Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Other Tecnologia assistiva: possibilidades de uso na sala de recurso multifuncional(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-04) Souza, Raquel de Oliveira; Silva, Josemar FariasThesis Tecnologias assistivas: desafios e estratégias de implementação em uma escola do Amazonas(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-04) Souza, Raquel de OliveiraThis research analyzes the challenges and strategies related to the implementation of Assistive Technology in a public school located in the municipality of Careiro, in the interior of Amazonas, focusing on the pedagogical practices developed in the Multifunctional Resource Room. It starts from the recognition that, although the school inclusion of students who are the target audience of Special Education is legally guaranteed, its effectiveness still faces obstacles, especially in contexts marked by structural, territorial, and formative inequalities, such as the Amazon region. The study aimed to understand how Assistive Technology is being incorporated into the pedagogical practices of the Multifunctional Resource Rooms, considering teachers' perceptions, institutional conditions, and public policies that affect this process. Methodologically, the research adopted a qualitative approach, of an exploratory and descriptive nature, configuring itself as a case study. Data production was carried out through questionnaires and semi-structured interviews with teachers from Specialized Educational Services, regular classroom teachers, a pedagogue, a school administrator, and a support professional, in addition to document analysis and records from the school context. The data were subjected to content analysis, a technique widely used in the interpretation of qualitative data. The results showed that the use of Assistive Technology in Specialized Resource Rooms is affected by weaknesses in the continuing education of teachers, infrastructure limitations, and a gap between legal regulations and the practices actually implemented in the school. At the same time, they reveal pedagogical strategies built in the daily school routine, marked by teacher creativity and the search for inclusive alternatives in the face of adverse conditions. The research contributed to broadening discussions on teacher training, Assistive Technology, and Inclusive Education in Amazonian contexts, highlighting structural limitations, training challenges, and pedagogical strategies present in Specialized Educational Services.Thesis Práticas pedagógicas mediadas pela tecnologia assistiva para estudantes com transtorno do espectro autista: um estudo na zona rural de Iranduba-AM(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-06) Freitas Júnior, Manoel TavaresThis study is situated within the debates on inclusive pedagogical practices in rural schools in the Amazon region, addressing the barriers and possibilities for the schooling of students with Autism Spectrum Disorder (ASD). The choice of this theme is justified by the scarcity of specialized pedagogical support in Amazonian rural schools. The motivation arises from the need to investigate how low-cost assistive technologies can break the 'double invisibility' of students with ASD in the countryside, where the lack of connectivity and infrastructure limits the application of traditional digital resources. The research aimed to investigate how Assistive Technology (AT) can contribute to the development of inclusive pedagogical practices in a rural school in Iranduba, Amazonas, considering limitations related to infrastructure and teacher training. Methodologically, this is a qualitative action-research study conducted with five lower secondary school teachers (Ensino Fundamental II) from Escola Municipal Bom Jesus. Data production instruments included questionnaires, open-ended interviews to deepen teachers’ perspectives, and participant observation. The data were analyzed through Content Analysis. The results showed that, beyond precarious infrastructure and low connectivity, there is a latent sense of institutional neglect in teachers’ narratives. However, the study also revealed that the use of low-cost assistive technologies and multimodal resources, when applied with pedagogical intentionality, significantly enhances the engagement and learning of students with ASD, overcoming the barrier of limited digital resources. In response to the demands identified in the interviews, the educational resource “Multimodal Guide to Adapted Pedagogical Resources” was developed for teachers of students with Autism Spectrum Disorder, specifically designed for rural contexts. It is concluded that the use of non-digital assistive technologies, combined with the appreciation of local knowledge and in-service teacher education, constitutes an effective strategy to promote the meaningful inclusion of students with ASD in rural schools in Iranduba.Other Inclusão conectada: tecnologias digitais a serviço da inclusão escolar(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2025-12-17) Valença, Silviane Sabino; Souza, Dalmir Pacheco deTrabalho de Conclusão de Curso Umlibras web: ferramenta computacional para criação de diagramas de caso de uso com acessibilidade em libras(2023-12-07) Costa, Demilson Pereira da; Bezerra, Sergio Augusto Coelho; http://lattes.cnpq.br/2717823426841852; Bezerra, Sergio Augusto Coelho; http://lattes.cnpq.br/2717823426841852In the context of inclusive education and assistive technology, this study focused on the development of a computational tool for creating Unified Modeling Language (UML) Use Case diagrams with accessibility features in Brazilian Sign Language (Libras), called UMLibras. The tool aims to support teachers and students, with or without hearing impairments, in the teaching and learning of modeling computer systems from diagrams. The RAD (Rapid Application Development) model was adopted for the development of the tool. RAD is an approach that is particularly suitable for individual projects that require agile development and fast results, while maintaining the quality of the final product. Using the JavaScript library mxGraph and the VLibras API, UMLibras was designed to assist in the modeling of the Use Case diagram with associated figures and videos with interpreters. It is expected that UMLibras will contribute significantly to the teaching and learning of such UML models, seeking to offer support to the teacher in teaching, as well as to create favorable conditions for the learning of these students. In this sense, the use of UMLibras in educational institutions can promote both education and the increase in job offers in an inclusive and egalitarian manner.Trabalho de Conclusão de Curso Aplicativos móveis no ensino de química para alunos surdos(2022-06-27) Jean, Alice Hedwiges Rodrigues; 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; Rocha, Andréia Oliveira da; http://lattes.cnpq.br/4751206740233356With the great technological evolution experienced in