Mestrado Profissional em Educação Profissional e Tecnológica - PROFEPT

URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/24

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A sociologia como caminho para articulação do currículo integrado na EPTNM
(2025-09-30) Costa, Amanda Silva Braga da; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Oliveira, Ercivan Gomes de; http://lattes.cnpq.br/7685375634493790; Pinheiro Filho, Carlos Douglas Martins; http://lattes.cnpq.br/0284744290033729
O debate sobre a integração curricular na Educação Profissional Técnica de Nível Médio (EPTNM) impõe aos docentes, às instituições e aos pesquisadores o desafio de repensar a prática pedagógica e o papel das disciplinas na formação humana integral dos estudantes, contexto no qual a Sociologia assume relevância por sua capacidade de articular saberes e promover a reflexão crítica. Esta dissertação objetiva compreender como a Sociologia pode contribuir para a articulação de um Currículo Integrado na EPTNM, desdobrando-se nos seguintes objetivos específicos: analisar o processo de construção do currículo de Sociologia na EPTNM; verificar se o currículo praticado corresponde ao currículo prescrito; investigar os conhecimentos e as percepções dos docentes acerca do Currículo Integrado; e propor estratégias pedagógicas e metodológicas que favoreçam a efetiva integração curricular da disciplina de Sociologia. A pesquisa adota abordagem qualitativa, de natureza exploratória e descritiva, buscando compreender as percepções dos sujeitos envolvidos no contexto investigado. Desenvolve-se como uma pesquisa multicampi no âmbito do Instituto Federal do Amazonas (IFAM), envolvendo professores de Sociologia, utilizando o questionário como instrumento de coleta de dados, além da pesquisa bibliográfica e da análise documental como procedimentos complementares. Para a análise dos dados, emprega-se a técnica de análise de conteúdo proposta por Bardin (2016). Os resultados evidenciam que o processo de construção do Currículo Integrado no IFAM apresenta fragilidades, uma vez que não prioriza o trabalho coletivo, sendo frequentemente elaborado de forma individual, isolada ou segmentada. Essa constatação se reforça ao analisar a organização curricular e a relação entre currículo prescrito e praticado, pois alguns docentes demonstram desconhecimento sobre o processo de elaboração curricular, enquanto outros mencionam a existência de comissões sistêmicas e locais. Observa-se que o currículo praticado pela maioria dos docentes difere do currículo prescrito, sendo as adaptações justificadas por fatores como afinidade com determinados conteúdos, padronização, contextualização e atualização, o que caracteriza um trabalho docente predominantemente solitário. Embora os docentes reconheçam as bases conceituais da Educação Profissional e Tecnológica e demonstrem compreensão sobre o conceito de Currículo Integrado, os dados analisados revelam contradições entre essa compreensão e a efetivação de práticas curriculares integradas, indicando que a integração ocorre de forma pontual e não sistêmica. Diante desse cenário, a pesquisa bibliográfica e exploratória busca abrir caminhos para a articulação do Currículo Integrado, resgatando chaves pedagógicas que possam servir como ponto de partida para esse processo, reconhecendo, contudo, que esforços individuais apresentam limites e que a construção de um Currículo Integrado na EPTNM exige um compromisso coletivo. Como desdobramento da pesquisa, desenvolve-se o Produto Educacional intitulado “Guia Didático: Chaves Sociológicas para a Integração Curricular”.
AJURI: guia prático para redução da evasão e da retenção escolar no IFAM Campus Manaus Centro
(2023-09-25) Farias, Érica Oliveira de Castro; Silva, Cirlande Cabral da
This practical guide is the result of master’s research entitled “Social inequalities in education and their impacts on the process of dropout and retention of high school students integrated into a Federal Institute during the pandemic period”. Its purpose is to present, based on concrete cases, social problems that may directly and/or indirectly aff ect the retention and dropout of integrated high school students, raising awareness not only for teachers, but also for other employees at the Manaus-Centro Campus regarding the impacts of social inequalities in education. It contains information regarding integrated secondary education, the role of multidisciplinary teams and suggestions for integrated activities. In addition, it presents a list of useful contacts for referring students to the attention network and also for reporting any form of rights violation.
