Programa de Pós-Graduação em Ensino Tecnológico - PPGET
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/28
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6 resultados
Resultados da Pesquisa
Thesis Educação física no ensino médio integrado e o tema saúde: proposta de intervenção pedagógica pela aprendizagem baseada em projetos(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2025-07-21) Sobrinho, Eder Marcio AraújoInserida no contexto dos desafios para uma Educação Física significativa no Ensino Médio Integrado à Educação Profissional e Tecnológica (EPT), onde persistem práticas estritamente esportivistas e uma visão reducionista da saúde, esta tese teve por objetivo compreender em que aspectos uma Intervenção Pedagógica para o ensino da temática saúde, fundamentada na Aprendizagem Baseada em Projetos (ABP), contribui para superar tais práticas e favorece o processo de Formação Humana Integral dos estudantes. O referencial teórico contempla o panorama histórico da relação entre Educação Física e saúde (Ghiraldelli, 2007), estabelece um diálogo entre as abordagens Crítico-Superadora e Crítico-Emancipatória (Kunz 1991, 1994; Coletivo de Autores, 1992), aprofunda o conceito ampliado de saúde (Bracht, 2019; Oliveira, 2022), contextualiza a Educação Física e suas contribuições para o Ensino Médio Integrado à EPT e apresenta os fundamentos da ABP (Bender, 2014). Trata-se de um estudo de natureza aplicada, com abordagem qualitativa e metodologia de Pesquisa-ação. Os participantes da pesquisa foram 31 estudantes de uma turma do Curso Técnico Integrado de Informática do Instituto Federal do Amazonas (IFAM) Campus Manaus Centro. Os procedimentos de coleta de dados foram a observação participante, a roda de conversa e o questionário, analisados por meio da técnica de Análise de Conteúdo (Bardin, 2011). A Intervenção Pedagógica fundamentada na ABP foi estruturada a partir das três etapas da Pesquisa-ação (Tripp, 2005): planejamento, implementação e avaliação. Os resultados da análise dos dados indicam que a proposta pedagógica, orientada por uma concepção crítica e ampliada de saúde, contribuiu para ressignificar o ensino da Educação Física, superando a centralidade do esporte e favorecendo a Formação Humana Integral dos estudantes. Como produto educacional, elaborou-se um Guia Didático com a sistematização da intervenção, posteriormente validado por um comitê ad hoc composto por sete especialistas, cuja análise resultou na sua reestruturação e versão aprimorada. Conclui-se que a Intervenção Pedagógica por meio da ABP apresenta-se como uma estratégia inovadora para o ensino da temática saúde em uma perspectiva ampliada no contexto da Educação Física escolar, oferecendo contribuições para superação da prática esportivista e favorecendo a formação crítica e reflexiva dos estudantes.Dissertação Pedagogia da alternância e a atuação docente: uma experiência com o Proeja indígena no IFAM Campus Maués (2018-2023)(2023-10-20) Vieira, Silvia Carvalho; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Melo, André de OliveiraThe present study aims to analyze the formative dimension of teachers through the experienced gained at the Federal Institute of Amazonas, Maués campus, and its contributions to the development of specific education in indigenous land in the municipality of Maués, located in the state of Amazonas. The study seeks to investigate how this involvement contributes to teacher development and differentiated education in the indigenous community. The research was conducted in a specific context, in which participating teachers were directly engaged with the indigenous community located on Michiles Island, in the lower Amazon region, as part of an educational organization proposal developed for this space, based on the Pedagogy of Alternation. This teaching approach was implemented with the Sateré-Mawé indigenous people, between the years 2018 and 2023, in the context of the technical course in agroecology aimed at youth and adults. Regarding the methodology, we adopted a qualitative approach for the research, as this strategy is not translated into numbers. We sought to verify the relationship between reality and the object of study, obtaining interpretations through discursive textual analysis to deepen the understanding of a specific social group – in this case, teachers from IFAM Maués who were involved in Indigenous EJA/PROEJA. We conducted observations, field visits, questionnaire administration, semi-structured interviews with teachers, and analysis of institutional documents. The research was developed in close collaboration with teachers and the local indigenous community, ensuring active participation of those involved. The study highlights the importance of teacher training and adaptation of pedagogical methodology to the particularities of the indigenous context. Additionally, we describe the creation of an Educational Product, a Guide that presents principles and guidelines for technological education in the Pedagogy of Alternation within the context of Indigenous PROEJA, using this experience as inspiration. The aim is to assist other teachers seeking to understand and engage in this educational context. For the development of this material, we employed the