POS CMC- Programas de Pós-graduação Stricto Sensu
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/18
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Resultados da Pesquisa
Item Guia prático de inglês para fins específicos: orientações e sugestões para professores do curso de informática do ensino médio integrado(2025-03-31) Bezerra, Cleber de Souza; Frota, Vitor Bremgartner daItem O efeito doppler de ondas eletromagnéticas a partir de sequência didática(2024-08-02) Teixeira, José Victor Bezerra; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Borges, Denilson da Silva; http://lattes.cnpq.br/7149037835888302; Picinin, Adalberto; Oliveira, Rita de Cássia Mota Teixeira de; http://lattes.cnpq.br/3997091837851642The search for improvements in physics teaching is intrinsically challenging and exciting, often requiring professionals to have knowledge beyond physics, as in the case of this work, which addresses the Doppler-Fizeau effect in Electromagnetic waves using Digital Technologies. Information and Communication (TDIC). Especially, when viewing the work in this field, one came across the limitation in approaching this effect for mechanical waves. Therefore, the present work consists of a Didactic Sequence (SD), guided by Ausubel's Meaningful Learning Theory (TAS), focused on electromagnetic waves. In this way, active methodologies were used, enabling the student to be the protagonist of the teaching-learning process using Arduino. Therefore, the impacts that the use of TDICs contributed to learning, especially in Modern Physics, were investigated. This SD was applied to a 3rd grade high school class for 8 days in progressive stages: (i) introduction, seeking to familiarize participants with the necessary concepts and Arduino, (ii) development, including practical programming activities with Arduino and ( iii) conclusion, which consisted of the experimental application to investigate the phenomenon studied in microwaves, which culminated in a doppler frequency signal observer, reflection speed meter and automated door simulation. Therefore, this DS exposed signs of significant learning found through questionnaires, conversation circles and continuous observation, which revealed an increase in performance. Thus, the importance of making physics teaching contextualized is clear, as it was possible to verify the connection of concepts that were previously disconnected from the student's reality, being then substantially related to technological applications, promoting comprehensive training through understanding the conceptualization, experimental and attitudinal procedures when relating critically to the environment in which it is inserted.Item O pensamento matemático no ensino médio integrado: uma iniciativa educativa para a formação politécnica(2024-04-24) Pessoa, Ângela Paula da Silva; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Sousa, Jeanne Moreira de; http://lattes.cnpq.br/3452575521411050; Rodrigues, Jorge de Menezes; http://lattes.cnpq.br/4086151519369862This study aimed primarily to understand how mathematics teachers in the Integrated High School (EMI) at the Federal Institute of Amazonas (IFAM) manage to integrate the teaching of mathematics with technical subjects in an interdisciplinary way, in order to foster the awakening of mathematical thinking contributing to the polytechnic formation of students at the Federal Institute of Amazonas (IFAM). This qualitative study used Textual Discursive Analysis (TDA) to analyze the experiences and perceptions of students and teachers involved in EMI, focusing on the dynamics of teaching and learning Mathematics. Tools such as interviews and diaries allowed for a deep dive into pedagogical practices and educational experiences. The results revealed that effective integration of Mathematics in EMI requires not only innovative and interdisciplinary teaching methods but also strong institutional support. Motivational strategies were identified, along with the importance of student resilience, the applicability of mathematical logic, and the need for a strengthened curriculum to promote continuous advances in mathematical learning. The research pointed to the implementation of active methodologies, the use of educational technologies, and the execution of interdisciplinary projects as means to arouse students' interest in Mathematics and improve academic performance. Furthermore, the analysis highlighted the need to overcome barriers related to curricular integration and collaboration between technical subjects and mathematics to solidify interdisciplinarity. The dissertation also emphasizes the relevance of developing teaching competencies aimed at pedagogical innovation and interdisciplinarity, suggesting continuous training for teachers to face the challenges of integrated teaching. The resistance of some educators to interdisciplinary approaches and the lack of time allocated to collaborative projects were identified as obstacles that need to be overcome. This work contributes to the educational field by providing practical and theoretical insights that can assist in improving the teaching of Mathematics in the context of EMI. It proposes a critical reflection on current pedagogical practices and suggests directions for future educational interventions, with the goal of enriching the teaching and learning experience of Mathematics at IFAM, aligning with contemporary demands for technical and academic training.Item Integração do BIM com a realidade virtual no ensino de projetos arquitetônicos do curso de engenharia civil: sequência didática para alunos da disciplina arquitetura e urbanismo com mediação dos professores do curso de graduação de engenharia civil(2024-03-27) Aguiar, Cristiane Pereira de; Anglada-Rivera, JoséThis guide is a proposal with the purpose of contributing to the teaching activities of teachers and favoring the learning of students in the discipline of architecture and urbanism in approaching the content elaboration of architectural projects developed in the undergraduate