Programa de Pós-Graduação em Ensino Tecnológico

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

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Uma abordagem sobre energia solar por meio da aprendizagem baseada em projetos
(2019-11-08) Nascimento, Lucielen Nunes Barroso; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Correia, José de Castro
The present work proposes the use of Project-Based Learning (PBL) as a strategy for teaching and learning concepts related to the use and application of solar energy, mainly covering photovoltaic solar energy for the generation of electricity, also addressing environmental issues of great importance for this issue. Thus, it was intended to collaborate for the training of the student of the electrician course in the modality of professional qualification with regard to the importance and applicability of this energy source, also contributing to achieve significant learning, theory to which this work is based. The research was based on the idea of action research in which participants are mobilized for the construction of knowledge in a process of reflection of the action, causing those involved to play an active role in solving problems, which were approached through an everyday question, from a perspective of the PBL. As an instrument for evaluation and data collection, a heading was used, in which it was possible to monitor the participants throughout the project developed, describing a possible learning result, a questionnaire was also applied to analyze the students' experience with regard to participation and involvement with PBL. At the end of the application, it was found that PBL is a strategy of relevant use in the classroom, since it contributed to learning becoming more dynamic and more autonomous studies. Regarding learning, it was possible to verify that the students were able to have a greater interactivity with the theme studied, demonstrating an understanding of various concepts, such as system types, equipment, operation, characteristics etc.
ABP: ensino de física moderna
(2020-06-01) Gonçalves, Karen Magno; Cabral Neto, João dos Santos; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Braga, Marcel Bruno Pereira
As trainers of assistant physics teachers during the teaching of modern physics in the last years of high school, we developed this didactic guide that aims to learn more about the concepts and experiences included in this theme. An energy quantization, a nature of light and Bohr's atomic model are the concepts covered in all observed textbooks, the logo if produced or the focus of learning. In addition, this guide makes use of “seven leaps” that adopt the teaching strategy of Problem Based Learning (PBL). Despite being a permitted guide for the teaching of Modern Physics, we understand that it can be applicable to other techniques or to other disciplines that make up science, and even to other areas of knowledge.
Alimentação saudável com história em quadrinhos no ensino fundamental: um prato cheio de informação e diversão
(2024-03-13) Guida, Vânia Marília Lima; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Nagahama, Dionísia
A healthy diet helps prevent various diseases, especially chronic ones, since the initial stages originate in childhood and adolescence. Poor nutrition at this stage of life can cause deficiency diseases, which leave the body more vulnerable to infectious diseases, such as diarrhea and flu. These can compromise the maturation of the central nervous system, with consequences at different levels of severity. Therefore, making food choices requires some types of information that serve as guidance regarding the most appropriate and healthy foods and eating practices, depending on the age group and needs. Food and Nutrition Education (EAN), the National Common Curricular Base (BNCC), with the transversal theme of health, and the Food Guide for the Brazilian Population (GAPB) direct the paths that can be taken in Science classes, in order to disseminate this knowledge and improve elementary school students' understanding of adequate and healthy eating and its importance for quality of life. The objective of this research was to evaluate the contributions of a Comic Book (COMIC) for 5th year elementary school students as a teaching resource on adequate and healthy eating. The research field was a municipal public school, of Elementary Education I, located in the East Zone of the city of Manaus, (AM). The research was qualitative and involved the following steps: bibliographical research, school lunch documents, anthropometric data from the research subjects and pedagogical intervention through a Didactic Sequence and 3 Pedagogical Moments, with pedagogical material. The results revealed the perceptions about what a healthy diet is, the Didactic Sequence (SD) together with the comic aroused the students' interest and when analyzing the textbook it was possible to verify that it presents the Food Guide for the Brazilian Population, however the 1st edition, even though it already has a 2nd edition. Through this research it was possible to positively contribute to students reflecting on the importance of knowing and discussing food issues, their importance in each person's life and that in public schools, school meals are not simply a matter of satisfying hunger, but rather contribute to the formation of good habits and eating autonomy.
Alimentação saudável: da escola para a vida! Guia didático para professores
(2024-03-13) Guida, Vânia Marília Lima; Lucena, Juliana Mesquita Vidal Martínez de
This Educational Product originated from the dissertation entitled “Healthy eating with comic books in elementary school: a dish full of information and fun” developed in the Postgraduate Program in Technological Education (PPGET) of the Federal Institute of Education, Science and Technology do Amazonas (IFAM), Campus Manaus Centro (CMC). Its objective is to collaborate with the work of Elementary School teachers, more specifically in the Natural Sciences discipline, with the theme of adequate and healthy eating/Food and Nutritional Education so that their students can learn in a contextualized and fun way. The product brings, in addition to fundamentals for the teaching proposal, a Didactic Sequence based on the Food Guide for the Brazilian Population (GAPB) and an authored Comic Book. Understanding the importance of taking care of your diet is fundamental to making good choices, but also understanding the dimensions of food in human life.
