Programa de Pós-Graduação em Ensino Tecnológico

URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/28

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Curso Arumã e formação de professores na Amazônia: contributos para a educação especial
(2024-03-27) Braga, Waldeilson Martins; Pacheco, Maria Lúcia Tinoco; Pacheco, Maria Lúcia Tinoco; Silva, Josiani Mendes; Lemos, Cátia
One of the most fundamental questions when we deal with special education, conceiveing it as a way to fight against the exclusion process that has marked the entire history of people with disabilities, in a school context, concerns the role of teacher formation. Whether in the formation of graduate students or in the training of teachers in the field of action, this training, in addition to mastering techniques, didactics and pedagogical resources, must seek, mainly, a change of mentality in relation to disability, which, in turn, implies the deconstruction of concepts, visions, and school cultural practices that limit inclusive action. So, actions that have the emphsis in the teachers formation from the perspective os special education in an inclusive vision assume a responsability in this scenario, once offering a course of this nature is expected to enable those who mainly do so to rethink themselves as teachers, reflecting this reflexive action in pedagogical and school practices from then on in favor of social inclusion. In this way when we are treating with the formation of teachers in the perspective of inclusive education, we took the course called ARUMÃ/IFAM on the Manaus-Center campus, Instituto Federal do Amazonas, in an improvement format, that promoted in its editions, the direct formation of teachers and others education professionals as well as in capital and the countryside of the Amazonas state and Pará, reaching municipalities such as Iranduba, Presidente Figueiredo and Oriximiná. This work focused on offering the Arumã course in the period between 2010 and 2015, trying to answer the central question: What perspectives on special education were worked on with teachers who experienced a formation process offered by the Arumã/IFAM course? By the exposed, this research , a study case, in a qualitative approach, intended to investigate the scope of this formation, presenting an overview of the training offered by the Arumã course to teachers of basic education in special education, considering its formative proposal, in the documents referring to the editions of the course in the period in question. As a result, we may affirm that the actions of the Arumã helped to fill the gap in the inclusive process, that is, the formation of professionals for pedagogical work with special education stakeholders, so this research brings as a proposal for an educational product a curricular component to be included in teacher formation, entitled “Topics of Inclusive Literature and Deaf Literature”.
A dinâmica solo-planta em ecossistemas amazônicos
(2021-12-17) Soares, Anderson Colares; Paes, Lucilene da Silva; Paes, Lucilene da Silva; Anic, Cinara Calvi; Liebl, Ariany Rabello da Silva
This product originated from the dissertation developed in the Postgraduate Program in Technological Teaching (PPGET) of the Federal Institute of Education, Science and Technology of Amazonas - IFAM, Campus Manaus Centro, with the purpose of helping teachers and students of Science in Nature in the approach of Soil-Plant Dynamics in Amazonian Ecosystems. This interaction is essential for the ecosystem, as the soil is one of the main sites of interaction where there is a diversity of contributions to the improvement of plants and sustainability of the system and this interaction goes through several stages, namely: transport of water and nutrients, plant metabolism and the carbon and nitrogen cycle. So, this didactic guide can help teachers and students, facilitating the teaching process, contextualizing this knowledge in the Amazon and providing new knowledge to better understand this biome.
Ensinando microbiologia na Amazônia: guia didático para professores e alunos
(2020-12-05) Souza, Afonso Santos de; Lucena, Juliana Mesquita Vidal Martinez de; Lucena, Juliana Mesquita Vidal Martinez de; http://lattes.cnpq.br/5056348459580471; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Freitas, Adriana Dantas Gonzaga de; http://lattes.cnpq.br/3694117633635449; http://repositorio.ifam.edu.br/jspui/handle/4321/562
This product is intended to assist biology teachers in addressing the general and contextualized microbiology theme in the Amazon. Despite advances in knowledge about the microbial diversity of the Amazon, few teaching resources or content are available for its direct application in the classroom in basic education. The fundamentals and resources presented in this guide can help instigate students at this level of education by using examples from our region to mediate learning in microbiology, assuming that contextualization can facilitate the construction of new knowledge based on those who already accompany them experience.
O ensino de ciências da natureza numa perspectiva amazônica: um olhar experimental
(2022-09-12) Nascimento, Rebeca Brandão; Oliveira, Adriano Teixeira de
This educational product aims to collaborate during the stages of the teaching and learning process, in the approach of Natural Sciences to electric fish in Amazonian spaces. The material presents instructions related to the potential of the Amazon as a large laboratory, the contextualization of science teaching in the Amazon, the electric fish and its potential, didactic sequences and script models, where this material can provide support for students and teachers of the northern region and also those who want to know about the Amazon and its specificities.
