Programa de Pós-Graduação em Ensino Tecnológico - PPGET
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/28
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Resultados da Pesquisa
Other Tem bola, tem dança, tem lutas e tem brincadeiras: um guia para a articulação da cultura corporal do movimento nas aulas de Educação Física na EPTNM(2025-03-18) Oliveira, Francinei Carvalho de; Cabral, Cinara Calvi AnicO material Pedagógico aqui apresentado foi construído a parƟr de uma pesquisa de mestrado profissional que teve como ơtulo “Contribuições da cultura corporal do movimento para a formação continuada de professores de Educação Física”, a qual objeƟvou contribuir na formação conƟnuada de professores de Educação Física a parƟr da cultura corporal como caminho para o desenvolvimento formação humana integral. A pesquisa foi realizada no contexto da Educação Profissional Técnica de Nível Médio (EPTNM), com docentes que atuam no InsƟtuto Federal do Amazonas em seus diversos campi. Os dados foram produzidos por meio de quesƟonários respondidos pelos parƟcipantes e pela análise de seus planos de ensino. Tivemos a parƟcipação de 07 professores de diversos campi, os quais relataram terem conhecimento do conceito de cultura corporal, a qual se evidencia em alguns pontos dos planos de ensino por eles construídos. Ainda que haja essa clareza, por questões como infra estrutura, trabalho docente individualizado, dinâmica das aulas do campo, ainda há ênfase no ensino dos esportes, sobretudo no que se refere ao aprendizado de técnicas. Por isso, a ideia de construir esse material é possibilitar aos docentes uma nova abordagem do ensino de Educação Física, que possa, por meio das discussões das questões sociais e culturais permeadas nos jogos, lutas, esportes, etc, uma formação integral do estudante, contribuindo também na formação conƟnuada desse professor. O material divide-se em 5 unidades A primeira delas apresenta algumas considerações sobre como ocorreu a formação de professores de Educação Física no Brasil e seus reflexos no ensino da disciplina. A Unidade 2 trata especificamente do conceito de cultura corporal do movimento e sua inserção na Educação Física escolar. Ainda nesta seção, tratamos da cultura corporal do movimento como caminho para arƟcular a Educação Física à formação humana integral, que é uma prerrogaƟva da educação profissional. A unidade 3 apresenta uma caracterização da Educação profissional e tecnológica nível médio, enfaƟzando a cultura corporal do movimento como elemento arƟculador para a formação humana integral. Finalizando, a unidade 4 traz uma proposta de planejamento anual para a disciplina de Educação Física pautada na cultura corporal do movimento e com vistas à formação humana integral, incluindo sugestões de leituras e referências sobre aƟvidades direcionadas à educação básica na perspecƟva da cultura corporal. E, por fim, a Unidade 5 apresenta algumas possibilidades para um trabalho interdisciplinar que inclua a Educação Física. Esperamos, com esse material, contribuir no trabalho docente do professor de Educação Física, possibilitando novos olhares e reflexões sobre suas práƟcas contribuindo, deste modo, com sua formação conƟnuada.Thesis Cultura corporal na educação profissional técnica de nível médio: reflexões para a formação continuada de professores de Educação Física dos IFES(2025-03-18) Oliveira, Francinei Carvalho deO estudo aqui apresentado investigou a prática docente dos professores de Educação Física na Educação Profissional Técnica de Nível Médio (EPTNM). A pesquisa surgiu a partir da observação do pesquisador de que as aulas da disciplina, especialmente no contexto dos Institutos Federais, mantêm um padrão esportivizado, centrado em modalidades tradicionais como voleibol, futsal e handebol, sem uma abordagem mais crítica e reflexiva. Dessa forma, a partir da questão central: Como contribuir com a formação continuada do professor de Educação Física tendo por referência a cultura corporal do movimento?, buscamos analisar como a cultura corporal de movimento, alinhada ao trabalho docente do professor de Educação Física, pode contribuir para sua formação continuada. Na fundamentação teórica, analisamos a trajetória histórica da Educação Física no Brasil, destacando suas influências higienistas, militaristas e tecnicistas ao longo do século XX. A partir da década de 1980, o movimento renovador da Educação Física trouxe novas perspectivas, focadas na formação integral dos estudantes e na valorização da cultura corporal do movimento. Essa abordagem propõe que o ensino da disciplina vá além da prática esportiva, incorporando manifestações culturais, como danças, lutas, jogos e ginástica, promovendo uma visão mais ampla da corporeidade. O estudo adota uma abordagem qualitativa, utilizando análise documental e questionários aplicados a professores de Educação Física que atuam em Institutos Federais do Amazonas. Analisaram planos de ensino e Projetos PolíticoPedagógicos (PPPs). dos cursos técnicos, além das respostas dos docentes, com o objetivo de identificar como a cultura corporal do movimento é incorporada na prática pedagógica, além das concepções dos participantes sobre a temática. A análise