POS CMC- Programas de Pós-graduação Stricto Sensu
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/18
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7 resultados
Resultados da Pesquisa
Item O processo (auto)formativo em narrativas docentes: da metamorfose no ensino à recomposição da aprendizagem docente(2024-02-08) Costa, Gabriela Santana da; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Oliveira, Caroline Barroncas de; http://lattes.cnpq.br/7898558694581023This research focuses on the in-service training of teachers in the face of a scenario of transformations and changes at school, which occurred during the Covid-19 pandemic period, between 2020 and 2023. When the pandemic emerged, it brought with it a series of changes that affected several fields, including education and teaching. As a teacher, I understand the need to discuss this scenario in which we were inserted and which, consequently, reflected in the construction of a self-training process for educators at that time. We emphasize that we will make a temporal cut of this period, despite its impacts on teacher training, the object of this research, will reverberate for many years. The main objective of the research is to investigate teacher training in the context of a school metamorphosis (Nóvoa,2022) perceived during the pandemic scenario through teachers' narratives, reflecting on their learning recomposition. We also present that this research is qualitative, as it is based on the interpretation, comparison and description of the experience, so we chose to work with the narratives, exploring their meanings and meanings in relation to this teaching (re)construction. Within this narrative perspective, we will use reflection on the hero's journey (Campbell, 2008) where we understand that the figure of this teacher goes through a path of stages and confrontations that support our reflective discussion towards our objectives. As results perceived in this research, we highlight the (re)construction of the teaching identity of educators who see themselves as part of a transformation, understood as a school metamorphosis where, based on what we analyze and investigate, we understand it as a recomposition of teaching learning and which happens from a (self)formative process. To this end, we built as an educational product, a professional training course entitled “The (self) formative process in teaching narratives: from the metamorphosis of teaching to the recomposition of teaching learning” and which aims to enable teaching protagonism within the construction for its own sake. self-formative process and who acted during the pandemic context.Item Viagens de vida e docência: alfabetização e letramento em narrativas de professores de turmas multisseriadas da educação do campo de Manaus(2023-12-19) Silva, Sônia Maria de Oliveira; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Costa, Mônica de OliveiraThe research aimed to understand the aspects of literacy and literacy underlying the life training narratives of teachers in multi-grade classes in Education in the Countryside of Manaus, as a basis for developing a training proposal for these teachers. Specifically, we sought to articulate the meanings of literacy, literacy, rural education, multigrade classes as the theoretical foundation of the research; identify the aspects of literacy and literacy that emerged from the narratives of teachers from multi-grade Education classes in the countryside of Manaus; Point out, from the discussion of the aspects that emerged, themes that collaborate with the training of teachers in multigrade EC classes; develop, implement and evaluate a training proposal based on the aspects of literacy that emerged from the narratives of teachers from multigrade classes in Education in the Countryside of Manaus. A questionnaire, the researcher's field diary and narrative interviews were used about the life-education path of four teachers from multigrade classes of Elementary School - Early Years, in the Rural Education – EC modality, from the rural riverside area, Rio Negro, Manaus-Amazonas. The interviews were audio recorded, transcribed and analyzed based on the fundamentals of Discursive Textual Analysis (DTA). This investigative path made it possible to develop, implement, evaluate and validate a training proposal called Ateliê de Cartas (auto)biografias - Navigating letters, weaving stories, whose objective was to serve the continued training of Elementary School teachers - Early Years, based on the promotion reflection on their teaching work with regard to literacy in multi-grade Rural Education (EC) classes, in addition to collaborating in self-understanding and teacher (self)training, through (auto)biographical writing in cards. Specifically, the proposal sought to provide opportunities for reflection on teaching work with regard to literacy in multigrade classes; deepen knowledge about the proposed themes; trigger a (self) formative process based on the life-training stories of teachers inserted in Rural Education in Manaus. According to considerations by members of the Study and Research Group on Teacher Training Processes in Technological Education (GEPROFET), participating teachers in training and pedagogical advisors from rural areas – evaluators of the training proposal –, the (auto)biographical Letters Workshop: Navigating charts, weaving stories, proved to be possible and viable for the purpose for which it was intended, and could be used in other training contexts.Item A prática docente mediante aos desafios da implementação da Lei 13.415/2017: formação de professores para unidade curricular cultura digital(2023-10-27) Fonseca, Roseny Bezerra da Silva; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Souza, Fabrício Magalhães deConsidering aspects such as the importance of technological resources in building digital skills and the need for training actions, as well as the diagnosis of the use of technological tools by teachers, the research aimed to investigate teacher training needs for the curricular unit "Digital Culture " in the context of the New High School, promoted by Law 13.415/2017. The need to conduct an investigation on teacher training in relation to digital culture arises from the verification of the demands identified in certain schools of the state education network in Manaus during the period of remote teaching in 2020. Given these circumstances, it was necessary to reorganize the practice of teaching, recognizing the heritage of digital culture and the domain of technological resources in the educational context. The theoretical framework was built based on several authors, the first two, Castells (1999) and Moran (2007; 2013), maintained a similar thought in relation to digital culture, although with some specific nuances. Both recognize the importance of digital culture in contemporary society and agree that technology is involving many aspects of everyday life. Castells highlights the importance of digital technologies in shaping cultural practices and identities in the network society, emphasizing their dynamic, global and transformative nature, while Moran emphasizes the importance of embracing digital culture as an opportunity to innovate and rethink educational models, while while highlighting the need to deal with the challenges and ethical issues associated with