Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item Umlibras web: ferramenta computacional para criação de diagramas de caso de uso com acessibilidade em libras(2023-12-07) Costa, Demilson Pereira da; Bezerra, Sergio Augusto Coelho; http://lattes.cnpq.br/2717823426841852; Bezerra, Sergio Augusto Coelho; http://lattes.cnpq.br/2717823426841852In the context of inclusive education and assistive technology, this study focused on the development of a computational tool for creating Unified Modeling Language (UML) Use Case diagrams with accessibility features in Brazilian Sign Language (Libras), called UMLibras. The tool aims to support teachers and students, with or without hearing impairments, in the teaching and learning of modeling computer systems from diagrams. The RAD (Rapid Application Development) model was adopted for the development of the tool. RAD is an approach that is particularly suitable for individual projects that require agile development and fast results, while maintaining the quality of the final product. Using the JavaScript library mxGraph and the VLibras API, UMLibras was designed to assist in the modeling of the Use Case diagram with associated figures and videos with interpreters. It is expected that UMLibras will contribute significantly to the teaching and learning of such UML models, seeking to offer support to the teacher in teaching, as well as to create favorable conditions for the learning of these students. In this sense, the use of UMLibras in educational institutions can promote both education and the increase in job offers in an inclusive and egalitarian manner.Item Aplicativos móveis no ensino de química para alunos surdos(2022-06-27) Jean, Alice Hedwiges Rodrigues; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Rocha, Andréia Oliveira da; http://lattes.cnpq.br/4751206740233356With the great technological evolution experienced in contemporary times, one of the challenges facing the teacher is the use of technologies in the classroom. Particularly for the implementation of inclusive education, greater support is needed for teachers and students, given that subjects such as Chemistry are considered complex. The study presented here aimed to answer the following research problem: Which mobile applications for the deaf have been used in the teaching of Chemistry? To answer it, we had, as a general objective: to map the mobile applications aimed at deaf students that have been used in the teaching of Chemistry. The research is exploratory, with a bibliographic review being carried out to search for scientific productions that dealt with the subject in question. The review was carried out on the Google Academic and Capes Periodical platforms, using the following descriptors: “applications” combined with “teaching of Chemistry” and “deaf students”, delimiting the time interval between 2017 and 2022. The results found show that didactic resources are still incipient, especially applications, used in Chemistry Teaching, and most of these do not deal with specific contents of Chemistry, but bring such contents translated into Brazilian Sign Language. In addition, a good part of the studies found dealt with themes directed to High School, with few productions for the teaching of Chemistry in Elementary School. Therefore, for inclusive education to be enhanced, new investments and research are needed on the specificities for the teaching and learning of deaf students, as well as the training of professionals (teachers, interpreters) who work directly with this public, promoting the development of new technologies and studies that can promote the learning of these students.Item Umlibras web: ferramenta computacional para criação de diagramas de sequência com acessibilidade em libras(2022-12-15) Ferreira, Renato Pereira; Bezerra, Sergio Augusto Coelho; http://lattes.cnpq.br/2717823426841852; Bezerra, Sergio Augusto Coelho; http://lattes.cnpq.br/2717823426841852Inserted in the context of inclusive education and assistive technology, this work developed a computational tool for creating sequence diagrams of the Unified Modeling Language (UML), with accessibility resources in Libras, which will subsidize the teaching-learning of students, with or without disabilities hearing, in the modeling of computational systems. The professor will have a didactic-pedagogical resource to help him in exposing the content related to the sequence diagram, favoring the learning of students with hearing impairment and thus promoting inclusive education. Currently, there is a great shortage of tools suitable for the context and needs of students with hearing impairments. From this perspective, the developed tool seeks to support the teacher in the proposed activities, creating conditions for the learning of these students. Named UMLibras, the tool was built using the mxGraph JavaScript library and the VLibras Application Programming Interface (API) as a base structure, aiming to assist in modeling the sequence diagram through the use of videos, illustrations and the Libras language. In this way, it is expected to contribute to the teaching-learning of students with or without hearing impairment, making their access to information and proposed knowledge easier.Item Guia informativo: "Nós" na travessia: da escola que integra para a escola que inclui(2022-02-16) Cunha, Karen Pontes da; Lima, Maria Francisca Morais de; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Reis, Joab GranaItem Educação inclusiva: uma abordagem acerca das políticas de inclusão para a permanência escolar no IFAM Campus Manaus Centro(2022-02-16) Cunha, Karen Pontes da; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Reis, Joab GranaInclusion is a topic discussed in Brazil in all spheres: social, academic, in the context of employability, among others, since historically we live in a country with serious social distortions, reflected in the educational scope as well, the focus of this study. The aim of this research is to analyze inclusive policies and their importance for the permanence of students in the Integrated High School of IFAM Campus Manaus Centro from the perspective of inclusive education. The focus on inclusive policies is justified by their importance as a tool for the promotion of inclusion within technological and professional education, since these policies act in the face of social inequalities manifested in the school, which denotes that the democratization of access does not guarantee the democratization of permanence. In this perspective, inclusive education is chosen as a guiding concept, since it recognizes all students as learning subjects, implying, therefore, a dimension of totality that involves the inclusion of people with disabilities and high abilities; of young people and adults; in vulnerability etc. From this perspective, there is the challenge of thinking about policies based on values that emphasize differences, based on social, cultural, ethnic, nutritional, pedagogical aspects, among others that may imply school permanence. Among the