Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
Notícias
Acesso aberto a documentos
Navegar
19 resultados
Resultados da Pesquisa
Item As necessidades formativas do professor do AEE diante de demandas emergentes(2024-12-27) Castro, Suzy Aparecida Batista de; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Lemos, Cátia de; http://lattes.cnpq.br/1107294537559745Schools play an important role in developing critical, self-aware, proactive, and inclusive citizens. Inclusion, as both an action and a value, is a key theme in basic education institutions due to the experiences and interactions that take place over at least 12 years in this environment. Discussing inclusion is essential for naturally fostering respect, self-awareness, and the ability to address the specificities of others, whether related to their abilities or limitations. Regarding individuals with disabilities, school inclusion primarily occurs through special education, which is implemented by the public educational system through various instances and diverse instruments, one of which is the Specialized Educational Service (AEE). Given the current scenario, along with the expansion and increasing complexity of this student population, there is an urgent need for training programs for professionals working directly in the Resource Rooms (SRMs) that provide AEE. Therefore, the general objective of this research is "to identify the training needs of teachers working in AEE within the public education system of the municipality of Manaus." This study is classified as applied research with a qualitative approach, employing a case study methodology. It focuses on teachers working in SRMs within the public school system (SEMED-MAO and SEDUC-AM). Considering the complexity of the research, particularly within the institutional management of SRMs, and given its exploratory nature, a snowball sampling method was employed, allowing participants to voluntarily join the study. Initially, a Conversation Circle was conducted with teachers working in AEE in the state of Amazonas, centered on the theme: "Teacher Dialogues about the Formative Needs in an Inclusive Context." Subsequently, a semi-structured questionnaire, designed in Google Forms, was sent via email to the meeting participants. The questionnaire aimed to contextualize the research objectives, addressing the operation of AEE, teachers' relationships with their pedagogical practices, and their training needs in light of the inclusive education process. From the responses, several training gaps were identified, with pedagogical work related to global developmental disorders emerging as a major concern. This demand was ultimately addressed in the educational product developed in this study. The educational product consisted of a pedagogical workshop titled "Pedagogical Proposals for Teaching Work in the Context of Pervasive Developmental Disorders," designed for AEE teachers. During the product validation process, the results highlighted its relevance to the target audience, particularly in terms of content comprehension and the significance of the topics covered. The study concluded that, given the complexity of inclusive education and the professional development needs of AEE teachers, initiatives must be undertaken to enhance pedagogical practices. These efforts are essential for strengthening the school inclusion process for students with disabilities.Item Boas práticas para a inclusão da pessoa com deficiência visual nos cursos técnicos de nível médio na forma subsequente-EPT(2024-10-31) Santos, Ozivane Monteiro dos; Aride, Paulo Henrique RochaThe objectives of the Booklet are to offer students with visual impairments a good welcome, guidance on support, academic support and to announce access information to subsequent courses at EPT. The proposal in question seeks not only to bring information, but to encourage freshmen, expressing through words the adoption of belonging to IFAM Campus Manaus – CMC. In this way, we continue to constantly seek to contribute to the advancement of special education, considering these actions as strategic means to achieve opportunities for a better future for all. We consider that society's challenges are overcome as a result of effort, study and work, in this sense this study aimed to contribute significantly to improving the inclusion of people with visual impairment so that they can move forward towards academic and market opportunities. work.Item O papel da CAPNE na educação profissional e tecnológica: uma perspectiva inclusiva para estudantes com deficiência visual(2024-10-31) Santos, Ozivane Monteiro dos; Aride, Paulo Henrique Rocha; http://lattes.cnpq.br/9087696929404160; Aride, Paulo Henrique Rocha; http://lattes.cnpq.br/9087696929404160; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lemos, Cátia de; http://lattes.cnpq.br/1107294537559745This research is an integral part of the Professional Master's Program in Professional and Technological Education, in the research line: “Educational Practices in Professional and Technological Education-EPT” of the Instituto Federal do Amazonas – IFAM/CMC. The study deals with the role of CAPNE in Professional and Technological Education for students with visual impairment. Its main objective was to investigate the role of CAPNE in the process of inclusion of students with visual impairment in the Technical Course of Secondary Level in the Subsequent form of IFAM/CMC. To this end, the aim was to understand the actions of CAPNE in the inclusion process, identifying assistive technologies that provide education and employability to subsidize material that can contribute to the inclusion of students with visual impairment at IFAM/CMC. The methodological path was based on a qualitative approach, using questionnaires and semi-structured interviews with the help of a script as instruments for data collection, systematizing the results of the analysis through categories. The main results obtained from the research were: assertion that CAPNE plays a relevant role in the inclusion of people with disabilities, as well as providing opportunities for assistive educational technologies to contribute to the process