the digital world. Continuing with the theoretical foundation, although they are different authors, Imbernón (2011) and Nóvoa (2009) present similarities in relation to teacher training, highlighting the importance of reflective practice, knowledge construction and continuous professional development. To achieve the objective proposed in the research, action research with a qualitative approach was used as a methodological procedure. For data collection, in addition to bibliographical and documentary research, a semi-structured questionnaire was applied in three schools of the Department of Education and Teaching Quality (SEDUC/AM), with the collaboration of 30 teachers working in high school. The participants' statements were analyzed using the principles of methodology and content analysis proposed by Bardin (2011). The results of the study concluded that the product developed during the research served as a guiding instrument for formative pedagogical practices and for the development of the curricular unit "Digital Culture" among teachers who attend high school, in line with the implementation of Law 13.415/ 2017. The educational product, a training guide entitled "Digital Culture in Action", was analyzed for its contributions to teacher learning and to the promotion of training practices in the teachers' work environment. These practices require a reflective, collaborative and participatory approach. A committee composed of 10 education professionals was invited to evaluate the Educational Product generated through the research practice of this dissertation.Item Faces identitárias da mulher-professora: contribuições para a formação docente a partir da narrativa professoral feminina(2022-08-23) Gil, Maria Izaíra da Silva; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Gomes, Iza Reis; http://lattes.cnpq.br/7671303144200741This work presents a research carried out on the identity faces of the woman-teacher and their contributions to teacher training based on female teacher narrative. The main objective was to understand the process of identity constitution of woman-teacher, in order to reveal her different faces registered in her memory, practices, challenges, subjectivities of life and profession under the prism of dimensions that constitute and that intertwine. For this route, this research followed the specific objectives: a) To discuss the context, scenarios and places of speech of women-teachers, in the condition of collaborating subjects research; b) Think on the feminization of teaching; c) Propose a training course focused on the female teacher, based on narratives investigated teachers. This is a research based on Cultural Studies, a qualitative nature, which had the school as its lócus, focusing on elementary school teachers from the public school. She told the narrative interview as a research tool to elucidate the female teacher memory. The theoretical framework covered the teaching study identity, teacher training, narrativea training instrument, women in education and database sources from the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira and technology in education. As a result, we point out: a) The reality in feminization in the first two stages of Basic Education, but without the same process in the higher positions of the educational career. b) Training based on the teacher narrative. c) The educational product built from the re-reading of investigated narratives, retold through the Storytelling technique and which generated two artifacts, podcast and animation, to compose the course “Woman-Teacher Formative Dialogues”, which aims to help trainers and teachers in the reflection on the feminine teaching identity. This course was applied in two scientific events, one at a regional level, spaces in which participants evidenced the relevance of identities in the research and registered in the product for teacher training.Item Proposta de sequência didática com o software Geogebra para o ensino do Movimento Uniforme Variado(2016-07-28) Silva, Jando Abraão de Miranda; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; http://repositorio.ifam.edu.br/jspui/handle/4321/56The product of the dissertation "The Teacher Training and New Technologies in the Uniformly Varied Movement Education: a didactic sequence with GeoGebra software" has the theme "Proposal for a didactic sequence with GeoGebra software for the teaching Uniformly Varied Movement ". The general objective was the teaching guide for curriculum component of physics, in order to develop skills with GeoGebra educational software applied to the Uniformly Varied Movement. The specific objectives were to offer continuing education in school locus, teachers of the curricular component of Physics; contribute to the improvement of the teachinglearning features and graphical representation of the process of Uniformly Varied Movement and finally enable the construction of graphics through the GeoGebra software, based on an aligned instructional sequence to a lesson plan to show the applicability of GeoGebra before realized and planned activities during the pedagogical work time (HTP) of physics teachers. The result of the work was guided in literature and field research that contributed to better clarification on the subject; the approach was descriptive, with the approach contemplated by the preparation of the proposed didactic sequence for Uniformly Varied Movement (MUV). The teaching guide prepared to describe the MUV with the use of GeoGebra software demonstrated that properly used and planned, can awaken the teachers to use educational software and new technologies and consequently learning the characteristics and graphic representation of the diagrams the MUV. The study showed that it is possible to organize a class that include different tools and methodologies for teaching kinematics at school and to collaborate in the effective learning and resourcefulness of the students. Therefore, teacher training school task locus is undoubtedly essential for the improvement of the teaching process and to cope with different situations involving the task of educating for citizenship.Item Guia com orientações para utilização do aprender investigando em formações docentes(2017-01-27) Andrade, Luciani Andrade de; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Borges, Heloísa da Silva; http://lattes.cnpq.br/9429409939324333Item Saberes didáticos do ensino técnico: um produto da experiência(2019-03-11) Barroso, Denise Araújo; 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; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Brasileiro, Beatriz Gonçalves; http://lattes.cnpq.br/8060901148976333This training plan is an integral part of the educational product "Didactic know-how for technical education: a product of experience" produced during the MSc. Denise Araújo Barros when researching on the knowledge of teachers who teach technical subjects in the middle level courses in the area of Agricultural Sciences of IFAM - Campus Manaus Zona Leste. The research "Knowledge of teachers: fundamentals of practice in technical education" generated in addition to this training plan a web series of 4 episodes that reports results of the research and findings in the literature on the subject. The training plan and the web series of videos can be accessed at www.didaticadoensinotecnico.com.