dos dados seguiu a metodologia espiral de Creswell (2014), organizando as informações em categorias que abordam a cultura corporal na formação e na prática docente, bem como sua relação com a formação integral dos alunos. Os resultados indicam que, apesar do reconhecimento da importância da cultura corporal do movimento, sua aplicação ainda é limitada. Os currículos permanecem focados em modalidades esportivas tradicionais, com pouca ênfase na reflexão crítica e na diversidade das manifestações corporais. Além disso, alguns docentes não demonstraram clareza sobre como podem integrar a cultura corporal do movimento em suas aulas de forma consistente. Os planos de ensino analisados demonstram a predominância do ensino esportivo e a ausência de propostas que articulem a cultura corporal a temas transversais e às demandas sociais dos estudantes, ainda que tenham sido observadas iniciativas nese sentido dentre os docentes. No contexto da Educação Profissional e Tecnológica, que visa à formação integral dos alunos, a Educação Física pode ser essencial na construção da cidadania, pois a inserrção da cultura corporal do movimento pode enriquecer a prática pedagógica, promovendo o desenvolvimento de competências sociais, culturais e críticas. Assim, recomendamos a revisão dos Projetos Político-Pedagógicos dos cursos técnicos, bem como a criação de materiais didáticos que auxiliem os professores na implementação dessa abordagem. Com base nesses resultados, foi contruído, como produto educacional, um material didático/instrucionalno formato de um Guia, com discussões teóricas sobre a formação de professores e a cultura corporal do movimento como caminho para a articulação da Educação Física aos pressupostos da EPTNM. Esperamos que este Guia, utlizado em propostas de formação continuada, possa promover novas discussões e reflexões sobre o ensino de Educação Física especialmente na EPTNM, ressignificando o trabalho docente.Outro Uma proposta didática para o ensino em ateliê de arquitetura(2025-03-28) Lima, Alcilânia da Cunha; Anglada-Rivera, JoseHow about rethinking the way we learn architecture? With digitalization increasingly shaping design processes, integrating innovative technologies into education has become essential. That’s exactly what this research explores: the use of Building Information Modeling (BIM) as a teaching tool in the Architecture Studio. Imagine being able to visualize your project in an interactive 3D model, understand its construction dynamically, and improve communication with colleagues and professors. This is the idea behind the "Virtual House in BIM" , an approach that turns parametric 3D models into learning allies, making analysis, experimentation, and the understanding of architectural concepts more accessible. The research, conducted through qualitative methodologies and case studies in the classroom, reveals that this strategy enhances spatial perception, interdisciplinary coordination, and the understanding of construction and technological aspects. Moreover, it fosters critical thinking and strengthens collaboration—essential skills for any architect in today’s market. The results are clear: integrating BIM into architectural education is not just a technological upgrade but a transformation in the way future professionals are trained. After all, learning by designing in a digital environment means being better prepared for real-world challenges.Dissertação Casa virtual em BIM: uma proposta didática para o uso de modelos virtuais no ensino de projetos em ateliê de arquitetura(2025-03-28) Lima, Alcilânia da Cunha; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Queiroz Neto, José Pinheiro; http://lattes.cnpq.br/8055796489225138; Araújo, Valdete Santos de; http://lattes.cnpq.br/6667086143477443This dissertation investigates the use of virtual models in Building Information Modeling (BIM) as a teaching tool in teaching architectural projects in Architecture Studio. With the increasing digitalization of design processes, it is essential to explore methodologies that integrate innovative technologies into teaching, providing students with a more interactive and efficient learning experience. The study proposes the "Virtual House in BIM", an approach that uses three dimensional parametric models to support the development and understanding of architectural concepts, improving communication and project analysis, through learning paths and analytical rubrics. The research adopts a qualitative methodology, with case studies and classroom experimentation, analyzing the impacts of this strategy on student training. The results indicate that the use of virtual models facilitates spatial visualization, interdisciplinary coordination and the assimilation of constructive and technological aspects of the project. Furthermore, the approach contributes to the development of critical thinking and collaborative work among students. It is concluded that the incorporation of BIM in architecture teaching not only modernizes the pedagogical process, but also prepares future architects for the challenges of the professional market.Outro Xô, Dengue! O uso das TDICs para a prevenção na escola(2025-03-13) Cruz, De