Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item Projeto integrador no curso técnico subsequente de enfermagem do CETAM: possibilidades para a formação politécnica(2024-03-15) Gomes, Márcia Fernanda Izidorio; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Trindade, Deilson do Carmo; http://lattes.cnpq.br/0602516200714965; Gomes, Salatiel da Rocha; http://lattes.cnpq.br/4733917438143300This work is based on the line of research “Organization and Memories of Pedagogical Spaces in Professional and Technological Education”, the bases of which are presented in the macroproject “Organization and management of pedagogical spaces in EPT”. The objective is to understand the guidelines and principles in pedagogical planning that can support the implementation of the integrative project in Cetam's subsequent technical nursing course based on polytechnic training. As specific objectives, we indicate: a) discuss polytechnic training as the basis of the integrative project in subsequent education; b) analyze the guidelines and principles that underlie the pedagogical planning of the integrative project in the subsequent technical course; and c) prepare a guide containing guidelines to assist the pedagogical planning of the Integrator Project in a technical course subsequently. The research intention when entering the Professional Master's Program in Professional and Technological Education was to develop a study on the possibility of adopting interdisciplinary strategies in planning educational actions, which enhance students' experiences, collaborative construction, identification and solving problems inherent to their professional choice, as well as student leadership in the learning process. To this end, we delimited as the locus of study the Escola de Formação Profissional Enfermeira Sanitarista Francisca Saavedra, a teaching unit at Cetam, and we defined as research subjects 15 professionals who work directly in the subsequent technical nursing course. The methodological approach adopted was qualitative, using documentary research techniques, literature review, interviews and content analysis. As the final stage of the research, we built an educational product whose objective was to guide the pedagogical planning of the integrative project in the subsequent technical Nursing course, from a polytechnic training perspective. Thus, we found that the implementation of the integrative project is a possible path, despite some institutional limitations highlighted in the research. Furthermore, we reinforce the importance of PI in the teaching-learning process, as an integrated interdisciplinary practice that enhances subject knowledge in all its dimensions.Item O assessoramento técnico-pedagógico dos coordenadores de cursos da EPTNM no CETAM: percursos pedagógicos em busca da educação omnilateral no contexto amazonense(2022-05-25) Souza, Pedro Santarém de; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Silva, Josiani Mendes; http://lattes.cnpq.br/3756747020230613; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Rodrigues, Ana LucenaThe study arose from inquiries regarding the analysis of the pedagogical praxis of the Coordinator of Technical Courses at the Technical Training Coordination (Fortec) within the institutional scope of the The study arose from inquiries about the analysis of the pedagogical praxis of the Coordinator of Technical Courses at the Technical Training Coordination (Fortec) at the Technological Education Center of Amazonas (Cetam), in relation to the effectiveness of EPTNM in the interior of the state. The research is centered on Line 02 of the Professional Master's Degree in Professional and Technological Education - "Organization and Memories of Pedagogical Spaces in EPT", linked to macroproject 06 - "Organization of pedagogical spaces in EPT". The research problem was: when analyzing the pedagogical praxis of Fortec/Cetam course coordinators, what are the points of approximation and/or distance from the concept of omnilateral training in EPT? The general objective was to investigate the pedagogical praxis of the coordinators of Fortec/Cetam in the process of technical-pedagogical advice to teachers, highlighting the points of approximation or distance from the EPT conception in the omnilateral perspective; and the specific objectives were: to investigate the EPT concepts present in the actions of the coordinators in the technical-pedagogical advisory process, aiming at improving the teaching and learning process; analyze the main pedagogical activities of the coordinators of Fortec/Cetam courses in terms of work as an educational principle and the integration between the scientific, technological and cultural dimensions; to propose an organization of educational actions to assist course coordinators in monitoring teaching practices focused on the curriculum, teaching planning, learning assessment and teaching methodologies of Fortec/Cetam teachers. The sample universe of the research comprised 10 (ten) participants: 02 (three) pedagogues and 08 (eight) course coordinators (bachelors) in the sector. It is an action research and the collection instruments used were: participant observation, questionnaire and focus group. The speeches were transcribed and submitted to content analysis: pre-analysis, exploration of the material and treatment of the results in Bardin (1977). We used the theoretical basis referring to the assumptions of Saviani (2007), Marx (1998), Manacorda (1990), Borges (2007), among others. The results demonstrate that the Fortec/Cetam course coordinator presents himself as an important professional for the improvement of the teaching and learning process, since his activities include organizational actions, means and goals, with pedagogical work being the essence