DSpace Communidade:http://repositorio.ifam.edu.br/jspui/handle/4321/282024-03-20T23:45:08Z2024-03-20T23:45:08ZImigrantes na escola pública de Manaus: reflexões e desafios na perspectiva da formação docenteFigueiredo, Rayka Justiniano dehttp://repositorio.ifam.edu.br/jspui/handle/4321/14442024-03-20T23:41:30Z2023-12-22T00:00:00ZTítulo: Imigrantes na escola pública de Manaus: reflexões e desafios na perspectiva da formação docente
Autor(es): Figueiredo, Rayka Justiniano de
Primeiro Orientador: Pacheco, Maria Lúcia Tinoco
Abstract: This dissertation deals with the challenges for the training of basic education teachers, in particular teachers of the early years, in dialogue with the perspective of intercultural education, which is the result of research carried out as part of the Professional Master's Degree in Technological Education, of the Graduate Program in Technological Education (PPGET), of the Federal Institute of Education, Science and Technology of Amazonas Campus Manaus Centro (CMC). Thus, research in the
field of education and from an intercultural perspective is fundamental as it promotes discussions on the inclusion of the different socio-cultural groups present in the school environment. In this way, the dialogue regarding the construction of the identity of invisible subjects, such as immigrants, for example, needs to be carried out by the various school actors, particularly teachers, whether in initial or continuing education. This study, in the light of intercultural education, which brings up the issue of diversity, cultural plurality and inclusion, had the general objective of analyzing the challenges
faced by teachers in the face of the inclusive process of immigrant students in public schools in Manaus and their training demands. Thus, this research had three developments outlined in its specific objectives: to contextualize the issue of diversity and intercultural education in the context of teacher training with regard to the migratory process; to investigate, with regard to the context of immigration, what the discourse of diversity and school inclusion consists of from the perspective of Manauara school teachers; to develop a proposal for continuing training for basic education teachers with pedagogical practices with immigrant students. To achieve these objectives, the study adopted a qualitative approach and its research methodology was Textual Discourse Analysis (TDA). In the process of analyzing the data, the analytical axis that contextualized the research scenario emerged: Challenges and reflections in the training of primary school teachers who work in intercultural contexts. From the analysis of the results, dimensions emerged that pointed to the challenges and
reflections, limits and possibilities of moving towards the realization of an education that values and understands the plurality of identities, especially difference. Taking into account the theoretical basis of this research, the investigative path and its analysis, a continuing education course was developed, entitled "Pathways to Intercultural Education", in digital e-book format, which is structured around a review of the literature, the right to school education for immigrants and/or refugees and central
concepts such as: intercultural education; diversity; inclusion; teacher training; pedagogical practices in intercultural contexts. The educational product was evaluated by an ad hoc committee of teachers working in basic education. Within this context, we understand that initial and continuing teacher training based on the principles of intercultural education is fundamental so that teachers can implement an education that fosters dialogue between different cultural groups, helping to minimize the
processes of exclusion and prejudice still present in the school context.
Tipo: Dissertação2023-12-22T00:00:00ZUma proposta de ensino-aprendizagem para interpretação de mapas temáticos para alunos do ensino fundamental IIHolanda, Marcos Farias dehttp://repositorio.ifam.edu.br/jspui/handle/4321/14432024-03-20T23:08:18Z2023-12-15T00:00:00ZTítulo: Uma proposta de ensino-aprendizagem para interpretação de mapas temáticos para alunos do ensino fundamental II
Autor(es): Holanda, Marcos Farias de
Primeiro Orientador: Mendonça, Andréa Pereira
Abstract: In accordance with the National Common Curricular Base (BNCC), the interpretation of thematic maps
stands out as a crucial skill for the development of both Spatial Thinking and Geographic Reasoning.
