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Item As necessidades formativas do professor do AEE diante de demandas emergentes(2024-12-27) Castro, Suzy Aparecida Batista de; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Lemos, Cátia de; http://lattes.cnpq.br/1107294537559745Schools play an important role in developing critical, self-aware, proactive, and inclusive citizens. Inclusion, as both an action and a value, is a key theme in basic education institutions due to the experiences and interactions that take place over at least 12 years in this environment. Discussing inclusion is essential for naturally fostering respect, self-awareness, and the ability to address the specificities of others, whether related to their abilities or limitations. Regarding individuals with disabilities, school inclusion primarily occurs through special education, which is implemented by the public educational system through various instances and diverse instruments, one of which is the Specialized Educational Service (AEE). Given the current scenario, along with the expansion and increasing complexity of this student population, there is an urgent need for training programs for professionals working directly in the Resource Rooms (SRMs) that provide AEE. Therefore, the general objective of this research is "to identify the training needs of teachers working in AEE within the public education system of the municipality of Manaus." This study is classified as applied research with a qualitative approach, employing a case study methodology. It focuses on teachers working in SRMs within the public school system (SEMED-MAO and SEDUC-AM). Considering the complexity of the research, particularly within the institutional management of SRMs, and given its exploratory nature, a snowball sampling method was employed, allowing participants to voluntarily join the study. Initially, a Conversation Circle was conducted with teachers working in AEE in the state of Amazonas, centered on the theme: "Teacher Dialogues about the Formative Needs in an Inclusive Context." Subsequently, a semi-structured questionnaire, designed in Google Forms, was sent via email to the meeting participants. The questionnaire aimed to contextualize the research objectives, addressing the operation of AEE, teachers' relationships with their pedagogical practices, and their training needs in light of the inclusive education process. From the responses, several training gaps were identified, with pedagogical work related to global developmental disorders emerging as a major concern. This demand was ultimately addressed in the educational product developed in this study. The educational product consisted of a pedagogical workshop titled "Pedagogical Proposals for Teaching Work in the Context of Pervasive Developmental Disorders," designed for AEE teachers. During the product validation process, the results highlighted its relevance to the target audience, particularly in terms of content comprehension and the significance of the topics covered. The study concluded that, given the complexity of inclusive education and the professional development needs of AEE teachers, initiatives must be undertaken to enhance pedagogical practices. These efforts are essential for strengthening the school inclusion process for students with disabilities.Item Avaliação formativa: uma experiência de formação de professores mediada por tecnologia digital de informação e comunicação no município de Manacapuru(2024-02-28) Lopes, Dennys Teles; Silva, Josiani Mendes; Silva, Josiani Mendes; Pacheco, Maria Lúcia Tinoco; Lima, Eliane BatistaThe research proposes to discuss the assessment of learning from a formative perspective. This research was important because it treated assessment as a teaching and learning process from the perspective of formative assessment mediated by Digital Information and Communication Technologies. This research is of a qualitative nature, and aims to investigate how to lead teachers to broaden their perspective on assessment, and to include formative assessment, mediated by TDICs, in their teaching practice. In this way, relying on theorists Carpim (2020), Silva (2018), Villas Boas (2016), Luckesi (2014), Gatti (2014) among others, we discuss and reflect on the conceptions, characteristics, elements of formative assessment, as well as teacher training and assessment instruments. This research sought to answer the following problem: How to get teachers to reflect, within the scope of in-service training, on the adoption of formative assessment in teaching practice, based on experience with the use of TDICs? To achieve the proposed objectives, Yin's (2015) case study methodology was used. We chose this method as we considered it suitable for investigating the object of study, as it helped us to understand and interpret the phenomena surrounding formative assessment. The research participants were teachers, from rural areas, from the Municipal Education System, from the municipality of Manacapuru/Am. We used the focus group as a data collection technique to obtain research data. The data collected in the interviews were structured