Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item A evasão escolar no ensino médio integrado no contexto da escola de ensino técnico do estado do Pará(2023-10-30) Silva, Romilson Alves da; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Cruz, Rodrigo Andrade da; http://lattes.cnpq.br/1217168298015818The study presented here sought to identify what factors have led students from the Integrated Technical High School at a school in Itaituba-PA to drop out of school, based on reports from students, teachers, and the management team. School dropout is a phenomenon that has historically been present in the daily life of schools, resulting from various causes such as hunger, lack of affinity with the pedagogical proposal of the school and the course, lack of family structure, social inequality, among other factors that cause this problem in educational institutions in the country. The study shed light on issues related to school dropout and its causes, which have already been addressed in works such as Dore and Lüscher (2011); Bordini (2011); Karasinski (2019); Pereira (2003); Pereira (2019), among others cited in the theoretical basis. Faced with this mishap that afflicts education professionals, we set out with the following research problem: What factors have led to students dropping out of Integrated Technical High School at a school in Itaituba-PA, from the standpoint of the students who dropped out, teachers and the school's management team? As for the specific objectives, we established the following: 1) To identify in the literature possible reasons for dropout in technical high school courses in the Amazon context; 2) To verify possible actions to tackle dropout developed within the scope of the Integrated Technical High School in a public school in Itaituba-PA; 3) To develop pedagogical material that can contribute to minimizing dropout in Integrated High School, taking as reference the reports of dropout students, teachers, and the management team. The methodological approach is based on qualitative case study research. Data was collected through semi-structured interviews, document analysis, and direct observation. For data analysis, we followed the Spiral proposed by Creswell (2014). The research was carried out with students who had dropped out of the secondary technical course in Agriculture at the aforementioned school, teachers, and the management team. It was found that social vulnerability is the main motivating factor for dropping out, considering the need for work to help support the family. There is also no consensus on the concept of dropout, either among the students or the management team. Actions to deal with dropout are local and left to the discretion of each school and, although they exist, they are little applied. Based on the reports of the research participants, a study guide was produced as an educational product to guide education professionals in tackling school dropout, providing support for school managers, educators, and teachers in actions to accompany students in preventing school dropout. We hope that the results presented here will help to ensure that the right to education, guaranteed by the Constitution, is realized for all and that they will inspire other studies to help understand school dropoutItem “Sou professor da EP: o que devo saber?”: ampliando os saberes para a atuação docente na educação profissional(2022-02-25) Lins, Antonio Blanco Acioli; Anic, Cinara CalviThis pedagogical support material entitled “I am a professor at Technological Professional Education EP...what should I know? was built from a master’s research that aimed to analyze the constitution of the teaching of unlicensed professionals (bachelors and technologists) working in technical vocational education of medium level (EPTNM). In this qualitative research, 07 teachers who work in this teaching modality were interviewed. Among the knowledge that forms the basis for teaching, experience knowledge stands out, especially that which comes from working in the labor market and from references from former teachers who are considered good teachers. Also in the teachers’ reports unanimity, was found in the lack of reading and discussions about the specific knowledge of vocational education, that is, the theoretical basis that supports this training, as well as some reported difficulties arising from the lack of pedagogical training. In view of these findings, we decided to create a pedagogical support material that could contribute to the construction of this knowledge by non-licensed professionals who work as teachers in professional education, providing subsidies for the improvement of their pedagogical practice, as well as for the implementation of professional education based on its theoretical bases.Item A educação profissional tecnológica como ação pública promotora da formação humana integral e da inclusão de jovens em risco social no mundo do trabalho(2020-08-26) Silva, José Barbosa da; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Stefanuto, Vanderlei Antonio; Pacheco, Joésia Moreira Julião; Viella , Maria dos Anjos LopesThis research was developed during the Professional Master in Professional and Technological Education - ProfEPT whose theme deals with Professional Technological Education as a public action that promotes integral human formation and the inclusion of young people at social risk in the world of work, with the main focus of the research the professional carpentry course, promoted by the José Cornélio Professional Training Project, carried out by the Municipal Social Development Secretariat, SEMDES, in the Municipality of Óbidos, State of Pará. In this sense, the general objective of the research is to analyze the conceptions of work and professional training present in that course and its contribution to the process of social inclusion of young people at social risk in the world of work and in preparing for life. The research methodology followed the methodological assumptions of a case study in a qualitative perspective, which includes the development of bibliographic research and field research. Concerning bibliographic research, a survey of works and authors dealing with the topic was carried out. In field research, data collection techniques were participant observation, open and semi-open interviews and document analysis. As a data collection instrument, structured and semi-structured questionnaires and conversation circles were used, which were recorded. The research followed the philosophical approach of materialism-historical-dialectic, because this conception of the world clearly explains the material reality and the contradictions that exist in the intricacies of the social relations of production and the construction of human