Programa de Pós-Graduação em Ensino Tecnológico
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/28
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19 resultados
Resultados da Pesquisa
Item Avaliação formativa: uma experiência de formação de professores mediada por tecnologia digital de informação e comunicação no município de Manacapuru(2024-02-28) Lopes, Dennys Teles; Silva, Josiani Mendes; Silva, Josiani Mendes; Pacheco, Maria Lúcia Tinoco; Lima, Eliane BatistaThe research proposes to discuss the assessment of learning from a formative perspective. This research was important because it treated assessment as a teaching and learning process from the perspective of formative assessment mediated by Digital Information and Communication Technologies. This research is of a qualitative nature, and aims to investigate how to lead teachers to broaden their perspective on assessment, and to include formative assessment, mediated by TDICs, in their teaching practice. In this way, relying on theorists Carpim (2020), Silva (2018), Villas Boas (2016), Luckesi (2014), Gatti (2014) among others, we discuss and reflect on the conceptions, characteristics, elements of formative assessment, as well as teacher training and assessment instruments. This research sought to answer the following problem: How to get teachers to reflect, within the scope of in-service training, on the adoption of formative assessment in teaching practice, based on experience with the use of TDICs? To achieve the proposed objectives, Yin's (2015) case study methodology was used. We chose this method as we considered it suitable for investigating the object of study, as it helped us to understand and interpret the phenomena surrounding formative assessment. The research participants were teachers, from rural areas, from the Municipal Education System, from the municipality of Manacapuru/Am. We used the focus group as a data collection technique to obtain research data. The data collected in the interviews were structured and interpreted using the Content Analysis Technique, according to Bardin (2016), structured in three phases: 1) pre analysis; 2) exploration of the material and 3) treatment of results. The analysis reveals that teachers, upon completing their initial training and facing their teaching responsibilities, are unprepared to assume the role of evaluators, as they lack theoretical foundations that support their evaluation practices. Instead, they believe in their past experiences as students. The data also highlights the need for continued training in learning assessment from a formative perspective, as indicated by the observations made by the interviewed teachers. In view of these results, we developed a proposal for an educational product, through a training entitled “Coffee with training: reflections on learning assessment from a formative perspective”, whose objective is to provide teachers with continued training in learning assessment from a formative perspective, through reflection and discussion about the evaluation action, as well as concepts, purposes and techniques of formative evaluation. To validate the proposal, we applied the product with a group of elementary school teachers in the final years of a municipal school in the city of Manacapuru/AM, located in a rural area. The teachers positively evaluated the coffee proposal with training based on its constituent elements, providing contributions and suggestions for improving the proposal.Item Ateliê de cartas (auto)biográficas: navegando em cartas, tecendo histórias(2023-12-19) Silva, Sônia Maria de Oliveira; Anic, Cinara CalviThe 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.Item Oficina de formação continuada em avaliação da aprendizagem: funções e finalidades(2023-01-12) Santiago, Reila Garcia; Silva, Josiani MendesThe "Continuing Education Workshop on Assessment for Learning: Functions and objectives" is the result of the dissertation "Assessment for Learning on the Continuing Education of Elementary School Teachers” developed on 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). The main goal of the workshop is to collaborate with the study of the proposed theme, helping in the teacher's learning through the discussion and reflection about the Functions and Objectives of Assessment. This material is organized in two parts: The first is "Basic Knowledge about the Assessment for Learning", which presents the key concepts and the foundations of the topic in discussion. The second part is the "Workshop Manual", which contains the planning, the scripts, and the activities proposed for each encounter. The workshop has a total workload of 16 hours allocated in 4 face-to-face meetings, each with 4 hours of discussion. Each meeting will include: Classes that allow the interaction between reflection, theory and practice; the development of the participants' creativity; supervised practices and proposed discussions. We hope that this material can provided meaningful learning moments to the teachers.Item 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, ElianeThe 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 ProducItem Narrando, biografando, fazendo histórias: estratégia de formação em serviço para a sociedade educativa(2021-10-14) Pinheiro, Arleide Maia; Ponciano, Nilton Paulo; Ponciano, Nilton Paulo; Ponciano, Nilton Paulo; Gonzaga, Amarildo Menezes; Costa, Mônica de OliveiraIn this educational product,“Narrating, biography, making his tory: in-service training strategy for society educational”, result of research carried out in the Professional