http://repositorio.ifam.edu.br/jspui/handle/4321/24 Sat, 04 Apr 2026 04:32:46 GMT 2026-04-04T04:32:46Z http://localhost:80/jspui/retrieve/332/PROFEPT.png http://repositorio.ifam.edu.br/jspui/handle/4321/24 http://repositorio.ifam.edu.br/jspui/handle/4321/1854 Título: 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: Outro Tue, 30 Sep 2025 00:00:00 GMT http://repositorio.ifam.edu.br/jspui/handle/4321/1854 2025-09-30T00:00:00Z 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 Tue, 30 Sep 2025 00:00:00 GMT http://repositorio.ifam.edu.br/jspui/handle/4321/1853 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 Wed, 03 Sep 2025 00:00:00 GMT http://repositorio.ifam.edu.br/jspui/handle/4321/1840 2025-09-03T00:00:00Z http://repositorio.ifam.edu.br/jspui/handle/4321/1839 Título: História atrativa: caderno temático para um ensino de História significativo Autor(es): Monteiro, Alex Sandro dos Santos; Lima, Maria Francisca Morais de Abstract: This product aims to offer teachers working in integrated high school and vocational education the possibility of conducting active and meaningful classes. It was written and conceived based on questionnaires and interviews applied to teachers and students of IFAM Campus Manaus-Centro, through research on the teaching of History in Integrated High School. This educational product was applied, tested, and evaluated by the teachers participating in the research and teaching specialists. This thematic booklet addresses, in a dynamic and practical way, the concepts and applications of History teaching using Active Learning Methodologies, clarifying doubts regarding the main types, formats, and practices that contribute to its understanding and use by teachers, consolidating Active Methodologies as a necessary associated pedagogical practice for the teaching of History in Vocational and Technological Education. We hope that this Educational Product will be a path to building great teaching practices aimed at an omnilateral, integral, active, and critical education. Tipo: Outro Tue, 30 Sep 2025 00:00:00 GMT http://repositorio.ifam.edu.br/jspui/handle/4321/1839 2025-09-30T00:00:00Z