and interpreted using the Content Analysis Technique, according to Bardin (2016), structured in three phases: 1) pre analysis; 2) exploration of the material and 3) treatment of results. The analysis reveals that teachers, upon completing their initial training and facing their teaching responsibilities, are unprepared to assume the role of evaluators, as they lack theoretical foundations that support their evaluation practices. Instead, they believe in their past experiences as students. The data also highlights the need for continued training in learning assessment from a formative perspective, as indicated by the observations made by the interviewed teachers. In view of these results, we developed a proposal for an educational product, through a training entitled “Coffee with training: reflections on learning assessment from a formative perspective”, whose objective is to provide teachers with continued training in learning assessment from a formative perspective, through reflection and discussion about the evaluation action, as well as concepts, purposes and techniques of formative evaluation. To validate the proposal, we applied the product with a group of elementary school teachers in the final years of a municipal school in the city of Manacapuru/AM, located in a rural area. The teachers positively evaluated the coffee proposal with training based on its constituent elements, providing contributions and suggestions for improving the proposal.Item Lixo eletrônico: o meu e o seu – e agora! como proceder em sala de aula?(2024-02-07) Oliveira, Fernanda Miranda de; Marques, Jean Dalmo de Oliveira; Marques, Jean Dalmo de Oliveira; Azevedo, Rosa Oliveira Marins; Fernandes, Afonso FonsecaIn 2019 alone, Brazil discarded more than 2 million tons of electronic waste, of which less than 3% was recycled. The country is one of the leaders in the ranking in the production of electronic waste, occupying fifth position worldwide and first in Latin America. The School System performs fundamental role in society, as a space for the dissemination of knowledge, and as an environment for the development of critical and conscious thinking about current issues. In this context, the importance of improving teaching on the subject of electronic waste in courses aimed at training IT technicians stands out. The Factors that reinforce this need are evident: the lack of teaching material that helps teachers address the topic in the classroom; the theoretical and practical limitation of teaching strategies; the lack of knowledge among students and teachers regarding legislation, decrees, resolutions, and standards that govern the correct management of electronic waste; and, also, the chemical composition of this solid waste are factors that reinforce this need. Understanding the potential environmental impacts of electronic waste and how to manage it effectively is essential for complete professional training. Therefore, with this research, we sought to answer the following question: How to approach the topic of electronic waste with students on the technical course in IT education and technology in order to make them professionals aware of their environmental responsibilities? In this context the general objective of this study was to plan and implement a participatory pedagogical workshop on the topic of electronic waste in the IT Technician course in Professional and Technological Education. The work was developed at the Professional and Technological Education Unit of the Amazonas Technological Education Center in the Benjamin Constant Institute building. The research subjects were 24 students from the High School Technical Course in IT in Professional and Technological Education. The action research procedure with a qualitative focus was used. We held a pedagogical workshop organized into four Modules, the last module being an exhibition of electronic waste paintings produced by students. Data collection took place through the application of questionnaires. The results indicate that the pedagogical workshop was effective in expanding students' knowledge on the topic of electronic waste. They are now more aware of proper disposal options, the need for awareness and information, and the importance of correctly managing e-waste.Item Narrativas (auto)biográficas, resistência e empoderamento: uma proposta para a formação de professores suleada pela práxis decolonial a partir da afroperspectiva(2024-02-23) Santos, Tereza de Jesus dos; Normando, Tarcisio Serpa; Normando, Tarcísio Serpa; Belizario, Maria Rutimar de Jesus; Melo, Patrícia Maria Alves deThe present study was developed in the context of the Postgraduate Program in Technological Education at the Federal Institute of Amazonas, Manaus -Centro campus, in the research line I Processes for Effectiveness in Teacher Training and Pedagogical Work in Technological Teaching Contexts. The research emerges from the urgency of recognizing and valuing the quality of ethnic-racial diversity that is included in our society. For this purpose, our general objective proposes to discuss teaching experiences and propose teacher training anchored in a pluriversal, anti