Ambientes virtuais de aprendizagem colaborativa – uma ferramenta para formação humana integral: estudo de caso no IFAP
(2019-08-16) Brito, Maria de Fátima dos Santos; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Oliveira, Elaine Harada Teixeira de; http://lattes.cnpq.br/6553721651836761
The research is developed in the Professional Master's Program in Professional and Technologi cal Education in National Network (ProfEPT) Polo do Instituto Federal de Educação, Ciência e Tecnologia do Amazonas (IFAM) Campus Manaus with the objective of developing a proposal to use the tools of the Virtual Learning Environment (AVA) in a perspecti ve of integral human formation (EaD) at Instituto Federal de Educação, Ciência e Tecnologia do Amapá (IFAP) Campus Macapá. As a methodology, the study has a qualitative approach of an applied and descriptive nature, having as a methodological procedure t he case study. In order to reach the objective of this investigation, a methodological path was traced that began with a bibliographical theories research that guided the construction of the theoretical reference. After that, an exploration of the resource s and activities available on the institution's platform was carried out, followed by a field research with teachers and students of the course under study, in order to collect information regarding the research problem, besides providing subsidies for the construction of the educational product. As the main result, teachers and students have demonstrated difficulties in relation to AVA tools, limiting to the use of few MOODLE resources. Based on the results, we proceeded with the construction of the educat ional product that had the elaboration and evaluation stages, the latter having a positive result regarding the agreement parameter and some suggestions for improvemen t. Thus, necessary adjustments were made, finalizing the educational product development stages with the conclusion and production of the “MOODLE User Guide for Integral Human Training”, which aims to guide teachers on the use and functionality of the resources available on the MOODLE platform. IFAP, so that it signals a perspective of integral human formation.
Análise de Objetivos de Desenvolvimento Sustentável (ODS) e práticas de Environmental, Social and Governance (ESG) no IFAM: uma discussão crítica e propositiva
(2024-04-25) Correa, Michelle Guimarães Souza; Szatkoski, Elenice; http://lattes.cnpq.br/4308298499020242; Szatkoski, Elenice; http://lattes.cnpq.br/4308298499020242; Lacerda Junior, José Cavalcante; Melo, Marília Carvalho de
This study explores the relationship between sustainability, Sustainable Development Goals (SDGs), Environmental, Social, and Governance (ESG) standards, and Professional and Technological Education at the Federal Institute of Amazonas (IFAM). Through a detailed analysis of IFAM's Institutional Development Plan (PDI), we investigate the interconnection between Integral Human Formation, Polytechnics, Omnilaterality, Sustainability, SDGs, and ESG in educational practice. Combining a documentary evaluation of the current educational scenario at IFAM with an analysis of the PDI's goals, we identified a significant institutional effort to integrate SDGs and ESG practices, particularly in the social and governance dimensions, although the absence of specific environmental goals was noted, which is crucial given the Amazonian context. The research suggests the inclusion of measurable environmental objectives such as sustainable projects, environmental education and research, partnerships, campus environmental management, and community engagement. The results provide insights to strengthen the connection between sustainability, SDGs, ESG, and education, positioning IFAM as a regional leader in sustainable practices by aligning education, research, and operations with SDGs and ESG criteria, thus contributing to addressing contemporary environmental and social challenges.
APP educacional José Cornélio
(2020-08-26) Silva, José Barbosa da; Lima, Maria Francisca Morais de; Lima, Maria Francisca Morais de; Lima, Maria Francisca Morais de; Stefanuto, Vanderlei Antonio; Pacheco, Joésia Moreira Julião
Aprendizagem baseada em empreendedorismo
(2019-06-28) Almeida, Fernanda Cardoso; Queiroz Neto, José Pinheiro de; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Lasmar, Dimas José; http://lattes.cnpq.br/1064512782578721; http://repositorio.ifam.edu.br/jspui/handle/4321/303
It is a teaching proposal and facilitator of learning, elaborated and organized from the principles of entrepreneurship applied specifically to Technical Vocational Education of Secondary Level-EPTNM. Its objective is to serve as a tool for the improvement of teachers 'ways of teaching and students' learning in this educational modality, offering a teaching concept that, if applied under the right conditions, provides subsidies for the increase of academic success rates. of EPTNM students. This material summarizes the experience of applying the prototype developed at the research site so that teachers who have access to it can obtain subsidies for use with their classes, within the context of teaching the EPTNM, either in the classroom or in other related educational environments. The EBL model consists of six complementary categories: mission, strategy, process, mentoring, prototype and outcome; each is described in the proposal path.