existence. The research results point to the existence in the carpentry course and in the other activities of the José Cornélio Training Project of the conceptions of work and professional training linked to the idea of work as the creation and production of human existence. In addition, the educational practices that reward the daily life of the PJFC contribute significantly to the integral formation of young people and their inclusion in the world of work, while highlighting elements that serve as obstacles to an emancipatory formation and that are consistent with the restricted conception of work as a synonym for employability. Thus, the production of the Educational Application José Cornélio was presented as a final product, a didactic tool that contains pedagogical strategies that intends to contribute to the process of integral human formation of the future carpenter (a) trained in the José Cornélio Formation Project.Item “Florestamento” histórico do Campus Eirunepé do Instituto Federal de Educação, Ciência e Tecnologia do Amazonas: vultosos sujeitos que narram uma trajetória(2020-07-03) Sousa, Renan Rocha de Holanda; 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; Santos, Tiago Veloso dos; http://lattes.cnpq.br/4643759172280785; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; http://repositorio.ifam.edu.br/jspui/handle/4321/446Item História de vida e formação profissional no PROEJA: uma proposta formativa(2020-06-15) Oliveira, Jordane Lima Dias; Azevedo, Rosa Oliveira Marins; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Oliveira, Irlane Maia de; http://lattes.cnpq.br/3156688483798707; http://repositorio.ifam.edu.br/jspui/handle/4321/448The present educational product is the result of the master’s thesis “Professional Training: the meanings that emerge from the life stories of PROEJA students”. It is a formative proposal with Life History, aimed at students included in the National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Education Modality - PROEJA. The main purpose is to collaborate with the professional formation of the referred public, through the reflective work provided by the History of Life, contributing with innovative educational practices in the institutions of the Federal Professional Education Network. Based on the four phases of Josso’s researchtraining (2010) - introduction to the construction of a life narrative; oral and written elaboration of the narrative; understanding and interpretation of narratives; balance of trainers and participants - this educational product was organized in three parts: part I, Learning from living: Life History as self-training, which aims to prepare the teacher in the formative work with Life History; part II, Formation with Life History at PROEJA: work scripts, which presents in each script, a total of six, guiding procedures for organizing formative meetings with Life History, as well as suggests dynamics to be developed, in addition to a formative script for the teacher; and part III, Life Story of PROEJA students: formative possibilities, which presents the life stories produced during the formative meetings in PROEJA’s Integrated Technical Course in Aquaculture. It is hoped that this material will collaborate with the professional training of Youth and Adult Education students at the institutions of the Federal Education Network, and also point out other meanings for educational practices at these institutions.Item Formação profissional: os sentidos que emergem das histórias de vida de discentes do PROEJA(2020-06-15) Oliveira, Jordane Lima Dias; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Oliveira, Irlane Maia de; http://lattes.cnpq.br/3156688483798707The present study, linked to the line of research Educational Practices in Professional and Technological Education, aimed to investigate the meanings of professional education that emerge from the Life Stories of students of the National Program for the Integration of Professional Education with Basic Education in Education Modality Youth and Adults (PROEJA), as the basis for a training proposal. The research-formation with Life History guided the methodological path, organized in four phases, based on Josso (2010), renamed as: Introduction to the Construction of Life History; The “Walk for You” as a Proposal for Reflection on the Trajectory of Life and Professional Training; What does my Life Story reveal about my education ?; and Balance of the training process. Fourteen students from the PROEJA Integrated Technical Course in Aquaculture from the Federal Institute of Education, Science and Technology of Pará, Campus Tucuruí, participated in the research. The group narrative interview was used as the source for the construction of the data, and the field notes, audio and video recordings and textual production of the Life Story of the fourteen participants were used as instruments. Data analysis took place under the guidance of the Interpretative-Comprehensive Analysis, proposed by Souza (2006), in three stages: Pre-analysis and Cross-reading; Thematic reading; Interpretive-comprehensive reading. Three categories emerged from the analysis: 1) Memories about childhood; 2) Exodus, educational perspectives and youth and 3) Professional training: life change, personal / professional fulfillment and life projects. From this, the meanings given to professional training in the Technical Course in Aquaculture emerged and the contributions of reflection provided by Life History to the training of participants, namely: professional training assuming meanings of lifechanging perspectives by returning to studies in the technical course; personal fulfillment, as a dream come true, studying at IFPA; professional achievement; and professional improvement. As contributions to professional training, Life History offered participants opportunities to become aware of their own training; skill discoveries; relational learning and change in the vision of themselves and others. The research resulted in the educational product: Life History and Professional Training at PROEJA: a formative proposal, organized in three parts: Part I, Learning from living: Life History as self-formation; Part II, Training with Life History at PROEJA: Work scripts; Part III, Life Story of PROEJA students: formative possibilities. The product, upon evaluation by a committee composed of five (5) education professionals, all with experience in PROEJA classes, received a favorable opinion, being validated in its objective of collaborating with the professional training of PROEJA students, through work reflective provided by the History of Life, contributing with innovative educational practices in the institutions of the Federal Professional Education Network.Item Campus Eirunepé do Instituto