following methodology: the research conducted is of a qualitative nature and was organized through the following stages: Field observation and investigation, implementation, and evaluation. The evaluation was based on the layers mentioned by Mendonça et al. (2022). In this regard, we aimed to verify whether the educational product encompasses the four mentioned layers: conceptual, didactic-pedagogical, communicational, aesthetic, and functional. According to the author, these layers should be present in an educational product and were evaluated using a Likert scale assessment form. The evaluation was carried out by a committee of experts composed of professors from the Federal Institute of Amazonas.t.Outro Podcast raízes: o contar-se de professores em cartas autobiográficas(2023-02-13) Alencar, Danielle Golvim da Silva; Gonzaga, Amarildo MenezesOutro Análise de dados estatísticos a partir da tabela e gráficos: uma abordagem para o letramento matemático no ensino fundamental II – guia didático para professores(2022-02-18) Lima, Felipe Bruce de; Mendonça, Andréa PereiraThis educational product was developed with the objective of guiding Math teachers who work in Elementary School II, concerning the teaching of Descriptive Statistics. More specifically regarding the analysis of data from charts and graphs. It is based upon a research carried on at a master’s degree level, developed in the Postgraduate Program in Technological Education (PPGET), at the Federal Institute of the Amazon (IFAM) and meets the guidelines of BNCC (Common National Curriculum Base) and RCA (Amazonian Curriculum Reference) and is oriented to a Mathematical Problem-Solving approach and guided by Teaching and Learning research designs. In this educational product the teacher has accessto a set of guidelines on how to manage the contents and how to solve the problems related to descriptive statistics in Elementary School II, giving emphasis on data analysis from charts and graphs. Both the contents and the problem-solving guidelines meet the learning goals and follow the gradient of complexity to lead, in a proper way, to the teaching-learning process. Furthermore, throughout the product, the teacher has access to additional auxiliary reading material and teaching resources (such as guidelines, problems, etc.), always making use of a clear and objectivelanguage.Outro Diálogos formativos – mulher-professora – caderno da professora(2022-08-23) Gil, Maria Izaíra da Silva; Pacheco, Maria Lúcia TinocoThis product will help a teachers in a reflection on the teaching identity through the use of female narrative, since it is understood that women are the largest audience of education professionals. For this end, specific guidelines for support material for the teacher are presented in this booklet, based on the assumption that the training dialogues developed during training can generate new knowledge and help improve teaching.Dissertação Faces identitárias da mulher-professora: contribuições para a formação docente a partir da narrativa professoral feminina(2022-08-23) Gil, Maria Izaíra da Silva; 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; Gomes, Iza Reis; http://lattes.cnpq.br/7671303144200741This work presents a research carried out on the identity faces of the woman-teacher and their contributions to teacher training based on female teacher narrative. The main objective was to understand the process of identity constitution of woman-teacher, in order to reveal her different faces registered in her memory, practices, challenges, subjectivities of life and profession under the prism of dimensions that constitute and that intertwine. For this route, this research followed the specific objectives: a) To discuss the context, scenarios and places of speech of women-teachers, in the condition of collaborating subjects research; b) Think on the feminization of teaching; c) Propose a training course focused on the female teacher, based on narratives investigated teachers. This is a research based on Cultural Studies, a qualitative nature, which had the school as its lócus, focusing on elementary school teachers from the public school. She told the narrative interview as a research tool to elucidate the female teacher memory. The theoretical framework covered the teaching study identity, teacher training, narrativea training instrument, women in education and database sources from the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira and technology in education. As a result, we point out: a) The reality in feminization in the first two stages of Basic Education, but without the same process in the higher positions of the educational career. b) Training based on the teacher narrative. c) The educational product built from the re-reading of investigated narratives, retold through the Storytelling technique and which generated two artifacts, podcast and animation, to compose the course “Woman-Teacher Formative Dialogues”, which aims to help trainers and teachers in the reflection on the feminine teaching identity. This course was applied in two scientific events, one at a regional level, spaces in which participants evidenced the relevance of identities in the research and registered in the product for teacher training.