Licenciatura em Ciências Biológicas
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/734
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2 resultados
Resultados da Pesquisa
Item Contribuições e desafios por meio de vivências de um licenciado em ciências biológicas com deficiência visual durante o estágio curricular supervisionado(2025-12-04) Nunes, Cidmar de Oliveira; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Silva, Samantha Ribeiro da; http://lattes.cnpq.br/4963294332241424; Rocha, Adenilma da Silva; http://lattes.cnpq.br/0917614420741705Supervised Internship is a fundamental stage in teacher training, allowing students to experience the school reality and integrate theoretical knowledge into pedagogical practice. For students with visual impairments, this stage can represent a space for learning, but also for facing barriers that challenge inclusion in the educational context. In view of this, this research proposes an autobiographical reflection on the contributions and challenges faced during the supervised internship by a visually impaired student in the Biological Sciences course. The general objective was to reflect, based on an academic biography, on the experiences lived in this process. The specific objectives are: to report the school and academic trajectory from childhood to entry into higher education; to describe and analyze the experiences of the supervised internship, pointing out strategies, barriers and learning; and to contribute to the discussion on accessibility and inclusion in the training of teachers with visual impairments. The results reveal that, despite the limitations imposed by low vision, it was possible to develop inclusive pedagogical strategies, adapt resources and establish meaningful relationships in the school environment. However, physical and institutional barriers were also highlighted that still hinder the full inclusion of undergraduates with disabilities in the internship. It is concluded that the supervised curricular internship, although challenging, can be an enriching and transformative experience when accompanied by institutional support and inclusive practices. The study reaffirms the need for educational policies that guarantee accessibility and equity in the teacher training process.Trabalho de Conclusão de Curso Mapas conceituais: a biologia na perspectiva didática ao ensino de alunos surdos do IFAM/CMC(2017-12-15) Silva, Bruna Rachel Cardoso da; Lavor, Patrícia Lucena de; http://lattes.cnpq.br/4714557006281147; Lavor, Patrícia Lucena de; http://lattes.cnpq.br/4714557006281147; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456Inclusive education is gaining its space. With the validity of the Law of Guidelines and Bases No. 9394/96, the students deprived of hearing started to have the right to attend regular schools. Aiming at this, the research sought to develop a methodological tool that could guarantee the accessibility of these students in the understanding of biological concepts. This research aimed to analyze the activities with concept maps in teaching deaf students in Biology activities inserted in the Integrated High School in Informatic from the IFAM / CMC, trying to understand how the Concept Map helped to biology discipline of teaching on challenges of the deaf student in the IFAM / CMC.