Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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Outro Guia de implementação do Clube do Silêncio(2025-08-25) Lima, Erison Soares; Aride, Paulo Henrique da RochaDissertação Aprendizagem Tecnológica Ativa (ATA): um elo de dialogicidade para a formação humana integral no ensino médio integrado(2025-03-28) Araújo, Gilmara Silva 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; Santos, Marivan Tavares dos; http://lattes.cnpq.br/9141036625325746Active Technological Learning (ATA) is a methodological teaching process that aims to articulate so-called active methodologies with resources from Digital Communication and Information Technologies (TDICs). From this perspective, we adopt this process based on Freire’s (1996; 2020) dialogic educational conception, which we believe contributes to the field of Professional and Technological Education (EPT), considering the Integral Human Formation of students with a focus on the teacher-student relationship. In light of this, we structured this investigation within a qualitative approach, encompassing documentary research linked to field research, with the locus being the Manacapuru Campus of the Federal Institute of Education, Science, and Technology of Amazonas (IFAM). Thus, the general objective of this research was to analyze the contributions of Active Technological Learning (ATA), articulated with the teaching and learning process, aiming to promote the Integral Human Formation of students in the Integrated High School (EMI) in Administration at IFAM Manacapuru Campus. To achieve this, questionnaires were applied to 20 participating students, and semi-structured interviews were conducted with seven teachers. Consequently, we collected a set of data analyzed through thematic and interpretative analysis (Severino, 2013) and content analysis (Bardin, 2020), using as a theoretical lens the studies of Leite (2018; 2020), Moran (2018), Ciavatta (2014), Moura (2015), Kuenzer (2015), among others. The results indicated that Active Technological Learning, aligned with the principles of Integral Human Formation and Freirean student centered learning, represents an innovative and viable pedagogical approach in the Integrated High School (EMI) at IFAM Manacapuru. We also identified that, despite the structural and methodological challenges revealed, there is collective recognition of ATA’s potential to overcome the limitations of traditional teaching and foster more dynamic and meaningful pedagogical practices. Furthermore, we found that although the participating teachers already incorporate active methodologies and digital technologies in their practices, there is a lack of theoretical systematization of these practices. Finally, the research presented an educational product proposal for EMI teachers, offering guidelines on how to integrate ATA into their pedagogical practices. The material included theoretical support, practical activities, examples of TDICs applications and active methodologies, suggestions for formative and diagnostic assessment, always in line with the principles of ATA. Given this, we emphasize the relevance of this material, applied and positively evaluated by the teachers at IFAM Manacapuru, as it aligns with the guidelines established by the Professional and Technological Education Master's Program (ProfEPT), considering the research line on Educational Practices in Professional and Technological Education (EPT).Dissertação Campus Corrente do Instituto Federal de Educação, Ciência e Tecnologia do Piauí: investigação narrativa de sujeitos(2024-09-26) Silva, Marcone Pereira da; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Rythowem, Marcelo; http://lattes.cnpq.br/5061712494939723; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746This dissertation aimed to conduct a narrative investigation of subjects from the Corrente Campus of the Federal Institute of Education, Science and Technology of Piauí, seeking to understand the historical trajectory of this campus through narrative investigation with some historical subjects, investigating the social impact, due to the need to record its historical trajectory, analyzing its role in local and regional education, its institutional identity and the social impact it has caused for the municipality of Corrente/PI. To this end, bibliographic research guided by qualitative research was adopted, which allows for a thorough reading of the data, due to the interpretative richness, the contextualization of the studied environment (Gil, 2007), also offering a recent, natural and holistic perspective of the phenomena, as well as a flexibility of data acquisition and interpretation methods. As a data analysis procedure, we used Dircursive Textual Analysis (Moraes and Galiazzi, 2016). This study is based mainly on the works of Maurice Halbwachs (1990), Paul Ricoeur (2007), Ecléa Bosi (1994; 2003) and Le Goff (1990) in addition to the German theorist Walter Benjamin (1994). The implementation of the IFs and the Extension Plans of the Federal Network go against the established neoliberalism, resulting in opportunities for working-class youth to obtain quality education, through an educational system that inserts these youth into society as fully self-aware and autonomous individuals, so that they can participate in the construction of a new society based on equality (social, political and economic). The results of this investigation highlight the historical trajectory of the Corrente/IFPI Campus, evidencing the significant impact of the institution in the city of Corrente/PI. The assessment of the social impact demonstrated that the Corrente/IFPI Campus has played a crucial role both in the lives of its graduates, by providing educational and professional opportunities, and in the socioeconomic development of the city of Corrente. As an educational product, an e-book was developed that compiles and narrates the history of Campus Corrente/IFPI through the voices of its protagonists, offering a comprehensive and humanized view of the institutional trajectory.Outro Guia de Introdução às Práticas de ESG no IFAM(2024-04-25) Correas, Michelle Guimarães Souza; Szatkoski, EleniceDissertação Análise de Objetivos de Desenvolvimento Sustentável (ODS) e práticas de Environmental, Social and Governance (ESG) no IFAM: uma discussão crítica e propositiva(2024-04-25) Correa, Michelle Guimarães Souza; Szatkoski, Elenice; http://lattes.cnpq.br/4308298499020242; Szatkoski, Elenice; http://lattes.cnpq.br/4308298499020242; Lacerda Junior, José Cavalcante; Melo, Marília Carvalho deThis study explores the relationship between sustainability, Sustainable Development Goals (SDGs), Environmental, Social, and Governance (ESG) standards, and Professional and Technological Education at the Federal Institute of Amazonas (IFAM). Through a detailed analysis of IFAM's Institutional Development Plan (PDI), we investigate the interconnection between Integral Human