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 Caminhos para uma educação intercultural(2023-12-22) Figueiredo, Rayka Justiniano de; Pacheco, Maria Lúcia TinocoThis educational product is the result of a research process carried out in the Professional Master’s Degree in Technological Education of the Postgraduate Program in Technological Education (PPGET) of the Federal Institute of Education, Science and Technology of Amazonas (IFAM). Its title is “Pathways for Intercultural Education” and its general objective is to contribute to the continued training of basic education teachers who work in intercultural contexts, involving, among others, immigrant and/or refugee students. It was evaluated by an Ad hoc committee of basic education teachers and pedagogues who work in intercultural contexts in the state public education network of Manaus.The product is organized into four units: the first, “Point of Departure”, presents data on migratory movements between the years 2019 and 2022 in the public school in the city of Manaus, as well as some narratives that inform us about the paths taken by migrants and/or refugees in the world and in Brazil; the second, “Conducting threads: Intercultural Education, Diversity and Inclusive Education”, presents central concepts, among them: Intercultural Education and Diversity, related to the inclusion of migrant students in regular schools, and, also, declarations and Laws that support the migrant and the refugee in the national territory; the third “Teacher training: challenges and perspectives”, analyzes the challenges and perspectives for teacher training in intercultural contexts, as well as the importance of continuing teacher training supported by legislation; the fourth, “Successful pedagogical practices in intercultural contexts”, presents pedagogical practices carried out by basic education teachers in intercultural contexts that actually promoted inclusion and diversity.Item Assessor pedagógico: perspectivas e desafios no assessoramento pedagógico nas escolas indígenas e nos centros municipais de educação escolar indígena de Manaus(2020-05-15) Ribeiro, Giovana de Oliveira; Leal, Davi Avelino; Leal, Davi Avelino; Silva, Josiani Mendes da; Cruz, Jocilene Gomes daThe research addresss the practice of advising teachers of Indigenous School Education in Manaus, which is carried out by pedagogical advisers. Despite the relevant role that these advisors play, their performance is permeated by some gaps, among them the lack of clarity of a professional profile and the lack of training to exercise this function, which leads to high turnover in the occupation of this position. The present study has the general objective of detecting the main challenges and perspectives of pedagogical advisers working in the indigenous municipal education of Manaus. The methodological procedures adopted for this research included bibliographic research on indigenous educational issues combined with semi structured interviews with 7 members (among indigenous advisers and teachers) who directly experience the peculiarities of teaching aimed at the indigenous population. The results point out that among the challenges faced by these professionals, the difficulties of locomotion to acess th advisory places are highlighted, lack of adequate preparation for the exercise of the function and inexistence of program focused on the planning of the advisory activities. The educational product resulting from this master’s research proposes a set of actions that, when put into practice, make work of pedagogical advisors more assertive. The material in anchored in 4 areas of action: Pedagogical; Political-Pedagogical; Production of Didactic Material and Linguistic. The product was presented and validated with its target audience and the expectation is that from the adoption of existing practices in its contente, the advice provided to indigenous teachers will be carried out in a more organized and planner manner, with a focus on improving quality of education offered to the indigenous population of the city of Manaus.Item Proposta de elaboração de projetos formativos pela ABP para o desenvolvimento profissional docente de professores formadores(2021-10-29) Câmara, Aldemira de Araújo; Azevedo, Rosa Oliveira Marins; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Almeida, Whasgthon Aguiar de; http://lattes.cnpq.br/6766948755894257; http://repositorio.ifam.edu.br/jspui/handle/4321/686This educational product is the result of an investigation process carried out in the Professional Master's Degree in Technological Teaching of the Postgraduate Program in Technological Teaching (PPGET) of the Federal Institute of Education, Science and Technology of Amazonas (IFAM). Its title is "Proposal for the elaboration of training projects by the PBL for the teacher professional development of trainers teachers" and as a general objective to contribute to the Teacher Professional Development (DPD) of trainers teachers through the preparation of training projects based on Project-Based Learning (PBL). It was developed and evaluated with 08 (eight) trainers teachers from the Educational Technology Management (GTE) of the Manaus Municipal Secretariat of Education, who coordinate teams of trainers for the implementation of