authors with whom we dialogue are: Mantoan (2003), Carvalho (2014), Oliveira and Padilha (2013) who discuss and defend the perspective of inclusive education. About the methodological aspect, the Case Study was used as an investigation method, once it allows the analysis of complex problems in their context. In total, 05 teachers and 09 education technicians participated in the research. To obtain the data, the following techniques were applied of online way: semi-structured interviews, conversation circles and questionnaires. For the treatment and interpretation of data, the Content Analysis strategy was used. In general, the results show that inclusion policies are focused on two main groups: students in social vulnerability and disabilities. It also revealed that despite their focused character, they are important tools for facing social inequalities. Based on praxis in education, through which a coherent and reflective dialogue between theory and practice is established, the Informative Guide “We on the crossing: from the school that integrates to the school that includes” was prepared, which will contribute to the constitution of IFAM CMC as a more inclusive space, with a view to raise reflections that can impact and transform pedagogical practices aligned with the perspective of inclusive education. Finally, this study is incorporated in the research line called Organization and Memories of Pedagogical Spaces in Professional and Technological Education - macroproject 6 which houses projects that work on issues related to the organization and planning of formal and non-formal pedagogical spaces, research, teaching, extension and EPT management.Item Questionário ProfMed: perfil do professor mediador(2016-07-29) Lima, Miriam Bastos Reis Maia; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Maia, Dayse PeixotoItem Curso de formação continuada em educação especial para coordenadores do NAPNE(2018-04-13) Costa, Luana Ugalde da; Azevedo, Rosa Oliveira Marins; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Souza, Ana Claudia Ribeiro; http://lattes.cnpq.br/7472602272780097; Bandeira, Salete Maria Chalub; http://lattes.cnpq.br/8237618630696616The coordinator of the Nucleus of Assistance to People with Specific Needs (collaborates directly with the process of inclusion of people with disabilities in the institutions of the Federal Network It is part of its competencies to identify students with disabilities in the institution assist in the adaptation of accessible materials and guide the teaching practice for an inclusive action among others It is understood that continuous training actions directed to NAPNE coordinators are an important resource in the search for an inclusive institution The Continuing Education in Special Education for Coordinators of NAPNE" aims to collaborate with the continuing education in Special Education of NAPNE coordinators and consequently to strengthen the process of inclusion of people with disabilities in the institutions of the Federal Network The proposed course has a workload of 84 hours and it is organized in 13 meetings We presented the necessary procedures for the accomplishment of the formative meetings, as well as the Learning scripts that help the participant in the elaboration of actions based on the topics addressed in the meetings The course originated in a research developed in the Professional Master's in Technological Teaching with coordinators of the NAPNE of IFAC and is configured as a research product Our perspective is that this material contributes to the provision of continuing education in Special Education for NAPNE coordinators and consequently reinforce the process of inclusion of people with disabilities in the institutions of the Federal Network.Item Formação continuada de professores do ensino médio para a educação especial na perspectiva da educação inclusiva(Instituto Federal do Amazonas, 2017-09-27) Noronha, Lílian Freire; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Matos, Maria Almerinda de Souza; http://lattes.cnpq.br/5590755531194676The public policies that emerged in the last two decades related to Special Education are policies whose purpose guaranteed a diversity of rights that allowed, among others, the access of students of this segment to the common classes of Regular Education and that, therefore, contributed to a significant increase of the number of enrollments. In this way, it is necessary to have a training so that the teacher is able to interact in the classroom. Thus, this research had the objective of analyzing the continuing education of teachers who work in the High School of IFAM for the teaching process of Special Education students in the perspective of Inclusive Education. Among the authors used, we highlight Sassaki (2009), Mantoan (2010), Fernandes (2011), Carneiro (2015) and Carvalho (2017). The study presents a qualitative approach to the phenomena, developed from a research Survey as a methodological strategy, with units of analysis focused on the sectors that offer continuing education and on teachers who work in High School. It also uses documentary and bibliographic research as a source of information. Data were collected through questionnaires for the two established units of analysis. Data were collected through questionnaires for the two established units of analysis. The results, for the DIPESP and DIREN sectors, showed that there is a greater approximation with the teachers. On the face of it, these activities performed tend to obtain greater results, since they are elaborated "by" and "for" teachers who know and understand the needs of this segment. However, in these two sectors there are no projects and activities related to Special Education in the form of continuing education. As for NAPNE, it is a nucleus that develops various activities and projects related to Special Education. However, there is little participation of students and teachers of the Institution. As for teachers, the most expressive result was 92.0% of respondents who did not perform any continuing education related to Special Education in the last three years. Positively, 53.1% of the research participants have read or heard about the National Policy on Special Education in the perspective of Inclusive Education against the percentage of 34.7% who did not hear about it. Related to NAPNE, 72.0% know this nucleus, but only 4.0% have already taken some courses in it. However, in a positive way, 81.6% of these respondents would be willing to take a course in NAPNE with this approach. The conclusion is that there is a need for a reformulation of the continuing education structure, related to Special Education, for IFAM teachers. Regarding the contributions, the research contributed to the clarification about how the ongoing formation of teachers who work with Special Education students is occurring. As well as to put in discussion this theme in the academic environment to try to provide reflections that come to materialize concrete actions for the quality of the students' teaching.