Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item Gamificação na EPT: uma prática pedagógica em tempo de era digital(2023-04-28) Silvia, Andréia Gonçalves da; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lacerda Júnior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Melo Neto, José Augusto de; http://lattes.cnpq.br/3836833775882414Based on EPT documents, this research is located in Line 1: Educational Practices in EPT, and in macroproject 1: Methodological proposals and didactic resources in formal and non-formal teaching spaces in EPT and aimed to investigate the gamification within the teaching practice from the Professional and Technological Education - EPT in time of the Digital Era, highlighting the digital inequality presented with greater evidence by the Emergency Remote Teaching (ERE) in the period of the pandemic caused by the SARS-CoV-2 (Covid-19). Such context, experienced in this period with more intensity, instigated us to think about the teaching and learning process and the usual and contemporary ways of teaching. Given this scenario, we explore teaching practice in the face of this changing reality that digital acceleration has brought to the educational community and is still little explored in EPT, as presented by the study. For the development of this research, we had the participation of 9 teachers from the EPT who work with young people aged 14 to 24 who are part of the learning program of the National Service of Commercial Learning - Manaus Unit - SENAC. For this study, we used research of an applied nature, with a qualitative approach. For data collection we used bibliographical and documentary research and forms. The forms were applied to identify: the digital information and communication technologies - TDICs in the educational context of the teachers, the digital and technological resources used by them more frequently, the digital and analogical didactic strategies used by the teachers, the game elements that the teachers use in their pedagogical practice and if they use them, the challenges and difficulties of teaching practice in the digital age and their role in the integral human formation of the student and in their formation for work, having work as an educational principle. From the results obtained with the research, an e-book was elaborated that works as a guide for gamified educational practices that allows the teacher to understand the functioning of gamification beyond digital media, because, according to the results of the research teachers do not use this practice correctly, use it incorrectly or still do not use this methodology in their teaching practice.Item Gamifica EPT: um guia para práticas educativas gamificadas(2023-04-28) Silva, Andréia Gonçalves da; Lima, Maria Francisca Morais deItem Experiência formadora no PIBID/IFAM: uma autobiografia(2018-12-28) Barros, Thalita Maciel Melero; Costa, Katia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Bezerra, Jaqueline de Araújo; http://lattes.cnpq.br/4616893220707322; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909The Institutional Program for Teaching Incentives (PIBID) aims to value and encourage teaching, contributing to the search for quality teacher education through contact with the reality of the school that helps you think and solve challenges. Activities were carried out during the academic year 2015 through PIBID at the Ruy Araújo State School through the subproject of the Chemistry area. The present work aims to analyze the training experiences experienced in the initial formative process of a undergraduate student in PIBID / IFAM. The research developed in a qualitative and autobiographical approach, reflecting on relevant aspects of the formative experience within PIBID. The activities carried out were through participation in weekly meetings, planning and production of an intervention project based on observations made at the school. PIBID / IFAM contributed to professional development for a chemistry teacher to reflect, research and learn about their future teaching practice.Item Roteiro para elaboração de situação de aprendizagem(2015-12-18) Andrade, Maria do Carmo Ferreira de; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Aguiar, José Vicente de Souza; http://lattes.cnpq.br/9130080603912569; Leal, Davi Avelino; http://lattes.cnpq.br/6645382114509617Item Roteiro formativo: tecnologias digitais de informação e comunicação para prática docente(2018-04-13) Paiva, Uthant Benício de; Souza, Ana Cláudia Ribeiro de; Souza, Ana Cláudia Ribeiro de; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Farias, Cleilton Sampaio de; http://lattes.cnpq.br/4495648642048152This research product, titled "Training script: Digital Information and Communication Technologies for Teaching Practice " aims to provide teachers with a continuing education on educational technologies, in the form of face-to-face meetings, in the very environment where they develop their teaching practices. This training is organized in five meetings that explore the educational tools Google Sites and WebQuest, with suggestions for development, supporting material like texts, videos and slides, all with links or in appendices. This training was elaborated from the dissertation of the professional masters entitled: “Continuing Education of Teachers: The Use of Digital Information and Communication Technologies in Teaching: Continuing Education at the Federal Institute of Acre - IFAC Campus Rio Branco“. The Formative Roadmap seeks to enable teachers of basic, technical and technological education - EBTT in service, moments of learning about the use of technological tools, as well as moments of reflection on the use of digital information and communication technologies - TDIC. It is also hoped that, these teachers feel impelled to think about new possibilities of using the methodological tools in their teaching practices. The idea is that the teacher does not necessarily modify his methodologies and practices completely, but rather adds new pedagogical tools to existing practices.Item Guia de apoio: trabalho docente em Educação Profissional e Tecnológica(2019-07-24) Sousa, Daniele Ferreira de; Silva, Cirlande Cabral da; 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; Ponciano, Nilton Paulo; http://lattes.cnpq.br/3867399119278744; http://repositorio.ifam.edu.br/jspui/handle/4321/309This is an educational product linked to the dissertation “The senses attributed to work and teaching practice in Vocational and Technological Education”. It is a guide to the EPT / EBTT teacher, who can support their continuing education through selftraining as well as a resource to be used at any time. From the theoretical framework and the analysis of life histories collected during the research stage, it was possible to list topics to be addressed in this product. Therefore , the guide addresses issues related to vocational and technological education, its history and conceptual bases, to teaching work, identity and teaching knowledge; to the EPPT teacher and to the EBTT career and to the educational practices, aiming to contribute to the reflection and criticism of the teacher in EPT, since we assume that, with greater ownership of these themes, the teacher can better understand their educational context, their social importance, and thus , contribute to the formation and / or affirmation of their teaching. The guide is illustrated with speeches inspired by the research participants in order to foster identification and reciprocity with the target audience. The information contained in this product has been summarized, but it does contain indications of where to find more content on the topics addressed to those who are interested in furthering, as well as issues to instigate self-reflection.