Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item Contextualização da quantidade de movimento através de oficinas pedagógicas(2021-09-17) Carvalho, Priscila Tibúrcio de; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Araújo, Ijanilio Gabriel de; http://lattes.cnpq.br/5720717332159949; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284; http://repositorio.ifam.edu.br/jspui/handle/4321/819Item Contextualização da quantidade de movimento através de oficinas pedagógicas(2021-09-17) Carvalho, Priscila Tibúrcio de; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Salmon, Octavio Daniel Rodriguez; http://lattes.cnpq.br/8617565470648034; Araújo, Ijanilio Gabriel de; http://lattes.cnpq.br/5720717332159949; Padilha, Igor Tavares; http://lattes.cnpq.br/4605895860650284This dissertation was developed with the objective of contextualizing the theme of movement through pedagogical workshops (using experimental activities), elaborating and proposing a sequence of practical activities that enable the student's active participation in the teaching and learning process. The didactic strategy used aims to collect data through questionnaires, experimental activities and the interaction of students with the teacher who helps in the construction of knowledge. The practices carried out during the pedagogical workshop have a qualitative approach based on Ausubel's Theory of Meaningful Learning that allows observing the students' way of thinking and a quantitative approach using numerical data, relying on objective indices for the formation and construction of knowledge.Item Paisagem à vista: desvendando o espaço e aspectos do uso e ocupação do solo(2019-11-01) Nascimento, Márcio Silveira; Marques, Jean Dalmo de Oliveira; Marques, Jean Dalmo de Oliveira; Marques, Jean Dalmo de Oliveira; Azevedo, Rosa Oliveira Marins; Jesus, Edilza Laray deAs a way to contribute to geography teaching, this material seeks to explore in a simple and practical way, some concepts related to landscape subject, through the use and occupation of soils Beyond a contextualized approach of the Amazon region we provide some activities that can be use in the classroom during high school promoting an education for the understanding and planning of the geographic area.Item Desvendando as paisagens no ensino de geografia a partir do uso e ocupação do solo(2019-11-01) Nascimento, Márcio Silveira; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Jesus, Edilza Laray deThe complexity of the reality of the world, present in everyday life, receives the teaching of geography, presenting new paradigms of knowledge, in view of the formation of a citizen spatial consciousness. It is a knowledge that teaches geography teaching practices to improve the comprehension teachings of spatial transformations, reaffirming the importance of geography teaching in contributing to the formation of students who understand and recognize the importance of their participation in the participation of space. In this exhibition, this dissertation presents studies on the creation of a didactic proposal for the teaching of “landscape”, associating with the use and occupation of the soil, a strategy of valorization as students' perceptions about the knowledge of their daily spaces, of something concrete that is in the field of his visions, for a broader and deeper reading / interpretation, recognizing as actions and interactions of man with the living environment, over time. A research has a qualitative approach, where the natural environment, the school environment, as landscapes of the place are as sources of presentations. Seeking to understand the perception of the spatial configuration of the reality of the place, or the research subjects are inserted. Step guide, which includes a sequence of phases to apply: learning diagnosis, intervention and verification. Finally, this research originated an educational product entitled “Pedagogical Kit: Landscape in Sight”, no qualified material for the promotion of classes and / or activities focused on the theme addressed in this research, providing subsidies for teachers who use and develop pedagogical work. . It concludes, therefore, that the activities developed in this work demonstrated as important for landscape teaching, not only include school geography, tolerate new tests of approaches in case of extinction or fragmented teaching and to conceive strategies and possibilities of interrelation or content with other areas school subjects, enabling the education not only of conceptual understanding, but, more broadly and dynamically, the knowledge of processes and phenomena that surround, recognizing the importance of landscape and the elements that compose it.Item Construindo uma proposta educativa de EPT: de mão em mão ensinando no campo com os fios, a palha e o barro(2020-08-07) Fonseca, Marlece Melo; Salazar, Deuzilene Marques; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Cardoso, Sérgio Ricardo Pereira; Silva, Simone SouzaThis educational product results from the dissertation entitled Hand in hand in peasant territory weaving an educational and training proposal for work Its purpose is to guide and support the discussion of an educational and training proposal for and through work in a non formal education space in peasant territory The discussion of the proposal intends to identify the identity of the educational institution and its articulation with the territory and the community The product is divided into four parts The “ indicates the objectives of the educational product and its relationship with the study developed in the master's degree The second topic “Participatory planning and field education” presents the participatory planning model proposed by Gandin 1994 2001 The third topic “Non formal spaces for education for work in the peasant territory” refers to educational and training work in non formal spaces for education for work in the peasant territory The fourth topic “Workshops for the construction of the training proposal” presents the organization, operation and procedures of the workshops for preparing the educational and training proposal, planned in three moments ::( Workshop 1 refers to the Reference Framework situational doctrinal operative the ideal of the institution ;;( Workshop 2 mentions the “Diagnosis comparison between the ideal and the real” discusses the fundamentals of educational and training work ..(Workshop 3 “Programming concrete proposals for transformation” in which the activities are aimed at developing an action proposal for the educational and training work of the educational institution The principles that support the construction of the educational pedagogical proposal, bring the propositions of Caldart 2012 Arroyo 2006 Hage 2014 and Gandin 1994 We hope that this material will contribute to the construction and consolidation of educational institutions for work in peasant territory.Item Oficinas pedagógicas de formacao de professores do curso técnico integrado ao ensino médio(2019-10-31) Silva, Robson Freitas da; Aquino, Soraya Farias; Aquino, Soraya Farias; Aquino, Soraya Farias; http://lattes.cnpq.br/4240604515975477; Scalabrin, Rosemeri; Ponciano, Nilton PauloThe proposal presented in this Educational Product is the result of a dissertation entitled ”Teacher Training and Its Importance for Professional and Technological Education at IFAM - Campus Coari” presented to the Master Program in Professional and Technological Education (Prof EPT). The product consists of two pedagogical workshops with the themes ”Discussing the Senses of Inte- gration in Vocational and Technological Education - EFA” and ”Work as an Educational Principle in Vocational and Technological Education”. Its purpose is to contribute to the training of teachers working in Technical Vocational Education at Middle Level (EPTMN) promoting a space for reflection, discussion and creation of alternatives for teaching work, as well as providing teachers with a space for exchange of experiences. And based on elements such as “Integral Human Formation” and ”Work as an Educational Principle”, which make up the theoretical basis of EFA.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/8487067754847351