Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item Estratégia didática para alunos surdos: estudo dos modelos atômicos no ensino de ciências(2021-04-08) Lopes, Juliana da Costa; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401; Santos, Ana Lúcia Mendes; http://lattes.cnpq.br/4731643147452069; Ferreira, Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346In relation to the current education system, the difficulty in finding alternative chemistry/ science teaching methods for deaf / hearing impaired students has motivated the development of actions aimed at teaching the basic contents of the discipline. Due to these facts, many educators have been thinking about new methodologies in order to help deaf / hearing impaired students. In this sense, we will present the concept of didactic sequence involving atomic models, content present in the curriculum of the ninth year of elementary school. Using data collection tools as a questionnaire, the research in question is essentially qualitative and quantitative. Some teaching resources were used, such as a playful game called “Atomic Trail” and a practice involving low-cost materials (clay modeling clay). This method was developed aiming at the difficulties that deaf / hearing impaired students have in the first years of high school. It is in the context of chemistry that these difficulties intensify, and the deaf student's learning takes longer, as he ends up not receiving the same amount of incentives as a hearing student. Based on the positive results regarding the use of experimental strategies and didactic games, deaf students correctly understood scientific concepts. Therefore, it has become a good choice to minimize difficulties encountered in the process of teaching and learning about the content of atomic models.Item Proposta didática sobre a interação solo-planta e a dinâmica dos ecossistemas amazônicos(2021-12-17) Soares, Anderson Colares; Paes, Lucilene da Silva; Paes, Lucilene da Silva; Anic, Cinara Calvi; Liebl, Ariany Rabello da SilvaThe Soil-Plant Interaction represents for the ecosystem intense dynamics between essential elements that reflect in the functioning and maintenance of the environment. The lack of knowledge about the physiology of plants and soil interferes with the understanding of environmental balance. Therefore, this research aims to provide a teaching proposal on Soil-Plant Interaction giving its relevance to the functioning and maintenance of Amazonian Ecosystems. The guiding research of this study was of a qualitative nature and the means of investigation adopted was action research. The subjects of the research were the students of the 6th year of Elementary School II of the State School Cônego Bento José de Souza, located in the Municipality of Borba-Am, since the curriculum matrixpresents contents related to the research proposal. It was also possible for elementary school II teachers to participate in the construction of the appropriate didactic proposal for the classroom. We emphasize that due to the pandemic of the new coronavirus, this research underwent adaptations, with the activities developed in the following stages: initially the submission to the Brazil platform and with the approval of the proposal, the methodological steps were started. The first stage consisted of a visit to the school to investigate the school's infrastructure, course guiding documents and the research subjects. Important documents identified were the School's Textbook and Pedagogical Political Project. The second stage was the analysis of the curricular components, Textbook and Pedagogical Political Project - PPP. In the third, the diagnosis of the students' previous knowledge was carried out, through a questionnaire applied by Google Forms. On Wednesday, a Pedagogical Workshop via Google Meet took place with Science teachers (Borba and Manaus), entitled “Teaching Practices: Soil-Plant Interaction in Amazonian Ecosystems, seeking to identify the reality of theory and practice disseminated in the classroom and direct the construction of the educational product. The fifth stage consisted of the construction of the educational product and submitted to a commission composed of two PhD professors in the area (botany and soil) and active in the degree courses in order to verify greater contributions beyond those listed in the second stage together with the Education teachers. Basic. Therefore, in the sixth stage, the socialization of the educational product at school was carried out in person in Borba, being carried out through practical and theoretical classes contained in the educational product, contemplating the insertion of the practice in the educational process of the proposal. Thus, the approach of the Soil-Plant Interaction theme in this work identified that there is a great need to value the Amazonian spaces and their biotic and abiotic composition, the results obtained allow us to conclude that the interaction must be addressed in Science Teaching by integrating regional knowledge, it is noted that all the stages were of great importance and contributed to the teaching of Amazonianstudents.Item Inglês na palma da mão: o ensinar e o aprender através de um aplicativo móvel desenvolvido para alunos do Proeja(2021-07-20) Umbelino, Maria Lucilene Menezes; Silva, Cirlande Cabral da; Silva, Cirlande Cabral da; Anglada-Rivera, José; Brito, Luiz Carlos Cerquinho deIn the globalized world, the acquisition of the English Language (EL) was no longer a simple differential between people from the academic and professional world, given that, due to its status as global language, the EL has become a resource to be used in different scenarios, making it an essential tool for enabling the information and communication between nations. However, the learning of this language in Brazilian public schools, especially in Youth and Adult Education (YAE), still comes up against various obstacles as regards its implementation. In the face of this, and considering that the educational literature points the Information and Communication Technologies (ICTs) as possible tools for the improvement of educational processes, the purpose of this research was to understand the possible contributions of mobile applications for teaching and learning English in PROEJA, from the development of an educational application aimed at this curricular component. The applied nature research was developed according to the qualitative approach, through an action research with integrated high school students in the modality YAE, at IFAM campus Eirunepe. The study was developed in five stages: in the first, Problem diagnosis, the bibliographic and documentary research, as well as the questionnaire were used aiming to know the main difficulties of students in learning EL. In the second stage, planning an improvement of practice, the educational application “English in the palm of the hand” was elaborated as educational product to intervene on the problem detected. In the third stage - action to implement the planned improvement, there was the use of application as a pedagogical resource. Then, the fourth stage, aimed at monitoring and describing the effects of the action. Finally, the fifth stage consisted of evaluating the results of the action. In order to manage collected data, it was used the content analysis based in Bardin (2016). The research concluded that it’s possible to use mobile applications as facilitators of the English learning in high school courses integrated to YAE, given that, from the pedagogical use of application “English in the palm of the hand”, it was noticed the maintenance and increase of predominant emotional factors in the teaching process EL, such as safety, motivation and self-esteem. The inclusion of this technology in classroom made the teaching and learning process more dynamic and attractive, developed in students a new perception about the language acquisition, in addition to developing the self-directed learning, optimizing study time and providing learning.