Formation, Polytechnics, Omnilaterality, Sustainability, SDGs, and ESG in educational practice. Combining a documentary evaluation of the current educational scenario at IFAM with an analysis of the PDI's goals, we identified a significant institutional effort to integrate SDGs and ESG practices, particularly in the social and governance dimensions, although the absence of specific environmental goals was noted, which is crucial given the Amazonian context. The research suggests the inclusion of measurable environmental objectives such as sustainable projects, environmental education and research, partnerships, campus environmental management, and community engagement. The results provide insights to strengthen the connection between sustainability, SDGs, ESG, and education, positioning IFAM as a regional leader in sustainable practices by aligning education, research, and operations with SDGs and ESG criteria, thus contributing to addressing contemporary environmental and social challenges.Dissertação Inglês na abordagem instrumental: estratégias de ensino no contexto da educação profissional e tecnológica(2023-04-20) Cardoso, Eliete Silva; Szatkoski, Elenice; http://lattes.cnpq.br/4308298499020242; Szatkoski, Elenice; http://lattes.cnpq.br/4308298499020242; Trindade, Deilson Carmo; http://lattes.cnpq.br/0602516200714965; Rodrigues, . Luana Ferreira; http://lattes.cnpq.br/8236254051650694This study integrates research line 1: "Educational Practices in Professional and Technological Education" and macroproject 3: Educational Practices in the Integrated Curriculum, of the Professional Master's Degree in Professional and Technological Education (ProfEPT), Associated Institution of the Federal Institute of Amazonas - IFAM. The general objective was to analyze the teachers' difficulties in applying the teaching of English to the High School Courses Integrated to Professional and Technological Education of the Federal Institute of Education, Science and Technology of Pará (IFPA) - Campus Itaituba. From the results, an educational product was elaborated to help the teacher, aiming at an integral and omnilateral human formation. The study is justified by the fact that the researcher is one of the professors of the English teaching staff, in these courses, and has experienced the problem of lack of didactic materials in English classes. Teachers of English and students of High School Integrated to Vocational and Technological Education (EPT) were involved in the research. To achieve this goal, the articulation of the concepts of Integral and Omnilateral Human Formation and Instrumental English Teaching and the data construction method were observed with a theoretical study on the current situation of English teaching in these courses, with a Literary Review of works and articles published in educational research, identifying in the National Common Curricular Base (BNCC), the skills and abilities developed by high school students, contributing so that the teaching of instrumental English makes a difference in the human formation of the student and in the world of work. Based on Gil (2002), a survey was carried out of the teachers' difficulties in teaching English at this level of schooling and introducing the new Digital Information Technologies. Interviews and questionnaires guided the research, with 3 English teachers and 25 students of the 3 rd grade of the Buildings Course (8) and Information Technology (17), totaling 28 participants. Descriptions and quantitative and qualitative analyzes of the data were carried out through action research. According to Yin (2017, p.15), the exploratory and explanatory research is conceived from the perspective of the participants, resulting in an Educational Product “Podcast Instrumental English” for teachers and students as a teaching strategy. It is concluded that English in the instrumental approach contributes to motivate students and teachers to use new codes and digital media for teaching and learning a foreign language.Outro Guia de apoio ao discente: programa socioassistencial estudantil do IFAM(2023-04-19) Maia, Francisco Ripardo; Silva, Cirlande Cabral daDissertação A formação humana integral: compreendendo a práxis do ensino e aprendizagem da biologia na Educação Profissional e Tecnológica de Nível Médio (EPTNM)(2023-03-16) Aguiar, Aline Simões; Stefanuto, Vanderlei Antônio; http://lattes.cnpq.br/0700606379336264; Stefanuto, Vanderlei Antonio; http://lattes.cnpq.br/0700606379336264; Lacerda Júnior, José Cavalcante; Oliveira, Victor José Machado deThe research emerged from the need to understand how praxis in the teaching of Biology can promote Integral Human Formation, in the perspective of a liberating education, capable of creating mechanisms in the classroom that allow the student to critically reflect on the social problems of the reality to be which is inserted. The research adhered to Line 01 of the Professional Master's Degree in Professional and Technological Education - Educational Practices in EPT, Macroproject 1 - Methodological proposals and didactic resources in formal and non-formal spaces of teaching in EPT. The methodological approach of the research followed the qualitative perspective of descriptive nature, based on participant research. The research locus was at the Federal Institute of Education, Science and Technology of Amazonas – IFAM/Campus Eirunepé. The research sample universe consisted of 10 (ten) students of the Technical Course of Medium Level in Agriculture in the Integrated form. It was applied as an instrument for data collection: two semi-structured questionnaires (pre-intervention and post intervention), and the elaboration of a workshop. After that, the interpretative analysis was carried out (SEVERINO, 2013), in the questions of a closed nature, and, for the open questions, the Content Analysis, by Bardin (2016). The study was based on the theories of Marx (2003), Marx and Engels (2002; 2007), Freire (2020), Ramos (2008; 2014), Silva (2020), among others. In general, the results indicated that it is not enough for the teacher to explain the content proposed in the Biology course syllabus, it is necessary to make an interlocution with questions that permeate the student's daily life, in the case of this research, the proposed themes were basic sanitation and the incidence of worms, in the perspective of a liberating education, promoting praxis. During the research, mainly in the data collection phase, several dialogues were established with the participants, which allowed an outline of the construction of the Educational Product (EP), entitled: The board game and the praxis for teaching Biology.Outro Guia de orientações pedagógicas: Pedagogia de projetos e formação humana integral(2022-07-15) Silva Sobrinho, Moysés Hassan da; Queiroz Neto, José Pinheiro deOutro A educação socioemocional sob o olhar dos discentes(2022-07-14) Campos, Cácia Samira de Sousa; Silva, Cirlande Cabral da
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