Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item Café com formação: reflexões sobre avaliação da aprendizagem na perspectiva formativa(2024-02-28) Lopes, Dennys Teles; Silva, Josiani MendesThe continuing training “Coffee with training: reflections on learning assessment from a formative perspective” is the result of master's research entitled “Formative assessment: a teacher training experience mediated by Digital Information and Communication Technology in the municipality of Manacapuru” developed in the course Professional Master's Degree in Technological Education from the Postgraduate Program in Technological Education (PPGET) at the Federal Institute of Education, Science and Technology of Amazonas (IFAM). The purpose of this is to provide a space for reflection and dialogue on learning assessment from a formative perspective. Furthermore, through training actions between theory and practice, the participant will be able to (trans)form their conception and evaluation practice. This material is organized into two parts: the first, "Knowledge about Learning Assessment from a formative perspective", which presents the key concepts and foundations of the topic in question; and the second, where we present the "General characteristics of the café with training", containing the overview of the planning, the activity itineraries and the learning itinerary to be carried out by the participants. We highlight that the training café has a 15-hour workload, organized to take place in five face-to-face or online meetings, with 3 hours of discussion each day, in which we must include: dialogued classes that allow interaction between reflection, theory and practice; the development of participants’ creativity; supervised practices and the promotion of debates. Finally, we hope that this material can support training moments for teachers and a lot of learning.Item A coordenação das ciências humanas como espaço social em construção e a dinâmica da formação continuada no ambiente de trabalho: desafios e possibilidades(2017-12-14) Pereira, Nelma Loureiro; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Vieira, Ana LúciaTo conceive that the continuous formation of teachers can happen in different places, in different ways and that the ideas about the theme can provide an advance or a stagnation in this discussion, contributed to the selection of a qualitative research about the history of the Coordination of Sciences Humanas, in an attempt to investigate the possibility of this social space to be one of those responsible for the continuing education of teachers who work in basic education, with the technical courses of Integrated Higher Education at the Federal Institute of Education, Science and Technology of Amazonas - IFAM, in the Campus Manaus Center. Thus, to reach the general objective, it was necessary to establish some points in the coordination trajectory in relation to teachers, thus defining the specific objectives that not only located the Coordination of Human Sciences (CCH) in the historical context of the IFAM / CMC, but also identified personal and professional experiences that influence the performance of high school teachers. Lastly, the actions of the Coordination of Human Sciences and the commitment of continuing education were evidenced, although in the process of consolidation, in an incipient process that still requires a lot of attention. The research was initiated through bibliographical readings, which provided a basis for the choice of methodology, that is, the approach used to achieve and achieve the goals and issues proposed. To carry out the research, we chose the methodology of the oral history, and the technique of the individual interview with semi-structured script. This decision allowed an articulation between what was being discovered (data collection) and the theories underlying the work. All the research carried out aimed to know the social space of the Human Sciences and its actions destined for the continuous formation of the teachers. In this course were perceived the challenges that should be faced for the accomplishment of a work destined to the continued teacher training. Achieving a change in the teachers' conception of continuing training in the work environment requires a lot of skill and willingness on the part of those involved in this process, since there is no single place for training to take place, nor a single way of continuing training teacher. With this knowledge, it was possible to visualize some possibilities during the investigation, opportunities within the school able to contribute so that the problem began to be solved. The material obtained through the interviews was analyzed based on the technique of interpretation of the data, which made it possible to reduce it through the separation of phrases and sentences, which after the interpretation provided considerations that served as a foundation for the construction of the research result . At the end of the research the need was to: discuss the different ways of providing continuous teacher training; to create a space destined for the continuous formation of teachers, independently of the actions carried out during the school year, to transform the data collected in a proposal that collaborate with the actions and with the change of conception of continuous formationItem Formação continuada para professores: discutindo o Ensino Médio Integrado(2017-07-07) Silva, Rosangela Santos da; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Henrique, Ana Lúcia Sarmento; http://lattes.cnpq.br/0475297305451211Item Workshop pedagógico em educação especial: proposta de implementação anual nos campi do IFAM(2017-09-27) Noronha, Lílian Freire; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Matos, Maria Almerinda de Souza; http://lattes.cnpq.br/5590755531194676The Professional Master is directed to the application of knowledge, that is, in applied research and in the development of educational products and processes that can be implemented in the classrooms and in the teaching processes. Thus, we present a proposal for a workshop as a continuing training for teachers who work in High School and for other professionals who are dedicated to Special Education and the improvement of teaching and learning of Special Education students. This proposal is the result of the compilation of the results obtained in the field research of the Professional Master's Degree in Technological Teaching of the Federal Institute of Education, Science and Technology of Amazonas (IFAM), held between 2016 and 2017, with the central objective of providing the IFAM a roadmap for the annual implementation of a Pedagogical Workshop in Special Education, since among the analyzed results we obtained a percentage of 81.6% of participants of the research who would like to take courses on Special Education, as well as a percentage of 80.0% , of participants who believe that continuing education in Special Education could empower them.Item Cadernos de oficinas pedagógicas para a formação continuada de professores de EJA(2018-12-18) Cavalcante Filho, João da Costa; Ponciano, Nilton Paulo; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonçalves, Carolina Brandão; http://lattes.cnpq.br/8487067754847351Item Formação continuada de professores do ensino médio para a educação especial na perspectiva da educação inclusiva(Instituto Federal do Amazonas, 2017-09-27) Noronha, Lílian Freire; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Matos, Maria Almerinda de Souza; http://lattes.cnpq.br/5590755531194676The public policies that emerged in the last two decades related to Special Education are policies whose purpose guaranteed a diversity of rights that allowed, among others, the access of students of this segment to the common classes of Regular Education and that, therefore, contributed to a significant increase of the number of enrollments. In this way, it is necessary to have a training so that the teacher is able to interact in the classroom. Thus, this research had the objective of analyzing the continuing education of teachers who work in the High School of IFAM for the teaching process of Special Education students in the perspective of Inclusive Education. Among the authors used, we highlight Sassaki (2009), Mantoan (2010), Fernandes (2011), Carneiro (2015) and Carvalho (2017). The study presents a qualitative approach to the phenomena, developed from a research Survey as a methodological strategy, with units of analysis focused on the sectors that offer continuing education and on teachers who work in High School. It also uses documentary and bibliographic research as a source of information. Data were collected through questionnaires for the two established units of analysis. Data were collected through questionnaires for the two established units of analysis. The results, for the DIPESP and DIREN sectors, showed that there is a greater approximation with the teachers. On the face of it, these activities performed tend to obtain greater results, since they are elaborated "by" and "for" teachers who know and understand the needs of this segment. However, in these two sectors there are no projects and activities related to Special Education in the form of continuing education. As for NAPNE, it is a nucleus that develops various activities and projects related to Special Education. However, there is little participation of students and teachers of the Institution. As for teachers, the most expressive result was 92.0% of respondents who did not perform any continuing education related to Special Education in the last three years. Positively, 53.1% of the research participants have read or heard about the National Policy on Special Education in the perspective of Inclusive Education against the percentage of 34.7% who did not hear about it. Related to NAPNE, 72.0% know this nucleus, but only 4.0% have already taken some courses in it. However, in a positive way, 81.6% of these respondents would be willing to take a course in NAPNE with this approach. The conclusion is that there is a need for a reformulation of the continuing education structure, related to Special Education, for IFAM teachers. Regarding the contributions, the research contributed to the clarification about how the ongoing formation of teachers who work with Special Education students is occurring. As well as to put in discussion this theme in the academic environment to try to provide reflections that come to materialize concrete actions for the quality of the students' teaching.