racist and decolonial approach for teachers working in Basic Education. From this, we seek to question the theme in question, in which refers to teacher practices, pointing out a break with the legacy of the European colonial civilization process that still structures Brazilian society, thus showing a training perspective for ethnic-racial diversity. In the development of our investigative proposal, we formed a teaching group from different areas of knowledge as well as an activist in the black movement. To carry out the research, as well as the elaboration of our educational product proposal, the biographical project studio, we suggest from the perspective of qualitative research, anchored in (auto) biographical narratives with theoretical sport, among other authors, Delory-Momberger (2006- 2012), Freire (2009, 2016, 2017), Gomes (2008, 2017, 2019, 2023), Goodson (2019), Josso (2006), Minayo (2017), Rufino (2019, 2021, 2023), Souza (2008 ). , 2011, 2015, 2016), Nóvoa (2009, 2023). Because of this, our theoretical support contributed to a dialogue/reflection in the anti-racist struggle through the possibilities of constructing proposals for teachers to reframe their practices, recognizing and valuing the ethnic-racial diversity that exists in our society and thus, breaking with the structure that carries the still predominant model of education, the legacy of the colonial project, which was based on the destruction, silencing and erasure of non-white beings. Our methodological contribution followed the qualitative approach in the following methods: (auto)biographical narratives and pedagogical letters. In the first moment of the investigation In the field, the work with pedagogical letters was developed, where teachers exchanged letters narrating their trajectories. our work. In view of this, we believe that our research contributed to the participating teachers and has great potential to contribute to many others who later come to participate in the studio effectively from a perspective of rupture and new meaning of their practices in favor of anti-racist education, decolonial and pluriversal in the construction of an equitable, supportive, democratic and racism-free society, welcoming other knowledge, other voices and other ways of being in the world.Item Curso Arumã e formação de professores na Amazônia: contributos para a educação especial(2024-03-27) Braga, Waldeilson Martins; Pacheco, Maria Lúcia Tinoco; Pacheco, Maria Lúcia Tinoco; Silva, Josiani Mendes; Lemos, CátiaOne of the most fundamental questions when we deal with special education, conceiveing it as a way to fight against the exclusion process that has marked the entire history of people with disabilities, in a school context, concerns the role of teacher formation. Whether in the formation of graduate students or in the training of teachers in the field of action, this training, in addition to mastering techniques, didactics and pedagogical resources, must seek, mainly, a change of mentality in relation to disability, which, in turn, implies the deconstruction of concepts, visions, and school cultural practices that limit inclusive action. So, actions that have the emphsis in the teachers formation from the perspective os special education in an inclusive vision assume a responsability in this scenario, once offering a course of this nature is expected to enable those who mainly do so to rethink themselves as teachers, reflecting this reflexive action in pedagogical and school practices from then on in favor of social inclusion. In this way when we are treating with the formation of teachers in the perspective of inclusive education, we took the course called ARUMÃ/IFAM on the Manaus-Center campus, Instituto Federal do Amazonas, in an improvement format, that promoted in its editions, the direct formation of teachers and others education professionals as well as in capital and the countryside of the Amazonas state and Pará, reaching municipalities such as Iranduba, Presidente Figueiredo and Oriximiná. This work focused on offering the Arumã course in the period between 2010 and 2015, trying to answer the central question: What perspectives on special education were worked on with teachers who experienced a formation process offered by the Arumã/IFAM course? By the exposed, this research , a study case, in a qualitative approach, intended to investigate the scope of this formation, presenting an overview of the training offered by the Arumã course to teachers of basic education in special education, considering its formative proposal, in the documents referring to the editions of the course in the period in question. As a result, we may affirm that the actions of the Arumã helped to fill the gap in the inclusive process, that is, the formation of professionals for pedagogical work with special education stakeholders, so this research brings as a proposal for an educational product a curricular component to be included in teacher formation, entitled “Topics of Inclusive Literature and Deaf Literature”.Item Fungos da Amazônia: um recurso didático para a graduação(2024-03-14) Travassos, Ana Graziela