Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item Cupulate nas aulas de química: uma proposta de sequência didática para o ensino de lipídios baseada nos princípios da pedagogia histórico-crítica(2023-12-04) Duarte, Sônia Mendes; Almeida, Luene Cristina Santos de; http://lattes.cnpq.br/7134813091920240; Almeida, Luene Cristina Santos de; http://lattes.cnpq.br/7134813091920240; Vale, Adriana Carla Oliveira de Morais; http://lattes.cnpq.br/4121425372985654; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046The present work aims to promote the learning of lipid content, from the chemistry discipline, for students in the 3rd year of regular high school through a proposal for a didactic sequence, based on the principles of Dermeval Saviani's historical-critical pedagogy. Therefore, we sought to answer the question: how could a didactic sequence, based on the principles of historical-critical pedagogy, contribute to the teaching of lipids in the 3rd year of high school? Then, a methodological path was followed adopting a qualitative, descriptive approach. Resulting in the development of a didactic sequence, in five moments of historical-critical pedagogy, highlighting the instrumentation with the understanding of cupulate production relating to the lipid content, followed by catharsis, with the practical class of the process obtaining cupulate, a sweet similar to chocolate made from cupuaçu. In this way, learning begins with an initial social practice and is transformed into scientific knowledge, making the student appropriate the lipid content within their social practice.Item O ensino de funções orgânicas oxigenadas: uma abordagem na perspectiva da pedagogia histórico-crítica(2021-02-25) Cunha, Jefferson da Silva; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Oliveira Neto, Nilton Azevedo de; http://lattes.cnpq.br/9104921233492029The research has as its theme the teaching of Organic Chemistry, highlighting mainly the teaching-learning process of oxygenated organic functions in high school integrated to the technical course in chemistry at IFAM. This theme is important because it is a content that is very recurrent in the students' daily lives, because when talking about Organic Chemistry we are talking about life, in view of the numerous applications in this area of chemistry such as food, biofuels, cosmetics, medicines, natural and synthetic polymers, etc. In this context, the school must address the content of oxygenated organic functions, highlighting the different dimensions underlying the content, since the applications of organic chemistry, especially with regard to oxygenated functional groups, directly or indirectly influence life and life. social daily life that the student is inserted in. Thus, the study aimed to investigate the teaching-learning process of oxygenated organic functions from the perspective of Historical-Critical Pedagogy (PHC) in integrated high school chemistry at the Federal Institute of Education, Science and Technology of Amazonas - IFAM, Campus Manaus-Center. The research used a qualitative approach and involved 25 students from the integrated chemistry class. Critical Historical Pedagogy (SAVIANI, 1986; GASPARIN, 2005) based the construction of a teaching proposal, using audiovisual media (animations) as instrumentation and teaching catharsis. Through the data obtained, it was found that the social, economic and cultural dimensions of the conceptual content of oxygenated organic functions were evidenced in the records written by the students. We found that teaching based on PHC effectively contributed to the teaching-learning process of chemistry as well as the construction and consolidation of an education focused on citizenship.Item Educação física e a formação omnilateral: planejando o ensino para uma partida histórico-critica(2023-03-06) Boaventura, Alessandra Bárbara César de Freitas; Salazar, Deuzilene MarquesThis product is a course in a Virtual Learning Environment, whose target audience are Physical Education teachers, in order to encourage critical reflection on the role of Physical Education in Professional and Technological Education, as well as the importance of working on pedagogical practices that lead the student to a critical and emancipated performance of the contents proposed in the discipline.Item Formação continuada para a docência na educação física: uma partida histórico-crítica no ensino médio integrado(2023-03-06) Boaventura, Alessandra Bárbara César de Freitas; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Costa, Maria Adélia da; Oliveira, Victor José Machado deThe study sought to investigate the teaching of Physical Education in Integrated High School. For this, it articulated the discussion between the Historical-Critical Pedagogy and the Critical Overcoming Teaching Methodology, with the intention of outlining a proposal for the continued formation of Physical Education teachers. The project adheres to the research line Organization and Memories of Pedagogical Spaces for Professional and Technological Education (EPT). The research sought to elucidate the question: What theoretical methodological foundations can contribute to the continuing education of teachers in teaching Physical Education in Integrated High School? A qualitative approach was used, and the data were generated through the analysis of the Pedagogical Projects of the Integrated Technical Courses offered by the Manaus Center Campus of the Federal Institute of Science and Technology of Amazonas (IFAM) and the narrative interview with professors who teach the discipline Physical Education in these courses. The research investigated teaching in Physical Education in the context of Integrated High School, in which the emphasis on sport and the lack of knowledge of the conceptual bases of EPT in the teaching process was verified. The study encouraged the elaboration of the educational product entitled “Physical Education and omnilateral training: Planning teaching for a historical-critical departure” aimed at teachers incorporating theoretical-conceptual foundations of PHC in the Physical Education discipline in Integrated High School. The research demonstrated the need for a conscious teaching action for the development of activities that enhance the omnilateral formation of students, mainly regarding the recognition of body culture as a formative dimension in technical professional education at secondary level. Therefore, it is expected that this study and its educational product contribute to a teaching work that promotes the omnilateral training of subjects in and at EPT.