Flávio Dino - iema.ma.gov.br · III. fulfillment of the prescribed purposes for general training...

A public school of excellence is possible!

Flávio DinoState Governor

Jhonatan AlmadaIEMA Principal

Elinaldo Soares SilvaEducation Director

Gustavo Medeiros Mota AndradePlanning and Management Director

Dario Manoel Barroso SoaresResearch and Extension Director

Art DirectorRiccardo Otavio

C O N T E N T S

Brief History ...........................................4

Professional, Science and Technological Education Network 6Doctor Honoris Causa ...................................................22Relationship with the production sector .........................27Innovation .....................................................................28Evolution of Iema ..........................................................30

Pedagogical model principles ................................ 8Curriculum ............................................................ 9Courses offered in the regular units ....................11Courses offered in the vocational units ...............12

Achievements ....................................................14Inclusive education ...........................................17Networks ..........................................................19Circles ..............................................................21

4 | A public school of excellence is possible!

The State Education, Science and Technology Institute of Maranhão - IEMA is a state-owned school administered by the State Department of Science, Technology and Innovation - SECTI, created by governor Flávio Dino.

IEMA is an institution that aims to provide free, quality public education, contributing to the social, technological and economic development of Maranhão. The Institute was created through Provisional Measure number 184 of January 2, 2015, transformed into Law number 10.213 of March 9, 2015. It was reorganized in accordance with Law number 10.385 of December 21, 2015 and Decree No. 31.761 of May 20, 2016, with the purpose of expanding the offer of Technical and Professional High School Education in the State of Maranhão.

The courses are offered in cities and towns after a study of the local educational situation and a public consultation with the community, in order to ensure the coordination of the educational policies with the social and economic demands, in compliance with goal number 10 of the National Education Plan - PNE, Law 13.005 of 25 June 2014, and goal 3 of the Maranhão State Plan of Education - PEE / MA, Law 10.099 of June 11, 2014.

BRIEF HISTORY

A public school of excellence is possible! | 5

MISSION

VALUES

VISION

To offer innovative, quality, free professional, scientific and technological education aiming at the full development of young people to perform in an autonomous, supportive, competent way in our society.

Cooperation: through teamwork, in a harmonious, integrated, collaborative way, pursuing common objectives.

Inclusive education: through interactive actions with society, based on respect for individual differences.

Innovation: in the dissemination of new knowledge and new technologies at the service of our society.

Quality: through the continuous promotion of services that ensure the respect to the principle of human dignity, the dissemination of a culture of excellence, aimed at the permanent satisfaction the target audience’s needs.

Transparency: exactitude and honesty in all actions, informing the society about everything that can significantly affect the school community.

Until 2024, become a school of reference in professional, scientific, technical and technological education in the State of Maranhão.


The IEMA network is composed of regular and vocational units

REGULAR UNITS – responsible for offering professional and technological full-time education at high school level in the State of Maranhão. The pedagogical, administrative and financial means to accomplish this task are ensured and characterized by:

I. unity of principles and pedagogical/administrative procedures for the implementation of professional education public policies;

II. respect for diversity and to the need of meeting local and regional demands;

III. fulfillment of the prescribed purposes for general training and for the professional activity preparation, aiming at students’ entrance in the labor market, as well as for the offer of both initial and continuous training courses, aimed at qualifying, developing and updating the professional who wants to enter or return to the job market quickly and efficiently.

This teaching model features constant curricula modernization, which allow for the development and updating of new skills, strengthening knowledge and focusing on the performance of a specific professional function or activity.

PROFESSIONAL, SCIENTIFIC AND TECHNOLOGICAL EDUCATION NETWORK


Regular Units adopt innovations in some fundamental components of the school and the curriculum, such as:

• Full-time learning activities for students, with an integrated curriculum in compliance with the National Common Curricular Base, the Elective Subjects and the Technical Education. Classes start at 7:30 am and finish at 5 pm and the students have 3 (three) daily meals provided by the Institute;

• The school is connected to young people’s realities, preparing students to carry out their life projects and to be the protagonists of their own professional development;

• Teachers and other educators with outstanding professional performance, dedicated integrally, full-time to the school unit;

• Management Model - Educational Management Technologies - TGE aimed at an effective learning process and the students’ completion of Basic Education.

