Part three, a guideline for the implementation of the educational planning developed in the format of a course.Item Educação Profissional Técnica de Nível Médio: reflexão e proposta formativa para cursos de licenciatura(2016-05-16) Silva, Fernanda Rebeca Araújo da; Azevedo, Rosa Oliveira Marins; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; http://repositorio.ifam.edu.br/jspui/handle/4321/55Item Caderno de aplicação de robótica educacional para o ensino de matemática: uma experiência com o estudo das relações métricas do triângulo retângulo(2016-05-25) Santos, Marden Eufrasio dos; Mendonça, Andréa Pereira; Mendonça, Andréa Pereira; Mendonça, Andréa Pereira; Oliveira, Elaine Harada Teixeira de; http://lattes.cnpq.br/6553721651836761; Azevedo, Rosa Oliveira MarinsItem Inclusão no contexto dos Institutos Federais de Educação: contribuições do NAPNE do IFAM(Instituto Federal do Amazonas, 2016-07-26) Dall'Alba, Jacira; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Matos, Maria Almerinda de Souza; http://lattes.cnpq.br/5590755531194676The Federal Institutes of Education have advanced in pedagogical terms with the implementation of the Nucleus of Attention to People with Special Needs (NAPNE), aiming to break with the conceptual, attitudinal and procedural barriers, promoting inclusive actions articulated with teaching, research and extension. These nuclei are based on the guidelines resulting from the World Conference on Education for All, the Salamanca Declaration and the National Policy on Special Education in the Perspective of Inclusive Education. The present study proposes, through a diagnosis made with the teachers of the Federal Institute of the Amazonas (IFAM) Campus Manaus Zona Leste (CMZL), indicators that guide the improvement in the NAPNE assignments execution, based on the answers of the subjects involved in the research . The methodological proposal of this work consists of a qualitative approach, since the object of the research was based on the analysis of the public policies of inclusion through the attributions of NAPNE. Regarding the means, the research was documental and bibliographic analysis and case study (circumscribed to the IFAM / CMZL), being the research participants teachers who work in the professional and technological education of the IFAM / CMZL. Based on this research, it was possible to affirm that the participating teachers showed an interest in participating in actions that allow inclusion in professional and technological education. The results indicate the need for a more effective planning, monitoring and evaluation in the implementation of the actions proposed by NAPNE, considering that the nucleus should work together with the other sectors of the campus and, consequently, articulated with the attributions of NAPNE Systemic IFAM.Item Orientações básicas aos docentes do Instituto Federal do Amazonas sobre a educação especial no contexto da educação inclusiva(2016-07-26) Dall'Alba, Jacira; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; http://repositorio.ifam.edu.br/jspui/handle/4321/54