http://repositorio.ifam.edu.br/jspui/handle/4321/27 2026-04-05T15:48:26Z http://repositorio.ifam.edu.br/jspui/handle/4321/1853 Título: 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: Dissertação 2025-09-30T00:00:00Z http://repositorio.ifam.edu.br/jspui/handle/4321/1840 Título: Deficiência visual na educação profissional e tecnológica: estratégias de inclusão, permanência e formação continuada docente em Manaus-AM Autor(es): Silva, Zenaide Batista da Primeiro Orientador: Souza, Ana Cláudia Ribeiro de Abstract: This research aimed to describe the main challenges faced in strategies and procedures for identifying non-quota students with visual impairments, from the perspective of faculty members, coordinators of secondary-level courses in the Integrated Program in Vocational and Technological Education, and the management of the Coordination of Assistance to People with Special Educational Needs, formerly the Support Center for People with Special Educational Needs at the Manaus Centro Campus of the Federal Institute of Amazonas (CMC/IFAM). The research sample consisted of 18 participants, distributed as follows: five faculty members from the regular area, five faculty members from the technical area, five course coordinators, and three CAPNE managers. This research adopted a qualitative approach, organized as a case study, of an applied nature, and, in terms of objectives, is characterized as exploratory. Data collection instruments included semi-structured interviews and questionnaires administered to faculty, technical high school course coordinators, and CAPNE managers who worked from 2012 to 2019 at the Manaus Centro/IFAM Campus. The procedures also included bibliographical and documentary research, allowing for a historical contextualization of the investigated topic. The collected data were analyzed using Discursive Textual Analysis (DTA) procedures according to Moraes and Galiazzi (2016), following the three stages that are part of the analysis cycle: unitarization; categorization; and metatext. The aim was to systematize, analyze, and discuss the inferences necessary to investigate discursive information, seeking to discuss procedures for identifying students with specific educational needs who were not admitted to the Institute through quotas for visual impairment. The aim was to improve, influence, and encourage strategies and procedures through pedagogical actions in the institution's formal and informal spaces, aiming to identify these students. Along the way, an educational product was developed whose objective is to intervene in the identified and specific areas, aiming to collaborate with the work of education professionals in the pre- identification and reception of students with visual impairments, ensuring their retention and academic success. As a result, we hope to contribute to the promotion of a comprehensive (omnilateral) human development for these students, who are silenced and whose unique characteristics are not recognized. The goal is to indirectly assist in the development of their potential and emancipation, collaborating in promoting success in their personal, social, and professional trajectories. Furthermore, we aim to raise awareness throughout the school community, fostering empathy among teachers, coordinators, administrators, and the CAPNE team, contributing to the development of an inclusive school in secondary vocational and technological education. From this perspective, this study is based on the research line “Organization and Memories of Pedagogical Spaces in Professional and Technological Education”, whose foundations are inserted in Macroproject 4 “History and memories in the context of EPT”, in accordance with the guidelines of the Professional Master's Degree in Professional and Technological Education. Tipo: Dissertação 2025-09-03T00:00:00Z http://repositorio.ifam.edu.br/jspui/handle/4321/1838 Título: As contribuições das metodologias ativas nas práticas de ensino-aprendizagem no componente de História no curso de Edificações no ensino médio integrado do IFAM Campus Manaus Centro Autor(es): Monteiro, Alex Sandro dos Santos Primeiro Orientador: Lima, Maria Francisca Morais de Abstract: Active Methodologies, the subject of the proposed study, are key approaches to making History teaching meaningful and engaging. The use of these methodologies is essential to achieving better outcomes in light of the current climate of historical and scientific denialism. This work presents a situational analysis, seeking to identify the most effective methodology for History teaching. It is a quantitative-qualitative research study that values the research subjects in their qualitative and quantitative aspects, with a descriptive and explanatory nature. The study addresses the legal, theoretical, and methodological aspects of Professional and Technological Education (EPT) in the context of Integrated High School, specifically the Building Construction course at IFAM Campus Manaus-Centro (CMC). It is based on research from the Professional Master’s Program in Professional and Technological Education (PROFEPT), within the line of Practice Studies. Field research was conducted using Field Notebooks, Printed and Digital Forms with semi-open questions, as well as interviews with semi-open questions. For data analysis, Discursive Textual Analysis (ATD) was employed.The objective of this study is to analyze which active methodologies can be implemented in the classroom and their contributions to the human, omnilateral (Ciavatta, 2014), and comprehensive education of students in Integrated High School with EPT at Campus Manaus-Centro. Additionally, it aims to examine, through current legislation, the concept, theoretical assumptions, and importance of integrating high school with EPT for the holistic human development of individuals (Freire, 1987); to explore, through literature, active methodologies their concept, types, importance, and applicability; to present, via field research, how students perceive History classes and their main challenges in the teaching and learning process; and finally, to develop an educational product focused on active methodologies as a support tool for improving the teaching and learning process in History classes, serving as a resource for educators. Thus, the research emphasizes that Active Learning Methodologies (Bacich and Moran, 2018) are highly valuable in History teaching, contributing to a human, omnilateral, comprehensive, polytechnic (Ciavatta, 2014), and critical education core principles of Integrated High School (Frigotto, 2018) within Professional and Technological Education in Federal Institutes. Tipo: Dissertação 2025-09-30T00:00:00Z http://repositorio.ifam.edu.br/jspui/handle/4321/1834 Título: O papel do NEABI na implementação das leis n. 10.639/03 e n. 11.645/08 no IFAM Parintins: desafios e perspectivas para a formação humana integral no ensino médio integrado Autor(es): Amazonas, Elaine Barbosa Primeiro Orientador: Trindade, Deilson do Carmo Abstract: This dissertation analyzes the role of the Afro-Brazilian and Indigenous Studies Center (NEABI) in the implementation of Laws 10.639/2003 and 11.645/2008 at the Federal Institute of Amazonas (IFAM), Parintins Campus, considering the challenges and perspectives for integral human formation in Integrated Secondary Education. The main objective is to understand how NEABI contributes to the advancement of antiracist education and the integration of ethnic-racial issues into the curriculum. The research is applied in nature, with a qualitative approach, and adopted action research as methodology, using Bardin’s content analysis applied to institutional documents and interviews with NEABI faculty members. The results show that NEABI acts as a space for mobilization and resistance, promoting cultural and pedagogical actions that strengthen ethnic-racial diversity, but faces limitations such as faculty resistance, lack of continuing education, and limited curricular integration of these themes. It concludes that the nucleus has significant potential to contribute to integral human formation and the consolidation of anti-racist education in integrated education, but institutional policies, resources, and training strategies must be strengthened to overcome the challenges identified. Tipo: Dissertação 2025-09-19T00:00:00Z