Aprendizagem baseada em empreendedorismo: uma proposta para melhoria do ensino profissional técnico de nível médio no IFPA
(2019-06-28) Almeida, Fernanda Cardoso; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Lasmar, Dimas José; http://lattes.cnpq.br/1064512782578721
This research was elaborated as parto f Post-Graduation Program in Professional and Technological Education - PROFEPT requerest, and consists in a proposal of a teaching method model for the professional technical education high school level, called Entrepreneurship Based Learning - EBL. The idea was referenced in Cantillon (1755), Say (1986), McClelland (1987), Filion (1999), Schumpeter (1988, 1997), Saviani (1994), Dolabela, Dornelas (2001), Friedlaender (2004), Moura (2007), Chiavenato (2009), Coan (2011), Salusse and Andreassi (2016) and others studies. The methodology is based on applied, qualitative and quantitative research, using a dialectical, bibliographic, documentary and case study method. The instruments of data collection used were two questionnaires, a diagnosis and another prognosis; both presented a total of tean open and closed questions, based on the responses of which the results analysis was performed. The research participants were from two classes: a subsequente way offer and an integrated way offer, both of them in a high school level. In the first one, we have 35 students and in the second one with 40 students; as well as two teachers who teach curricular components in these classes. Arising from the need to intervene in situations of school dropout at the research site, Óbidos Campus of the Federal Institute of Pará, the educational product is based on principles of entrepreneurship, inspired by the structure of Project Based Learning (PBL) and the concepts of Learning Significant of Ausubel. The product idea proposes the development of skills, abilities and entrepreneurial attitudes, in order to make them or to improve them in the capacities of production of their means of life and realization of their personal projects and professionals, that is, the proposal is that students graduated from an entrepreneurial perspective succeed not only in their areas of activity as technicians, but in any activity they intend to carry out. With this premise the EBL method is proposed, which consists of a prototype composed of six categories that are progressively able to contribute to the improvement of teaching quality through the emphasis on entrepreneurial behavior: mission, strategy, process, mentoring, prototype and outcome. After applying the product, the analysis of the results with an evolution mapping of the students academic performance shows that the research fulfilled the purpose for which it was conceived, obtaining satisfactory results. Currently the research is part of the Stay and Success Plan of the IFPA - Campus Óbidos, and aims to contribute to the reduce evasion and retention, acting for students to succeed in their studies. In addition, the research and educational product will be used in the IFPA - Óbidos Campus as a reference for working with the training itineraries proposed by the National Curriculum Guidelines for Higher Education - DCNEM, through the structuring axis "Entrepreneurship".