Fungos da Amazônia: um recurso didático para a graduação
(2024-03-14) Travassos, Ana Graziela Gomes; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Freitas, Adriana Dantas Gonzaga de; http://lattes.cnpq.br/3694117633635449
This research reflects the difficulties encountered in teaching Mycology and, more specifically, in its contextualization for the Amazonian scenario. Within the teaching of Mycology in higher education, the resources to be used are not specific to the discipline, since the majority of technical books in Portuguese are dedicated to the sub-area of Medical Mycology, intended for the training of health professionals. This approach reduces the understanding of the rich diversity and uses of fungi to a view of this group of living beings as pathogens and, therefore, harmful to people, plants and animals. In the quest to understand this scenario and propose teaching alternatives, this research aimed to develop a technical book for teaching Mycology in the Amazonian context and disseminate it through its own website, dedicated to Amazonian fungi. The research had a qualitative nature and was planned in two phases: the first included a systematic review of publications on fungi collected in the Amazon. The second, carried out a diagnosis in higher education institutions in the city of Manaus that offer courses with subjects that include Mycology, as well as the elaboration and testing of the proposal for a teaching resource in the form of a book and a website, making use of a newsstand of reviewers for their evaluation. The literature review was carried out using the keywords: “Amazon fungi”, “Amazon chytridiomycetes”, “zygomycetes in the Amazon”, “Amazon glomeromycetes”, “ascomycetes in the Amazon”, “Amazon basidiomycetes”, “deuteromycetes in the Amazon”, and “teaching Mycology in the Amazon”, combined together, on the electronic platforms Portal de Periódicos Capes/MEC, Scielo periodical library, PubMed and Science Direct. As results, the systematic review collected around 862 results for “fungi from the Amazon” adding up the portals searched, and no results for “teaching Mycology in the Amazon”. It was observed that Mycology as a discipline or as content within the Microbiology discipline, is offered in eight higher education institutions in face-to-face courses, three of which are public and five are private. Of these, only the three public institutions showed interest in participating in the teaching resource evaluation stage. The teachers were approached through the application of semi structured questionnaires, based on the Delphi method. The 1st round surveyed the profile of five teachers and the 2nd round served to evaluate the textbook prototype that is part of the educational product. The book resulting from this research is divided into five units that will cover: 1. The Fungi Kingdom; 2. Characterization of the phyla; 3. Amazonian biodiversity; 4. Resources for teaching Mycology. In the 1st round, the referees indicated the lack of specific resources for undergraduate teaching on Amazonian fungi and that they largely rely on published articles and research results from their master's and doctoral students. In the 2nd round, the reviewers' evaluation of the textbook proposal indicated good aesthetic and communicational presentation, adequacy of the proposed content, highlighting the potential of “bringing Amazonian students closer to regionally relevant content”. Some suggestions for improvement were the expansion of content on endophytic fungi and the inclusion of biological cycles of the phyla. Based on the evaluation carried out, the educational product was improved, associating the textbook with the fungosdaamazonia.my.canva.site/fungosdaamazonia website with a view to its future publication and adoption with part of the collection of references used by teachers in the area of Microbiology and Mycology. Each chapter has proposed activities to deepen the content and suggestions for classes in non-formal environments to allow undergraduates a more transdisciplinary view of Mycology. It is expected that this product can serve to contextualize Mycology taught in the Amazon in Biological Sciences Degree classes, aiming in the medium and long term, for a greater rapprochement between basic education students and knowledge about fungi, through the actions of future teachers.
Práticas e perspectivas para o ensino de microbiologia no contexto amazônico
(2020-12-05) Souza, Afonso Santos de; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Freitas, Adriana Dantas Gonzaga de; http://lattes.cnpq.br/3694117633635449
Learning can be built based on our experiences and through interactions with the community. In this sense, it is important to teach new knowledge at school based on regional context, so that it can get closer to the reality of the individuals in the learning process. In the case of microbiology, which is part of the curricular content of Biology in High School, this premise is even more relevant, given the complexity of the content and the invisibility of microorganisms. Therefore, the objective of this dissertation was to elaborate on a microbiology teaching strategy based on the Amazonian microbiota, proposing a didactic sequence based on the assumptions of David Ausubel's meaningful learning. The development of this research took place in two distinct stages: the first consisted of the analysis of high school textbooks, to verify how the microbiology contents were contemplated in these works, and in some way, microorganisms from the Amazon were mentioned. In parallel, a survey was carried out about published works that are easily accessible on the web, which used some Amazonian microorganisms as the object of study, from the perspective that they could subsidy to teach microbiology topics. The second stage of the research was subdivided into 6 meetings with 30 students from two classes of the 3rd year of high school at a state full-time school in Manaus, in the State of Amazonas. In this stage, previous organizers and concept maps were used as instruments for data collection, diagnosis, and evaluation. The maps were applied individually and collaboratively and analysed using Topological Taxonomy and Analytical Rubrics, containing criteria that describe the qualities that should be highlighted during the evaluation, namely, the levels of performance, and the quality of performance, which it is the description of what the teacher expects each student to achieve. The results obtained showed that the textbooks did not include regional content, demonstrating the lack of support materials for contextualization at the regional level. We verified through a systematic survey, that there are countless published scientific works on microorganisms in the Amazon and that they could be used for direct application in the classroom. The application of the didactic sequence showed the enhancement of learning in microbiology exemplified with Amazonian content, causing a noticeable increase in students' empathy for the topics covered, and is reflected in the evaluation of the final conceptual maps. Therefore, the didactic sequence proposed here proved to be valid to facilitate the acquisition of knowledge of microbiology contextualized in the Amazon. And yet, both the evaluative and analytical instruments proved to be adequate and useful for teaching general microbiology and in the Amazon context.