Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Item A carpoteca como instrumentalização do ensino de botânica no ensino médio fundamentada na pedagogia histórico-crítica(2025-12-01) Monteiro, Vitória Guerra; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Mota, Keila Neves da; http://lattes.cnpq.br/0818006410878490Botany, the branch of Biology that scientifically studies plants, offers essential insights for understanding and addressing contemporary challenges such as food scarcity and air pollution. Despite its relevance, the teaching of Botany faces difficulties, as it is often restricted to the memorization of content, making learning mechanized and decontextualized. This work aims to analyze the foundations of Historical-Critical Pedagogy (HCP) and its interrelations with the teaching of Botany, presenting a pedagogical proposal aimed at high school education. The use of an Amazonian carpological collection, that is, a collection of regional fruits, was proposed as a didactic resource during the implementation of HCP, allowing students direct interaction with botanical specimens. This is an applied research study with a qualitative approach, using direct or participant observation and two questionnaires as instruments: the first aimed at characterizing the participants' profile and the second at identifying prior knowledge about Botany. Data analysis was performed through tabulation and the creation of graphs in spreadsheets. This study was conducted with high school students from the Maria Madalena Santana de Lima State School, located in the eastern zone of Manaus, during their mandatory supervised internship. The results highlighted the importance of the principles of Historical-Cultural Heritage (HCP) in planning contextualized pedagogical proposals, as well as the relevance of constructing a carpological library as a teaching tool capable of enhancing student interest and understanding, contributing to their engagement and commitment to the Amazonian socioecological space.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 Uso de serpentes nativas amazônicas de criadouro em aulas expositivas e dialogadas(2021-07-21) Almeida, Gabriella Souza de; Oliveira, Adriano Teixeira de; http://lattes.cnpq.br/9164471794674935; Oliveira, Adriano Teixeira de; http://lattes.cnpq.br/9164471794674935; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Vale, Adriana Carla Oliveira de Morais; http://lattes.cnpq.br/4121425372985654This work is an expository class dialogued with the use of animals from breeding farms, the then project was elaborated during the supervised internship II together with the field advisor, who aimed to seek alternatives for the thematic axis proposed by SEMED to be studied in the 3rd Bimester of the 8th grade, with a total of 31 students. The project was elaborated and planned with a total of 3 classes followed over the weeks, totaling a workload of 20 hours, introducing the subject in a gentle way, until arriving at the animals from the breeding grounds. Data collection took place through two questionnaires prepared with the advisor, the first with open questions, previously applied before the introduction of the content and the second applied after classes taught only with closed questions. The results through the applied questionnaires showed us significant indices, both in the first questionnaire, about the prior knowledge of each student about the topic that is still being introduced, as well as the answers to the questionnaire after the subject is introduced, counting on the experience lived in classroom with animals. This work aimed to make use of native Amazonian animals from a breeding site for an expository and dialogued class in an elementary school in the east of Manaus.Item Uso de jogo como recurso didático para o ensino de zoologia dos invertebrados no ensino fundamental(2025-12-01) Silva, Paulo Vitor Assunção; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Silva, Samantha Ribeiro da; http://lattes.cnpq.br/4963294332241424; Oliveira, Beatriz Maciel de; http://lattes.cnpq.br/3105141954700716Science education in elementary school, especially regarding Invertebrate Zoology, still faces challenges related to the use of conventional resources based solely on lectures. In this context, the present study aimed to analyze the thought processes developed by elementary school students through an educational game with content on Invertebrate Zoology. This qualitative research was grounded in and discussed within the teaching and learning concepts of Anastasiou (2015) and Kishimoto (2017). It was conducted during a supervised curricular internship at a private school in Manaus, Amazonas, with 8th-grade classes. The stages involved participant observation; the development and application of the game; and finally, an analysis of the students' perceptions and performance. The game aimed to promote the understanding of zoology content in a playful, participatory, and contextualized way. The results showed that the use of the game fostered student engagement, sparking interest and curiosity about the topic, as well as mobilizing various thought processes such as comparison, classification, interpretation, and decision-making. The activity proved effective in stimulating logical reasoning and meaningful learning, promoting an environment of cooperation and interaction. It is concluded that the game "Who are you? Invertebrates" constitutes a didactic resource that enhances science teaching in a playful, critical, and interactive way for students, representing a viable alternative to overcome the limitations of traditional teaching.Item Uma proposta para pensar a abordagem acerca da transexualidade no ensino de ciências no 8º ano do ensino fundamental(2025-05-24) Cruz, João Marcos Arruda; Costa, Nayara Ferreira; http://lattes.cnpq.br/5948456845760153; Costa, Nayara Ferreira; http://lattes.cnpq.br/5948456845760153; Silva, Samantha Ribeiro da; http://lattes.cnpq.br/4963294332241424; Araújo, Elder Monteiro de; http://lattes.cnpq.br/1749723871864562Transsexuality is defined as the condition of individuals whose gender identity differs from the sexassigned at birth. In the school environment, students who are part of the trans community face significant challenges such as social acceptance, discrimination, and lack of inclusion by members of the school community, which affects their academic performance. Including content about transsexuality in schools is essential to changing this reality. Various approaches can be used, primarily focusing on raising awareness and education. Therefore, this study aimed to develop a teaching sequence to address the topic of transsexuality in Science education for 8th grade students. To achieve this, a bibliographic survey was conducted based on dissertations, theses, scientific journal articles, and book chapters available in various virtual libraries such as Scientific Electronic Library Online (SciELO), Google Scholar, and educational journals. The bibliographic survey was conducted from April to June, using articles from 2000 to 2024. The development of the teaching sequence serves as an alternative to guide pedagogical practice in addressing a topic still considered new in education. As a result, 13 articles, dissertations, and theses