Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item Lixo eletrônico nossa responsabilidade: uma oficina pedagógica para cursos técnicos em Informática da Educação Profissional e Tecnológica (EPT)(2024-02-07) Oliveira, Fernanda Miranda de; Marques, Jean Dalmo de OliveiraThere are several sources of electronic waste, including homes, companies and governments. This type of solid waste can contain precious metals such as gold, copper and nickel, as well as rare materials such as indium and palladium, and toxic substances such as heavy metals. Many of these materials can be recovered, recycled and reinserted into the production chain to manufacture new products. Inadequate disposal of electronic waste degrades the environment and harms the health of the population, due to the presence of heavy metals in the components of electronic boards, used in the manufacture of computers, cell phones, televisions, batteries, printers, among other electronic devices. . In Brazil, there are specific laws, decrees and resolutions for the management of this solid waste, aiming to mitigate environmental impacts and, consequently, risks to human health. In this context, the need to improve teaching on the topic of electronic waste in the technical computer course of Professional and Technological Education (EPT) becomes evident. The lack of teaching material that helps teachers to address the topic in the classroom, the theoretical and practical limitations of teaching strategies, the lack of knowledge among students and teachers regarding legislation, decrees, resolutions and standards that govern correct waste management electronic waste, as well as the chemical composition of this solid waste, are factors that reinforce this need. Understanding the potential environmental impacts of electronic waste and how to manage it effectively is essential for complete training. This pedagogical workshop aims to be a teaching resource to assist teachers in teaching the topic of electronic waste in EPT technical courses in the IT segment.Item Lixo eletrônico: o meu e o seu – e agora! como proceder em sala de aula?(2024-02-07) Oliveira, Fernanda Miranda de; Marques, Jean Dalmo de Oliveira; Marques, Jean Dalmo de Oliveira; Azevedo, Rosa Oliveira Marins; Fernandes, Afonso FonsecaIn 2019 alone, Brazil discarded more than 2 million tons of electronic waste, of which less than 3% was recycled. The country is one of the leaders in the ranking in the production of electronic waste, occupying fifth position worldwide and first in Latin America. The School System performs fundamental role in society, as a space for the dissemination of knowledge, and as an environment for the development of critical and conscious thinking about current issues. In this context, the importance of improving teaching on the subject of electronic waste in courses aimed at training IT technicians stands out. The Factors that reinforce this need are evident: the lack of teaching material that helps teachers address the topic in the classroom; the theoretical and practical limitation of teaching strategies; the lack of knowledge among students and teachers regarding legislation, decrees, resolutions, and standards that govern the correct management of electronic waste; and, also, the chemical composition of this solid waste are factors that reinforce this need. Understanding the potential environmental impacts of electronic waste and how to manage it effectively is essential for complete professional training. Therefore, with this research, we sought to answer the following question: How to approach the topic of electronic waste with students on the technical course in IT education and technology in order to make them professionals aware of their environmental responsibilities? In this context the general objective of this study was to plan and implement a participatory pedagogical workshop on the topic of electronic waste in the IT Technician course in Professional and Technological Education. The work was developed at the Professional and Technological Education Unit of the Amazonas Technological Education Center in the Benjamin Constant Institute building. The research subjects were 24 students from the High School Technical Course in IT in Professional and Technological Education. The action research procedure with a qualitative focus was used. We held a pedagogical workshop organized into four Modules, the last module being an exhibition of electronic waste paintings produced by students. Data collection took place through the application of questionnaires. The results indicate that the pedagogical workshop was effective in expanding students' knowledge on the topic of electronic waste. They are now more aware of proper disposal options, the need for awareness and information, and the importance of correctly managing e-waste.Item Oficina de memórias pedagógicas de professores ribeirinhos(2023-12-05) Pessoa, Jony Alason da Silva; Gonzaga, Amarildo MenezesThe "Pedagogical Memories of Riverine Teachers Workshop" is an Educational Product, from the Research Line 1, of the Graduate Program in Technological Teaching of the Federal Institute of Education, Science and Technology of Amazonas, systematized in the structure of a Workshop on the pedagogical memories of riverine teachers through digital applications WhatsApp and Facebook. It is the result of the master's research entitled "Pedagogical Memories of Riverine Teachers of the Lower Amazon". Pedagogical Workshop aimed at riverine teachers, whose contribution falls on self-training, taking digital applications as a facilitating resource. It is a self-formative process of an interventional-investigative nature, since in each of the five stages pedagogical actions are used with the pretext of subsidizing the intentionality that guides the investigative meaning of the process. It is emphasized that each of the five stages, even though they have their specificities, complement each other. Each of them tends to provide contributions to the exercise of the autonomy of the participants. As for the evaluation moment, it will occur continuously, throughout the different stages of the process. Even though the evaluation moment is continuous, they will be recorded in their smallest details and, at the end, they will be systematized and transformed into the research report. The result is an archive of pedagogical memories that not only preserves local knowledge, but can also be used to inspire future educational practices and promote understanding of the particularities of teaching in riverine contexts.»Item Conexões das práticas docentes: uma oficina