Angelo Silva da; Paes, Lucilene da Silva; Silva, Viviane GomesDengue is one of the main public health challenges in Brazil, requiring effective preventive actions. This educational product aims to enable high school students to understand disease transmission, prevention, and control using Digital Information and Communication Technologies (DICTs) as learning tools. The proposal is structured into five modules, covering the concept of dengue to the creation of digital awareness campaigns. The methodology is based on Problem Based Learning (PBL) and amification, promoting student engagement and encouraging active participation in society. This material is expected to contribute to the dissemination of correct information about dengue, making students agents of prevention and control of Aedes aegypti.Dissertação As tecnologias digitais da informação e comunicação no ensino para a prevenção e controle da dengue em uma escola do estado do Amazonas(2025-03-13) Cruz, De Angelo Silva da; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Campos, Raimundo Sidnei dos Santos; http://lattes.cnpq.br/2939166076843358Dengue represents one of the most serious public health problems in Brazil, with significant impacts, especially in the Northern region, due to climatic and social factors that facilitate the routine of Aedes aegypti. Health education plays a fundamental role in raising awareness and preventing diseases, making it essential to adopt innovative pedagogical strategies that promote meaningful learning and student engagement. In this context, this qualitative research aimed to investigate the impact of a didactic sequence mediated by Digital Information and Communication Technologies (DICTs) on the teaching of biology for the prevention and control of dengue in a public school in the state of Amazonas. The research methodology was based on action research, with the application of a didactic sequence grounded in Problem Based Learning (PBL), combined with the use of interactive digital platforms, infographics, educational videos, and other digital tools. Data collection was conducted through diagnostic questionnaires (initial and final) and participant observation using learning rubrics to assess student performance in sessions 4 and 5. The results indicated that the incorporation of DICTs into teaching enabled greater student participation, promoting dynamic and contextualized learning, as well as contributing to changes in students' perception and behavior regarding preventive measures against dengue. The developed educational product, consisting of a didactic guide and an infographic for students, proves to be an effective tool for strengthening the integration between education and public health. Thus, this study contributes to advancing educational practices beyond health promotion and can serve as a reference for future initiatives in the field of health education. These findings reinforce the importance of DICTs in knowledge construction, as advocated by Ausubel (2003) in meaningful learning theory and by Zabala (1998) in structuring contextualized didactic sequences.Outro Mitigando as mudanças climáticas globais: estratégia para preservação ambiental(2025-01-27) Palmeira, Rosana Ferreira.; Marques, Jean Dalmo de OliveiraGlobal Climate Change (GCC) represents transformations in the Earth's climate patterns, intensified in recent centuries by human actions, such as the use of fossil fuels, deforestation and pollution. These factors increase the concentration of greenhouse gases, worsening global warming and resulting in phenomena such as droughts, floods and changes in rainfall. The consequences affect vulnerable populations more severely, increasing social and environmental inequalities. In the Amazon, deforestation not only threatens biodiversity, but also contributes to the rise in global temperatures, putting the planet's environmental balance at risk. In this context, Environmental Education emerges as an essential tool to face these challenges, and the application of Problem-Based Learning (PBL) enhances this process. Aligned with the PBL methodology, the construction of educational prototypes that simulate environmental scenarios emerges as a resource that enhances learning. This approach develops creativity, stimulates individual and collective learning, and deepens knowledge through visual and cognitive activities, facilitating a better understanding of the topic. The use of prototypes, combined with the PBL methodology, encourages student leadership, allowing students to explore practical solutions to minimize the impacts of GCMs. In this way, students not only deepen their scientific knowledge, but also exercise creativity, critical thinking and collaboration. This booklet seeks to provide young people with an active and reflective learning experience, connecting theory and practice. Through the development of prototypes and the analysis of real problems, the goal is to stimulate environmental awareness and empower students to act in a transformative way towards a more sustainable future.Dissertação Protótipos educacionais no contexto das mudanças climáticas globais: estratégia para a preservação