DSpace Communidade:http://repositorio.ifam.edu.br/jspui/handle/4321/82026-04-05T17:55:09Z2026-04-05T17:55:09ZChaves sociológicas para a interação curricular: um guia prático para transformar a sala de aulaCosta, Amanda Silva Braga daLacerda Júnior, José Cavalcantehttp://repositorio.ifam.edu.br/jspui/handle/4321/18542026-03-10T17:51:28Z2025-09-30T00:00:00ZTítulo: Chaves sociológicas para a interação curricular: um guia prático para transformar a sala de aula
Autor(es): Costa, Amanda Silva Braga da; Lacerda Júnior, José Cavalcante
Abstract: The educational product “Sociological Keys for Curriculum Integration”
is the result of the dissertation “Sociology as a Pathway to the
Articulation of the Integrated Curriculum in EPTNM”, developed within
the scope of the Professional Master’s Program in Professional and
Technological Education (ProfEPT) at the Federal Institute of
Amazonas (IFAM), Manaus Centro Campus. The guide aims to
understand how the Sociology discipline can contribute to the
articulation of the integrated curriculum in Upper Secondary
Professional and Technological Education (EPTNM), based on
historical, theoretical, and practical foundations. Organized into four
parts, the material addresses the historical duality of Brazilian
education, the central concepts of professional education, the formative
role of Sociology in upper secondary education, and the concrete
possibilities for curriculum integration. The guide is expected to serve
as a support tool for teaching practices, strengthening curriculum
integration and promoting students’ critical, civic, and omnilateral
education.
Tipo: Outro2025-09-30T00:00:00ZA sociologia como caminho para articulação do currículo integrado na EPTNMCosta, Amanda Silva Braga dahttp://repositorio.ifam.edu.br/jspui/handle/4321/18532026-03-10T17:40:11Z2025-09-30T00:00:00ZTítulo: A sociologia como caminho para articulação do currículo integrado na EPTNM
Autor(es): Costa, Amanda Silva Braga da
Primeiro Orientador: Lacerda Júnior, José Cavalcante
Abstract: The debate on curricular integration in upper secondary technical and vocational education
(TVET) poses a challenge to teachers, institutions, and researchers to rethink pedagogical
practices and the role of disciplines in the integral human formation of students, within which
sociology assumes relevance due to its capacity to articulate knowledge and promote critical
reflection. This dissertation aims to understand how sociology can contribute to the
articulation of an integrated curriculum in upper secondary TVET, unfolding into the
following specific objectives: to analyze the process of constructing the sociology curriculum
in upper secondary TVET; to verify whether the enacted curriculum corresponds to the
prescribed curriculum; to investigate teachers’ knowledge and perceptions regarding the
integrated curriculum; and to propose pedagogical and methodological strategies that foster
the effective curricular integration of sociology. The research adopts a qualitative approach of
an exploratory and descriptive nature, seeking to understand the perceptions of the subjects
involved in the investigated context. It is developed as a multicampus study within the
Federal Institute of Amazonas (IFAM), involving sociology teachers, using a questionnaire as
the main data collection instrument, complemented by bibliographic research and
documentary analysis. Data analysis employs Bardin’s (2016) content analysis technique. The
findings indicate that the process of constructing the integrated curriculum at IFAM presents
significant weaknesses, as it does not prioritize collective work and is often developed in an
individual, isolated, or segmented manner. This assessment is reinforced by the analysis of
curricular organization and the relationship between the prescribed and enacted curricula, as
some teachers demonstrate a lack of knowledge about the curriculum development process,
while others report the existence of systemic and local committees. The enacted curriculum
implemented by most teachers differs from the prescribed curriculum, with adaptations
justified by factors such as affinity with specific content, standardization, contextualization,
and updating, which characterizes a predominantly solitary teaching practice. Although
teachers recognize the conceptual foundations of technical and vocational education and
demonstrate an understanding of the integrated curriculum concept, the analyzed data reveal
contradictions between this understanding and the effective implementation of integrated
curricular practices, indicating that integration occurs in a fragmented and non-systemic
manner. In this context, bibliographic and exploratory research seeks to open pathways for
articulating the integrated curriculum by recovering pedagogical keys that may serve as a
starting point for curricular integration, while acknowledging that individual efforts have
limitations and that the construction of an integrated curriculum in upper secondary TVET
requires collective commitment. As an outcome of the research, an educational product
entitled “Didactic Guide: Sociological Keys for Curricular Integration” is developed.