Master in Technological Education (MPET - IFAM), we present the Biographical ProjectWorkshop as a training proposal based in the model designed by Christine Delory-Momberger (2006). It is a device developed in sixmeetings with the objective of recognizing,through personal narratives of life history, the subject‟s formative process in his world. It isintended, during the training dynamics, to understand the inter-relationship between the self and the hetero in the formative process as part of the web that builds the self. Furthermore, the PBL aims at valuing life history through (auto) biographical practice, reflectingon professional teaching practice, projecting future life through a realization project, whether in personal, professional, and / or pri- vate life. The ABP, in its structure, is permeated by information, con- tracts, scheduled and structured meetings, oral, written and rewrit- ten narratives, listening, sharing, in addition to daily analysis and reflection on the individual and collective production of the training participants. It is believed that this formative proposal can beused in other training contexts, as it suggests the narrative practiceas an opportunity for the subject to “walk towards themselves” and recognize the paths taken in the process of constituting the being, the self, and, still promotes the subject of change and knowledge.Item Proposta de elaboração de projetos formativos pela ABP para o desenvolvimento profissional docente de professores formadores(2021-10-29) Câmara, Aldemira de Araújo; Azevedo, Rosa Oliveira Marins; 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; Almeida, Whasgthon Aguiar de; http://lattes.cnpq.br/6766948755894257; http://repositorio.ifam.edu.br/jspui/handle/4321/686This 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 "Proposal for the elaboration of training projects by the PBL for the teacher professional development of trainers teachers" and as a general objective to contribute to the Teacher Professional Development (DPD) of trainers teachers through the preparation of training projects based on Project-Based Learning (PBL). It was developed and evaluated with 08 (eight) trainers teachers from the Educational Technology Management (GTE) of the Manaus Municipal Secretariat of Education, who coordinate teams of trainers for the implementation of formative projects and training for teachers in the municipal public education network in Manaus. The product is organized in two parts: the first, "Fundamentals of the Educational Product proposal", presents the key concepts that support the proposal, namely: Continuing Education, Teacher Professional Development and Project-Based Learning; the second, "Training Workshop through the PBL: paths to DPD", presents the six teaching-learning guides with a description of the training workshop planning, the training projects prepared, and also the presentation of the memories of this training workshop. The results of the training workshop showed that the development of training projects based on Project-Based Learning (PBL) contributes to the Teacher Professional Development (DPD) of trainers teachers in the following aspects: 1) recognition of the importance of reflecting on their own practice to generate changes; 2) recognition of the school context as a formative and potentiating element of professional practices; and, 3) recognition of the importance of acting in the management of their own training processes for the development of professional skills.Item Formação continuada pela aprendizagem baseada em projetos: atuação no desenvolvimento profissional docente de professores formadores(2021-10-29) Câmara, Aldemira de Araújo; 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; Almeida, Whasgthon Aguiar de; http://lattes.cnpq.br/6766948755894257This research had the purpose to understand in which aspects a Continuing Education, based on Project-Based Learning, can act in the Teacher Professional Development of trainer teachers, since it is a consensus that the demand for good results in student learning increasingly requires trained and qualified teachers; this concerns, which should not only be during their initial training, but throughout their professional life and continuing education. There are three basic concepts in the research: Continuing Education, Teacher Professional Development (DPD) and Project-Based Learning (PBL). The research was carried out at the Educational Technology Management (GTE) of the Municipal Education Department of Manaus, with 08 (eight) trainers teachers who work in the coordination of training projects that GTE implements with teachers from the municipal education network. Action research was used, from Tripp (2005), to understand and improve the research process, through a cycle of 3 (three) phases: planning, implementation and evaluation. The process experienced throughout these phases allowed the organization of the educational product of this research, namely: "Proposal for the elaboration of training projects by the PBL for the teacher professional development of trainers teachers", with the objective of contributing to the Teacher Professional Development (DPD) of trainers teachers through the development of training projects based on Project-Based Learning (PBL). From the perspective of the Data Analysis Spiral (CRESWELL, 2014), the data was analyzed to understand and respond to the research problem, as being qualitative research, it is concerned with understanding the phenomenon, its senses and meanings that the build (MORAES; GALIAZZI, 2016). The results of