Aprendizagem baseada em projetos aliada ao software Geogebra no ensino de Geometria: formação de professores do curso Técnico em Agropecuária
(2025-03-27) Martins, Jandson Carlos de Lima; Frota, Vitor Bremgartner da; http://lattes.cnpq.br/6100146230873494; Frota, Vitor Bremgartner da; http://lattes.cnpq.br/6100146230873494; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Menezes, Crediné Silva de; http://lattes.cnpq.br/5454484334693909
The proposed study was developed within the scope of the Professional Master's Program in Professional and Technological Education in the National Network (ProfEPT) and addressed the importance of active methodologies combined with the use of GeoGebra software in Geometry teaching. The main objective of the research is to provide teacher training through Project-Based Learning, combined with the use of GeoGebra software, to improve the teaching-learning process of Geometry in Technical Courses in Agriculture. The research locus was the Federal Institute of Education, Science, and Technology of Amazonas – Itacoatiara Campus. The study population consisted of teachers from the Technical Course in Agriculture and Mathematics who work with Geometry in their subjects, totaling a general group of five teachers. This is an exploratory, applied research with both qualitative and quantitative approaches, also known as mixed-methods research. The quantitative data allowed for the measurement of the issues collected, helping to understand the scope of the problems. On the other hand, the qualitative data allowed for working with the factors inherent to human relationships, enabling a broader view of the analyzed results. For data collection, techniques involving questionnaires and interviews were used, conducted both in person and online through Google Forms. For the treatment of the collected information, content analysis was used, which is highly relevant in qualitative research as it goes beyond meanings and simple data reading. It allows for the manipulation of messages to highlight indicators that infer another reality beyond the message itself. A Didactic Guide was developed with the aim of providing teachers with essential knowledge for constructing and applying a Didactic Sequence, integrating Active Methodologies into Geometry teaching. In this work, the importance of the Project-Based Learning methodology and interdisciplinarity was observed, enabling a more meaningful teaching-learning process and bringing satisfactory results both for the teacher, in their role as a guide, and for the student, in the development of various skills and actions that contributed to the construction of their knowledge. Furthermore, it is important to highlight the use of GeoGebra software as an excellent pedagogical resource, capable of providing an engaging, concrete, and investigative learning experience, serving as an effective tool for visualizing the more abstract concepts in Mathematics.
A aprendizagem baseada em projetos como instrumento de formação para o mundo do trabalho na EPTNM
(2025-03-26) Xavier, Adriane Campos Dinelly; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Weil, Andreza Gomes; http://lattes.cnpq.br/5253723857077661
The present dissertation aimed to investigate how Project-Based Learning (PBL) can contribute to the preparation of students in Secondary Technical and Vocational Education (EPTNM) for the world of work. The research objectives included understanding the socioeconomic reality of the students, identifying their perceptions of the world of work, examining institutional strategies aimed at fostering comprehension of this field, and developing an educational product based on PBL. The research was conducted using a qualitative approach, employing a multimethod strategy in the investigated field. The study was carried out with third-year students of the Integrated Technical High School Program in Mechatronics at the Federal Institute of Education, Science, and Technology of Amazonas (IFAM), Manaus Distrito Industrial Campus (CMDI). Throughout the year 2024, various data collection instruments were applied, including questionnaires, brainstorming sessions, mind maps, and workshops. The data analysis technique used was Bardin’s (2011) content analysis, which enabled the exploration of meanings within communications. The findings indicate that most students come from low income families, with a diversity of characteristics, personalities, and aspirations, perceiving the institution as a means for academic and personal development. The analysis also emphasized that work, as an educational principle, is a central axis in the training offered by EPTNM. Students’ perceptions indicated a multifaceted understanding of the world of work, encompassing dimensions such as personal fulfillment, competitiveness, and precarious conditions. In this context, the results showed that PBL fostered a collaborative and reflective learning environment in which students took active roles in knowledge construction. The creation of practical outputs—such as podcasts, videos, and graphic materials—demonstrated students' engagement and ability to link theoretical content to real-world demands. Furthermore, PBL proved to be an effective instrument in fostering an understanding of the complexities of the labor market. As a result of the research, an educational product was developed: a didactic guide titled “The Project-Based Learning and the World of Work”, offering pedagogical guidance and strategies to support the implementation of PBL in the context of EPTNM.
