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 Oficina para o ensino de educação ambiental: uma proposta para reciclagem de papel no âmbito de uma comunidade escolar da zona oeste de Manaus(2025-12-02) Brandão, Ellen de Souza; 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; Silva, Jander Ramires Rodrigues; http://lattes.cnpq.br/3520072379602017Over the years, environmental education (EE) has gained more space in society, given its contributions to the environment and the formation of conscious citizens. It has been integrated into school curricula in order to stimulate critical thinking and strengthen the relationship between human beings and the environment in a balanced way. The main idea of this research is to develop a proposal for teaching environmental education, so that theory and practice collaborate for the meaningful learning of the participants in their entirety. Its general objective is to propose and evaluate an environmental education workshop focused on paper recycling, analyzing its effects on the knowledge and awareness of the students. To obtain the results of this research, a bibliographic survey and a workshop with students from a state school in the western zone of Manaus were carried out. The activity was carried out by 1st-year high school students; the central ideas obtained from the workshop show their conceptions of what they understand about recycling and Environmental Education, the relevance of the practice, and the encouragement of environmental awareness. Thus, by working with practical situations, the school reinforces its social role, becoming a space for critical, civic, and transformative education, in addition to addressing cross-cutting issues with due attention, such as environmental education.Trabalho de Conclusão de Curso O ensino de funções orgânicas oxigenadas: uma abordagem na perspectiva da pedagogia histórico-crítica(2021-02-25) Cunha, Jefferson da Silva; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Oliveira Neto, Nilton Azevedo de; http://lattes.cnpq.br/9104921233492029The research has as its theme the teaching of Organic Chemistry, highlighting mainly the teaching-learning process of oxygenated organic functions in high school integrated to the technical course in chemistry at IFAM. This theme is important because it is a content that is very recurrent in the students' daily lives, because when talking about Organic Chemistry we are talking about life, in view of the numerous applications in this area of chemistry such as food, biofuels, cosmetics, medicines, natural and synthetic polymers, etc. In this context, the school must address the content of oxygenated organic functions, highlighting the different dimensions underlying the content, since the applications of organic chemistry, especially with regard to oxygenated functional groups, directly or indirectly influence life and life. social daily life that the student is inserted in. Thus, the study aimed to investigate the teaching-learning process of oxygenated organic functions from the perspective of Historical-Critical Pedagogy (PHC) in integrated high school chemistry at the Federal Institute of Education, Science and Technology of Amazonas - IFAM, Campus Manaus-Center. The research used a qualitative approach and involved 25 students from the integrated chemistry class. Critical Historical Pedagogy (SAVIANI, 1986; GASPARIN, 2005) based the construction of a teaching proposal, using audiovisual media (animations) as instrumentation and teaching catharsis. Through the data obtained, it was found that the social, economic and cultural dimensions of the conceptual content of oxygenated organic functions were evidenced in the records written by the students. We found that teaching based on PHC effectively contributed to the teaching-learning process of chemistry as well as the construction and consolidation of an education focused on citizenship.