DAEF - Departamento Acadêmico de Educação Básica e Formação de Professores
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/539
Navegar
4 resultados
Resultados da Pesquisa
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.Trabalho de Conclusão de Curso Iniciação à docência no IFAM: contribuições do PIBID para a formação docente em ensino de ciências(2016-01-25) Tanaka, Ana Lúcia Drumond; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Silva, Janari Rui Negreiros da; http://lattes.cnpq.br/2785071645616428Teacher training is a recurring approach in production and academic debates. In the quest for quality in teacher training, new ground has been trodden by academic institutions. From this perspective, the Ministry of Education created in 2007, the Institutional Scholarship Program Introduction to Teaching (PIBID). This program provides scholarships for undergraduate students participating initiation of projects to teaching developed by higher education institutions (HEIs) in partnership with basic education schools in the public school system. Due to the importance of that program in 2013, with the change in LDB, was regarded as the country has a Public Policy program, the work that follows aimed to identify its contributions to initial teacher training from the perception of undergraduate fellows program of the Federal Institute of Education, Science and Technology of Amazonas (IFAM). The survey presents qualitative approach which data collection was based on two instruments: a questionnaire and documentary research on the PIBID-IFAM. Questionnaires were administered to 15 fellows from initiation to teaching the IFAM in the year 2013, undergraduate in Chemistry and Biological Sciences. The documentary research was based on the following documents: the first notice of CAPES public selection convening of PIBID (Notice MEC / CAPES / FNDE No. 01/2007), the institutional design PIBID / IFAM and the legal basis of PIBID through LDB No. 9.394 / 1996, Decree No. 7.219 / 2010 and Law No. 12.796 / 2013. The analysis points to the real potential of PIBID, institutional level, confirming their contributions to the initial training of undergraduate and appreciation of the teaching profession in the Basic Education of the public school system. In addition, it was noted that the Programme contributes in a representative way for the construction of teaching knowledge and training of research professor, both in the initial training of undergraduates, and in continuing education, as teachers of basic education, participants of the program, experience moments of reflection about their practice and the practice of their students, which triggers improvements in pedagogical teaching practices.Trabalho de Conclusão de Curso Contribuições do estágio supervisionado para a formação docente(2019-12-04) Lobo, Wyvirlany Valente; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401This paper discusses the contributions of Supervised Internship in teacher education through the impressions of undergraduate students of the Federal Institute of Education, Science and Technology of Amazonas presenting their difficulties, expectations and considerations. The research was conducted through pre-structured interviews with students of the Physics, Chemistry, Biological Sciences and Mathematics Degree courses. Later, a lexical analysis was performed with the aid of the Sphinx Software to verify the word frequency as a procedure to assist in the qualitative analysis. The results show that the main expectations consisted of experience, professional identity and disorganization in the classroom. The main unmet expectations at the internship were school support, student interest and follow-up. The difficulties encountered in the internship were the relationship with the students, lack of resources and school support. Regarding the influence of the internship on the classroom performance, the professional identity, teacher-student relationship and reality of schools were highlighted. As for the unwanted experiences, disrespect was revealed, taking on classes and teacher-trainee relationship. Contributions to the internship were participation in the events, orientation and flexibility. Unexpected situations were based on preparation, seeking guidance and solving the problem. Keywords: Supervised Internship;