Aprendizagem Baseada em Projetos no ensino de Química: atuação na formação humana integral de alunos da EPTNM
(2022-02-24) Melo, Joice de Lima; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Szatkoski, Elenice; http://lattes.cnpq.br/4308298499020242; Eleutério, Célia Maria Serrão
Aprendizagem baseada em projetos: uma proposta interdisciplinar para a educação profissional e tecnológica
(2020-08-21) Vasconcelos, Juliana Sales; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Aride, Paulo Henrique Rocha; http://lattes.cnpq.br/9087696929404160; Carvalho, Leandro S. Galvão de
This research aimed to propose the application of the Project-Based Learning (PBL) method in an interdisciplinary way, aiming to promote meaningful learning, in which students develop skills in a perspective of integral education. It is an applied research, of qualitative nature, having the bibliographic research and the case study as technical procedures. The research had a training stage for the involved teachers, and an application stage with two groups of professional technical course’s students from the Federal Institute of Amazonas. Questionnaires with open and closed questions were used to obtain data, before and after the application of the methodology, which were analyzed in a qualitative and quantitative way. The results showed that both participating classes had an increase in the average in the disciplines that were part of the research and a decrease in the number of absences, if compared to the previous two months. Teachers, as well as students, pointed out as an improvement for the application of the method the need for a longer time of execution and planning, as well as the application of this methodology more often and its insertion in the institutional teaching plan.
Aprendizagem Tecnológica Ativa (ATA): um elo de dialogicidade para a formação humana integral no ensino médio integrado
(2025-03-28) Araújo, Gilmara Silva de; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Santos, Marivan Tavares dos; http://lattes.cnpq.br/9141036625325746
Active Technological Learning (ATA) is a methodological teaching process that aims to articulate so-called active methodologies with resources from Digital Communication and Information Technologies (TDICs). From this perspective, we adopt this process based on Freire’s (1996; 2020) dialogic educational conception, which we believe contributes to the field of Professional and Technological Education (EPT), considering the Integral Human Formation of students with a focus on the teacher-student relationship. In light of this, we structured this investigation within a qualitative approach, encompassing documentary research linked to field research, with the locus being the Manacapuru Campus of the Federal Institute of Education, Science, and Technology of Amazonas (IFAM). Thus, the general objective of this research was to analyze the contributions of Active Technological Learning (ATA), articulated with the teaching and learning process, aiming to promote the Integral Human Formation of students in the Integrated High School (EMI) in Administration at IFAM Manacapuru Campus. To achieve this, questionnaires were applied to 20 participating students, and semi-structured interviews were conducted with seven teachers. Consequently, we collected a set of data analyzed through thematic and interpretative analysis (Severino, 2013) and content analysis (Bardin, 2020), using as a theoretical lens the studies of Leite (2018; 2020), Moran (2018), Ciavatta (2014), Moura (2015), Kuenzer (2015), among others. The results indicated that Active Technological Learning, aligned with the principles of Integral Human Formation and Freirean student centered learning, represents an innovative and viable pedagogical approach in the Integrated High School (EMI) at IFAM Manacapuru. We also identified that, despite the structural and methodological challenges revealed, there is collective recognition of ATA’s potential to overcome the limitations of traditional teaching and foster more dynamic and meaningful pedagogical practices. Furthermore, we found that although the participating teachers already incorporate active methodologies and digital technologies in their practices, there is a lack of theoretical systematization of these practices. Finally, the research presented an educational product proposal for EMI teachers, offering guidelines on how to integrate ATA into their pedagogical practices. The material included theoretical support, practical activities, examples of TDICs applications and active methodologies, suggestions for formative and diagnostic assessment, always in line with the principles of ATA. Given this, we emphasize the relevance of this material, applied and positively evaluated by the teachers at IFAM Manacapuru, as it aligns with the guidelines established by the Professional and Technological Education Master's Program (ProfEPT), considering the research line on Educational Practices in Professional and Technological Education (EPT).
A árvore do conhecimento: o Campus Maués/IFAM como lugar de memória e identidade
(2025-03-25) Coelho, Mariana de Oliveira; Souza, Ana Cláudia Ribeiro de
Árvores do futuro: um guia para implementação e condução de uma oficina de orientação profissional
(2023-10-31) Souza, Angelica Ribeiro de; Anic, Cinara Calvi
This educational product was created based on studies carried out in the dissertation “Career Guidance for Primary School Students”. The Career Guidance Guide entitled “Trees of the Future: A Guide to Implementing and Conducting a Career Guidance Workshop” was developed in e-book format in order to be a localized material accessible to the entire school and academic community so that the importance of discussing career guidance with this group of students, 9th graders, can be disseminated. This guide follows existing norms for its composition and better applicability in theoretical bases focused on the techniques presented here. The aim of this material is to contribute to the maturing of the professional inclinations of students graduating from elementary school who are interested in Integrated Secondary Education, given that the research carried out shows that career guidance aims to promote assertive and conscious choices not only in the professional field, but throughout the participant’s life project.