course in civil engineering, considering the difficulty of perceiving the three-dimensional design rarely covered in civil engineering courses.This didactic sequence proposes to apply in a dynamic and engaging way one of the important contents for the development and understanding of architectural design for civil engineering students.It is believed that this proposal can be used by teachers and students, as it suggests that pedagogical practices can improve the understanding of three-dimensional projects and promote perceptions of construction errors virtually, that is, before a work is built. This product aims to promote procedural and attitudinal changes to students, as they enable students to apply their knowledge in practical situations, develop their skills and competencies over time and carry out relevant tasks in their academic lives, reflecting on their professional future. The implementation of the Didactic Sequence was planned and detailed in three phases with a workload of 20 hours, divided into: 12 hours in the classroom with expository and dialogue classes, 4 hours in the computer laboratory with the development of a workshop designed for the student to learn about and develop a plant using the Revit/BIM program and 4 hours in the computer laboratory with a workshop designed to visualize the three-dimensional project using Virtual Reality glasses.Item Estratégias de ensino na educação profissional e tecnológica: o uso da cultura maker no programa Educa+ Amazonas(2023-04-27) Maia, Adriana Gama do Nascimento; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Passos, Marize Lyra Silva; http://lattes.cnpq.br/4004424177280845; Frota, Vitor Bremgartner da; http://lattes.cnpq.br/6100146230873494In the modality of Vocational Education Training (VET), teaching strategies involve methodologies, techniques and active practices planned and implemented in formal and informal learning environments in order to access, produce and express the student's knowledge. Considering that this study focuses on teaching resources and methodological proposals for the comprehensive transformation of the student, the overall objective of this research was to enhance the use of the maker culture in vocational and technological education through the Educa+ Amazonas Program, in order to make classes more practical, dynamic and interactive for the absorption of the content covered. Terms such as experimentation, curiosity, stimuli and research are fundamental for the development of critical thinking in students, who learn through their own experiences. The theoretical contribution is anchored in the theory of experimentation and research of DEWEY (2001), in the active methodologies present in the assumptions of MORAN (2019) and the formative process focused on the work of SAVIANI (1995). For this, it was chosen the case study in research of applied nature, with quali-quantitative approach due to the complementation given that enriched the analysis and final discussions. The data collection was done through semi-structured questionnaires applied to teachers and students of the technical courses of Computer Network and Electronics of the Benjamin Constant unit (IBC) of the Technological Education Center of Amazonas (Cetam). The results presented by the research showed the need for a manual with teaching strategies for the use of maker culture, culminating in the preparation of a guide as an Educational Product of the Postgraduate Programme in Vocational Education and Training entitled "Maker Culture: a teaching strategy in strengthening the teaching work in VET". Thus, the educational use of maker culture can become an important methodology in human and integral training of students.Item Cultura maker: uma estratégia de ensino no fortalecimento do trabalho docente na EPT(2023-04-27) Maia, Adriana Gama do Nascimento; Queiroz Neto, José Pinheiro deItem Tecnologia, educação e trabalho: percepções e desdobramentos oriundos do Ensino Remoto Emergencial-ERE no interior da Amazônia(2023-03-17) Sousa, Benara Modesto de; Stefanuto, Vanderlei Antônio; http://lattes.cnpq.br/0700606379336264; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Echalar, Adda Daniela Lima Figueiredo; http://lattes.cnpq.br/3758976350155947This research addressed Emergency Remote Teaching from a laboratory perspective, understanding the role of teaching and learning methodologies and educational technologies in this process of re-signification of education, specifically in Professional and Technological Education Technical Middle Level - PTETML, starting from critical theoretical bases and discussing the inseparable relationship between work, technology and education. The research adheres to the research line: Organization and memories of Pedagogical Spaces in Professional and Technological Education. Nucleating in the macroproject: Organization of the Curriculum integrated in the Professional and Technological Education. It started from the following research problem: what are the implications of Emergency Remote Teaching - ERE in PTETML, considering technology, education and work? The general objective was to analyze the implications of emergency remote teaching (ERE), developed in the Technical Course of Medium Level in Informatics, in the Subsequent form, class 2021, IFAM- Campus Tabatinga-AM, through the categories technology, education and work. This is a qualitative, descriptive research using the case study method. The collection instruments were the questionnaire, the interview and the electronic survey. Data analysis consisted of creating a procedure for analyzing objective and subjective questions jointly, using Bardin's (1977) content analysis technique. 