formative projects and training for teachers in the municipal public education network in Manaus. The product is organized in two parts: the first, "Fundamentals of the Educational Product proposal", presents the key concepts that support the proposal, namely: Continuing Education, Teacher Professional Development and Project-Based Learning; the second, "Training Workshop through the PBL: paths to DPD", presents the six teaching-learning guides with a description of the training workshop planning, the training projects prepared, and also the presentation of the memories of this training workshop. The results of the training workshop showed that the development of training projects based on Project-Based Learning (PBL) contributes to the Teacher Professional Development (DPD) of trainers teachers in the following aspects: 1) recognition of the importance of reflecting on their own practice to generate changes; 2) recognition of the school context as a formative and potentiating element of professional practices; and, 3) recognition of the importance of acting in the management of their own training processes for the development of professional skills.Item Portfólio: o saber docente - formação humana integral(2020-03-19) Medeiros, Carime Elias Araújo de; 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; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Santos, Marivan Tavares dos; http://lattes.cnpq.br/9141036625325746; http://repositorio.ifam.edu.br/jspui/handle/4321/681The present work aimed to analyze how the teaching knowledge integrated into the pedagogical practice of the MiddleLevel Technical Professional Education (EPTNM) teachers contribute to the student’s integral human formation from the vocational agropecuary course, integrated to the high school level, at the Instituto Federal do Amazonas (IFAM). The problem that guided this research presents the following question: How is the teaching knowledge of professionals working in the classroom contributing to the integral human development of students in the agropecuary course, integrated to the high school at the IFAM Campus Manaus Zona Leste? To answer this question, the following guiding questions were established: Do the professionals who work at the EPTNM know the educational objectives that guide vocational education integrated to the high school level? Is continuous education a common practice among teachers at the EPTNM? Do institutional policies enable teachers to develop innovative pedagogical practices? Based on the research problem and the guiding questions, we have the following objectives: Identify the teaching knowledge used in the classroom; List the main difficulties found in the classroom for the integral human formation of students; Describe the possible (pedagogical) actions to be developed to improve the teacher’s teaching practice of IFAM’s integrated courses; Develop a product that contribute to the continuing education of teachers who work with EPTNM, having as a principle the integral human formation. In this research participated 20 teachers belonging to the permanent staff of the IFAM Campus Manaus Zona Leste who act in 1st year of Agropecuary vocational course. The research was qualitative, based on the actionresearch approach, having the observation and questionnaire as data collection instruments. The data collection duration was 01 month. The theoretical contribution that supported the study is based on the ideas and conceptions of Tardif (2014) and other authors who study about teaching knowledge, among others. The educational product created from this research was a portfolio, based on the teachers’ speeches whose focus is to contribute to foster continuing education for teachers in EPTNM on integral human formation. Taking into account the critical situation that Brazil and, in particular, the Amazonas State concerning COVID19 pandemic, we had to redimension the research, given the impossibility of applying it in loco, using technological tools to mediations, that permitted to carry out the research.Item O saber docente e as contribuições para a formação humana integral dos discentes do Curso Integrado de Agropecuária do IFAM Zona Leste(2020-03-19) Medeiros, Carime Elias Araújo de; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Santos, Marivan Tavares dos; http://lattes.cnpq.br/9141036625325746The main goal of the present work is to analyze how the teaching knowledge, linked to the pedagogical practice of the High School Vocational School (HSVS), contributes to the students' integral human formation from the integrated agriculture high School vocational course of the Federal Institute of Amazonas (IFAM). The specific objectives are: to identify the pedagogical knowledge used in the classroom at the vocational school; to enumerate the main difficulties found in the classroom for the students' integral human formation; to describe the possible pedagogical actions to be developed to improve teaching practice; to develop a product that favors the continuing education of teachers who work at HSVS and whose principle the integral human formation. This research was motivated by the following question: how is the teaching knowledge related to the students' integral human formation from the Integrated Agriculture course at the