Programa de Pós-Graduação em Ensino Tecnológico
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/28
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11 resultados
Resultados da Pesquisa
Item Bacharel, tecnólogo e agora professor: a constituição da docência na educação profissional(2022-02-25) Lins, Antonio Blanco Acioli; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Oliveira, Irlane Maia de; http://lattes.cnpq.br/3156688483798707Throughout history, Professional Education (PE) has not been on the agenda of effective policies for teacher training of professionals who work in this type of education, which has professionals with varied educational profiles who work as teachers there, often without having undergone pedagogical training. Thus, in this research, we sought to answer the following problem: How does the constitution of professional education teachers take place, having as reference the multiple dimensions of teaching knowledge? We aimed to analyze the constitution (formation, insertion in teaching, constituted knowledge, recognition as a teacher) of the teaching of non-licensed professionals who work in BS. As a theoretical basis to support this research we rely on authors who deal with the knowledge of teaching, such as Tardif (2012), Gauthier (2013), Pimenta (2012), and professional education, such as Kuenzer (2012), Machado (2008), Moura (2008) and others. The methodological path followed the assumptions of the qualitative approach with inspiration in the methodology of action research, having as institutional context the Center for Technological Education of Amazonas-CETAM. The research participants were 07 non-licensed professionals who work as teachers in technical professional education medium level, which responded to semi structured interviews organized according to a previous script of questions, transcribed and analyzed following the prerogatives of the spiral analysis proposed by Cresweel (2014). From the reports of the participating teachers, it was possible to learn that they entered the teaching profession due to lack of opportunities in the specific area and to supplement their salaries. Experiential knowledge is predominant in their practices, with emphasis on the models provided by former teachers and the specific knowledge built throughout their work activities. There were also reports about the difficulties derived from the deficiency of pedagogical knowledge. These results are consistent with the literature and reflect the lack of specific training to work in professional education, which historically, has always occurred through emergency actions and improvisation. Moreover, the research participants did not demonstrate clarity about teaching as a profession, considering here their theoretical and procedural knowledge. Considering the results of this research and the fact that it is articulated to a professional master's degree, we built, as an educational product, a Didactic Guide entitled "I am an PE teacher: what should I do? Expanding the knowledge for teaching in Vocational Education", aiming to contribute to the construction and expansion of teaching knowledge, especially the theoretical foundations of vocational education and pedagogical knowledge. Besides the didactic guide, a website (www.antoniolins.com) is produced composed of videos that discuss the guiding concepts of professional education, as well as concepts and terms related to pedagogical knowledge. The teachers considered the Didactic Guide, the Website, and the course to be very good in terms of design, language, objectives, and target audience, and considered it to be a pedagogical material of great value for the teaching work in PE. As future perspectives and taking into account the current context of political changes in teacher education, we understand that more reflection and discussions are need to address the specificity of the training profile for teaching in BS, aiming at the realization of an omnilateral training that can articulate work, science, technology and culture.Item Da várzea à terra firma: casos de ensino: uma abordagem pedagógica para formação de professores do ensino com mediação tecnológica no Amazonas(2021-02-12) Oliveira, Carolina de Souza; Souza, Ana Cláudia Ribeiro de; Souza, Ana Cláudia de; Silva, Josiani Mendes; Soares, Ana Paulina AguiarThis educational product is the result of an investigation process carried out in the Professional Master's Degree in Technological Teaching of the Postgraduate Program in Technological Teaching (PPGET) of the Federal Institute of Education, Science and Technology of Amazonas (IFAM). Its title is "Da Várzea a Terra Firme". And presented the challenges faced by the teachers of the Centro de Mídias de Educação do Amazonas of the State Education Department with the possibility of minimizing / overcoming the demands for improvement through teacher training using the case instruction method. The achievement of this objective was addressed by the pursuit of listening, observing and structuring the narratives in and out of classroom experiences where teaching is mediated by digital technology in distant communities including the most remote cities from Manaus. The e-book but also to show how teaching cases and their educational objectives can establish learning communities and provide personal training advantage and professional. In addition, teaching cases as didactic material contribute to the improvement of teaching practice and have the effect of inspiring teachers with different perspectives, suggestions about a situation, providing a safe environment to idealize solutions or decision making.Item Casos de ensino: uma abordagem pedagógica para a formação de professores no ensino com mediação tecnológica no Amazonas(2021-02-12) Oliveira, Carolina de Souza; Souza, Ana Cláudia Ribeiro de; Souza, Ana Cláudia de; Silva, Josiani Mendes; Soares, Ana Paulina AguiarThe research presented the challenges faced by the teachers of the Centro de Mídias de Educação