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 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 Ensino de botânica e meio ambiente: um guia didático para aulas em espaços não formais amazônicos(2015-12-03) Vilas Boas, Terezinha de Jesus Reis; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Liberato, Maria Astrid Rocha; http://lattes.cnpq.br/3718324408807560; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; http://repositorio.ifam.edu.br/jspui/handle/4321/62In this respect, it is recognized that education for science is not only a function of the school, but its role in educating the relevance in teaching-learning. Non-formal spaces (ENFs) appear as environments used for dissemination of local specificities necessary for scientific and environmental training. Thus, it was tried to construct this Didactic Guide organized in forest environments of the Amazon Region around questions about: The importance of the vegetables to the Amazonian environment for the acquisition of a consistent environmental conception in its practice. In this guide we highlight the importance of the regional flora for botanical studies in a perspective of building associated botanical knowledge environmental issues with the use of the following spaces: Biological Reserve of Campina / Campinarana, Suframa Waterfall, Cachoeira Santa Cláudia, Municipal Park Cachoeira das Orquídeas. Through this Pedagogical Guide there are information on how a teacher can use these spaces to highlight the richness of natural resources in the Amazon, carrying out teaching-learning processes with regional examples, valuing and allowing the individual to understand the importance of living beings for the maintenance of the environment. The approach also allows the correlation between the knowledge described during a theoretical class and the examples shown in the textbooks.