IFAM Campus Zona Leste? To answer this question, some questions were established: do the professionals working at the HSVS know the educational objectives that guide integrated high school education? Is continuing education a common practice among HSVS teachers? Do the institutional policies allow teachers to develop innovative teaching practices? The research was qualitative and the approach used was action research. The data collection instrument was the questionnaire. Due to the Covid-19 pandemic, it was not possible to carry out the survey in loco. The theoretical contribution that supports the study is based on the ideas and conceptions of Tardif, Zabala, Libâneo, Pimenta, and other authors. The research was carried out with twenty professors from the IFAM Campus Manaus Zona Leste, with three or more years of experience. As a research result, a synthesis of professional training knowledge, the experiential knowledge, and the teacher's conception about the students' integral human training was carried out. Through the research, it was possible to establish a relationship between the teachers' conceptions and the way they develop their work in the classroom. When analyzing the teaching knowledge, it was noticed the importance of classroom experience together with the academic formation, since the teacher's perception about the student is fundamental in the learning process. This aspect is even more important in an integral human formation, in which the educational projects developed at the institution help in this process. It was noticed, therefore, that the continuing education of educators is necessary so that they can improve even more in this regard. As part of the research, a portfolio was developed as an educational product, created from the main ideas found during the research, and with the aim of supporting continuing education in integral human education.Item Práticas pedagógicas no ensino médio integrado: proposição de um catálogo de produtos educacionais na EETEPA, Campus Santarém(2021-06-30) Lopes Filho, Evandro José Branches; Salazar, Deuzilene Marques; Salazar, Deuzilene Marques; Lima, Maria Francisca Morais de; Nogueira, Jocélia BarbosaThere are countless challenges related to the effective implementation of Integrated High School (IHS) associated to Professional and Technological Education (PTE). We can highlight the pedagogical practices issues, which are understood as actions concerning the teaching of classes whose purpose is to articulate theory and practice, highlighting one of the principles of integral education. This study aims to investigate the pedagogical practices developed at Integrated High School of Technical Education School of the State of Pará (TESSP), Campus Santarém, in order to elaborate a catalog of educational products. Such an approach is justified by the need for understanding the pedagogical practices of PTE and the lack of dissemination of educational products that can effectively contribute to that field. The main authors that support the perspectives of this work are Ciavatta and Ramos (2014), Araujo and Frigotto (2015), Freire (2015), Chisté (2017) and Zabala (1998). Regarding the methodology developed, it was adopted the mixed approach, systematizing three fundamental steps: 1) bibliographic research; 2) remote field research and 3) development of a catalog as an educational product. In the first step we observed the following themes: a) integrated high school and b) educational practices in integrated high school. In the second step we interview two target audiences applying questionnaires through the app Google Meet: a) TESSP’s teachers and b) Integrated High School students from the same institution. Regarding to the catalog generated by the research, we highlight the selection of educational products from the Professional Master in Professional and Technological Education (ProfEPT/IFES, 2016). Within this subject, the study is located in the line of research “Educational practices in Professional and Technological Education (PTE)”, which meets the ProfEPT IFAM, Campus Manaus Centro, fundamental precepts.Item Caminhos para a práxis: formação continuada para professores da EPTNM na modalidade de EJA na perspectiva da metodologia da problematização com o Arco de Maguerez(2019-12-10) Duarte, Tayna Bento de Souza; Souza, Ana Cláudia Ribeiro de; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Rodrigues, Ana Maria de Lucena; http://lattes.cnpq.br/7711936468049245This Research aims to present the continuous training teachers program of EPTNM (Technological High School Education Program), an EJA (Youth and Adult Teachings) study program undertaken, based on an educational product. This product was developed with the Arch of Maguerez approach, with problematization teaching methodology, as the main result of a previous research, “Teachers Based Instructional continuity from EPTNM (EJA modality) Problematization Methodology with Arch of Maguerez approach”. The teachers training program aims to raise the educational know-how in EPTNM (EJA), by creating productive deliberation experience and knowledge exchanges, for different teachers abilities according to the courses expertises proposal. This perspective searches to provide new standards for the educational know-how, by