pedagógica para contar de si e ressignificar-se como professor(2022-07-04) Silva, Daniel Mota da; Gonzaga, Amarildo MenezesItem Experiências investigativas da prática docente: as oficinas pedagógicas como contribuição para autoformação de professores em contexto de ensino tecnológico(2022-07-04) Silva, Daniel Mota da; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Gonzaga, Amarildo Menezes; http://lattes.cnpq.br/2786554010520173; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; Almeida, Whasgthon Aguiar de; http://lattes.cnpq.br/6766948755894257This research is configured in a perspective of teacher self-training in conjunction with pedagogical practice, as a contribution to the re-dimensioning of teachers in the technological context. In this sense, I emphasize as the object of this research teacher self-training and its presuppositions in pedagogical practice, considering the teacher's autonomy, the possibilities of overcoming and breaking paradigms regarding teacher training, as well as self understanding, in order to consider its ipseity and the context of technological education. In the theoretical reflections undertaken in this study, we make use of the contributions of authors who emphasize the importance of a critical-reflexive formation relevant to the development of the teaching subject, in his/her condition of protagonist of his/her professional path. Ratifying the training of teachers concomitantly with the methodology based on autobiographical letters in order to subjectively analyze the observed phenomena, in order to provide a self-reflection on their itinerary. The process experienced throughout this research allowed the organization and implementation of an educational product entitled: "Connections of teaching practices: a pedagogical workshop to tell yourself and resignify yourself as a teacher", as a pretext for recognizing the importance of self-training to qualify as a teacher. That in the problematization of the investigated object we dialogued with professors, who exposed relevant information about their professional experiences with a focus on the object of study. In the process of data analysis, we were guided by the technique of content analysis of triangulation, which was carried out seeking not to reduce the meanings of the constructed reports. In this perspective, the research results recognize that self-training is part of the teaching professional itinerary, which values creativity and reflective action regarding the (re)vision and reorientation of pedagogical activities. In which it effectively allows the teacher to discuss and (re)think autonomously, the decisions to be taken in the face of the intemper and the demands that arise in their professional path, allowing them to have a critical and conscious apprehension of the pedagogical practice carried out in the process of teaching.Item Roteiro de oficina pedagógica para a organização do projeto integrador em cursos técnicos de nível médio(2019-12-09) Feitosa, Robson de Sousa; Stefanuto, Vanderlei Antonio; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Nogueira, Silvia Cristina Conde; http://lattes.cnpq.br/2597065203873535; http://repositorio.ifam.edu.br/jspui/handle/4321/433The pedagogical workshop script for the organization of the integrative project in technical courses at medium level is the result of research work on "The integrative project (PI) as an instrument for implementing the integrated curriculum". It aims to collaborate in advising the members of pedagogical teams in the implementation of IPs with EPTNM, based on the dialogue and the involvement of teachers and students in the planning and management of activities for the critical construction of knowledge and contributing to the self-training of the participating subjects. The proposal is structured in three parts, the first of which brings the foundations of working with pedagogical workshops and the theoretical perspective that underlies the work; in the second it presents cautions that must be observed to use the proposal; and, lastly, the details of the workshop steps. The proposal also indicates that IP with planning, participatory management of teaching processes and horizontalization through dialogue leads to an emancipatory and self-forming perspective for all subjects involved, as it reflects the conceptual basis of Professional and Technological Education of Medium level.Item O projeto integrador (PI) como instrumento de efetivação do currículo integrado(2019-12-09) Feitosa, Robson de Sousa; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Nogueira, Silvia Cristina Conde; http://lattes.cnpq.br/2597065203873535The research on “The integrative project (PI) as an instrument for implementing the integrated curriculum” aims to analyze whether the PIs contribute to the construction of the integrated curriculum in high school courses in an integrated way to professional training at IFPA, Campus Bragança, investigating specifically the integrated technical course of Events. Does this research intention when entering the Professional Master's Program in Professional and Technological Education part of the questions of how PIs arise? Are they an attempt to curricularize interdisciplinarity? And, mainly, how can PIs contribute to the construction of the integrated curriculum in high school courses in an integrated way with professional training at IFPA, Campus Bragança? This work is part of the macro project "Organization of the curriculum integrated in the EPT" of the research line of the program "Organization and management of pedagogical spaces in the EPT". The qualitative methodological approach used critical action research, with documental and bibliographic research techniques, interviews, participant observation and roaming diary, pedagogical workshops and content analysis. The results indicate that the IP emerges as an IFPA institutional policy for curriculum integration, that the integrated curriculum can be implemented through the IP, and that the educational product, which is the pedagogical workshop, was constituted as a space for dialogue and teaching. The conclusions indicate that the obligation to comply with IP as a curricular component may have a limitation due to compulsoriness, but at the same time it can be an instrument of implementation of the integrated curriculum. They also indicate that IP with planning, participatory management of teaching processes and horizontalization through dialogue leads to an emancipatory and self-forming perspective for all subjects involved, as it reflects the conceptual basis of Vocational and Technological Education