Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item Uma proposta didática para o ensino de geometria no ensino médio integrado em agropecuária com uso do Geogebra(2024-09-30) Barbosa, Ivaldo Rodrigues; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Lacerda Júnior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Moraes, Nadime Mustafa; http://lattes.cnpq.br/4822173026595958This dissertation addresses the need to improve the teaching of Geometry in the Mid Level Technical Course in Agriculture in an integrated format, exploring the integration of digital technologies, with an emphasis on the use of GeoGebra software as a tool in the teaching-learning process. The teaching of mathematics in integrated technical courses crosses different moments of the curricular proposal and, therefore, requires teaching processes that enable the contextualization and articulation between general training knowledge and technical-scientific training. The contextualization of the problem is based on the observation of recurring difficulties in teaching Geometry within a professional technical context, such as the Agriculture course. These difficulties are amplified by the lack of interactive methodologies that dialogue with the specific demands of this area, being essential to promote pedagogical approaches that articulate mathematical content with agricultural practice. The general objective is to analyze the contributions of the elements and functions of the Geogebra application in the teaching of Plane and Spatial Geometry in the integrated technical course in agriculture, with a view to developing the educational product related to the master's research. The research was carried out at the Manaus Zona Leste Campus (CMZL) of the Federal Institute of Education, Science and Technology of Amazonas (IFAM). Five teachers who work in the integrated technical course in agriculture participated in the research, as well as the collaboration of the first-year students of the Agriculture course. The methodological path used was the qualitative approach and field research in which the data were obtained through the application of a questionnaire and interview for data collection. The results obtained demonstrated that the teachers are unaware of the potential of the Geogebra software in teaching geometry as well as being an articulating tool in the curricular proposal of the course with a view to polytechnic training. The Educational Product developed aims to contribute to teaching practice during theoretical and practical classes in the Intermediate Level Technical Course in Agriculture in an Integrated Form, containing guidelines for using the GeoGebra software.Item Para onde eu vou? orientação profissional como subsídio para as escolhas de concluintes do ensino fundamental(2023-10-31) Souza, Angelica Ribeiro de; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Maciel, Hileia MonteiroThe professional choice in the lives of young people represents a moment of doubts and uncertainties, given the political and economic transformations that we are experiencing in contemporary times. In this process of choice, professional guidance can represent a path to a more conscious and assertive decision-making, where young people are given the opportunity to learn about professions, the job market, as well as the construction of their life project, as provided for in the general competencies of the National Common Curricular Base (BNCC). The research here presented aims to answer the following problem: How to help students graduating from elementary school to mature their inclinations and professional choices regarding the future entry into Integrated High School? To answer this problem, we built the following objective: To contribute, through Professional Guidance, to the maturation of the professional inclinations of students graduating from Elementary School who are interested in entering Integrated High School. The methodological path in the research was based on the qualitative approach inspired by the case study, using documentary research, focus group and observation through the pedagogical workshop for data construction. The data analysis was based on the Creswell Spiral where we guided its stages of organization, description and classification of the data into codes so that there was an interpretation and representation of them. The research was carried out with students graduating from Elementary School of a public school in Manaus, interested in entering Integrated High School, to verify their expectations and doubts about entering High School. As an educational product of the research, we developed a guide entitled "Career Guidance Guide: Navigating the Waters of Professional Choices" which had the same objective as the research itself. The results from the observation and analysis of the entire process showed the deficit regarding the previous knowledge of the research subjects about the next stage of basic education to be followed, whether it is propaedeutic high school or high school integrated with the technical or with the life project itself as a whole. Thus, we conclude that this study is relevant to science because it provides a basis for further studies and deepening of the desire to help young people still in Elementary School to design their future for the continuation of their life projects and continuity of studies.Item E-book: ensino médio integrado e a extensão: entre trilhas e saberes de caminhos do Programa Institucional de Bolsas de Extensão/PIBEX no IFAM(2023-04-28) Mota, Keila Neves da; Salazar, Deuzilene MarquesThis e-book is the materialized product of a research carried out in the Professional Master's Course in Professional and Technological Education (PROFEPT) of the Federal Institute of Education, Science and Technology of Amazonas - Campus Centro, in Manaus-AM, entitled "Saberes da IFAM: Between trails and paths of the Institutional Extension Scholarship Program/PIBEX”, whose research locus was IFAM and its Campis in the state of Amazonas. The E-book addresses in its methodological assumptions how to establish the dialogicity of Professional and Technological Education, having work as an educational principle based on PIBEX extension actions in integrated secondary education. Destined for teachers, this material contemplates in its historical and social approach the commitment of the Federal Institutes with a human and professional formation. In this way, the objective is to present the articulations in the actions of