O assessoramento técnico-pedagógico dos coordenadores de cursos da EPTNM no CETAM: percursos pedagógicos em busca da educação omnilateral no contexto amazonense
(2022-05-25) Souza, Pedro Santarém de; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Rodrigues, Ana Lucena
The study arose from inquiries regarding the analysis of the pedagogical praxis of the Coordinator of Technical Courses at the Technical Training Coordination (Fortec) within the institutional scope of the The study arose from inquiries about the analysis of the pedagogical praxis of the Coordinator of Technical Courses at the Technical Training Coordination (Fortec) at the Technological Education Center of Amazonas (Cetam), in relation to the effectiveness of EPTNM in the interior of the state. The research is centered on Line 02 of the Professional Master's Degree in Professional and Technological Education - "Organization and Memories of Pedagogical Spaces in EPT", linked to macroproject 06 - "Organization of pedagogical spaces in EPT". The research problem was: when analyzing the pedagogical praxis of Fortec/Cetam course coordinators, what are the points of approximation and/or distance from the concept of omnilateral training in EPT? The general objective was to investigate the pedagogical praxis of the coordinators of Fortec/Cetam in the process of technical-pedagogical advice to teachers, highlighting the points of approximation or distance from the EPT conception in the omnilateral perspective; and the specific objectives were: to investigate the EPT concepts present in the actions of the coordinators in the technical-pedagogical advisory process, aiming at improving the teaching and learning process; analyze the main pedagogical activities of the coordinators of Fortec/Cetam courses in terms of work as an educational principle and the integration between the scientific, technological and cultural dimensions; to propose an organization of educational actions to assist course coordinators in monitoring teaching practices focused on the curriculum, teaching planning, learning assessment and teaching methodologies of Fortec/Cetam teachers. The sample universe of the research comprised 10 (ten) participants: 02 (three) pedagogues and 08 (eight) course coordinators (bachelors) in the sector. It is an action research and the collection instruments used were: participant observation, questionnaire and focus group. The speeches were transcribed and submitted to content analysis: pre-analysis, exploration of the material and treatment of the results in Bardin (1977). We used the theoretical basis referring to the assumptions of Saviani (2007), Marx (1998), Manacorda (1990), Borges (2007), among others. The results demonstrate that the Fortec/Cetam course coordinator presents himself as an important professional for the improvement of the teaching and learning process, since his activities include organizational actions, means and goals, with pedagogical work being the essence of your praxis. In view of this, as these are real contexts, some limiting conditions for their work are presented. It is also highlighted the training needs of the group on the conceptual bases of EPT. As a result of the research, an educational product was built in the format of "Pedagogical Plan for Course Coordinator: Educational Praxis in Professional and Technological Education", with the purpose of reflecting on alternatives for the realization of the EPTNM and assisting in the technical-pedagogical advising of courses, focusing on coordinators and similar professionals.
Assistentes de alunos: quem são esses profissionais que atuam na educação profissional técnica de nível médio?
