Programa de Pós-Graduação em Ensino Tecnológico
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/28
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Item Dimensões pedagógicas: orientações para a gestão de formação continuada de professores para Educação Profissional e Tecnológica(2017-08-07) Vilas Boas, Maria Erinete Reis; 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 Peixoto; http://lattes.cnpq.br/2263562348561670This Guide is a product of the master’s thesis “Necessary Teacher Knowledge in Continuing Teacher Education for High School Professional Technical Level”. It is an instrument created to subsidize the pedagogical sector in the contact with the teachers of the Federal Institutes as a form of approach in the handling of the teaching in the reach of the necessary teachers’ knowledge for the continued formation in the EPTNM, strengthening of a more participative management in the improvement of praxis In the day to day of the teachers. This resource (guide) reflects some issues that emerged during the course of research and deserve a re-signification of attitudes in dealing with the teaching of institutions in general. After learning about the reality through the questionnaire / interview applied to teachers, it was found that teachers encounter many difficulties, so this guide contains important information that can be adapted to the other reality of a teaching institution. It has a basic structure with the following parts: summary, presentation, objectives, target audience and four units with well-defined characteristics for an intervention.Item Saberes docentes na formação inicial de professores para a educação profissional técnica de nível médio(Instituto Federal do Amazonas, 2016-03-18) Silva, Fernanda Rebeca Araújo da; 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; Peixoto, Marco Aurélio Nicolato; http://lattes.cnpq.br/2168810836048100Understanding that Knowledge Teachers are important in the profession and are over the training process, we developed an investigative journey whose main objective was to understand in what ways the actions developed in undergraduate courses allow the construction of Knowledge Teachers for Vocational Education Level Technical medium (EPTNM). The locus of the research was the Federal Institute of Education, Science and Technology Amazon - Manaus Campus Center, and had as subjects the students of Degree courses in Biology, Chemistry, Physics and Mathematics of the institution. In view of the active participation of individuals, elected as a theoretical and methodological support action research, a process made possible the development of the discipline "Professional Education High School Technical", to degree courses. For us to reach this product initially seek to know the knowledge that proved necessary for teacher education to EPTNM along the historical trajectory of this education, with the epistemological positioning the design of Knowledge Teachers proposed by Tardif (2014), the same time contextualize this discussion establishing dialogues with Manfredi (2002), Kuenzer (2007), among others. Later in the meeting with the students, proceeded to listen to the experiences of the students of degrees in the EPTNM classrooms, and this took place in two main phases: 1) at the stage of diagnosis, with activities developed in Stage Seminar discipline and the meetings of the Fellowship Program Introduction to Teaching; 2) the development and implementation of a Short Course. The survey data, interpreted based on the Text Analysis and Discourse evidenced Knowledge Teachers for EPTNM: knowledge about this type of education and its characteristics; understanding of the integral formation of EPTNM of students in the social context in which they live; the construction of disciplinary joints within the curriculum, based on the work, science and technology. Resulting from the analysis of this knowledge, we understand that training activities should contemplate the epistemological, ontological and methodological aspects. The survey also shows as a result, the urgent need for discussions on the training processes for EPTNM the Federal Institutes such as identity element of their degree courses.