Gomes; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Freitas, Adriana Dantas Gonzaga de; http://lattes.cnpq.br/3694117633635449This research reflects the difficulties encountered in teaching Mycology and, more specifically, in its contextualization for the Amazonian scenario. Within the teaching of Mycology in higher education, the resources to be used are not specific to the discipline, since the majority of technical books in Portuguese are dedicated to the sub-area of Medical Mycology, intended for the training of health professionals. This approach reduces the understanding of the rich diversity and uses of fungi to a view of this group of living beings as pathogens and, therefore, harmful to people, plants and animals. In the quest to understand this scenario and propose teaching alternatives, this research aimed to develop a technical book for teaching Mycology in the Amazonian context and disseminate it through its own website, dedicated to Amazonian fungi. The research had a qualitative nature and was planned in two phases: the first included a systematic review of publications on fungi collected in the Amazon. The second, carried out a diagnosis in higher education institutions in the city of Manaus that offer courses with subjects that include Mycology, as well as the elaboration and testing of the proposal for a teaching resource in the form of a book and a website, making use of a newsstand of reviewers for their evaluation. The literature review was carried out using the keywords: “Amazon fungi”, “Amazon chytridiomycetes”, “zygomycetes in the Amazon”, “Amazon glomeromycetes”, “ascomycetes in the Amazon”, “Amazon basidiomycetes”, “deuteromycetes in the Amazon”, and “teaching Mycology in the Amazon”, combined together, on the electronic platforms Portal de Periódicos Capes/MEC, Scielo periodical library, PubMed and Science Direct. As results, the systematic review collected around 862 results for “fungi from the Amazon” adding up the portals searched, and no results for “teaching Mycology in the Amazon”. It was observed that Mycology as a discipline or as content within the Microbiology discipline, is offered in eight higher education institutions in face-to-face courses, three of which are public and five are private. Of these, only the three public institutions showed interest in participating in the teaching resource evaluation stage. The teachers were approached through the application of semi structured questionnaires, based on the Delphi method. The 1st round surveyed the profile of five teachers and the 2nd round served to evaluate the textbook prototype that is part of the educational product. The book resulting from this research is divided into five units that will cover: 1. The Fungi Kingdom; 2. Characterization of the phyla; 3. Amazonian biodiversity; 4. Resources for teaching Mycology. In the 1st round, the referees indicated the lack of specific resources for undergraduate teaching on Amazonian fungi and that they largely rely on published articles and research results from their master's and doctoral students. In the 2nd round, the reviewers' evaluation of the textbook proposal indicated good aesthetic and communicational presentation, adequacy of the proposed content, highlighting the potential of “bringing Amazonian students closer to regionally relevant content”. Some suggestions for improvement were the expansion of content on endophytic fungi and the inclusion of biological cycles of the phyla. Based on the evaluation carried out, the educational product was improved, associating the textbook with the fungosdaamazonia.my.canva.site/fungosdaamazonia website with a view to its future publication and adoption with part of the collection of references used by teachers in the area of Microbiology and Mycology. Each chapter has proposed activities to deepen the content and suggestions for classes in non-formal environments to allow undergraduates a more transdisciplinary view of Mycology. It is expected that this product can serve to contextualize Mycology taught in the Amazon in Biological Sciences Degree classes, aiming in the medium and long term, for a greater rapprochement between basic education students and knowledge about fungi, through the actions of future teachers.Item Metodologia BIM com uso da realidade virtual para o processo de ensino-aprendizagem da disciplina arquitetura e urbanismo do curso de engenharia civil(2024-03-27) Aguiar, Cristiane Pereira de; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Araújo, Valdete Santos deThis dissertation consists of a teaching-learning proposal for the discipline of Architecture and Urbanism involving the development of architectural design integrating Building Information Modeling (BIM) with Virtual Reality (VR). The general objective of this research was to apply a didactic sequence in teaching architectural project development content, contributing to the teaching-learning process of 25 students in the 7th period of the Architecture and Urban Planning discipline of the Civil Engineering undergraduate course at the Institute. Federal Department of Education, Science and Technology of Amazonas – Campus Manaus