contemporary times, one of the challenges facing the teacher is the use of technologies in the classroom. Particularly for the implementation of inclusive education, greater support is needed for teachers and students, given that subjects such as Chemistry are considered complex. The study presented here aimed to answer the following research problem: Which mobile applications for the deaf have been used in the teaching of Chemistry? To answer it, we had, as a general objective: to map the mobile applications aimed at deaf students that have been used in the teaching of Chemistry. The research is exploratory, with a bibliographic review being carried out to search for scientific productions that dealt with the subject in question. The review was carried out on the Google Academic and Capes Periodical platforms, using the following descriptors: “applications” combined with “teaching of Chemistry” and “deaf students”, delimiting the time interval between 2017 and 2022. The results found show that didactic resources are still incipient, especially applications, used in Chemistry Teaching, and most of these do not deal with specific contents of Chemistry, but bring such contents translated into Brazilian Sign Language. In addition, a good part of the studies found dealt with themes directed to High School, with few productions for the teaching of Chemistry in Elementary School. Therefore, for inclusive education to be enhanced, new investments and research are needed on the specificities for the teaching and learning of deaf students, as well as the training of professionals (teachers, interpreters) who work directly with this public, promoting the development of new technologies and studies that can promote the learning of these students.Trabalho de Conclusão de Curso Umlibras web: ferramenta computacional para criação de diagramas de sequência com acessibilidade em libras(2022-12-15) Ferreira, Renato Pereira; Bezerra, Sergio Augusto Coelho; http://lattes.cnpq.br/2717823426841852; Bezerra, Sergio Augusto Coelho; http://lattes.cnpq.br/2717823426841852Inserted in the context of inclusive education and assistive technology, this work developed a computational tool for creating sequence diagrams of the Unified Modeling Language (UML), with accessibility resources in Libras, which will subsidize the teaching-learning of students, with or without disabilities hearing, in the modeling of computational systems. The professor will have a didactic-pedagogical resource to help him in exposing the content related to the sequence diagram, favoring the learning of students with hearing impairment and thus promoting inclusive education. Currently, there is a great shortage of tools suitable for the context and needs of students with hearing impairments. From this perspective, the developed tool seeks to support the teacher in the proposed activities, creating conditions for the learning of these students. Named UMLibras, the tool was built using the mxGraph JavaScript library and the VLibras Application Programming Interface (API) as a base structure, aiming to assist in modeling the sequence diagram through the use of videos, illustrations and the Libras language. In this way, it is expected to contribute to the teaching-learning of students with or without hearing impairment, making their access to information and proposed knowledge easier.Outro Guia informativo: "Nós" na travessia: da escola que integra para a escola que inclui(2022-02-16) Cunha, Karen Pontes da; Lima, Maria Francisca Morais de; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Reis, Joab GranaDissertação Educação inclusiva: uma abordagem acerca das políticas de inclusão para a permanência escolar no IFAM Campus Manaus Centro(2022-02-16) Cunha, Karen Pontes da; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Reis, Joab GranaInclusion is a topic discussed in Brazil in all spheres: social, academic, in the context of employability, among others, since historically we live in a country with serious social distortions, reflected in the educational scope as well, the focus of this study. The aim of this research is to analyze inclusive policies and their importance for the permanence of students in the Integrated High School of IFAM Campus Manaus Centro from the perspective of inclusive education. The focus on inclusive policies is justified by their importance as a tool for the promotion of inclusion within technological and professional education, since these policies act in the face of social inequalities manifested in the school, which denotes that the democratization of access does not guarantee the democratization of permanence. In this perspective, inclusive education is chosen as a guiding concept, since it recognizes all students as learning subjects, implying, therefore, a dimension of totality that involves the inclusion of people with disabilities and high abilities; of young people and adults; in vulnerability etc. From this perspective, there is the challenge of thinking about policies based on values that emphasize differences, based on social, cultural, ethnic, nutritional, pedagogical aspects, among others that may imply school permanence. Among the authors with whom we dialogue are: Mantoan (2003), Carvalho (2014), Oliveira and Padilha (2013) who discuss and defend the perspective of inclusive education. About the methodological aspect, the Case Study was used as an investigation method, once it allows the analysis of complex problems in their context. In total, 05 teachers and 09 education technicians participated in the research. To obtain the data, the following techniques were applied of online way: semi-structured interviews, conversation circles and questionnaires. For the treatment and interpretation of data, the Content Analysis strategy was used. In general, the results show that inclusion policies are focused on two main groups: students in social vulnerability and disabilities. It also revealed that despite their focused character, they are important tools for facing social inequalities. Based on praxis in education, through which a coherent and reflective dialogue between theory and practice is established, the Informative Guide “We on the crossing: from the school that integrates to the school that includes” was prepared, which will contribute to the constitution of IFAM CMC as a more inclusive space, with a view to raise reflections that can impact and transform pedagogical practices aligned with the perspective of inclusive education. Finally, this study is incorporated in the research line called Organization and Memories of Pedagogical Spaces in Professional and Technological Education - macroproject 6 which houses projects that work on issues related to the organization and planning of formal and non-formal pedagogical spaces, research, teaching, extension and EPT management.Outro Questionário ProfMed: perfil do professor mediador(2016-07-29) Lima, Miriam Bastos Reis Maia; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Maia, Dayse Peixoto