Amazonglês: guia didático para auxiliar no aprendizado significativo de vocabulário em inglês
(2024-03-25) Mendes, Isabella Marcela Teixeira Laborda; Coelho, Iandra Maria Weirich da Silva; Monteiro, Marta de Faria e Cunha
This guide presents a proposal for a Potentially Significant Teaching Unit (UEPS), which aims to contribute to the teaching-learning process of vocabulary in English for elementary school students. The guidelines presented in this guide aim to help teachers and students with more meaningful strategies for their pedagogical practices. To this end, instructions are presented for the application of a proposal called Amazonglish, grids for evaluating vocabulary and suggestions for adapting activities according to the teacher's objectives and students' needs. This guide covers food-related topics, specifically with vocabulary from the Amazon region. However, the guide may be applicable to other topics in the English subject.
Amazonglês: uma proposta para aprendizagem significativa de vocabulário em inglês no ensino fundamental
(2024-03-25) Mendes, Isabella Marcela Teixeira Laborda; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Almeida, Christine Sant’Anna de
This research aims to evaluate a potentially significant teaching unit, called Amazonglês, designed to mediate the teaching-learning process of English vocabulary. The proposal was applied to elementary school students from a public school in the city of Manaus. The research has as its theoretical support the Theory of Meaningful Learning, based on authors such as Ausubel (2000) and Moreira (2012) and scholars such as Scaramucci (1995), Gattolin (2005) and Leffa (2000) regarding vocabulary learning. The methodological procedures involve qualitative, exploratory research and use of the case study method (Yin, 2015). Data collection was carried out with the aid of a questionnaire, participant observation and an observation grid, focusing on the analysis of two criteria: motivation and performance, the latter being used to evaluate the control and range of vocabulary learning. Data from assessments carried out in three stages were also included: pre-test to verify prior knowledge, post-test and late post-test (Zilles, 2001). Data analysis was carried out using the Content Analysis method, along the lines of Bardin (2016). The results showed that the proposal contributed significantly to learning vocabulary in English. As for the results, we highlight the potential of the Amazonglês proposal so that students can take ownership of their regionality and reflect on the importance of learning vocabulary for their school, personal and professional lives. Regarding potentially significant activities, we highlight mind maps. The use of mental maps contributed to the expansion of the repertoire presented in the UEPS, which was validated through the creations and quantity of new words present in the activity. In the control and range criteria, it was possible to observe a progression in learning, considering the little prior knowledge about specific vocabulary and the significant amount of vocabulary retained in memory (with post-test and late post-test). The educational product arising from this research is a teaching guide aimed at English teachers, with guidelines and possibilities for activities to be developed with a focus on teaching and learning vocabulary supported by the Meaningful Learning theory.
Amigos do solo
(Instituto Federal do Amazonas, 2017-03-20) Oliveira, Alexandre Nicolette Sodré; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Jesus, Edilza Laray de; http://lattes.cnpq.br/3416993677349221
Soil is a natural component of great importance to the environment. Knowing it is fundamental to ensure its sustainability. However, it often has a role of little relevance in school practice and textbooks do not always succeed in awakening students’ interest in learning about this subject. This booklet aims to be a didactic resource that helps the teaching-learning process of soils in a contextualized and significant way, especially in municipal schools in the rural area of Manaus. It is organized in six chapters where the central character of the narration, shares with the reader, the knowledge built on soils. We hope this product can contribute to the awareness and sensitization about soil conservation.
Análise de dados estatísticos a partir da tabela e gráficos: uma abordagem para o letramento matemático no ensino fundamental II – guia didático para professores
(2022-02-18) Lima, Felipe Bruce de; Mendonça, Andréa Pereira
This educational product was developed with the objective of guiding Math teachers who work in Elementary School II, concerning the teaching of Descriptive Statistics. More specifically regarding the analysis of data from charts and graphs. It is based upon a research carried on at a master’s degree level, developed in the Postgraduate Program in Technological Education (PPGET), at the Federal Institute of the Amazon (IFAM) and meets the guidelines of BNCC (Common National Curriculum Base) and RCA (Amazonian Curriculum Reference) and is oriented to a Mathematical Problem-Solving approach and guided by Teaching and Learning research designs. In this educational product the teacher has accessto a set of guidelines on how to manage the contents and how to solve the problems related to descriptive statistics in Elementary School II, giving emphasis on data analysis from charts and graphs. Both the contents and the problem-solving guidelines meet the learning goals and follow the gradient of complexity to lead, in a proper way, to the teaching-learning process. Furthermore, throughout the product, the teacher has access to additional auxiliary reading material and teaching resources (such as guidelines, problems, etc.), always making use of a clear and objectivelanguage.