ambiental(2025-01-27) Palmeira, Rosana Ferreira; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Cândido, Luiz Antônio; http://lattes.cnpq.br/7705103746743754Global Climate Change (GCC) is an increasingly present reality in our daily lives, showing that rising temperatures have a direct influence on climate patterns over time. Given its contemporary relevance, it is essential to bring this discussion into the educational context, integrating it into teaching in an interdisciplinary manner. In this sense, schools play a fundamental role in promoting environmental awareness, mediating the construction of scientific knowledge through appropriate pedagogical strategies. The general objective of this study was to investigate the use of educational prototypes as a strategy to understand GCC and energy sources, in addition to proposing sustainable alternatives for environmental preservation. The specific objectives were: to evaluate the approach to GCC in guiding documents and textbooks; to propose real situations for reflection on the causes and consequences of environmental impacts arising from GCC at global and regional levels; to qualify students' understanding of GCC and sustainable alternatives based on the assembly of prototypes; to identify students' environmental perceptions based on problem-solving; and to develop a didactic sequence as an educational product of the investigation. The research sought to contribute to the dissemination of scientific knowledge and the development of students' environmental awareness, encouraging investigation and reflection in the classroom on the environmental problems caused by GCMs. The methodology adopted was action research, based on Tripp (2005), structured in three cycles: planning, implementation and evaluation. The activities allowed students to deepen their understanding of the causes and consequences of GCMs, in addition to analyzing their interactions with prototypes that simulated sustainable and environmentally preserved scenarios. To this end, the Problem Based Learning (PBL) methodology was used, with the objective of preparing them to solve real-world issues. Data collection was carried out based on four instruments: initial diagnosis, interviews with teachers, questions about problem situations and discussion groups. The evaluation process was continuous, using learning rubrics, socialization of educational prototypes and drawings (sketches) that simulated sustainable cities. This methodological approach gave rise to the educational product “Mitigating Global Climate Change: A Strategy for Environmental Preservation,” embodied in a didactic sequence presented in the form of a booklet composed of three sections. The results demonstrated that the educational prototypes were an effective strategy for understanding GCCs, reproducing natural and modified scenarios, in addition to promoting the development of critical thinking in relation to environmental problems caused by human action. Furthermore, they encouraged investigation and reflection in the classroom on causes, consequences and possible solutions to mitigate GCCs, highlighting the importance of actions aimed at environmental preservation.Dissertação As plantas medicinais e a educação para a sustentabilidade no ensino fundamental II(2025-01-15) Jacyntho, Paula Gabrielly Freire; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Freitas, Adriana Dantas Gonzaga de; http://lattes.cnpq.br/3694117633635449The Amazon, one of the most biodiverse biomes in the world, is home to numerous plants with medicinal potential, many of which are still unstudied but are used by local communities as sources of medicine and/or herbal remedies. Integrating this topic into the teaching of Natural Sciences as a strategy for Education for Sustainable Development (ESD) values regional culture and enriches the school routine. Associating regional knowledge with active methodologies, such as Project-Based Learning (PBL), can contribute to Meaningful Learning. Therefore, the research question for this study was: how can the use of essential oils, extracts, and plant preparations obtained from medicinal plants grown in the Amazon, through the application of the PBL methodology, contribute to education for sustainability? Thus, the main objective of this work was to investigate the contributions of a didactic guide proposal based on the principles of ESD, using medicinal plants native to the Amazon as a central theme. The research had a qualitative approach of the participatory research type, and the teaching methodology adopted was Project-Based Learning (PBL). The research subjects were 23 students from the 9th grade of the Ensino Fundamental II (Middle School), from the Antônio Telles de Souza State School (Manaus, AM). Five PBL lesson plans were developed with theoretical and practical activities using medicinal plants native to the Amazon region. Data collection instruments included field notes by the researcher, three semi-structured questionnaires—one for diagnosing prior knowledge, one for evaluating knowledge and perceptions after the intervention, and a third for the evaluation by the Science teacher and the pedagogue of the school. Analytical