Centro - IFAM/CMC. It consists of qualitative research, which adopted action research as an investigation strategy to organize methodological procedures through three (03) phases of planning, implementation and monitoring and evaluation, using data collection instruments as: questionnaires, observations, notes in the field diary and evaluation of the architectural projects developed by the participants. The didactic sequence was applied combining face-to-face and flipped classroom study activities. It promoted procedural and attitudinal changes for students, as it encouraged students to apply their knowledge in practical situations, developing their skills and competencies over time and carrying out relevant tasks in their academic lives. The implementation of the planned and detailed didactic sequence occurred in three phases with a workload of 20 hours, including: 12 hours for face-to-face expository and dialogue classes and independent studies, implementation of two workshops held in the computer laboratory, each with lasting 4 hours and in person. Workshop 1 was intended for the student to develop a plan using the Revit/BIM program and workshop 2 lasted 4 hours for viewing the three dimensional project using Virtual Reality glasses. To develop the learning assessment, the students were organized into pairs under the guidance of the researcher participant, they developed 01 residential architectural project from its conception to the visualization of the virtual prototype in 3D. These projects were evaluated using a set of criteria organized into rubrics, thus establishing the level of student performance, difficulties and improvements observed during each phase. The research results demonstrated that the didactic sequence using the integration of BIM with VR offered a meaningful and effective learning experience for Civil Engineering students, improved skills, providing understanding of complex architectural concepts and stimulating creativity in the development of the architectural project. As a result of this research, a Teaching Guide was organized as an educational product under the title 11 “Integration of BIM with virtual reality in teaching architectural projects”, which includes details of the teaching-learning proposal, teaching resources and a set of guidelines that assist teachers and students in the area of Civil Engineering in replicating the aforementioned proposal in their teaching contexts. This study contributes to the existing literature by highlighting the importance of adding the use of Digital Communication and Information Technologies – TDCI as a tool to investigate and improve teaching practices for educators, professionals and researchers interested in promoting the advancement of architecture teachingItem Amazonglês: uma proposta para aprendizagem significativa de vocabulário em inglês no ensino fundamental(2024-03-25) Mendes, Isabella Marcela Teixeira Laborda; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Coelho, Iandra Maria Weirich da Silva; http://lattes.cnpq.br/4062149157525849; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Almeida, Christine Sant’Anna deThis research aims to evaluate a potentially significant teaching unit, called Amazonglês, designed to mediate the teaching-learning process of English vocabulary. The proposal was applied to elementary school students from a public school in the city of Manaus. The research has as its theoretical support the Theory of Meaningful Learning, based on authors such as Ausubel (2000) and Moreira (2012) and scholars such as Scaramucci (1995), Gattolin (2005) and Leffa (2000) regarding vocabulary learning. The methodological procedures involve qualitative, exploratory research and use of the case study method (Yin, 2015). Data collection was carried out with the aid of a questionnaire, participant observation and an observation grid, focusing on the analysis of two criteria: motivation and performance, the latter being used to evaluate the control and range of vocabulary learning. Data from assessments carried out in three stages were also included: pre-test to verify prior knowledge, post-test and late post-test (Zilles, 2001). Data analysis was carried out using the Content Analysis method, along the lines of Bardin (2016). The results showed that the proposal contributed significantly to learning vocabulary in English. As for the results, we highlight the potential of the Amazonglês proposal so that students can take ownership of their regionality and reflect on the importance of learning vocabulary for their school, personal and professional lives. Regarding potentially significant activities, we highlight mind maps. The use of mental maps contributed to the expansion of the repertoire presented in the UEPS, which was validated through the creations and quantity of new words present in the activity. In the control and range criteria, it was possible to observe a progression in learning, considering the little prior knowledge about specific vocabulary and the significant amount of vocabulary retained in memory (with post-test and late post-test). The educational product arising from this