Aprendendo Biologia pelas mãos: guia didático para ensino de Biologia para estudantes surdos
(2018-04-16) Tavares, Eliane Barth; Cabral Neto, João dos Santos; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Matos, Maria Almerinda de Souza; http://lattes.cnpq.br/5590755531194676
This guide is the result of professional
Aprendendo botânica com plantas medicinais
(2019-04-05) Lima, Henrique Oliveira; Paes, Lucilene da Silva; 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; Oliveira, Luiz Antonio de; http://lattes.cnpq.br/9931395111001102; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; http://repositorio.ifam.edu.br/jspui/handle/4321/333
As a way to help teachers of science in botanical education, we developed this material that we provide in a simple and practical mode, ways to facilitate the approach of botanical teaching in the classroom. The teaching strategies are presented as a didactic sequence of eight stages, containing the summary of activities, objectives and evaluations used at each stage. Although the material is initially aimed at elementary education, we understand that its applicability also covers the young and adult public.
Aprendendo química com o Igarapé do Quarenta
(2023-02-27) Oliveira, Márcia Rebeca Silva de; Chaves, Edson Valente
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/6646400621099687
The 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.
Assessor pedagógico: perspectivas e desafios no assessoramento pedagógico nas escolas indígenas e nos centros municipais de educação escolar indígena de Manaus
(2020-05-15) Ribeiro, Giovana de Oliveira; Leal, Davi Avelino; Leal, Davi Avelino; Silva, Josiani Mendes da; Cruz, Jocilene Gomes da
The research addresss the practice of advising teachers of Indigenous School Education in Manaus, which is carried out by pedagogical advisers. Despite the relevant role that these advisors play, their performance is permeated by some gaps, among them the lack of clarity of a professional profile and the lack of training to exercise this function, which leads to high turnover in the occupation of this position. The present study has the general objective of detecting the main challenges and perspectives of pedagogical advisers working in the indigenous municipal education of Manaus. The methodological procedures adopted for this research included bibliographic research on indigenous educational issues combined with semi structured interviews with 7 members (among indigenous advisers and teachers) who directly experience the peculiarities of teaching aimed at the indigenous population. The results point out that among the challenges faced by these professionals, the difficulties of locomotion to acess th advisory places are highlighted, lack of adequate preparation for the exercise of the function and inexistence of program focused on the planning of the advisory activities. The educational product resulting from this master’s research proposes a set of actions that, when put into practice, make work of pedagogical advisors more assertive. The material in anchored in 4 areas of action: Pedagogical; Political-Pedagogical; Production of Didactic Material and Linguistic. The product was presented and validated with its target audience and the expectation is that from the adoption of existing practices in its contente, the advice provided to indigenous teachers will be carried out in a more organized and planner manner, with a focus on improving quality of education offered to the indigenous population of the city of Manaus.
Ateliê biográfico: tecendo e entrelaçando histórias - Ressignificando nossas práticas docentes
(2024-02-23) Santos, Tereza de Jesus dos; Normando, Tarcisio Serpa
Project Workshop: weaving and intertwining stories, resignifying our teaching practices" stems from the research entitled "Insubmissive Narratives, of Resistances and Empowerment: a proposal for teacher training based on Afro-perspective for a pluriversal education", developed within Line 1 of the Postgraduate Program in Technological Teaching: Processes for Effectiveness in Teacher Training and Pedagogical Work in Technological Teaching Contexts. Its main objective is to contribute to the continuing education of teachers for the Education of Ethnic-Racial Relations (ERER), based on an Afro perspective agenda and proposing a construct of pluriversal education for the effectiveness of educational work that addresses the ethnic-racial diversity existing in schools. Thus, it aims to comply with what is advocated by legal provisions regarding the obligation of Law 10.639/03, which seeks to rescue, recognize, and valorize the production of knowledge and the circularity of the knowledge of Africans and the African diaspora. Thus, effectuating an indispensable anti-racist and decolonial education for the construction of mutual respect and equity among people.