rubrics were also used, specifically designed to assess the teaching-learning process and the final artifact presented by the students at the end of the PBL project. The lesson plans were implemented in the school’s Maker Space and covered topics on essential oils, plant extracts (tinctures), and homemade preparations (tea, infusion, and decoction), as well as their application in making handmade products such as aromatic candles, soaps, moisturizers, and other items. As an educational product, the didactic guide "Medicinal Plants and Sustainability: A PBL Guide for Teaching Science" was developed, focusing on the creation of practical lesson plans based on the PBL methodology, using themes worked on during the lessons, following the perspective of sustainable use of natural resources within the school environment. The results showed that the lesson plans executed, and which now form the Didactic Guide were thought-provoking in terms of reflections and discussions on the sustainable use of natural resources. The subjects highlighted the practical activities done with few resources, recycled materials, and emphasized the possibility of more experimental classes with low cost even in schools without laboratories. The possibility of contributing to household economy by making homemade hygiene products, cosmetics, and air fresheners was also considered, revealing an awakening to social responsibility and possibly generating future benefits. Some participants expressed interest in pursuing professional training in the area. The educators reinforced in their evaluation the same perceptions as the students and unanimously emphasized the positive results of the interventions. Regarding the final artifact of the PBL project, all participants highlighted the relevance of the Thematic Room, which demonstrated the community's interest in medicinal plants and provided an opportunity to disseminate the knowledge acquired. According to the evaluation of the subjects and educators who accompanied the entire process, the intervention at the school contributed not only to the students but also to the experience gained by the teachers. The educational product generated by this research was entitled Medicinal Plants and Sustainability: A PBL Guide for Teaching Science. It provides all the guidelines for teachers who wish to offer their students a sequence of engaging and creative activities in the form of a PBL project to discuss medicinal plants and their relationship with sustainability.Dissertação Percurso (auto)formativo de professores negros não licenciados no ensino superior: uma abordagem (auto)biográfica(2025-03-20) Lima, Jannieli Moraes; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/85661038878759; Teles, Luciano Everton Costa; http://lattes.cnpq.br/0779269175818800The theme of this dissertation is: the (auto)formative journey of non-graduate black teachers in higher education: an (auto)biographical approach. It is divided into four chapters. The general objective is to investigate the (self)formative path of black teachers without a degree in higher education from an (auto)biographical approach. The research problem lies in the following question: What elements are evident in the (self)formative path of Black teachers in Higher Education? This problem is based on the following guiding questions: (a) What (self)formative dimensions are present in the journey of black non-graduate teachers? (b) In what way has teacher (self)formation fed back into the practice of black non-graduate teachers in higher education? c) How can resources be materialized in an educational product to help black teachers in their (self) training in the field of anti-racist education? The methodological procedures were based on qualitative research. Narrative interviews, questionnaires and conversation circles were used as research tools to extract (auto)biographical accounts from the teachers, as well as from the researcher, characterizing participant research. The justification for choosing the topic in question was motivated by the proponent's condition as an unlicensed black teacher who obtained her first degree as a Logistics Technologist, then went on to specialize in Teaching in Higher Education and works as a teacher at the university. The motivation is also due to the importance of making up for the scarcity of research related to the self-training of black teachers in university teaching, based on the (auto)biographical method. The specificity of this research lies in its approach. While the subject of non-graduate teachers working in higher education is not new, approaching it from the perspective of black teachers in higher education provides a fresh look at this issue. In this sense, the proposed subject is of great relevance in the process of investigating teachers, in studies that deal with learning to teach, in which the importance of (auto)biographical reflections in the context of teacher training is observed. The theoretical basis is based on the ideas of authors such as Souza (2020), Passeggi (2011), Nóvoa (2014), Josso (2002), Dellory-Momberger (2012), and other authors who refer to (auto)biography in the field of teacher training.