Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
Notícias
Acesso aberto a documentos
Navegar
3 resultados
Resultados da Pesquisa
Item Guia didático Robot Solution: a construção de projetos robóticos para o desenvolvimento de competências do pensamento computacional(2023-12-19) Marinho, Deyse dos Santos; Frota, Vitor Bremgartner daItem Robot solution: um kit para o estímulo de competências do pensamento computacional(2023-12-19) Marinho, Deyse dos Santos; Frota, Vítor Bremgartner da; http://lattes.cnpq.br/6100146230873494; Frota, Vítor Bremgartner da; http://lattes.cnpq.br/6100146230873494; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Magalhães Netto, José Francisco de; http://lattes.cnpq.br/3958238119785924The transformations that affect man throughout his history show his cognitive development through the construction of artifacts. Realizing man's dominance over the elements of nature and the gradual improvement of these processes, shows how much construction techniques impact technologies, and consequently, affect man. In this intrinsic relationship between man and nature, personal and social development can be seen. However, this development does not occur homogeneously and generates plural societies with discrepancies in technological knowledge. This scenario, defined by irregular technological progress, commands for urgent solutions based on educational processes, in order to propose cognitive and social development obeying the dynamism of technological aspects. Harari (2018) said that man does not understand digital technologies in their entirety, hence the question: How to appropriate these technological resources? Based on the maker mentality, in the vision of Seymour Papert and Dale Dougherty, seeks to rescue the builder man, and thus, activate primitive instincts driven by curiosity and creativity. Maker Culture promotes teaching in a fun, challenging and enjoyable way. As a teaching resource, Educational Robotics is used, which offers creative and differentiated activities encouraging innovation. The construction of robotic projects is a strategy that allows the inclusion of the Programming Language and the pillars of Computational Thinking, from the perspective of Jeannette Wing and Christian Brackmann. In this way, different aspects are developed in parallel in the cognitive, social, psychomotor, affective fields and, mainly, the development of skills and competencies specific to Computational Thinking. Therefore, this research follows the guidelines provided by the BNCC and the PCN for High School, the target audience to be reached, with a view to achieving an emancipatory and necessary education in the current technological society. As a product resulting from this practice, a robotic kit was developed, which presents the creation of its parts adaptable to different materials and seeks to reach a diverse audience. The teaching guide was created based on the thoughts of Zabala (2014), which helps learning by reformulating its contents – Conceptual, Procedural and Attitudinal – which are in line with what is proposed by the Educational Robotics and Maker Culture approaches.Item Estratégias de ensino na educação profissional e tecnológica: o uso da cultura maker no programa Educa+ Amazonas(2023-04-27) Maia, Adriana Gama do Nascimento; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Queiroz Neto, José Pinheiro de; http://lattes.cnpq.br/8055796489225138; Passos, Marize Lyra Silva; http://lattes.cnpq.br/4004424177280845; Frota, Vitor Bremgartner da; http://lattes.cnpq.br/6100146230873494In the modality of Vocational Education Training (VET), teaching strategies involve methodologies, techniques and active practices planned and implemented in formal and informal learning environments in order to access, produce and express the student's knowledge. Considering that this study focuses on teaching resources and methodological proposals for the comprehensive transformation of the student, the overall objective of this research was to enhance the use of the maker culture in vocational and technological education through the Educa+ Amazonas Program, in order to make classes more practical, dynamic and interactive for the absorption of the content covered. Terms such as experimentation, curiosity, stimuli and research are fundamental for the development of critical thinking in students, who learn through their own experiences. The theoretical contribution is anchored in the theory of experimentation and research of DEWEY (2001), in the active methodologies present in the assumptions of MORAN (2019) and the formative process focused on the work of SAVIANI (1995). For this, it was chosen the case study in research of applied nature, with quali-quantitative approach due to the complementation given that enriched the analysis and final discussions. The data collection was done through semi-structured questionnaires applied to teachers and students of the technical courses of Computer Network and Electronics of the Benjamin Constant unit (IBC) of the Technological Education Center of Amazonas (Cetam). The results presented by the research showed the need for a manual with teaching strategies for the use of maker culture, culminating in the preparation of a guide as an Educational Product of the Postgraduate Programme in Vocational Education and Training entitled "Maker Culture: a teaching strategy in strengthening the teaching work in VET". Thus, the educational use of maker culture can become an important methodology in human and integral training of students.