Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item Memórias pedagógicas de professores ribeirinhos do Baixo Amazonas(2023-12-05) Pessoa, Jony Alason da Silva; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Beltrão, Isabel LobatoIn this work, we highlight the great importance of analyzing the pedagogical practices experienced by riverside teachers who taught/teach classes in the communities of Barreirinha, in the lower Amazon region, considering mainly the process of knowledge construction, the possibilities of self-education and the resignification of contemporary knowledge in the context of professional and technological education. This research focuses on memories in narratives, telling episodes of lives from an ontological point of view, highlighting moments of resilience, self-education, teacher training and pedagogical practice. Starting from the research problem “How can riverside teachers contribute with the experiences acquired during their training and execution of teaching pedagogical practices in riverside schools based on their narratives?” we traced a guiding thread, with the main objective “To understand records of memories of riverside teachers who tell episodes of their lives in an ontological sense, highlighting moments of resilience, self-education, teacher training and pedagogical practice throughout their teaching work in riverside schools in the lower reaches Amazon.” As for the method, the work presented here is of a qualitative nature based on the foundations of Creswell (2014), as it considers propositions of a research method/methodology. As for the type of research, this in turn is based on narrative research with a focus/approach on autobiography. There is always a story involved, which is always changing. “Experience happens narratively. Narrative research is a form of narrative experience” (Clandinin and Connelly, 2011, p.49). The work is divided into three chapters, all aligned with guiding questions parallel to the specific objectives. The first chapter presents the researcher's formative memorial, in the second chapter the proposal/scope of the research that generated the educational product presented in five stages and even though each one has its specificities, they complement each other and in the third chapter the educational product that The proposal is a workshop where teaching narratives were collected. The study sought valuable insights into the experiences, learnings and strategies developed by these educators, providing a deeper understanding of the unique educational context of these riverside communities in the Amazon region. The narratives also signal a reflection on the democratization of education today, as most riverside schools emerge using digital technologies to provide teachers with new pedagogical experiences linked to teaching practices, knowing that in current times digital technologies are not democratized in our state, that is, new policies are necessary. In short, the theme's texture brought great reflections and significant contributions and greatly impacted the construction of the Educational Product proposed here as “Oficina de Memórias Pedagógicas de Professores Ribeirinhos”, whose contribution focused on self-education, using the digital applications WhatsApp and Facebook as a facilitating resource. /Instagram, which can serve as inspiration for teachers in their current pedagogical practices, and for trainers to make use of this product, based on self-education, teacher training, pedagogical practice and resilience of riverside teachers.Item Tornar-se professor: seu patrimônio é seu legado! Manual do participante(2022-12-16) Diniz, Emma Paula Chavez; Normando, Tarcísio SerpaTeachers can benefit from teaching self-training through the online workshop Becoming a teacher: your heritage is your legacy, which enables the teacher to have a learning process through school culture as a Teaching Cultural Heritage and in this way reflect on the which is the course of becoming a teacher. The general objective of this manual is to present our research focused on Teacher Training, which is combined in a didactic material in digital media, available on the patridoc.com website, based on Metacognition and Meaningful Learning. This guide seeks to guide the access and course of the workshop. We will explain the teaching proposal, the way of accessing the virtual environment and the environment itself. The particularities of this product are the way in which the training is offered, given that the fact that the workshop is entirely in the media, which follows a trend in Education, and the point of proposal of valuing teaching knowledge, as a result of the teacher's experience in classroom.Item Tornar-se professor: autoformação de professores sob a perspectiva do patrimônio cultural docente(2022-12-16) Diniz, Emma Paula Chavez; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Luna, Rita Esther Ferreira de; http://lattes.cnpq.br/3807042671218885Item Um traçado entre autoformação docente e sentidos de trabalho para professores da educação profissional e tecnológica(Instituto Federal do Amazonas, 2017-12-20) Lapa, Bárbara Castro; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Maria Marins; http://lattes.cnpq.br/3056605003492861; Gonzaga, Amarido Menezes; http://lattes.cnpq.br/2786554010520173; Maia, Dayse Peixoto; http://lattes.cnpq.br/2263562348561670The proposal constructed by this product is the writing of an online course that follows the modality known as Massive Open Online Course (MOOC), which presents as public target participants who must organize themselves according to their own interests, abilities, flexibilities, knowledge and study goals, requiring only internet access, interest in the topic offered and availability of weekly time for the progress of the activities. The course "An interlace between teacher self-formation and job senses for Vocational and Technological Education teachers" aims to develop a critical-reflective understanding in the participant regarding Vocational Education and in a specific way, (re) think the formative process itself from the life histories of teachers inserted in Vocational and Technological Education; to know the theoretical link between Self-formation, Senses of Teaching Job, Integral or Omnilateral Formation, Job as Educational Principle and Politecnia; and produce an e-portfolio composed by activities developed along the course. The course is the result of a research process that aimed to understand the job senses in the discourse of Vocational and Technological Education teachers at the Instituto Federal do Amazonas – IFAM as a basis for a self-training proposal. It is expected that the course can contribute to an understanding Vocational and Technological Education bases, as well as in the process of self-formation through the formation of the others, through life histories and textual production in the e-portfolio elaboration.