Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item Contribuições dos programas PIBID e residência pedagógica para formação inicial de uma acadêmica do curso de Licenciatura em Química do Instituto Federal Do Amazonas Campus Manaus Centro(2021-08-09) Oliveira, Evelyn Ferreira de; Souza, Heliamara Paixão Filizola; Souza, Heliamara Paixão Filizola; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Souza, Fabrício Filizola; http://lattes.cnpq.br/9552195362058392This work presentes my experiences in two high school institutions of the Manaus State Education Network – AM, during the Institutional Program for Teaching Scholarships (Pibid) and the Pedagogical Residency that took place in 2017 na 2018/2019, respectively. The research aimed to understand how the experiences in the Pibid and Pedagogical Residency programs contribute to ny initial training as a student of the Licentiate Degree in Chemistry at the Federal Institute of Education, Science and Technology of Amazonas, Campus Manaus Center. During the immersion in the school environment, observation and interaction with students, teachers and the entire school community, I used the training memorial as a self-training instrument. Participation in the Pibid and Pedagogical Residency programs allowed the approximation and familiarization with the profession, through observation and conducting in the school environment, made possible the Exchange of experience with more experienced teachers trained in chemistry. Therefore, teacher training programs are designed to enhance the teaching profession by validating the knowledge acquired by elemenatry school teachers throughout their careers and placing them as co-trainers of new teachers. In addition, they contributed positively to the initial training of future teachers, leaving them more secure in the role of teacher, enabling them to atribute new meanings to the teaching profession and bringing conviction to the choice of profession.Item Tecendo Espirais, entrelaçando e partilhando experiências de vida-formação(2023-02-15) Souza, Laura Rocha Lima de; Normando, Tarcísio SerpaThis Educational Product is an integral part of a professional master’s research, with the objective of contributing to the training and development of education professionals, especially the distance education tutor. This product focuses on the participants’ life-history narrative and their professional expectations, aiming at sharing and prospecting future projects. The Educational Product is called Weaving spirals, intertwining and sharing life-formation experiences, intertwined with the personal life and the knowledge and understanding of the profile/role of the distance education tutor, guided by legislation. The course was developed in modules didactically organized in a logical sequence, to lead the participant towards the report of their experiences and daily practices. The course lasts forty hours distributed among the modules and will cover concepts and characteristics about Narrative and (Auto)biography, Training Memoir and Distance Education. At the end of each module, activities corresponding to the contents presented will be carried out, in addition to allowing participants to prepare a training memorial, an important device for academic and professional life. It should be noted that we prepared an evaluation questionnaire, in which participants can give us feedback on the relevance of the course in their personal and professional lives.Item Tecendo espirais, entrelaçando e partilhando experiências de vida-formação: tutores da educação a distância e seus percursos formativos (construindo um projeto de/para si)(2023-02-15) Souza, Laura Rocha Lima de; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Costa, Mônica de OliveiraThis dissertation aims to understand how a training process for a distance education tutor, based on their memories narrated in a training memoir, constitutes a project from/to the self. It is highlighted the importance of of registering the narratives of the tutors’ life history, sharing their experience and objectifying a life-training project, as such, it is noticed that in the research training we find a place of speech and encouragement, to allow others to narrated their training practices and life experiences, building a set of sources which establishes a scientific trajectory, that follows another method and epistemology. With that in mind, in order to list this study in a logical manner, we have organized this dissertation in chapters, on which the discussions are done within a theoretical scope about the training of the educational professionals on the field of research-formation. This perspective has contributed to a theoretical framework of the investigations in the Education field through an (auto)biographical approach and other tendencies. It was necessary to investigate and get to know the distance education tutor’s profile and what role is attributed to them in education. The methodology adopted in this paper is narrative research based on an (auto)biographical approach, since, by its own nature, it allows the participants to remember subjects which give meaning to their personal and professional lives. As such, the subjects/authors can report and share their experiences by a training device. A proposal of the analysis made through Paul Ricoues’s theory about the hermeneutic circle was idealized, as a basilar and guiding trajectory towards the strategic analysis. This strategy focuses on establishing relations that intertwine the narratives and certain fundamental dimensions of our connection with the world. By doing this, the happenings that compose the narrative plot of the training memorial are selected by the subject/author as important and give meaning to the training. While investigating, the preparation of the training memorial was made in distinct moments of the subject/author’s narrative pre-configures, configures and reconfigures their experiences, giving them meaning. In this process, we have proposed reflections and interpretations of what was narrated, based on the idea that the subject/author establishes a structure between life and training, between the professional and the personal, building a life-training project, reconfiguring the future based on the knowledge from/to the self.Item Formação continuada para professores de Língua Portuguesa: reflexões e uma proposta à luz do letramento(2019-04-29) Lima, Augusto José Savedra; Ponciano, Nilton Paulo; Monteiro, Marta de Faria e Cunha; Monteiro, Marta de Faria e Cunha; http://lattes.cnpq.br/4672487830828193; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Pereira, Valéria Cristina Ribeiro; http://lattes.cnpq.br/1419088430342779In this educational product, continuing development course for Portuguese language teachers, as a result of the research carried out in the Professional Masters in Technological Teaching (MPET - IFAM), we emphasize the production of the memorial development genre as a formative possibility, based on reflections and practices in the light of literacy. It is a prototype proposal developed through six workshops and with the aim of instigating the teachers to go through a process of reflection and criticism about their practices and conceptions regarding to their pedagogical work, in a space of construction and reconstruction of their memorials and of themselves. The material that we present is constituted by four units that dialogue with each other. The first, Experiencing the development, it’s directed towards the workshops and their particularities; The second, A Visit to literature, it consists of texts about the formation of teachers in the Brazilian contemporaneity, literacy, textual / discursive genre and the memorial as a space of continued development; the third, A little bit of a lived experience, it presents reports of those who experienced this formative process, at the moment when this prototype proposal was implemented with the purpose of perfecting it; and the fourth, Basic Texts for experiencing the action, it is configured as reference for construction and reconstruction of the memorial development. We understand that thinking about the continuing development of Portuguese language teachers through the bias of the production of memorials in the light of literacy can help in the development of teachers in the Brazilian context. We believe that this prototype proposal can be used in other contexts of the development different the initial proposal, if considering the construction process of it, which is recorded in the master’s degree dissertation Continued development of Portuguese language teachers in the light of literacy: reflections and proposal.