Ateliê de cartas (auto)biográficas: navegando em cartas, tecendo histórias
(2023-12-19) Silva, Sônia Maria de Oliveira; Anic, Cinara Calvi
The Training Proposal presented in this educational product was crea ted with the aim of contributing to the continued training of Elementary School teachers — Early Years, by promoting reflection on their teaching work with regard to literacy in multigrade classes of the Rural Education — EC, in addition to collaborating in self-understanding and teacher (self)training, through (auto)biographical writing in letters. Specifically, it is intended to provide opportunities for reflection on teaching work with regard to literacy and literacy in multigrade classes; deepen knowledge about the proposed themes; trigger a (self) formative process based on the life-training stories of teachers inserted in Rural Education in Manaus. This is a training procedure, entitled Autobiographical Letters Workshop — Navigating letters, weaving stories, which proposes a path of (self) formation, through (auto)biographical writing in letters produced during six workshops/meetings in which participants have the opportunity to remember, retell and recreate their life stories and training until they reach teaching in Rural Education, together with readings, discussions and problematizations of themes that emerged from the master's research that gave rise to this Training Proposal. This procedure proved to be possible and viable for the purpose for which it was designed, and can be used in other training contexts.
Atendimento educacional especializado: função e operacionalização
(Instituto Federal do Amazonas, 2017-12-14) Queiroz, Julia Graziela Bernardino de Araújo; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Matos, Maria Almerinda de Souza; http://lattes.cnpq.br/5590755531194676
The purpose of this guide is to subsidize the work of teachers in the Specialized Educational Assistance (AEE) with Special Education students. This can be used in planning or training for teacher training and presents in this, the main legal provisions that ensure these students access to regular education, as well as the right to AEE. In this sense, we identified the spaces for the accomplishment of this service, which include the Multifunctional Resource Rooms (SRMs), Resource Room, Hospital class attendance and home care. The guide also contains information about the main theoretical conceptions of learning such as Piaget, Vygotsky and Wallon, indications for further reading in the themes, and templates for the follow-up of the ESA student, which are part of the Special Education Management Project of Manaus on SRM, models of activities and proposals of support to the ESA, like the Coensino (Collaborative Teaching) and the Plan of Individualized Education (PEI).
Audiodescrição didático pedagógica para educadores
(2023-02-28) Pimentel, Silvia Janaina de Oliveira; Chaves, Edson Valente
The multidisciplinary thematic notebook, proposed here, is intended for visually impaired students inserted in inclusive high school classes, without, however, being restricted to this public. (Division). Audiodescription is a communication accessibility resource for people with visual impairment that aims to describe the information of images in words, based on Mota (2012, 2016), Mianes (2016), Lima (2010, 2013) Perdigão (2017) and Vergara Nunes (2016). It has parameters already established, from contexts in which it has been employed, and these have served as guidance for its use in other spaces, Filho, Machado, Nunes (2017) and Ribeiro(2020), among them, that of teaching, Nunes (2016). To be accessible to teaching, it is understood that there is a need to think about other parameters for this area, since those that exist do not dialogue directly with didactic-pedagogical issues, bringing implications for student learning. In this context, the proposal brings the Didactic-Pedagogical Audio Description, which has the transversal characteristics to the teaching/learning of visually impaired students in inclusive classrooms.
Audiodescrição: Ad como recurso didático no ensino da química
(2023-02-28) Pimentel, Silvia Janaina de Oliveira; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Chaves, Edson Valente; http://lattes.cnpq.br/5983123273315301; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Lemos, Cátia
The master's research, proposed here, is part of the Graduate Program in Technological Education of the Federal Institute of Education, Science and Technology of Amazonas-PPGET/IFAM/CMC and is aimed at visually impaired students inserted in inclusive teaching classes medium, without, however, being restricted to this public. Audiodescription is a communication accessibility resource for people with visual impairments that aims to describe image information in words, based mainly on Mota (2012, 2016), Mianes (2016), Lima (2010, 2013) Perdigão (2017) and Vergara Nunes (2016). It has already established parameters, based on the contexts in which it was used, and these have served as guidelines for its use in other spaces, Filho, Machado, Nunes (2017) and Ribeiro (2020), among them, teaching, Nunes (2016). To be adapted to teaching, it is understood that there is a need to think about other parameters for this area, since those that exist do not dialogue directly with didactic pedagogical issues, bringing implications for student learning. Therefore, the research problem consists, based on what has already been established about Audiodescription of static images, to look into the possibility of developing and proposing specific parameters for teaching, taking chemistry as the space for their construction. . Thus, the main point of the study is to develop guiding parameters for the use of Audiodescription as a didactic resource for accessibility in science teaching, with a focus on chemistry teaching. It should be noted that the choice of this subject was due, above all, to the difficulty that students in general have in this field, claiming that they cannot understand chemistry nor understand the importance of their learning for life. In this context, the proposal brings the Pedagogical Didactic Audiodescription, which has the transversal characteristics necessary for the teaching/learning of visually impaired students in inclusive classrooms. The research methodology will be qualitative, Chizzotti (2000), using action research, Thiollent (2005), for data collection and design thinking, Ferreira (2020), to treat the data through its stages: understanding the problem, design solutions, prototype and implementation to generate an educational product. Audiodescription mini-courses and workshops were held in order to identify points relevant to the construction of the educational product.