of professional and technological training of students with visual impairment enrolled at IFAM/CMC. As a result of the study generated during the research, the booklet entitled: Good practices for the inclusion of people with visual impairment in secondary level technical courses in the subsequent form-EPT emerged as an educational product. This is the result of a collective work between researcher/researched/advisor, where everyone contributed to the construction of a subsidy that will assist students with visual impairment not only in school life, but also in the world of work. Therefore, it is concluded that the impediments and prejudices present in everyday life possibly still limit the exercise of the right to inclusive education for students with visual impairment. However, despite the various challenges, it was observed that IFAM/CMC, through CAPNE, has been committed to providing specialized educational services, offering effective guidance, support and educational technological resources that seek to ensure inclusion that respects individual differences and human dignityItem Manual de comunicação em Libras: olhos que veem, mãos que falam(2024-10-17) Alves, Edilson Gomes; Silva, Cirlande Cabral daItem Inclusão de alunos surdos na educação profissional e tecnológica: a comunicação em Libras entre discentes ouvintes e discentes surdos do ensino médio integrado do IFAM/CMC(2024-10-17) Alves, Edilson Gomes; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Araújo, Mônica Dias; http://lattes.cnpq.br/5538217836402363This master's research arose during my experience as a professor in the teacher training programs at the Federal Institute of Education, Science, and Technology of Amazonas (IFAM), Manaus Centro Campus (CMC), when I encountered the inclusion of deaf students regarding the communication that occurred between deaf students and hearing students at the school. This experience was further shaped by the doubts and concerns expressed by fellow educators and also by integrated high school teachers. Thus, the objective of this investigation was to understand how communication in Brazilian Sign Language (Libras) occurs between hearing students and deaf students in the integrated high school at IFAM CMC. The research is structured into three chapters with the following sections: Chapter 1. Special education and the inclusion of people with disabilities, which contains three subsections: 2.1 - Legal foundations for the inclusion of people with disabilities; 2.2 - Paradigms for the inclusion of people with disabilities; and 2.3 - The inclusion of students with disabilities in the school environment. Chapter 2. Specific education for deaf students in professional and technological education, divided into three subsections: 3.1 - Legal foundations concerning Brazilian Sign Language (Libras); 3.2 - Communicational aspects of Libras; and 3.3 - Myths and curiosities about Libras. Chapter 3. The use of assistive technology for the deaf, including subsection 4.1 - Applications or tools for translation and interpretation to facilitate communication, which unfolds into seven tertiary sections: 4.1.1 – Hand Talk; 4.1.2 – Primeira Mão; 4.1.3 – Instant transcription; 4.1.4 – AVA: valuing communication; 4.1.5 – V Libras; 4.1.6 – Communication Mediation Center (CIC); and 4.1.7 – The ICOM. To achieve this, we chose to conduct a qualitative study through a case study at the Federal Institute of Amazonas, Manaus Centro Campus (IFAM CMC). The target population for this investigation will be the deaf students of the integrated high school, their teachers, educators, and Libras interpreters. The data collection instruments we will use include interviews, observation, questionnaires, and field diaries. For data analysis, we will use Discursive Textual Analysis (ATD). The outcome of this research will be an Educational Product - a Manual of Communication in Libras: Eyes that see, hands that speak. The proposal is to present to the school community of the regular education system a Libras manual with basic notions and tips on how to communicate with deaf students, aiming to facilitate communication among hearing students, deaf students, teachers of deaf students, and educators who maintain contact with everyone. Additionally, it will serve as support to facilitate the school inclusion of deaf students, as the Educational Product can be utilized in various sectors of the institution, contributing to basic communicational accessibility between the personnel in the sector and the deaf student.Item Ensino de Química para alunos com necessidades especiais através de recursos pedagógicos inclusivos: a Libras em filmes e vídeos didáticos(2021-11-18) Bernardes Neto, José Ferreira; Souza, Dalmir Pacheco de; http://lattes.cnpq.br/2712522573295062; Souza, Dalmir Pacheco de; http://lattes.cnpq.br/2712522573295062; Barros, Maximiliano Batista; Pio, Mauro Célio da Silveira; http://lattes.cnpq.br/3457499082138070This work was founded through a bibliographical research, several literatures were consulted related to the subject under study, articles published on the internet and that allowed it to take shape to be fundamental for the Teaching of Chemistry for students with special needs, including a Libras in the field of video. In this way, the inclusion of students with disabilities is appropriate for scientific concepts through information they receive in their habitat. Therefore, we see that students with special needs need the teacher and their pedagogical practice to be objectively redefined, as they communicate through sign language - LIBRAS, which is a preponderant factor for the success in the teaching and learning process of chemical learning. The difficulties in relation to the knowledge of chemistry is the fact that the interpreter does not have knowledge in relation to the contents of chemistry and in this same aspect, as difficulties in relation to the intermediation of knowledge in chemistry for deaf students constitute the use of signs in the classes of chemistry. This work analyzes the inclusion of Libras in videos, for a better understanding of deaf students, in the subject that is given to them in and in the