DAEF - Departamento Acadêmico de Educação Básica e Formação de Professores
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/539
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Item Vivências e desafios de uma licenciada em ciências biológicas com a flora amazônica(2025-07-03) Souza, Ilma Rodrigues de; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Silva, Samantha Ribeiro da; http://lattes.cnpq.br/4963294332241424; Lima, Jorge Luiz Viana de; http://lattes.cnpq.br/5988581196489229This Undergraduate Thesis seeks to reflect on the Experiences and Challenges of a Biological Sciences Undergraduate with the Amazon Flora through a bio-narrative focused on the author's academic and teaching training. The methodological approach used was narrative research, based on autobiographical writing and reflective analysis of memories related to contact with nature, family life, and experiences in formal and non-formal educational spaces in the Amazon region. The memories of my grandparents' cultivation of food and medicinal plants were fundamental in building a sensitive and respectful view of the plant world. These experiences deepened throughout my technical training in Forest Management and my degree in Biological Sciences, especially during activities at the National Institute for Amazonian Research (INPA), such as classes at the Science Forest and my internship at the Food and Nutrition Laboratory. As a result of this training, a book chapter was produced focusing on teaching practice with Non-Conventional Food Plants (PANC), through workshops with undergraduate students. The record of this experience represents the materialization of training based on dialogue between popular and scientific knowledge, highlighting the importance of educational practices that are contextualized, critical, and sensitive to the Amazonian reality. The conclusion is that self-writing and reflective practice are fundamental tools for training teachers who are more aware of their trajectory and the territory in which they work. Teacher training is not limited to the classroom but is enriched by experiences in different spaces such as backyards, forests, rivers, museums, and research institutions.Item Contribuições e desafios por meio de vivências de um licenciado em ciências biológicas com deficiência visual durante o estágio curricular supervisionado(2025-12-04) Nunes, Cidmar de Oliveira; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Silva, Samantha Ribeiro da; http://lattes.cnpq.br/4963294332241424; Rocha, Adenilma da Silva; http://lattes.cnpq.br/0917614420741705Supervised Internship is a fundamental stage in teacher training, allowing students to experience the school reality and integrate theoretical knowledge into pedagogical practice. For students with visual impairments, this stage can represent a space for learning, but also for facing barriers that challenge inclusion in the educational context. In view of this, this research proposes an autobiographical reflection on the contributions and challenges faced during the supervised internship by a visually impaired student in the Biological Sciences course. The general objective was to reflect, based on an academic biography, on the experiences lived in this process. The specific objectives are: to report the school and academic trajectory from childhood to entry into higher education; to describe and analyze the experiences of the supervised internship, pointing out strategies, barriers and learning; and to contribute to the discussion on accessibility and inclusion in the training of teachers with visual impairments. The results reveal that, despite the limitations imposed by low vision, it was possible to develop inclusive pedagogical strategies, adapt resources and establish meaningful relationships in the school environment. However, physical and institutional barriers were also highlighted that still hinder the full inclusion of undergraduates with disabilities in the internship. It is concluded that the supervised curricular internship, although challenging, can be an enriching and transformative experience when accompanied by institutional support and inclusive practices. The study reaffirms the need for educational policies that guarantee accessibility and equity in the teacher training process.