The integration of these skills provides fundamental elements for the understanding, perception, and
management of space, aligning fully with the principles of the Geography discipline. This research
presents the planning and execution of a teaching-learning proposal focused on the interpretation of
thematic maps of Brazil by 7th-grade students in the Lower Secondary Education. In the planning
process, the principles of Constructive Alignment were adopted, aiming for a consistent and aligned
approach among teaching, learning, and assessment activities. Regarding the teaching dynamics, the
flipped classroom model was adopted, where studies take place beforehand at home, supported in this
research by Learning Guides. In face-to-face classes, students worked on problem-solving, using
thematic maps of Brazil as a central support, focusing on interpretation but considering both reading
and analysis in the study of cartographed phenomena. The methodological approach adopted was
action research, involving a class of 7th-grade students from the Professor Waldocke Fricke de Lyra
State School (CMPM3), located in the municipality of Manaus - AM. The results revealed significant
progress in students' cartographic interpretation and also highlighted significant challenges in reading
and analyzing through cartographic symbolism, requiring adjustments in the teaching-learning
proposal's hourly load, as the time for Geography classes proved insufficient for groups to receive
immediate feedback after solving questions in problem-solving situations. This finding underscores the
importance of considering adequate time to deepen students' understanding and promote more
enriching discussions. As a result of this research, an educational product was generated entitled
"Geogenius – Exploring Maps with Genius," characterized as instructional material to assist Geography
teachers in teaching the interpretation of thematic maps to students in Lower Secondary Education.
Tipo: Dissertação2023-12-15T00:00:00ZPlantas medicinais: uma proposta para o ensino de química e biologiaMaciel, Saaria Lad Lourençohttp://repositorio.ifam.edu.br/jspui/handle/4321/14422024-03-20T22:57:13Z2023-12-20T00:00:00ZTítulo: Plantas medicinais: uma proposta para o ensino de química e biologia
Autor(es): Maciel, Saaria Lad Lourenço
Primeiro Orientador: Paes, Lucilene da Silva
Abstract: The present work proposes a study on teaching practices addressing the theme of medicinal plants with the aim of developing, implementing and analyzing a proposal for a didactic sequence involving these species, aiming at a contextualized teaching of the disciplines of chemistry and biology. The participants in the project were the students of two classes of the 2nd year of the Technical Secondary School of the Federal Institute of Amazonas. The methodology used is research-action, guided in a qualitative
approach. For the intervention, we related the theme of medicinal plants to the construction of a Didactic Sequence, based on the theories of Zabala (1998). We find out the school curriculum of the students through access to the Pedagogical Project of the Course (PPC) and to the textbooks of the disciplines of chemistry and biology, in order to obtain more information for the construction of the sequence and to analyse how the topic is being approached. During the sequence, the students were able to get in touch with the various forms of practices that contribute to the study of medicinal
species and their importance for everyday life, such as the production of drugs and herbal therapy. The results found, by means of the analysis of the data collected, show that the use of the didactic sequence associated with the topic of medicinal plants, being this a subject so regional and often forgotten by the students, aroused in them the interest for research, in addition to contextualizing the contents in a theoretical and practical way, valuing the prior knowledge that they possess, showing thus that the main objective was achieved, evidencing the teaching sequence as a resource of great
relevance for the instruction of contents of the disciplines of chemistry and biology. In the end, the Didactic Sequence, a didactic product of this research, was materialized in a website, to provide a broader access to the content and thus favouring other professionals to reproduce the applied methodologies and thereby contribute to the teaching/learning process.
Tipo: Dissertação2023-12-20T00:00:00ZUma sequência didática para o estudo do Modelo padrãoBastos, Kleber da LuzCabral Neto, João dos Santoshttp://repositorio.ifam.edu.br/jspui/handle/4321/14412024-03-20T20:15:39Z2024-08-15T00:00:00ZTítulo: Uma sequência didática para o estudo do Modelo padrão
Autor(es): Bastos, Kleber da Luz; Cabral Neto, João dos Santos
Abstract: The present work is the result of the research project with title “a didactic sequence for the teaching of the standard model” organized in the form of a sequence that uses digital games and experiments with low cost materials as technological resources to promote concept learning Basic standard model. The proposal is presented in 5 units with a dynamic of meaningful learning theory, organized from
constructive alignment, with soil taxonomy as a reference for learning performance. The quality of learning is granted by the use of rubrics, following clear criteria and objectives about what should be presented at different levels of performance.
Tipo: Outro2024-08-15T00:00:00Z