connecting conceptions and principles from EPTNM (EJA Program) and the teachers backgrounds. Still at this context, the educational product scenarios represents the core of the Arch of Maguerez approach, implementing formative procedures on a live experience environment, with a unified and collaborative ambience.Item Oficina de práticas pedagógicas para o ensino de história em contexto pluriétnico(2017-06-13) Silva, Letícia Alves da; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Vieira, Ana Lúcia; http://lattes.cnpq.br/1467122991039987A construction of pedagogical practices for the teaching of History within a teacher training workshop sought to share and build strategies to develop contents of the History subject articulated to elements of the indigenous culture of the Upper Rio Negro. In this sense, it was worked for the development of the contents through generator themes and pedagogy of projects, highlighting other teaching strategies to be developed with students: drama classes, maps and songs. A teacher training workshop under the guidance of action research emphasized theorists who deal with pedagogical practices for the teaching of History within the context of indigenous education. As a written document we developed albums with the result of the work with the content "Historical Sources", generator theme "Plants" and pedagogy of projects about "The emergence of the world and life" by the indigenous and non-indigenous view. Thus, the texts were written in the Baniwa, Tukano, Yanomami and Nheengatú languages, and they were translated into Portuguese. These productions were elaborated by teachers who participated in the training workshop, given the need of pedagogical material for teaching History with texts and illustrations. Finally, this set of efforts will serve to contextualize the teaching practice and contents of the History subject to the ethnic, linguistic and cultural diversity of the indigenous matrix that is present in the classrooms of the educational institutions of the Upper Rio Negro.Item Guia didático-instrucional: Inclusão escolar de alunos surdos: E agora, o que fazer?(2019-07-23) Freitas, Cristiane Rodrigues de; Silva, Cirlande Cabral da; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Souza, Dalmir Pacheco de; http://lattes.cnpq.br/2712522573295062; http://repositorio.ifam.edu.br/jspui/handle/4321/308The inclusion of deaf students in regular education based on national educational legislation is a challenging reality, but already present in the school environment who need to organize and structure so that all the barriers and difficulties if turn on real access in the inclusive process of these students. In order to contribute to the inclusion of deaf students is made possible, the educational product Didactic Guide - Instructional: inclusion of deaf students - and now what to do? has the objective to provide the school community previous knowledge regarding deaf that will provide an inclusive process more conscious and close to the reality of this student. For this the first educational product will address matters of General knowledge about the deaf, in your second part will deal with issues related to inclusive pedagogical practice and finally will bring proposals for training through workshops, lecture and educational planning to be worked with teachers, educators, students and school community listener who live daily with these students in the school context. We craving that this guide is a tool to help in the implementation of actions in the educational institutions which allow a real inclusion of deaf students in regular school.Item Itinerário formativo sobre TICs para práticas pedagógicas(Instituto Federal do Amazonas, 2017-02-16) Tavares, Adriana Nogueira; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Brito, Luiz Carlos Cerquinho de; http://lattes.cnpq.br/7868389442607257; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861The product of this research, entitled "Formative Itinerary on ICTs for Pedagogical Practices", aims to provide teachers with a continuing education on educational technologies, in the form of face-to-face meetings, in the very environment where they develop their pedagogical work. This grant is organized into five periodic meetings with diverse themes, content for each subject, support material for the study, discussion questions and suggestions for resources such as videos and complementary reading. Elaborated from a formative experience with a group of teachers of the Municipal Education Network of Manaus, this Itinerary, wants to offer the teachers in service, moments of reflection and learning about the use of technologies in the development of constructive and innovative educational practices, making -the collaborator of his own formative process, critical and creative subject. Living a learning experience and group study, sharing their pedagogical experiences, it is hoped that this teacher, will be motivated to think about new possibilities of use of the technological resources in the school, contextualizing the constructive methodologies that will be presented. Experiencing a proposal for differentiated teacher training is complex and challenging, but the change that is desired in education only happens when it proposes to dare and risk.