Programa de Pós-Graduação em Ensino Tecnológico
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/28
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6 resultados
Resultados da Pesquisa
Item As necessidades formativas do professor do AEE diante de demandas emergentes(2024-12-27) Castro, Suzy Aparecida Batista de; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Lemos, Cátia de; http://lattes.cnpq.br/1107294537559745Schools play an important role in developing critical, self-aware, proactive, and inclusive citizens. Inclusion, as both an action and a value, is a key theme in basic education institutions due to the experiences and interactions that take place over at least 12 years in this environment. Discussing inclusion is essential for naturally fostering respect, self-awareness, and the ability to address the specificities of others, whether related to their abilities or limitations. Regarding individuals with disabilities, school inclusion primarily occurs through special education, which is implemented by the public educational system through various instances and diverse instruments, one of which is the Specialized Educational Service (AEE). Given the current scenario, along with the expansion and increasing complexity of this student population, there is an urgent need for training programs for professionals working directly in the Resource Rooms (SRMs) that provide AEE. Therefore, the general objective of this research is "to identify the training needs of teachers working in AEE within the public education system of the municipality of Manaus." This study is classified as applied research with a qualitative approach, employing a case study methodology. It focuses on teachers working in SRMs within the public school system (SEMED-MAO and SEDUC-AM). Considering the complexity of the research, particularly within the institutional management of SRMs, and given its exploratory nature, a snowball sampling method was employed, allowing participants to voluntarily join the study. Initially, a Conversation Circle was conducted with teachers working in AEE in the state of Amazonas, centered on the theme: "Teacher Dialogues about the Formative Needs in an Inclusive Context." Subsequently, a semi-structured questionnaire, designed in Google Forms, was sent via email to the meeting participants. The questionnaire aimed to contextualize the research objectives, addressing the operation of AEE, teachers' relationships with their pedagogical practices, and their training needs in light of the inclusive education process. From the responses, several training gaps were identified, with pedagogical work related to global developmental disorders emerging as a major concern. This demand was ultimately addressed in the educational product developed in this study. The educational product consisted of a pedagogical workshop titled "Pedagogical Proposals for Teaching Work in the Context of Pervasive Developmental Disorders," designed for AEE teachers. During the product validation process, the results highlighted its relevance to the target audience, particularly in terms of content comprehension and the significance of the topics covered. The study concluded that, given the complexity of inclusive education and the professional development needs of AEE teachers, initiatives must be undertaken to enhance pedagogical practices. These efforts are essential for strengthening the school inclusion process for students with disabilities.Item Imigrantes na escola pública de Manaus: reflexões e desafios na perspectiva da formação docente(2023-12-22) Figueiredo, Rayka Justiniano de; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Oliveira, Joelma Fernandes deThis dissertation deals with the challenges for the training of basic education teachers, in particular teachers of the early years, in dialogue with the perspective of intercultural education, which is the result of research carried out as part of the Professional Master's Degree in Technological Education, of the Graduate Program in Technological Education (PPGET), of the Federal Institute of Education, Science and Technology of Amazonas Campus Manaus Centro (CMC). Thus, research in the field of education and from an intercultural perspective is fundamental as it promotes discussions on the inclusion of the different socio-cultural groups present in the school environment. In this way, the dialogue regarding the construction of the identity of invisible subjects, such as immigrants, for example, needs to be carried out by the various school actors, particularly teachers, whether in initial or continuing education. This study, in the light of intercultural education, which brings up the issue of diversity, cultural plurality and inclusion, had the general objective of analyzing the challenges faced by teachers in the face of the inclusive process of immigrant students in public schools in Manaus and their training demands. Thus, this research had three developments outlined in its specific objectives: to contextualize the issue of diversity and intercultural education in the context of teacher training with regard to the migratory process; to investigate, with regard to the context of immigration, what the discourse of diversity and school inclusion consists of from the perspective of Manauara school teachers; to develop a proposal for continuing training for basic education teachers with pedagogical practices with immigrant students. To achieve these objectives, the study adopted a qualitative approach and its research methodology was Textual Discourse Analysis (TDA). In the process of analyzing the data, the analytical axis that contextualized the research scenario emerged: Challenges and reflections in the training of primary school teachers who work in intercultural contexts. From the analysis of the results, dimensions emerged that pointed to the challenges and reflections, limits and possibilities of moving towards the realization of an education that values and understands the plurality of identities, especially difference. Taking into account the theoretical basis of this research, the investigative path and its analysis, a continuing education course was developed, entitled "Pathways to Intercultural Education", in digital e-book format, which is structured around a review of the literature, the right to school education for immigrants and/or refugees and central concepts such as: intercultural education; diversity; inclusion; teacher training; pedagogical practices in intercultural contexts. The educational product was evaluated by an ad hoc committee of teachers working in basic education. Within this context, we understand that initial and continuing