of your praxis. In view of this, as these are real contexts, some limiting conditions for their work are presented. It is also highlighted the training needs of the group on the conceptual bases of EPT. As a result of the research, an educational product was built in the format of "Pedagogical Plan for Course Coordinator: Educational Praxis in Professional and Technological Education", with the purpose of reflecting on alternatives for the realization of the EPTNM and assisting in the technical-pedagogical advising of courses, focusing on coordinators and similar professionals.Item Travessia: um guia para o processo orientativo de construção do relatório de estágio na EPTNM(2021-08-25) Silva, Gilson Allefy Chaves da; Salazar, Deuzilene Marques; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Fischer, Maria Clara Bueno; http://lattes.cnpq.br/3835786000876089; http://repositorio.ifam.edu.br/jspui/handle/4321/624Item O gênero textual relatório de estágio na educação profissional técnica de nível médio: articulação de fundamentos para uma formação politécnica(2021-08-25) Silva, Gilson Allefy Chaves da; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Fischer, Maria Clara Bueno; http://lattes.cnpq.br/3835786000876089Polytechnical formation is based on principles that reinforce the integration between multiple dimensions of human development and in the ontological perspective of work. As a consequence, this master’s research, situated in the field of Professional and Technological High School Education (EPTMN), brings to the center of discussion the formative space of the professional internship, focusing on the discursive gender report. And so, we aim to understand how the Professional Internship Report of IFAM's technical high school courses can coordinate aspects of polytechnical trainig in its textual construction process. For this, we restric this study to the “Manaus Centro” Campus of the referred institute, highlighting as participating subjects the professional internship advisors. In this context, we reached four courses linked to the integrated and subsequent offers – eletrotechnics, mechanics, computers and buildings -, enphasizing two main stages of investigation: documentary research and online field research. Thus, we used the questionnaire and the semi-structured interview as a data collection technique, highlighting the qualitative approach. In this direction, we relied on Content analysis procedures (BARDIN, 2016) to systematize, discuss and structure the necessary inferences to confirm the discursive information. Still in this trajectory, we built an educational product wich purpose was to interfere in the indetified issues and contribute to the written orientation process of the textual genre used. So, we found that, in order to articulate aspects of the polytechnic formation, it is fundamental that the internship report goes through a constructive process that stimulates the expansion of the students knowledge and integrates the theoretical and technical dimensions, avoiding a critical look at the work. With this, we emphasize the relevance of na educational material that considers the fundamentals and the integrations proposed by the polytechnics, as well as the conception of textual genres from a socio-discursive point of view. In addition to that, we also emphasize the need of contributions directed to the internship advisor, who has an evidente role on the elaboration of the report. Moreover, we stress that this research is based on the research line "Organization and Memories of Pedagogical Spaces in Vocational and Technological Education", whose bases are present in the Macroproject "History and memories in the context of EFA", according to the guidelines of the Professional Master in Vocational and Technological Education (ProfEPT).Item Um traçado entre autoformação docente e sentidos de trabalho para professores da educação profissional e tecnológica(Instituto Federal do Amazonas, 2017-12-20) Lapa, Bárbara Castro; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Azevedo, Rosa Maria Marins; http://lattes.cnpq.br/3056605003492861; Gonzaga, Amarido Menezes; http://lattes.cnpq.br/2786554010520173; Maia, Dayse Peixoto; http://lattes.cnpq.br/2263562348561670The proposal constructed by this product is the writing of an online course that follows the modality known as Massive Open Online Course (MOOC), which presents as public target participants who must organize themselves according to their own interests, abilities, flexibilities, knowledge and study goals, requiring only internet access, interest in the topic offered and availability of weekly time for the progress of the activities. The course "An interlace between teacher self-formation and job senses for Vocational and Technological Education teachers" aims to develop a critical-reflective understanding in the participant regarding Vocational Education and in a specific way, (re) think the formative process itself from the life histories of teachers inserted in Vocational and Technological Education; to know the theoretical link between Self-formation, Senses of Teaching Job, Integral or Omnilateral Formation, Job as Educational Principle and Politecnia; and produce an e-portfolio composed by activities developed along the course. The course is the result of a research process that aimed to understand the job senses in the discourse of Vocational and Technological Education teachers at the Instituto Federal do Amazonas – IFAM as a basis for a self-training proposal. It is expected that the course can contribute to an understanding Vocational and Technological Education bases, as well as in the process of self-formation through the formation of the others, through life histories and textual production in the e-portfolio elaboration.