were selected from the bibliographic survey, which were extensively discussed regarding their relevance to themes such as mental health in the school environment, teacher training, and the impact of limited visibility of transsexuality in curricular documents. A teaching sequence was also developed aiming for both theoretical and practical learning for students. Finally, the implementation of gender identity and sexuality themes is ongoing, particularly in the educational and social contexts. Although progress is slow, there have been significant advances in the visibility and rights of the LGBT community in recent years. To ensure that future generations respect individuals' choices regarding their sexuality, it is essential to discuss these themes in the school environment from an early age.Item Sequência didática na promoção de conhecimentos e atitudes preventivas sobre acidentes ofídicos no ensino fundamental(2025-12-10) Souza, Carlos Rafael Lima de; Silva, Samantha Ribeiro da; http://lattes.cnpq.br/4963294332241424; Silva, Samantha Ribeiro da; http://lattes.cnpq.br/4963294332241424; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Costa, Nayara Ferreira; http://lattes.cnpq.br/5948456845760153The development of students' skills and competencies occurs during the school period, usually mediated by teaching, which can be facilitated through prior and systematic organization in a didactic sequence (DS). Topics of medical importance, such as snake bites, can be developed by integrating activities and contextualizing them with the Amazonian reality. In addition, as observed during the teaching internship, the school does not have laboratories or teaching resources to contribute to science education, which reinforces the need for differentiated methodologies. Therefore, the objective of this study was to expand knowledge and develop preventive attitudes about snake bites among 7th-grade elementary school students. The DS was developed based on the works of Antônio Zaballa, Muenchen, and Delizoicov, as well as the National Common Core Curriculum, and was applied through classes and different teaching resources. Through the analysis of questionnaires, it was possible to identify that 7th grade students have incipient knowledge about the subject. During classes, students showed interest and participated actively, especially in the educational game “Escape from the Snakes,” where they achieved very satisfactory results with all teams scoring high marks, showing that this resource can be used to promote learning. Therefore, the SD developed emphasizes the importance of organizing stages in teaching, resources for knowledge acquisition, and the relevance of contextualization, allowing for the active participation of students, thus learning and developing interpersonal skills.Item Plantio e cultivo de plantas como prática de educação ambiental no ensino fundamental II(2025-07-03) Cruz, Gabriela da Silva; 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 Final Course Work is entitled: As an environmental education practice in elementary school II, it aimed to contribute to the preservation and appreciation of Amazonian plants through the development of teaching practices that promote knowledge about planting and cultivation, and the importance of regional species. The research followed a qualitative approach, of the action research type, structured from a didactic sequence based on three pedagogical moments. The activities were developed with 6th grade students from the Elisa Bessa Freire Full-Time School, located in Manaus (AM). The proposal included moments such as the presentation of the theme, the recognition of plant species, the planting of seedlings in the school's outdoor area and the production of an illustrated report. The results showed that the students understood the importance of plants for the ecosystem, developed their knowledge on the subject, demonstrated interest and involvement during the activities. The experience highlighted the potential of plant cultivation and management as an educational tool for the development of environmental education in the school context.Other Guia didático: práticas profissionais supervisionadas no curso técnico de tradução e interpretação de Libras do CETAM(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-04-29) MESQUITA, Maria Rogéria da Silva; Lacerda Junior, José CavalcanteThis educaonal product, in the form of a teaching guide, entled "Professional Pracces in the Technical Course in Translaon and Interpretaon of Libras at Cetam," is the result of the research "Supervised Professional Pracces as Strategies for Polytechnic Training in the Technical Course in Translaon and Interpretaon of Libras at Cetam," developed within the scope of the Professional Master's Program in Professional and Technological Educaon in the Naonal Network (ProfEPT), of the Federal Instute of Educaon of Amazonas (IFAM), Manaus Centro Campus. The teaching guide is based on a theorecal-methodological approach that aims to promote a deeper understanding of the development of supervised professional pracces, especially in the technical course in translaon and interpretaon of Libras at Cetam. We hope that this guide will become an educaonal support tool for planning teaching strategies that will favor the development of supervised professional pracces in the technical course of translaon and interpretaon of Libras, collaborang with student learning and the pedagogical acon of teachers and interpreters of Libras. It is a pedagogical instrument that seeks to contribute to the training of the professional translator-interpreter of Libras so that their performance is crical and conscious of their social and inclusive role.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.Item O estágio supervisionado como espaço de construção da identidade docente: reflexões sobre a organização de uma feira de ciências com a temática da biotecnologia(2025-12-02) Estevam, Ayane Beatriz da Silva; 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/3520072379602017This study reports and analyzes the supervised internship experience carried out at a full-time state school located in the northern zone of Manaus, focused on the organization and monitoring of the Science Fair themed “Biotechnology and its applications in everyday life.” The investigation is characterized as an experience report with a qualitative approach, using a field diary and participant observation as instruments; data analysis was conducted through content analysis (Bardin). The study seeks to answer the research question regarding how participation in the organization of the Fair contributed to teacher education in Biological Sciences. The results indicate that the investigative activity supported the development of professional and socioemotional competencies — including pedagogical mediation, scientific communication, organization, time management, collaborative work, and argumentative skills — in addition to promoting greater student autonomy and engagement. It is concluded that the experience at the Fair constituted an important formative space, contributing to the consolidation of teaching identity and reinforcing the relevance of investigative practices in the initial training of Biological Sciences teachers.