Federal de Educação, Ciência e Tecnologia do Amazonas: investigação narrativa de sujeitos que contam uma trajetória histórica(2020-07-03) Sousa, Renan Rocha de Holanda; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Santos, Tiago Veloso; http://lattes.cnpq.br/4643759172280785; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744This research comes from the Professional Master's Program of the Graduate Program in Professional and Technological Education (ProfEPT), offered by the Federal Institute of Education, Science and Technology of Amazon State (IFAM). We had as general objective to elaborate the historical trajectory of the IFAM Campus in the municipality of Eirunepé, countryside of Amazon state, through the narrative investigation provided by the interaction between the researchers and four historical subjects interviewed. The research has a qualitative character and its typology is phenomenological, of an interpretative nature. We have the historical narrative as a theoretical reference. As a methodology for data analysis, we list the narrative investigation. The semi-structured interview complemented by documentary research is configured as a data collection methodology. We made up an educational product to this dissertation, an ebook that covers the history of Professional and Technological Education (EPT) in Brazil and Amazon state, historical and socioeconomic characteristics of the municipality of Eirunepé/AM and the institution's historical trajectory. We explored the discussions through a metaphor, the historical route as a process of “forestation”, where the interviewed subjects, which we started to call “Seed”, “Butterfly”, “Metamorphosis” and “Tree”, were an integral part. Our research object remains open and other routes can be taken to investigate it. This research recorded the institution's history through the analysis of a history seen from below. In addition, it reflected the importance of defending and strengthening of IFAM/Campus Eirunepé and the institutions that are part of the Federal Network of Professional, Scientific and Technological Education (RFEPCT).Item Vade Mecum educacional: atividade fim ensino nos Institutos Federais(2019-12-20) Neves, Luciano Oliveira Azevedo; Nascimento-e-Silva, Daniel; Nascimento-e-Silva, Daniel; http://lattes.cnpq.br/7097994013984431; Nascimento-e-Silva, Daniel; http://lattes.cnpq.br/7097994013984431; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Silva Filho, Erivaldo Cavalcanti e; http://lattes.cnpq.br/1203576344531897; http://repositorio.ifam.edu.br/jspui/handle/4321/431Federal Institutes of Education (FIs) have a public character, which means that they are governed by general and specific legislation. Laws are often difficult to understand by education actors, such as teachers, technicians and managers. And with an aggravating factor: they are dispersed, making knowledge and handling even more difficult to support many educational actions and decisions. In this sense, this study aimed to create the Vade Mecum Educacional, which is the compilation and detailing of all national laws regarding teaching activities, with special emphasis on those developed by the FIs. He used the scientific-technological method, which is characterized by the generation of guiding questions, followed by the collection and organization of laws, stages that configure the scientific part of the method; then the laws were modeled around a Vade Mecum prototype, whose functionality and effectiveness were tested with evaluations by professionals from the teaching area of the Federal Institute of Amazonas (IFAM), and recommendations for improvement were made and submitted to a new evaluation. , configuring the tested and approved final product. The final product consists of a chronological index of the legislation on education, a list of abbreviations and acronyms, 49 constitutional provisions, 9 ordinary laws, an IFAM normative resolution, a technical glossary and an alphabetical and remissive index of the legislation. The conclusion shows that the use of the product in the teaching activities of the FIs will provide more technical and legal security both in its planning and execution and in the managerial decision-making process. The contribution of this study to the area of professional and technological education is to guarantee a reliable and updated legal support so that professionals can develop their activities safely and without temerity.Item Criação de um Vade Mecum educacional da atividade fim ensino dos Institutos Federais(2019-12-20) Neves, Luciano Oliveira Azevedo; Nascimento-e-Silva, Daniel; http://lattes.cnpq.br/7097994013984431; Nascimento-e-Silva, Daniel; http://lattes.cnpq.br/7097994013984431; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Silva Filho, Erivaldo Cavalcanti e; http://lattes.cnpq.br/1203576344531897Federal Institutes of Education (FIs) have a public character, which means that they are governed by general and specific legislation. Laws are often difficult to understand by education actors, such as teachers, technicians and managers. And with an aggravating factor: they are dispersed, making knowledge and handling even more difficult to support many educational actions and decisions. In this sense, this study aimed to create the Vade Mecum Educacional, which is the compilation and detailing of all national laws regarding teaching activities, with special emphasis on those developed by the FIs. He used the scientific-technological method, which is characterized by the generation of guiding questions, followed by the collection and organization of laws, stages that configure the scientific part of the method; then the laws were modeled around a Vade Mecum prototype, whose functionality and effectiveness were tested with evaluations by professionals from the teaching area of the Federal Institute of Amazonas (IFAM), and recommendations for improvement were made and submitted to a new evaluation. , configuring the tested and approved final product. The final product consists of a chronological index of the legislation on education, a list of abbreviations and acronyms, 49 constitutional provisions, 9 ordinary laws, an IFAM normative resolution, a technical glossary and an alphabetical and remissive index of the legislation. The conclusion shows that the use of the product in the teaching activities of the FIs will provide more technical and legal security both in its planning and execution and in the managerial decision-making process. The contribution of this study to the area of professional and technological education is to guarantee a reliable and updated legal support so that professionals can develop their activities safely and without temerityItem 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.