PIBEX/IFAM, through a dialogicity, and its contribution to the formative process of the scholarship holders of the Integrated Secondary Education (EMI), corroborating the work as an educational principle. The research identified that the e-book can contribute to the Extension actions in the Institutes, and thus it will expand systematized perspectives in order to submit projects with intentions to a pedagogical practice focused on work as an educational principle, one of the conceptual bases of EPT.Item Dialogicidade entre o trabalho como princípio educativo no ensino médio integrado em ações de extensão do PIBEX/IFAM(2023-04-28) Mota, Keila Neves da; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Oliveira, Irlane Maia de; http://lattes.cnpq.br/3156688483798707The research presents a study about the dialogicity that involves Professional and Technological Education (EPT) through the Extension in Integrated High School in the Institutional Program of Extension Scholarships - PIBEX, of the Federal Institute of Education, Science and Technology of Amazonas - IFAM, on the aegis of Work as an Educational Principle. The general objective is to analyze the contributions of the Institutional Extension Scholarship Program (PIBEX), discussing its formative dimensions for integrated secondary education articulated to work as an educational principle. We sought to verify whether or not there is articulation between extensionist practices and work as an educational principle as one of the conceptual bases of professional and technological education (EPT). With regard to methodological procedures, the qualitative approach developed through interviews and questionnaire with coordinators of PIBEX/IFAM projects developed in 2020 was assumed and as analytical support Bardin's content analysis (2016) was used. From the research emerged the educational product that consisted of an e-book aimed at PIBEX coordinators with a view to enhancing the necessary dialogicity between extension and work as an educational principle in federal institutes, more specifically IFAM, involving Integrated High School students (EMI). The research results present an invitation to dialogue and reflection in reference to the predominant discourse that has permeated the choice of themes that subsidize the Extension Projects, induced by the area of academic formation and professional experience of the professor, requiring that the aspects of curriculum and contributions from the conceptual bases of the EPT present a certain indigence, which demonstrated the relevance of the proposal of the educational product in a formative conjuncture for these professors. Because, when approaching work as an educational principle, the statement refers to the relationship between work and education, in which the formative character of work and education is affirmed as a humanizing action through the development of all the potentialities of the human being, it is possible that such precepts are contemplated in the extension actions to scholarship students of Integrated Secondary Education (EMI). In this way, the expected contribution of the study to the field of EPT is the concatenation of extensionist practices with work as an educational principle, since the relationship between work and education is intertwined and understanding this interface is one of the structuring axes for the consolidation and the constant improvement of Integrated Secondary Education at EPT.Item Educação inclusiva: uma abordagem acerca das políticas de inclusão para a permanência escolar no IFAM Campus Manaus Centro(2022-02-16) Cunha, Karen Pontes da; 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; Reis, Joab GranaInclusion is a topic discussed in Brazil in all spheres: social, academic, in the context of employability, among others, since historically we live in a country with serious social distortions, reflected in the educational scope as well, the focus of this study. The aim of this research is to analyze inclusive policies and their importance for the permanence of students in the Integrated High School of IFAM Campus Manaus Centro from the perspective of inclusive education. The focus on inclusive policies is justified by their importance as a tool for the promotion of inclusion within technological and professional education, since these policies act in the face of social inequalities manifested in the school, which denotes that the democratization of access does not guarantee the democratization of permanence. In this perspective, inclusive education is chosen as a guiding concept, since it recognizes all students as learning subjects, implying, therefore, a dimension of totality that involves the inclusion of people with disabilities and high abilities; of young people and adults; in vulnerability etc. From this perspective, there is the challenge of thinking about policies based on values that emphasize differences, based on social, cultural, ethnic, nutritional, pedagogical aspects, among others that may imply school permanence. Among the authors with whom we dialogue are: Mantoan (2003), Carvalho (2014), Oliveira and Padilha (2013) who discuss and defend the perspective of inclusive education. About the methodological aspect, the Case Study was used as an investigation method, once it allows the analysis of complex problems in their context. In total, 05 teachers and 09 education technicians participated in the research. To obtain the data, the following techniques were applied of online way: semi-structured interviews, conversation circles and questionnaires. For the treatment and interpretation of data, the Content Analysis strategy was used. In general, the results show that inclusion policies are focused on two main groups: students in social vulnerability and disabilities. It also revealed that despite their focused character, they are important tools for facing social inequalities. Based on praxis in education, through which a coherent and reflective dialogue between theory and practice is established, the Informative Guide “We on the crossing: from the school that integrates to the school that includes” was prepared, which will contribute to the constitution of IFAM CMC as a more inclusive space, with a view to raise reflections that can impact and transform pedagogical practices aligned with the perspective of inclusive education. Finally, this study is incorporated in the research line called Organization and Memories of Pedagogical Spaces in Professional and Technological Education - macroproject 6 which houses projects that work on issues related to the organization and planning of formal and non-formal pedagogical spaces, research, teaching, extension and EPT management.Item Equilibrando o orçamento(2021-12-28) Souza, Amélia Jandrea de; Marques, Jean Dalmo de Oliveira; Marques, Jean Dalmo de Oliveira; Marques, Jean Dalmo de Oliveira; Ponciano, Nilton Paulo; Fernandes, Afonso FonsecaThe game “Balancing the Budget” is a financial game of budget control aimed at teenagers. In it, each player must balance their budget by acquiring from the deck the cards that correspond to the values and items described in their budget such as: Investment, savings, fixed expenses and variable expenses. However, it is not so simple, since the deck is also composed of wild cards and bonus cards that can be used by other players to make this objective very difficult. It was developed as an educational resource for the teachinglearning of financial education for high school students in Brazilian schools, by Professor Amélia Jandrea de Souza under the guidance of Professor Dr. Jean Dalmo de Oliveira Marques, through the Postgraduate Program in Technological Education - PPGET.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 Ensino médio integrado na modalidade EJA: formação discente e o ensino da química(2021-09-28) Araújo, Áurea Sandra; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Scalabrin, Rosemeri; http://lattes.cnpq.br/5879858352336875; Falcão, Nádia Maciel; http://lattes.cnpq.br/5182856984673000The study emerged from the desire to reflect the perceptions of students from the National Program for the Integration of Professional Education with Basic Education, in the Youth and Adult Education modality (known in Brasil by the Portuguese acronyom, PROEJA), on the themes “Student training and Chemistry Teaching”. The reserch adhered to Line 01 of the Professional Master’s Degree in Professional and Technological Education (EPT) - Educational Practices in EPT, Macroproject 2 – Inclusion and Diversity in formal and non-formal teaching spaces in EPT. The question raised in the research was: how have PROEJA students understood their training with Integrated High School (EMI) in this modality? The general objective focused on investigating the perceptions of students from the High School Technical Course in Mechanics in na integrated way in the EJA (Youth and Adult Education) modality on their training developed at the Federal Institute of Amazonas – Campus Manaus Centro (IFAM- CMC), whose philosophical, political, and pedagogical proposal aims at Integral Human Formation (FHI). The specific objetives consisted of: a) Establishing, from the student’s perceptions, the relationship that technical work gives to Science, Technology and Culture; b) Reflect on whether the teaching of Chemistry contributes to work and citizenship; and c) Analyze the main integration mechanisms of the EPTNM with the EJA according to the documentar and factual point of view. The research universe was composed of 10 (tem) EJA students of that course.The questionnaire and the semi-structured interview were used as a data collection instrument, in addition to bibliographic and documentar research. All the information collected was submettid to Content Analysis, which showed great interest from the subjects in the education offered by IFAM, as they considered having and excelente training for the Labor Market, in addition to preparing for entry into Higher Education. Mosto of the subjects perceived Chemistry dialoguing with elements inherent to work practice. However, mosto f this knowledge was in technical handouts and not in scientific education itself. Little has been addressed with the Science-Technology-Society-Environment (CTSA) approach. It was verified, in the subjects, the uncritical worldview of S&T, needing to transform it, through conscious and critical teaching. In view of this, the educational product developed sought to structure a proposal for a didactic sequence aimed at teaching Thermochemistry, linked to the liberating pedagogy and the CTSA approach, from generative images, according to the Freirian’s perspective.Item Potencializando o ensino médio integrado: um catálogo de produtos educacionais do PROFEPT(2021-06-30) Lopes Filho, Evandro José Branches; Salazar, Deuzilene Marques; Salazar, Deuzilene Marques; Salazar, Deuzilene Marques; Lima, Maria Francisca Morais de; Nogueira, Jocélia BarbosaItem Educação física em ação: a utilização de um vlog como recurso didático no ensino médio integrado(2020-07-24) Araujo Sobrinho, Eder Marcio; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Aride, Paulo Henrique Rocha; http://lattes.cnpq.br/9087696929404160; Zayas, Fidel Guerrero; http://lattes.cnpq.br/9977494986476816The Lack of interest in Physical Education classes is a problem that, each year, affects a significant portion of students in high school. This phenomenon is also present in the medium-level technical courses in Vocational and Technological Education. In this sense, Information and Communication Technologies (ICTs) have become an alternative capable of contributing to the process of reframing the discipline. In this context, the objective of this study was to develop a didactic resource that would increase interest in classes through the conceptual dimension of Physical Education content in a high school technical course in the integrated form of IFAM - Campus Presidente Figueiredo. In this study, we used an applied nature research, with a qualitative approach, action research as a method and for data collection techniques, bibliographic, documentary research and the questionnaire were used. The study participants were 65 students entering the institution. The first stage of the research took place through the elaboration of the action plan, involving the selection of contents, creation of scripts and recording of video classes. In the second stage there was the application of video classes through Vlog and practical activities. The third stage consisted of evaluating the Vlog. The results showed a significant improvement in learning and also an increase in the participation and interest of students in Physical Education classes. These results resulted in the publication of the Vlog Physical Education in Action. The Vlog as an educational product is a proposal for a didactic resource so that the contents of Physical Education are addressed in all its dimensions, expanding the reflection on the use of new technologies as pedagogical tools.