do Amazonas of the State Education Department with the possibility of minimizing / overcoming the demands for improvement through teacher training using the case instruction method. The achievement of this objective was addressed by the pursuit of listening, observing and structuring the narratives in and out of classroom experiences where teaching is mediated by digital technology in distant communities including the most remote cities from Manaus. The foundation of this qualitative research was directed at the literature, which is now scarce in Brazil on Teaching Cases, Problem Cases, Method of the case in teacher education in the area of education and recognition, even if succinct, of the cultural, geographical and contextual diversity of the state of Amazonas. As for the specific objectives for the development of scientific writing Centro de Mídias sought to identify the demands of teaching work, identifying the teacher training process, developing teaching cases contextualized to teaching practice and, applying the Teaching Cases in pedagogical workshops for teacher training at the same institution. As an educational product disseminated by digital e-book five teaching cases were prepared in the format of short cases, entitled How does the boat come from? Call whoever has the key, The storm is coming, Send the material and Class was 10. Also in the e-book there was a brief overview of those involved in the research, in the theoretical part as support to the participant and the trainer guidance on how to prepare to maximize the use of experience with this training method. The e-book was named Da Várzea a Terra Firme making an analogy to the research process and its changes during writing, but also to show how teaching cases and their educational objectives can establish learning communities and provide personal training advantage and professional. In addition, teaching cases as didactic material contribute to the improvement of teaching practice and have the effect of inspiring teachers with different perspectives, suggestions about a situation, providing a safe environment to idealize solutions or decision making.Item Portfólios on-line: modos de [o]usar(2016-12-21) Santos, Alzanira de Souza; Gonzaga, Amarildo Menezes; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173This work is the final product of a research carried out in the Professional Masters in Technological Teaching – MPET, at the Federal Institute of Education, Science and Technology of Amazonas – IFAM/CMC, where the uses of an online portfolio (www.caldogrosso.wordpress.com) are discussed as an instrument for the visibility and dissemination of educational processes and teaching trajectories, making a fusion between the concept of professional portfolios in their aspects of visual and aesthetic appeal and the critical-reflexive aspects of academic portfolios, defining a third model.Item Criando e imaginando por meio da aprendizagem baseada em projetos: uma aplicação no ensino profissionalizante(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 CastroItem 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 CastroThe 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.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 Questionário ProfMed: perfil do professor mediador(2016-07-29) Lima, Miriam Bastos Reis Maia; 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; Maia, Dayse PeixotoItem 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 O desenvolvimento profissional de pedagogos da Educação Profissional e Tecnológica do Instituto Federal do Acre: contribuições de uma proposta formativa em ação(2018-04-12) Pinheiro, Luciene de Almeida Barros; Damasceno, Ednaceli Abreu; http://lattes.cnpq.br/1609207614563309; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Ribeiro, Josina Maria Pontes; http://lattes.cnpq.br/7550278243707140This research addresses questions related to the analysis of the research line: Teacher training processes for the technological teaching of the Federal Institute of Education, Science and Technology of Amazonas and had as objective to analyze in which aspects the participation in a process of elaboration of a proposal for the Continuing education for teachers of Vocational and Technological Education contributes to the professional development of pedagogues at the Rio Branco campus of the Federal Institute of Acre. The research was carried out in the period from August to September of 2017, in the evening shift. The fundamentals of the methodology were subsidized by Research-Action, consolidated from an Action Plan, consisting of four phases: diagnosis, elaboration, execution and evaluation. We used as instrument for data collection: application of diagnostic questionnaires and evaluative questionnaire; notes in the field diary and the realization of five formative meetings recorded through photographs and audio recordings, semistructured interviews with the five pedagogues, from the aforementioned campus. The research had a qualitative approach, which made possible the analysis of the collected material with a view to understanding the proposed object. To do so, we use Content Analysis as a method for organizing and interpreting the data. In this sense, he found that collective work and collaborative learning in the workplace itself is one of the factors that can contribute to the professional and personal development of the subject. These meetings served as a stimulating element of change, which helped professionals (researcher and research subjects) to rethink and re-signify their practices through study, research, collective and collective work, and critical and systematized, awakening in them the desire for change and the need for lifelong learning. Based on this training experience developed with the group and the results generated by the evaluative questionnaire, the product of the research was entitled "Continuing education of pedagogues to support teaching in Professional and Technological Education".