Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item Roteiro de oficina pedagógica para a organização do projeto integrador em cursos técnicos de nível médio(2019-12-09) Feitosa, Robson de Sousa; Stefanuto, Vanderlei Antonio; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Nogueira, Silvia Cristina Conde; http://lattes.cnpq.br/2597065203873535; http://repositorio.ifam.edu.br/jspui/handle/4321/433The pedagogical workshop script for the organization of the integrative project in technical courses at medium level is the result of research work on "The integrative project (PI) as an instrument for implementing the integrated curriculum". It aims to collaborate in advising the members of pedagogical teams in the implementation of IPs with EPTNM, based on the dialogue and the involvement of teachers and students in the planning and management of activities for the critical construction of knowledge and contributing to the self-training of the participating subjects. The proposal is structured in three parts, the first of which brings the foundations of working with pedagogical workshops and the theoretical perspective that underlies the work; in the second it presents cautions that must be observed to use the proposal; and, lastly, the details of the workshop steps. The proposal also indicates that IP with planning, participatory management of teaching processes and horizontalization through dialogue leads to an emancipatory and self-forming perspective for all subjects involved, as it reflects the conceptual basis of Professional and Technological Education of Medium level.Item O projeto integrador (PI) como instrumento de efetivação do currículo integrado(2019-12-09) Feitosa, Robson de Sousa; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Nogueira, Silvia Cristina Conde; http://lattes.cnpq.br/2597065203873535The research on “The integrative project (PI) as an instrument for implementing the integrated curriculum” aims to analyze whether the PIs contribute to the construction of the integrated curriculum in high school courses in an integrated way to professional training at IFPA, Campus Bragança, investigating specifically the integrated technical course of Events. Does this research intention when entering the Professional Master's Program in Professional and Technological Education part of the questions of how PIs arise? Are they an attempt to curricularize interdisciplinarity? And, mainly, how can PIs contribute to the construction of the integrated curriculum in high school courses in an integrated way with professional training at IFPA, Campus Bragança? This work is part of the macro project "Organization of the curriculum integrated in the EPT" of the research line of the program "Organization and management of pedagogical spaces in the EPT". The qualitative methodological approach used critical action research, with documental and bibliographic research techniques, interviews, participant observation and roaming diary, pedagogical workshops and content analysis. The results indicate that the IP emerges as an IFPA institutional policy for curriculum integration, that the integrated curriculum can be implemented through the IP, and that the educational product, which is the pedagogical workshop, was constituted as a space for dialogue and teaching. The conclusions indicate that the obligation to comply with IP as a curricular component may have a limitation due to compulsoriness, but at the same time it can be an instrument of implementation of the integrated curriculum. They also indicate that IP with planning, participatory management of teaching processes and horizontalization through dialogue leads to an emancipatory and self-forming perspective for all subjects involved, as it reflects the conceptual basis of Vocational and Technological Education