Programa de Pós-Graduação em Ensino Tecnológico
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/28
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Resultados da Pesquisa
Item BET: Blended English Teaching: guia para professores de inglês para fins específicos(2017-01-20) Sousa, Yna Honda de; Mendonça, Andréa Pereira; Coelho, Iandra Maria Weirich da Silva; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Cabral Neto, João dos Santos; Monteiro, Marta de Faria e CunhaBlended English Teaching (BET) is a teaching-learning proposal to English enhance English language reading skill the word decoding and the integration of ideas in texts. BET is composed by three fundamental elements: hybrid teaching models, virtual resources to provide self-study inside and outside from Computing area, with texts compiled from manuals and tutorials related to hardware and software in English. This guide purpose is share with English teachers, guidelines on how to implement BET in English any technical area, as well as to present links to all activities used and suggestions to increase knowledge regarding the items mentioned in the implementation.Item Programação arquitetônica para alunos iniciantes: guia para professores(2017-07-03) Aragão, Monique Guerreiro Bastos; Mendonça, Andréa Pereira; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Pacheco, Karla Mazarelo Maciel; http://lattes.cnpq.br/9632431273966711Early students of Architecture can benefit from the active learning of the Architecture Programme in its first year of graduation, through a teaching proposal based on a project demand, that allows the approach of the architecture programme through the contact with a real client, with mediation of teacher. The main purpose of this guide is to disseminate our research, which combines the use of a project demand to engage students in architecture programme, principles of Constructive Alignment to plan teaching, learning and evaluation activities, and the organization and administration of activities on the classroom with adoption of Blended Learning. This guide aims to guide the application of the teaching proposal by other teachers. We explained the teaching proposal, we showed examples of application and some tools of evaluation and presentation of possible products. Innovative aspects of this work are the teaching and adaptation of the content to beginning students from the needs of a real client, given that the Architecture Programme, when approached, has its construction phase suppressed or when considered, it adopts construction models that are distant from the dialogue with the client. In addition, this work provides the implementation of Blended Learning in Architecture, following an emerging trend in Education.Item Proposições para a formação de professores de matemática na perspectiva do ensino híbrido(Instituto Federal do Amazonas, 2017-11-30) Almeida, Adriana Neves de; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Oliveira, Raquel Gomes de; http://lattes.cnpq.br/5507035725222959Favoring de mathematics learning is a challenge for many teachers. To make possible new perspectives to favor learning pass through the teachers formation, in the sense of constructing ways to discuss the teaching practice and the teaching and learning processes. From this perspective, we present the organization of a mathematics teachers course that is based on blended teaching and using the Khan Academy Adaptive Platform. With this, we also aim to show that blended teaching can be used in teacher education processes, as a methodological. The course is 20 hours workload and is structured in six formative meetings. Each meeting presents a schedule of activities that details all the actions that must be carried out by the trainer / participant. The intention is that this material will facilitate educational professionals, such as pedagogues and teachers of mathematics degree courses, to implement formative processes based on blended teaching.Item A construção do programa arquitetônico: uma proposta de ensino para alunos iniciantes(Instituto Federal do Amazonas, 2017-07-03) Aragão, Monique Guerreiro Bastos; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Pacheco, Karla Mazarelo Maciel; http://lattes.cnpq.br/9632431273966711Early students of Architecture can benefit from the active learning of the Architectural Program in its first year of college, through a teaching proposal based on a project demand, that allows the approach of the architectural program through the contact with a real client, with mediation of professor. The main objective of this research was the development and application of a teaching proposal, which combines the use of a project demand to engage students in architectural programming, principles of Constructive Alignment to plan teaching, learning and evaluation activities, and the organization and administration of classroom activities with adoption of blended learning. In order to evaluate the teaching proposal, we carried out a case study with 36 beginning students from Nilton Lins University, where we applied the proposal within the discipline of Architecture Project I. Early students performed activities to capture the needs of the client and convert them into what we identified as student´s products. They were a demand register (with the data of the project demand), a list of requirements (compilation of the demands in a list, relating to each area to be designed), and the Architectural Program (reference to the project) at last. Based on the evaluation of these products and other evidences collected during the case study, we found that the teaching proposal had a positive impact on the students' performance, given that under an evaluation using specific assessments and considering their criteria, we ended up with more than 80% of the students delivering architectural programs reaching the concepts "good" and "excellent". Innovative aspects of this work are the teaching and adaptation of the content for beginner students from the needs of a real client, given that the Architectural Program, when approached, has its construction phase suppressed or when considered, it adopts construction models that are distant from the dialogue with the client. In addition, this work provides the implementation of blended learning in Architecture, following an emerging trend in Education. This work has as a product a digital guide with the guidelines for application of the teaching proposal by other teachers.Item Formação continuada de professores de matemática na perspectiva do ensino híbrido(Instituto Federal do Amazonas, 2017-11-30) Almeida, Adriana Neves de; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Oliveira, Raquel Gomes deThis research presents discussions about the continuing education of Mathematics teachers and Blended Teaching, as aspects that correlate to the teacher pedagogical process. The research purpose was to understand in which aspects a continuing education course, based on Blended Teaching, can contribute to the pedagogical process of Mathematics teachers regarding to the reflection of the pedagogical practice itself. Considering this purpose, the research participants were six professors who work in Technical Professional Education of Medium Level and in Higher Education. It is a qualitative research, in which the action research was used as a strategy for its development, it was structured in three phases: formative actions planning, implementation and evaluation. Regarding the techniques and instruments for the data production, the following were used: conversation wheel and observation; field day-book, audio recordings, questionnaires and teacher’s productions during the course. The research data were organized and interpreted through Discursive Textual Analysis, and showed that continuing education is primordial for the teacher pedagogical development and to the teaching and learning process. They also demonstrated that technologies are allied to the teacher in teaching practices; giving dynamism to his work in the classroom. The results indicate that it is necessary that the educational institutions encourage the formative processes in the school context, considering the particularities of the knowledge areas based on the reality lived by the teacher. Concerning the pointed aspects of the continuing education course contribution for the reflection of the pedagogical practice itself of the Mathematics teachers, research participants, it can be highlighted: the planning importance for the teaching actions organization in the classroom; understanding that technologies can support the teaching and learning process; teacher’s reflection as a classroom manager; and finally, the recognition of the relevance of continuing education for the pedagogical process and pedagogical practice improvement.