the research induced that Continuing Education, based on Project-Based Learning, acted in the Teacher Professional Development of trainer teachers in 03 (three) aspects: 1) recognition of the importance of reflecting on their own practice to generate changes; 2) recognition of the school context as a formative and potentiating element of professional practices; and 3) recognition of the importance of acting in the management of their own training processes for the development of professional skills.Item É tempo de aru: novos ventos para a educação em saúde bucal nas escolas indígenas – curso de formação continuada(2020-09-28) Leiria, Laís Vilhena; Azevedo, Rosa Oliveira Marins; 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; Weigel, Valéria Augusta Cerqueira de Medeiros; http://lattes.cnpq.br/6273580825792084; http://repositorio.ifam.edu.br/jspui/handle/4321/566Developing educational practices in oral health in indigenous schools is still a major challenge for many of the indigenous teachers of basic education, and enabling new perspectives to favor thise practice goes through the training of these professionals. In this new perspective, we present the structure of a continuing education course entitled “It is time for Aru: new winds for Oral Health Education in indigenous schools”, in order to collaborate with the process of continuing education of indigenous teachers in Oral Health Education. The course, symbolically, is an invitation to a trip, in which the trainer/participant will be guided by the paddles of the Aru, and will sail on the waters of the Rio Negro, towards the six stone abodes, which in turn, represent the six formative meetings, with a final workload of 20 hours. Each stone address has an activity guide that details all the activities that must be performed by the trainer/participant. The intention is that this material facilitates indigenous teachers and other professionals interested in promoting the practice of Oral Health Education in the indigenous school context.Item Formação continuada de professores indígenas do alto Rio Negro em educação em saúde bucal(2020-09-28) Leiria, Laís Vilhena; 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; Weigel, Valéria Augusta Cerqueira de Medeiros; http://lattes.cnpq.br/6273580825792084Education in oral health requires an expanded approach to the health-disease-care process and, above all, multidisciplinary strategies, involving various professionals and social institutions, including the school. However, in the case of indigenous peoples, this model of care must go beyond the prevention of oral diseases, and it is also important to develop the subjects' autonomy and reduce risks through health promotion actions. This research aimed to investigate in which aspects a continuing education course in Oral Health Education can collaborate in the process of reflection of the indigenous teacher from Alto Rio Negro regarding his educational practice in oral health at school. The research participants were four indigenous teachers who work in basic education, in a school in the Ilha das Flores community, in the municipality of São Gabriel da Cachoeira, Amazon. It was a qualitative research, using action research (TRIPP, 2005) as a method for the development of continuing education, with a workload of 20 hours, structured in three phases: planning; implementation and evaluation. As data collection techniques, we used the focus group and observation; and as instruments for recording data, we use the session reports, audio and video recordings and productions of the participants (notebook with written records, drawings and teaching materials). The data were organized and interpreted through the Discursive Textual Analysis (MORAES; GALIAZZI, 2011), and pointed out four aspects: 1) the rescue of the discussion about the discontinuity of oral health education actions at school; 2) the teacher's role during the training course; 3) the joint actions of education and health in the village, represented symbolically, by the union of three hills: education, indigenous mythology and health and; 4) the reflection of the educational practice in oral health at school revealed through concepts, procedures and attitudes of teachers during the training. This research resulted in the educational product, “It's time for Aru: new winds for Oral Health Education in indigenous schools”.Item Formação continuada de pedagogos da educação profissional e tecnológica(2018-04-12) Pinheiro, Luciene de Almeida Barros; Damasceno, Ednacelí 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/7550278243707140; http://repositorio.ifam.edu.br/jspui/handle/4321/358This training process, called “Continuing education of pedagogues of Professional and Technological Education”, aims to promote the continuing education of pedagogues of the Federal Institutes of Education, considering the performance of these profissionals in the continuing training of teachers of Vocational and Technological Education. This process takes place during the course of 05 (five) face-to-face meetings, in the work environment and aims to provide pedagogues in service moments of reflection leaming about professional performance in the context of Professional and Technological Education, leading them to a reflexive knowledge of a self-assessment and the re-signification of some practices. Thus, contributing to the formation of proactive professionals, who can act as collaborators in the development of quality teaching, through a critical and investigative posture facing the challenges to be faced in their daily lives.