Avaliação da aprendizagem na formação continuada de professores dos anos iniciais do ensino fundamental I
(2023-01-12) Santiago, Reila Garcia; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Batista, Eliane
The dissertation "Assessment for Learning in the Continuing Education of Elementary School Teachers", developed in the line of research "Formative Processes of Teachers on the Technological Education" seeks to discuss an important point for education: Learning Assessment on the Continuing Teacher Education. This qualitative research aims to analyze how Elementary School Teachers are being prepared to take on the important role of evaluators. For that, we need to discuss and reflect on the Evaluation process on the Continuing Education of teachers, using authors such as Luckesi (2014), Hoffmann (2011), Demo (2004), Gatti (2014), Villas Boas and Soares (2016), among others, as a knowledge base on the subject. This research sought to answer the following question: How are teachers in the early years of Elementary School I being prepared to assume the essential role of evaluative teachers in the classroom? For the application of the research, we used a structured interview as a data collection tool. The research subjects were Elementary School Teachers that work in a public school in Manaus. The collected data was structured and interpreted according to the Bardin's Content Analysis technique (2016), which has 3 phases: 1) Pre Analysis; 2) Exploration of the material; and 3) treatment of the results. The analysis result indicates that teachers, after graduating from college and as they work as professors, are not fully ready to take on the role of evaluators, because they lack theoretical elements to support their evaluative practices, and can only rely on their experiences as students. The data also show the need of Continuing Education on Assessment of Learning through notes made by the interviewed teachers. With these results in mind, we proposed an Educational Product in the form of a Workshop. This workshop aims to help the Continuing Education in Assessment of Learning through discussion and reflection on the functions and objectives of assessment, and with that we hope to help the training of teachers on the subject. The product born from the research of the dissertation was subjected to an Ad-hoc commission, formed by the participants of the research, master teachers and doctors that work in the Basic Schools and Colleges. They made their contributions and approved the Educational Produc
Avaliação da aprendizagem: instrumentos e critérios avaliativos na formação inicial de professores
(2021-12-17) Barros, Ranyelle Lopes; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Eliane, Batista
This research deals with the evaluated instruments and criteria, in the context of learning assessment, by enabling reflections and dialogues, based on the experiences of undergraduate students in Biological Sciences and Chemistry. Understanding the importance of training these students, this research aims to develop a proposal for initial training, based on the statements of undergraduates on learning assessment, instruments and evaluation criteria at the Federal Institute of Education, Science and Technology of Amazonas - IFAM Campus Manaus Center. Therefore, it presents the evaluation of learning, instruments and evaluation criteria in teacher education, based on the views of Luckesi (2011), Perrenoud (1999), Pacheco (2002), Rossit and Storani (2010), among others. The research results from an exploratory and descriptive study, with a qualitative approach. For this, we used the questionnaire as an instrument, with questions that focus on the academic experiences of the undergraduates. Data were organized and interpreted using the Content Analysis Technique (Bardin, 2009), divided into three phases: 1) pre-analysis; 2) exploration of the material (coding and categorization) and 3) treatment of results: inference and interpretation of data. To evaluate the educational product, we submit to an Ad Hoc Committee, formed by specialist teachers, masters and doctors who work in basic and higher education and in training courses for teachers in public institutions. Thus, the results of the analyzes indicate that the undergraduates understand about the assessment of learning and the relevance of establishing instruments and criteria that serve to diagnose, monitor and intervene in the evaluation process, as well as pointing out that the most used instruments, from their experiences are objective and discursive tests, and little used, consider pre-tests and cooperative assessment. As for the evaluators trained by the Ad Hoc Committee, they issued a favorable opinion to the educational product, considering it valid in its objective of contributing to the training of licentiates.