classroom, enabling a presence on equal terms with other students. In this way, students with hearing impairments can have the ability to understand and understand specific subjects, regardless of the subject, with the help of technological means. What accompanies the performance of Libras interpreters would promote the design and production of adapted and low-cost teaching material. Finally, the study shows the need to expand the discussion on adapting these resources in the learning environment.Item Imigrantes na escola pública de Manaus: reflexões e desafios na perspectiva da formação docente(2023-12-22) Figueiredo, Rayka Justiniano de; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617; Oliveira, Joelma Fernandes deThis dissertation deals with the challenges for the training of basic education teachers, in particular teachers of the early years, in dialogue with the perspective of intercultural education, which is the result of research carried out as part of the Professional Master's Degree in Technological Education, of the Graduate Program in Technological Education (PPGET), of the Federal Institute of Education, Science and Technology of Amazonas Campus Manaus Centro (CMC). Thus, research in the field of education and from an intercultural perspective is fundamental as it promotes discussions on the inclusion of the different socio-cultural groups present in the school environment. In this way, the dialogue regarding the construction of the identity of invisible subjects, such as immigrants, for example, needs to be carried out by the various school actors, particularly teachers, whether in initial or continuing education. This study, in the light of intercultural education, which brings up the issue of diversity, cultural plurality and inclusion, had the general objective of analyzing the challenges faced by teachers in the face of the inclusive process of immigrant students in public schools in Manaus and their training demands. Thus, this research had three developments outlined in its specific objectives: to contextualize the issue of diversity and intercultural education in the context of teacher training with regard to the migratory process; to investigate, with regard to the context of immigration, what the discourse of diversity and school inclusion consists of from the perspective of Manauara school teachers; to develop a proposal for continuing training for basic education teachers with pedagogical practices with immigrant students. To achieve these objectives, the study adopted a qualitative approach and its research methodology was Textual Discourse Analysis (TDA). In the process of analyzing the data, the analytical axis that contextualized the research scenario emerged: Challenges and reflections in the training of primary school teachers who work in intercultural contexts. From the analysis of the results, dimensions emerged that pointed to the challenges and reflections, limits and possibilities of moving towards the realization of an education that values and understands the plurality of identities, especially difference. Taking into account the theoretical basis of this research, the investigative path and its analysis, a continuing education course was developed, entitled "Pathways to Intercultural Education", in digital e-book format, which is structured around a review of the literature, the right to school education for immigrants and/or refugees and central concepts such as: intercultural education; diversity; inclusion; teacher training; pedagogical practices in intercultural contexts. The educational product was evaluated by an ad hoc committee of teachers working in basic education. Within this context, we understand that initial and continuing teacher training based on the principles of intercultural education is fundamental so that teachers can implement an education that fosters dialogue between different cultural groups, helping to minimize the processes of exclusion and prejudice still present in the school context.Item Luz, câmera e inclusão: guia didático para professor(2023-11-13) Moraes, Isabele Fernanda Silva de; Chaves, Edson ValenteIn order to assist Chemistry teachers in serving deaf students, this instructional guide has been developed with the aim of explaining the more abstract and challenging aspects of the Chemistry curriculum. This is because there is a significant amount of work related to this discipline, yet few resources focus on the intersection of Chemistry and the inclusion of deaf students. Thus, the guide encompasses the field of inclusive education by utilizing assistive technology through video lessons produced with sign language translation. The topics to be covered, and the focus of the learning, will be Atomic Model, Changes in the Physical State of Matter, and Chemical Bonding.Item Mapas conceituais: a biologia na perspectiva didática ao ensino de alunos surdos do IFAM/CMC(2017-12-15) Silva, Bruna Rachel Cardoso da; Lavor, Patrícia Lucena de; http://lattes.cnpq.br/4714557006281147; Lavor, Patrícia Lucena de; http://lattes.cnpq.br/4714557006281147; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456Inclusive education is gaining its space. With the validity of the Law of Guidelines and Bases No. 9394/96, the students deprived of hearing started to have the right to attend regular schools. Aiming at this, the research sought to develop a methodological tool that could guarantee the accessibility of these students in the understanding of biological concepts. This research aimed to analyze the activities with concept maps in teaching deaf students in Biology activities inserted in the Integrated High School in Informatic from the IFAM / CMC, trying to understand how the Concept Map helped to biology discipline of teaching on challenges of the deaf student in the IFAM / CMC.Item O ensino de óptica geométrica por meio dos problemas de visão e as lentes corretoras: uma unidade de ensino no contexto da educação inclusiva para surdos(2015-12-15) Picanço, Lucas Teixeira; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Gomes Júnior, Samuel Rodrigues; http://lattes.cnpq.br/5378862551193401; http://repositorio.ifam.edu.br/jspui/handle/4321/439