4 professors and 3 students from the subsequent computer science course, class 2021, participated in the research. The main results found showed the following notes: professors and students had difficulties during the ERE; the critical conception of work as an educational principle is not yet fully consolidated and; teacher training with regard to teaching and learning trends, mediated or not by digital technologies, needs to show a critical conception of education in EPT. The results and discussions also supported the preparation of the training guide “Methodologies and Educational Technologies: possible approaches for pedagogical practice in EPT”, which presents a totalizing perspective of work and its relations with education; and at the same time that it guides EPT professors regarding these two categories, it also exposes important elements to pedagogical practice, such as active methodologies and educational technologies.Item Planejamento participativo: como implementá-lo na educação profissional e tecnológica(2019-12-17) Serrão, Yoli Glenda da Silva; Lima, Maria Francisca Morais 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; http://repositorio.ifam.edu.br/jspui/handle/4321/451The proposal of Participatory Planning arose when the Project was qualified about the Ponte School and its dialogue with Vocational and Technological Education (EFA). The purpose of the proposal is to collaborate with information and knowledge about Planning and to be able to make the “Bridge”. It is structured in 7 topics namely: Participatory Planning, Educational Planning, Participation and its levels, who should participate in Participatory Planning, Laws that subsidize school planning and democratic management, Participatory Planning, Pedagogical Political Project and Democratic Management, Participatory Planning at Ponte School: How can we think it? How can the Ponte school dialogue with the EFA? The proposal of the booklet aims to contribute to the construction of a democratic environment that uses Participatory Planning in school spaces, aiding Democratic Management, and offering guidance to those who think the dialogue between the «Bridge» and the EFA.Item Proposta de ensino sala de aula invertida: uma metodologia ativa de aprendizagem(2019-05-30) Pantoja, Ana Maria Silva; Lima, Maria Francisca Morais 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; Brito, César Lobato; http://lattes.cnpq.br/4163631243200566; http://repositorio.ifam.edu.br/jspui/handle/4321/311This didactic material is a product of the dissertation of Master “Proposal of teaching based on the methodologies active in the superior course of technology”. It is a pedagog¬ical tool to subsidize teaching practice in higher technology courses, with the aim of providing an active learning method¬ology through the inverted classroom, a significant alternative to achieve professional training that meets the demands of the world of work XXI century. Thus favoring a learning in which the student is the protagonist, where they are encouraged to learn in an autonomous and participative way, from real prob¬lems, being, therefore, responsible for the active construction of knowledge. Considering this, our general objective was to develop a teaching practice based on the active methodologies in the superior course of technology. The research evidenced the absence of pedagogical knowledge aimed at EFA in the ini¬tial formation of the teachers under study and the difficulty of relating theory and practice, because they come from different technical backgrounds, with this, a proposal of teaching is pre¬sented that motivates the teacher to (re) build their practices based on meaningful learning, updating and innovating their teaching methods, in order to prepare a professional fit to act in the world of work.Item Proposta de ensino baseada nas Metodologias Ativas no curso superior de Tecnologia(2019-05-30) Pantoja, Ana Maria Silva; 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; Brito, César Lobato; http://lattes.cnpq.br/4163631243200566The study investigates the contributions of active methodologies in the training and practice of teachers who work in the Superior Courses of Technology to guarantee an academic formation in the omnilateral perspective, given the importance of working the relation theory and practice, aiming to bring elements that contribute to a formation in addition to the technique, aimed at forming an individual who develops in his practice, a posture based on the resolution of daily problems in a critical and reflective way. To meet this new moment, teachers need to (re) build their practices based on meaningful learning that enables them to update and innovate their teaching methods. In this perspective, the active methodologies present themselves as a significant alternative to reach these objectives, favoring a learning in which the student is the protagonist, being, therefore, encouraged to learn in an autonomous and participative way, from real problems, configuring responsible for the active construction of knowledge. In this sense, the general objective of this research was to develop a teaching practice based on the active methodologies in the superior course of technology. The locus of the research was the Don Bosco Salesian College - FSDB. For the development of the research the qualitative, descriptive and exploratory approach was used and, for the second moment, the action research was used. As instruments for data collection, direct observation and questionnaires were also used. The application of the questionnaires occurred individually through google forms. The research had 16 (sixteen) professors participating in the top technology courses. For the analysis of the questionnaires, the content analysis was used. The research evidenced the lack of pedagogical know - how geared to EFA in the initial formation of the teachers under study and the difficulty of relating theory and practice, because they come from different technical backgrounds, with which it is proposed a teaching practice based on active methodologies. And as an educational product it was proposed the application of the "Reverse Classroom Teaching Proposal - An Active Learning Methodology", in a class of the logistics course of the 3rd night period, with the purpose of providing tools to help teachers of higher education technology in the educational process.