Tipo: Dissertação2025-09-30T00:00:00ZAgora sou professor(a)! Preciso gerir minha sala de aula! proposta formativa para licenciandos no contexto da educação básicaSousa, Ariadene SantosCabral, Cinara Calvi Anichttp://repositorio.ifam.edu.br/jspui/handle/4321/18522026-01-20T15:35:55Z2025-09-24T00:00:00ZTítulo: Agora sou professor(a)! Preciso gerir minha sala de aula! proposta formativa para licenciandos no contexto da educação básica
Autor(es): Sousa, Ariadene Santos; Cabral, Cinara Calvi Anic
Abstract: The Educational Product “NOW I’M A TEACHER, I NEED TO MANAGE MY
CLASSROOM! TRAINING PROPOSAL FOR UNDERGRADUATE STUDENTS IN
THE CONTEXT OF BASIC EDUCATION!” originated from the master’s level
research entitled “CLASSROOM MANAGEMENT IN INITIAL TEACHER
TRAINING FOR BASIC EDUCATION”
, which aimed to understand in which
aspects a training proposal for classroom management can help the training of
basic education teachers. Classroom management goes beyond the physical
organization of the space, encompassing all the elements that, when aligned,
can contribute to promoting student learning. The research was conducted with
undergraduate Pedagogy students, who reported their training needs, including
classroom management. They identified classroom discipline and lesson
planning as areas where they felt insecure about their future teaching careers.
Thus, through action research, used as a qualitative approach in this research, we
were able to create a professional training course, which we present in this
educational product. The course consists of five modules, totaling 20 hours, with
both in-person and asynchronous activities. During the course and at its
conclusion, we witnessed the development of new pedagogical knowledge,
such as knowledge related to class organization, time management, content
definition, activity planning, and the relationships established within it. We
believe that by providing opportunities for the development of this knowledge
early in initial training, we can avoid the insecurity common among beginning
teachers, who can experience
“reality shock” when they take on teaching.
Therefore, we hope that the course presented here can help you, as a teacher
educator, provide your students with theoretical and practical knowledge that
will contribute to your teaching work
Tipo: Outro2025-09-24T00:00:00ZGestão da sala de aula na formação inicial de professores para a educação básicaSousa, Ariadene Santoshttp://repositorio.ifam.edu.br/jspui/handle/4321/18512026-01-20T15:11:10Z2025-09-24T00:00:00ZTítulo: Gestão da sala de aula na formação inicial de professores para a educação básica
Autor(es): Sousa, Ariadene Santos
Primeiro Orientador: Anic, Cinara Calvi
Abstract: Ta research entitled “Classroom management in the initial training of teachers for basic
education” is about the need to understand the management of the classroom as a
training need for teachers. The principles of classroom management must be known
by the teacher in his initial training, as this is a space/time of learning concretized in
plural knowledge, with a theory-practice articulation mediated by critical reflection.
Furthermore, the objective and subjective conditions of teaching practices, of a
complex nature, and the construction of diverse knowledge, including specific,
pedagogical and experiential knowledge, must be considered. Among these pieces of
knowledge are the knowledge relating to the organization of the classroom, the
management of the class as well as the management of time, the definition of content,
the planning of activities, as well as the relationships that are established there. Nesse
context, or study of classroom management, and its relevance reside in the possibility
of, in the initial training, being inserted to contact the teachers in training, a formative
proposal to expand the discussions on classroom management, contributing to the
training process of future teachers. The concretization of the educational product of
the research was developed in the interaction with students of the Pedagogy course
of the Faculty of State in Amazonas. The objective of the research was to analyze in
what aspects a training proposal for the development of classroom management
contributes to the initial training of teachers for basic education. The research was
carried out with students enrolled in the 3rd years and 7th periods of Pedagogy, in view
of which we will be experiencing our first contacts with a school, in addition to having
studied pedagogical disciplines. A methodological approach in qualitative research
with an approach in current research. The data are constructed from interviews,
documentary research and conversations, and analyzed according to the spiral of
analyzes by Creswell (2014). The results obtained in the investigation reach the
objective of the research, when by means of the educational product, discussions
about the practice of the teaching career and reflections on the management of the
classroom are encouraged by subsidizing the teaching work of graduates, in order to
find the training needs of teachers in initial training.
Tipo: Dissertação2025-09-24T00:00:00Z