teacher training based on the principles of intercultural education is fundamental so that teachers can implement an education that fosters dialogue between different cultural groups, helping to minimize the processes of exclusion and prejudice still present in the school context.Item Luz, câmera e inclusão: guia didático para professor(2023-11-13) Moraes, Isabele Fernanda Silva de; Chaves, Edson ValenteIn order to assist Chemistry teachers in serving deaf students, this instructional guide has been developed with the aim of explaining the more abstract and challenging aspects of the Chemistry curriculum. This is because there is a significant amount of work related to this discipline, yet few resources focus on the intersection of Chemistry and the inclusion of deaf students. Thus, the guide encompasses the field of inclusive education by utilizing assistive technology through video lessons produced with sign language translation. The topics to be covered, and the focus of the learning, will be Atomic Model, Changes in the Physical State of Matter, and Chemical Bonding.Item Orientações básicas aos docentes do Instituto Federal do Amazonas sobre a educação especial no contexto da educação inclusiva(2016-07-26) Dall'Alba, Jacira; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; http://repositorio.ifam.edu.br/jspui/handle/4321/54Item Desenvolvimento profissional de coordenadores do NAPNE do Instituto Federal do Acre(2018-04-13) Costa, Luana Ugalde da; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Souza, Ana Claudia Ribeiro; http://lattes.cnpq.br/7472602272780097; Bandeira, Salete Maria Chalub; http://lattes.cnpq.br/8237618630696616The Nucleus of Assistance to People with Specific Needs (NAPNE) is the department that collaborates with the actions of inclusion of people with disabilities in the institutions of the Federal Network of Professional, Scientific and Technological Education. Understanding the importance of training NAPNE coordinators for the effective inclusion process in the Federal Institutes, this research aims to understand in which aspects the experience of an action plan of continuing education contributes to the professional development of NAPNE coordinators of the Federal Institute of Acre -IFAC. For that, we present historical and legal aspects of Special Education, using as reference the authors Pacheco and Alves (2007), Mendes (2006) and Mantoan (2006); (1999), Esteves Neto (2014), Bortolini (2012) and Nascimento, Florindo e Silva (2013); this is the inclusion of students with disabilities in the Federal Network institutions, based on the views of Kuenzer (1999); and discusses the professional development of teachers, having Day (2011), Garcia (1999) and Rodrigues (2005) as central references. The research has a qualitative character and, because of it allows the problematization of the questions concerning the daily practice of the participants and have a formative characteristic, action research was chosen as a research strategy, being carried out in four phases: diagnostic; planning; implementation and evaluation. The IFAC was chosen as a research site and the NAPNE coordinators of Rio Branco, Sena Madureira, Xapuri, Tarauacá and Cruzeiro do Sul campi participated in the research, however only one of them was able to participate in all phases of the research. Data collection techniques, interviewing and documentary analysis were used as data collection techniques. The Discursive Textual Analysis was used to analyze the data collected from the continuous training actions implemented with the participant coordinator of all research phases. From this, we show that their experience in continuing education actions contributed to the development of knowledge, skills and attitudes related to their professional performance. The training actions implemented contributed to the elaboration of the Continuing Education in Special Education for NAPNE Coordinators, the product of this research, which was evaluated for its success, merit and value by four professionals with experience in Special Education of Federal Network institutions, of the states of Bahia, Mato Grosso, Rio Grande do Norte and Rio Grande do Sul, and by a representative of the Secretariat of Professional and Technological Education (SETEC), of the Special Advisory Sector for Productive Social Inclusion and Diversity at EPT. The ad hoc evaluators issued a favorable opinion on the product, for the most part, so that the course can be considered valid in its objective of collaborating for the professional development of NAPNE coordinators and for the inclusion of students with disabilities in the Federal Network.Item Inclusão no contexto dos Institutos Federais de Educação: contribuições do NAPNE do IFAM(Instituto Federal do Amazonas, 2016-07-26) Dall'Alba, Jacira; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Matos, Maria Almerinda de Souza; http://lattes.cnpq.br/5590755531194676The Federal Institutes of Education have advanced in pedagogical terms with the implementation of the Nucleus of Attention to People with Special Needs (NAPNE), aiming to break with the conceptual, attitudinal and procedural barriers, promoting inclusive actions articulated with teaching, research and extension. These nuclei are based on the guidelines resulting from the World Conference on Education for All, the Salamanca Declaration and the National Policy on Special Education in the Perspective of Inclusive Education. The present study proposes, through a diagnosis made with the teachers of the Federal Institute of the Amazonas (IFAM) Campus Manaus Zona Leste (CMZL), indicators that guide the improvement in the NAPNE assignments execution, based on the answers of the subjects involved in the research . The methodological proposal of this work consists of a qualitative approach, since the object of the research was based on the analysis of the public policies of inclusion through the attributions of NAPNE. Regarding the means, the research was documental and bibliographic analysis and case study (circumscribed to the IFAM / CMZL), being the research participants teachers who work in the professional and technological education of the IFAM / CMZL. Based on this research, it was possible to affirm that the participating teachers showed an interest in participating in actions that allow inclusion in professional and technological education. The results indicate the need for a more effective planning, monitoring and evaluation in the implementation of the actions proposed by NAPNE, considering that the nucleus should work together with the other sectors of the campus and, consequently, articulated with the attributions of NAPNE Systemic IFAM.