(2020-08-18) Oliveira, Rosenira Monteiro da Costa; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Aride, Paulo Henrique Rocha; http://lattes.cnpq.br/9087696929404160; Andrade, Márcia Irene Pereira
This research discusses the perceptions of the professional practice of the Students' Assistants in the Integrated Secondary School-EMI, identifying their attributions and their educational work in the EPTNM, focused on line 02 of the Post-Graduation Program in Professional and Technological Education (PROFEPT) that deals with the "Organization and Memories of Educational Spaces in EPT" directed to Macroproject 06, regarding the "Organization of Educational Spaces in EPT". It gives as a problem the following question: How has the educational work of the Student Assistant been constructed in the context of the Technical Professional Education of Medium Level in the Integrated Modality? The general objective was to investigate the work of the Student Assistant in the context of Technical High School Vocational Education in the Integrated Mode. Studying the meanings attributed by the student assistants to their practice, qualitative research was used as a methodological procedure using the printed form and the semi-structured interview as a technique, applied to a group of eight student's assistant from the Federal Institute of Education, Science, and Technology off Amazonas - Campus Manaus Centro (IFAM-CMC) that made it possible to survey information essential to the process of objectifying the concepts about their professional practice. Besides the theoretical references, documents, theses, and other sources were collected and analyzed, which we used for the elaboration of this work. Summing up, it was verified that the understanding of the meaning and the challenges of the professional practice of the Student Assistants, conditioned to factors, positive and negative, reported by the professionals and analyzed as constitutive of their profession: a dichotomy between their attributions and the objectives of EPT; challenge of affirming the work as an educational principle before the work submitted to the logic of the market; devaluation and lack of recognition of the profession by the institution. Finally, as a perspective of overcoming these obstacles, the pedagogical product is presented - materialized in a Digital Booklet and constitutive of the dissertation - given the promotion of spaces for reflection and educational actions under the rationale of work as an educational principle, essential to the omnilateral human formation.
Autocapacitação para coordenadores de graduação
(2019-10-13) Silva, Ronison Oliveira da; Nascimento-e-Silva, Daniel; Nascimento-e-Silva, Daniel; http://lattes.cnpq.br/7097994013984431; Nascimento-e-Silva, Daniel; http://lattes.cnpq.br/7097994013984431; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Silva, Jonas Gomes da; http://lattes.cnpq.br/4264092409766582
The product entitled “Self-training for un- dergraduate coordinator is aimed at theachers and managers working in higher education who already work or intend to be undergraduate courses coordiinator. The aim of product is to train these professionals by teaching management procedures that, when put into practice, increase the probability of course sucess in periodic assesment conducted by the National Institute for Educational Studies and Research Anísio Teixeira (INEP). To this purpose, a Massive Online Open Course (MOOC) course has been designed, consisting of four modules, each one with their corresponding e-books, which contain the necessary content for the course coordinator to achieve the desired sucess in managing higher courses. The definition of the knowledge that make up the product modules occurred from the definition of Nascimento-e-Silva (2018), which says that the coordinator must pay attention to the management and regulation functions of such course. The study identified that the self-training proposed for undergraduate managers proved to be an excellent tool, which cause be use as didatic guide in the management of higher education courses. This contributes to the strenghtening of professional and technological education, through the fulfillment of the standards required by INEP.
A autorregulação da aprendizagem: um caminho para a promoção da permanência e do êxito na Educação Profissional e Tecnológica
(2019-12-06) Souza, Tânia Midian Freitas de; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Soares, Ana Paulina Aguiar; http://lattes.cnpq.br/0583627955031330
The studies by Figueirêdo, Pereira and Oliveira (2015), de Silva (2017), Zago (2018), show the distance between what was proposed as the purpose and objectives for the Federal Institutes in the official documents of creation and the experience of these proposals within institutional, mainly in t he founding bases of Professional and Technological Education EPT. The indicators of academic effectiveness of the courses of Integrated High School EMI indicate just over 50% of approval in a three year training cycle. In view of these considerations, we defined two questions as guiding research: How to promote in EPT a pedagogical practice that integrates knowledge? That it favors the student's active role in his learning process, enabling him to remain and succeed in school? Studies have pointed out that self regulated students in their learning achieve greater school success, as they plan, control and evaluate their cognitive, motivational, affective, behavioral and contextual processes. In turn, self regulated teachers favor their students' self reg ulatory processes. Thus, the general objective of this research is to analyze to what extent, a continuing education course on the construct of Learning Self Regulation, favors participants with possibilities of changes in their pedagogical practices, with a view to promoting it as a strategy of permanence and success in Professional and Technological Education. In this perspective, this qualitative and descriptive investigation took place within the scope of the Professional Master's Degree in Professional and Technological E ducation PROFEPT, located in research line 1: Teaching Practices. Self regulatory conversations about teaching and learning in Professional and Technological Education, is the Educational Product developed in the scope of research. I t is a continuing education course for teachers on the processes of self regulation of learning aimed at promoting school permanence and success.
