Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item O processo (auto)formativo em narrativas docentes: da metamorfose no ensino à recomposição da aprendizagem docente(2024-02-08) Costa, Gabriela Santana da; 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; Oliveira, Caroline Barroncas de; http://lattes.cnpq.br/7898558694581023This research focuses on the in-service training of teachers in the face of a scenario of transformations and changes at school, which occurred during the Covid-19 pandemic period, between 2020 and 2023. When the pandemic emerged, it brought with it a series of changes that affected several fields, including education and teaching. As a teacher, I understand the need to discuss this scenario in which we were inserted and which, consequently, reflected in the construction of a self-training process for educators at that time. We emphasize that we will make a temporal cut of this period, despite its impacts on teacher training, the object of this research, will reverberate for many years. The main objective of the research is to investigate teacher training in the context of a school metamorphosis (Nóvoa,2022) perceived during the pandemic scenario through teachers' narratives, reflecting on their learning recomposition. We also present that this research is qualitative, as it is based on the interpretation, comparison and description of the experience, so we chose to work with the narratives, exploring their meanings and meanings in relation to this teaching (re)construction. Within this narrative perspective, we will use reflection on the hero's journey (Campbell, 2008) where we understand that the figure of this teacher goes through a path of stages and confrontations that support our reflective discussion towards our objectives. As results perceived in this research, we highlight the (re)construction of the teaching identity of educators who see themselves as part of a transformation, understood as a school metamorphosis where, based on what we analyze and investigate, we understand it as a recomposition of teaching learning and which happens from a (self)formative process. To this end, we built as an educational product, a professional training course entitled “The (self) formative process in teaching narratives: from the metamorphosis of teaching to the recomposition of teaching learning” and which aims to enable teaching protagonism within the construction for its own sake. self-formative process and who acted during the pandemic context.Item Wãküsé: trajetórias da educação profissional e tecnológica em São Gabriel da Cachoeira-AM(2023-04-19) Barreto, Roselinda Lima; Lacerda Junior, José CavalcanteThe book Wãküsé: Trajectories of Professional and Technological Education (PTE) in São Gabriel da Cachoeira - AM is the result of an investigative process developed within the scope of the Professional and Technological Education Graduate Program - ProfEPT. Its materialization in E-book format constitutes a narrative and reflective synthesis that aims to embody the moments of construction and establishment of PTE in this region. Like a memorial, it indicates a path, not only with the intention of telling a story, but also of facilitating the understanding of the events that occurred based on its record. This condition also encourages those who were part of this process to express their experiences as a political element in this educational trajectory, which is so necessary for our regional singularity, spreading it to future generations and not allowing it to be consumed and forgotten by time. Its result expresses the perception of the subjects involved in the process, highlighting their moments of constitution. In this way, we dedicate this text to the entire educational community involved in PTE, such as teachers, researchers, and students, in order to problematize professional training and indicate other meanings to be used in the educational practices of our institutions.Item Como me tornei professora de física(2019-12-15) Almeida Filha, Agostinha Reis de; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744This work brings in its textual composition my life story through an autobiographical narrative with the purpose of promoting a reflective analysis of the lived and learned from childhood to academic formation, so that this experience becomes a research tool. In the pursuit of growth as a future professional education. The paper first discusses my career in childhood, bringing the difficulties of economic nature, but mainly the challenges faced in the schooling process. The search for a better life made me leave home as a child looking for better conditions of study in order to improve my basic knowledge that allowed me to get to my background as a Physics teacher. I also bring in this work all my experience during the internships in schools as my first contact with the reality of the public schools and classrooms where I performed my activities. Finally I list the main challenges and possibilities that permeated my whole process of formation mainly during the internship practices and that by observation, based on my own school trajectory, the theorists presented here and the classroom experiences with internships will accompany me throughout from the teaching walk.Item Conhecer de si em cartas biográficas: proposta metodológica(2019-05-17) Feitosa Júnior, Edson Castelo Branco; Gonzaga, Amarildo Menezes; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Nascimento, Maria Evany doItem Cartas biográficas em processos formativos de professores: uma proposta metodológica(2019-05-17) Feitosa Júnior, Edson Castelo Branco; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Nascimento, Maria Evany doThis dissertation has the theme "Biographical Letters in teacher training processes: A methodological proposal". Divided into three chapters, it has the general objective of investigating episodes narrated by a professor licensed in Mathematics, in process of continuous formation, in a Professional Master's degree course. In addition to pursuing a research problem that was set in: Which episodes emerge from the course of authorship of a licentiate teacher in Mathematics, in processes of continued training, in a Professional Master's degree? The Methodological Procedure of the investigation is based on the counting of life stories, formative experiences and experiences through biographical letters and therefore is caucado in the qualitativity. However, it has been discovered throughout the process that these elements are of great value to educational research, which recognize subjectivity as a new perspective for the production of research papers. Moreover, the discovery of subjectivity allows for self-knowledge, revealing the pathways of authorship of each of us senders and / or recipients and makes it emerge more elements that makes this access possible, and letter writing was one of these elements, and it is from them which we relied on a bit on card experiences.