research is a teaching guide aimed at English teachers, with guidelines and possibilities for activities to be developed with a focus on teaching and learning vocabulary supported by the Meaningful Learning theory.Item Alimentação saudável com história em quadrinhos no ensino fundamental: um prato cheio de informação e diversão(2024-03-13) Guida, Vânia Marília Lima; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Nagahama, DionísiaA healthy diet helps prevent various diseases, especially chronic ones, since the initial stages originate in childhood and adolescence. Poor nutrition at this stage of life can cause deficiency diseases, which leave the body more vulnerable to infectious diseases, such as diarrhea and flu. These can compromise the maturation of the central nervous system, with consequences at different levels of severity. Therefore, making food choices requires some types of information that serve as guidance regarding the most appropriate and healthy foods and eating practices, depending on the age group and needs. Food and Nutrition Education (EAN), the National Common Curricular Base (BNCC), with the transversal theme of health, and the Food Guide for the Brazilian Population (GAPB) direct the paths that can be taken in Science classes, in order to disseminate this knowledge and improve elementary school students' understanding of adequate and healthy eating and its importance for quality of life. The objective of this research was to evaluate the contributions of a Comic Book (COMIC) for 5th year elementary school students as a teaching resource on adequate and healthy eating. The research field was a municipal public school, of Elementary Education I, located in the East Zone of the city of Manaus, (AM). The research was qualitative and involved the following steps: bibliographical research, school lunch documents, anthropometric data from the research subjects and pedagogical intervention through a Didactic Sequence and 3 Pedagogical Moments, with pedagogical material. The results revealed the perceptions about what a healthy diet is, the Didactic Sequence (SD) together with the comic aroused the students' interest and when analyzing the textbook it was possible to verify that it presents the Food Guide for the Brazilian Population, however the 1st edition, even though it already has a 2nd edition. Through this research it was possible to positively contribute to students reflecting on the importance of knowing and discussing food issues, their importance in each person's life and that in public schools, school meals are not simply a matter of satisfying hunger, but rather contribute to the formation of good habits and eating autonomy.Item Formação de professores e educação antirracista a partir de narrativas (auto)biográficas(2024-02-29) Silva, Rafaela Fonseca da; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746The research is inserted in the field of Teacher Training and Anti-Racist Education, it is dedicated to an investigation through the experiences of a quilombola researcher and understanding the need to be renewed and implemented according to laws 10.639/03 and 11.645/08 in everyday life school. The assumptions of Anti-Racist Education through the (auto) biographical narratives that are demonstrated here seek to criticize the non-execution of anti-racist education in everyday school life and the challenges that black teachers face in their professional training and practice. The objective of the research is to analyze the role of (auto) biographical narratives in the training of black teachers for Anti-Racist Education. This exercise will enable a reflection on the author’s experience in this struggle. And from this set of analyses, build an educational product that promotes the appreciation of the (auto) biographical narrative in the training of black teachers for anti-racist education. The following authors were identified for the theoretical framework: a) on issues linked to racism: Abdias Nascimento, Djamila Ribeiro, Silvio de Almeida, Nilma Lino Gomes, Lélia Gonzalez, Conceição Evaristo, Kabengale Munanga, Chimamanda Nigozi Adiche, bell hooks; b) on teacher training issues: António Nóvoa, Francisco Ibernón, Donald Schön, Isabel Alarcão, Carlos Libâneo; c) on issues related to (auto)biographical narratives: Marie-Christine Josso; Elizeu Clementino Souza, Maria da Conceição Passeggi, D. Jean Clandini, Michael Connelly.The approach used in this research was qualitative, as it tries to understand how the phenomenon happens through the approach of language, its symbols, senses, meanings and representations. To achieve the objectives of this research. The results served as a basis for developing an initial training proposal for black teachers from Quilombo Urbano de São Benedito with a focus on racial literacy. To publicize this proposal, an Educational Product entitled “Sankofa” Anti-Racist Teacher Training Book was created, presenting a contemporary discussion on anti-racist education based on primarily black literature with the participation of black teachers from Quilombo Urbano do Barranco de São Benedito who were the subjects of this research.