Avaliação da aprendizagem: contribuições para a formação humana integral de discentes do ensino médio integrado
(2020-08-14) Leitão, Raimar Antônio Rodrigues; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Lima, Maria Francisca Morais de; Saraiva, Emerson Sandro Silva
Evaluation is a subject that is inserted in the most knowledge diverse areas and in formal and non-formal spaces, whether in the ambit of school education or in other spheres and social organizations. Nevertheless, in the school space, a series of discussions and expectations regarding its actions, purposes and developments are been generated in the course of the history of education. In this sense, this research had the general aim of analyzing the learning evaluation contribution related to promote the Integral Human Formation of finalist students from the Integrated Technical Course in Agriculture, campus Eirunepé (2017-2019). This study was part of the Educational Practices in Professional and Technological Education (EPT) research line, specifically linked to the Macroproject 3 - Educational Practices in the Integrated Curriculum, according to ProfEPT/2018 Regulation. This was a qualitative research based on the dialectical method of case study strategy – and used bibliographic and documentary research, conversation circles, participant observation and interviews –, which intended to analyze the processes and aspects that involved the theme and the participants (students and teachers) through the collected data. After the collection, the data were submitted to content analysis within the Bardin (2016) proposal. Among the main theoretical references in the Professional and Technological Education field, as well as in the Integral Human Formation field, we used Ciavatta (2005), Frigotto (2012), Moura (2007; 2015) and Ramos (2008) ideas. Considering the learning evaluation, the theoretical support was Esteban (2003), Freire (1996), Hoffmann (2003; 2014), Libânio (2006), Luckesi (2000; 2011), Perrenoud (1999), Vasconcellos (2014) and Zabala (1998), among other scholars. In this context, we highlight the evaluation formative perspective as a theoretical parameter in the field of evaluation to support observations and data analysis. Based on the information found in this research, as an Educational Product, it was elaborated an Evaluation Course in Booklet format (printed and digital), which has as target audience the Integrated High School teachers, in order to provide a contribution to the improvement of quality evaluation processes. From the obtained data, we noted that the basic conditions for a learning evaluation which favors the Integral Human Formation on Integrated High School, should prioritize all the students considering their multiple learning capacities and externalization of what they learn. As we believe, just relying on understanding of the students in their completeness, it will be possible to evaluate them with equity, seeing the teaching and learning actions resizing in order to it can move towards its human development and plenary formation.
Avaliação institucional interna na Educação Profissional Técnica de Nível Médio: instrumento de melhoria do ensino
(2019-06-05) Borges, Nieysila Simara da Silva Castro; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Falcão, Nádia Maciel; http://lattes.cnpq.br/5182856984673000
The internal institutional evaluation constitutes a relevant process for the institutions to analyze them practices, to learn about themselves, to identify potentialities and fragilities and to improve them pedagogica l project. The research is part of the Management and Organization of Pedagogical Spaces in Professional and Technological Education and aimed to build a proposal for an internal institutional evaluation for the medium level technical professional educati on (EPTNM) courses at the IFMA Campus Grajaú, to improve of teaching practices and the strengthening of integral human formation. Duri ng the methodological course, had adopted the qualitative approach, participant research as a method and the technique of conversation group . Representatives of the teaching, student, techni cal administrative and parent/ guardian segments participated in the talks. The conversational group intended to discuss theoretical and methodological elements for the structuring of a p roposal of internal institutional evaluation that meets the specificities of the technical courses of average level. The study made possible the understanding of the need of the participation of the actors of the school and systematized theoretical contrib ution to support the internal institutional evaluation in the EPTNM courses. The educational product developed in the research indicated theoretical and methodological orientations for the implementation of the internal institutional evaluation for the cou rses of EP TNM with intent to the institutional self knowledge and the improvem ent of the teaching. It is hope that the proposal will allow a process, participative and formative, analysis of the practices and provide important subsidies for the decision ma king around the improvement of teaching, in the scope of professional and technological education.