PEDAGOGICAL MODEL

CHOICES OF THE SCHOOL

EDUCATIONAL MANAGEMENT

TECHNOLOGY (TGE)

PEDAGOGICAL MODEL

ACADEMIC EDUCATION OF EXCELLENCE

TRAINING FOR LIFE

YOUNG PEOPLE AND THEIR LIFE

PROJECTS

DEVELOPMENT OF COMPETENCES FOR THE

21st CENTURY


PEDAGOGICAL MODEL PRINCIPLES

ProtagonismEach student is part of the solution, and not a problem.

The 4 Pillars of EducationWays to develop students’ competences, learning how to

be, to live together, to do and to know.

Pedagogy of PresenceReference for all educational practices and all educators.

Interdimensional EducationWe consider the physical, the spiritual and the emotional

dimensions of human education and not only the cognitive aspect, which implies in innovations in content, methods and management.


Regular UnitsWorkload comprises the National Common Curricular Base, the Elective Subjects and the Technical Education, in accordance with the Guidelines and Bases of National and State Education.

CURRICULUM

a) National Common Curricular Base (BNCC) - the organization of pedagogical work in High School:

knowledge areas divided into curricular components, namely: Language (Portuguese Language, Arts, Physical Education and Modern Foreign Language); Mathematics and Natural Sciences (Mathematics, Natural Sciences - Biology, Chemistry, Physics) and Human Sciences (Geography, History, Sociology and Philosophy).

b) Elective Subjects - are distributed in an interdisciplinary way, aiming to meet regional and local characteristics

of society, culture, economy, technology and innovation, complementing the BNCC:


• Elective Subjects: Thematic and innovative subjects, offered every semester, proposed by teachers and / or students, aiming to diversify and deepen / enrich the contents and themes covered in the curricular components of the BNCC.

• Life Project: a students’ self-knowledge task, expresses goals and defines deadlines, in order to develop individual skills with individual, social and institutional responsibility towards IEMA. It is a permanent decision-making, self-fulfillment task.

• Youth Protagonism Practices and Experiences: a pedagogical process in which the young person is encouraged to act creatively, constructively and collectively in order to solve real problems of the Unit, of the community and of social life. It is developed through social clubs, namely:

- Class leaders- Youth Clubs• Guides Studies: classes aimed at stimulating the student to

study, supporting and guiding them in their daily assignments through study techniques that will help them in their learning process.

• Experimental Laboratory Practices: classes aimed at offering practical experiences about theoretical, technological and innovative content learned in the classroom, including Educational Robotics classes.

- Reception- Tutoring

c) Technical Education –technical subjects focused on professional training

and improvement of student qualification.


TECHNOLOGICAL FIELDInformation and Communication

Management and Business

Natural Resources

Control and Industrial Processes

Tourism, Hospitality and Leisure

Environment and Health

InfrastructureIndustrial ProductionFood ProductionCultural Production and Design

TECHNICAL COURSE IN1 Computing2 Biomedical Computing3 Internet Computing 4 Computer Maintenance and Support Services5 Business Administration6 Logistics7 Legal Services8 Agriculture (Organic)9 Mining10 Animal Husbandry (Poultry Farming)11 Farming12 Fishery Resources13 Agroecology14 Electrotechnics15 Electromechanics16 Electro-electronics17 Tour Guide18 Event Organization19 Environment20 Biomedical Equipment21 Health Management22 Registry and Information in Health23 Ports and Harbors24 Chemistry25 Food Industry26 Audio and Video Production

COURSES OFFERED IN THE REGULAR UNITS


The courses offered aim at people with varied educational levels and are short in duration, which favors rapid learning and immediate application of the acquired knowledge. They are called Initial and Continued Education (FIC’s) courses.

r English r Tour Guider Civil Constructionr Cosmetic Beautyr Organic Agriculturer Horticulturer Machine Operatorr Motorcycle Mechanicr Building Electricianr Baking and Confectioneryr Fabric Cutting and Sewingr Handicraftsr Processing of• Babassu• Pineapple• Honey• Açaír Beekeeperr Fruit Growerr Preparation of Sweets and Preservesr Craft Beerr Cachaça (Sugarcane Liquor)

FIC Courses

COURSES OFFERED IN THE VOCATIONAL UNITS


IEMA IS PRESENT THERE!Vocational Units

Regular Units

YEAR

2016

2017

2018

YEAR

2016

2017

2018*

NUMBER OF CITIES/TOWNS

18

90

85

NUMBER OF CITIES/TOWNS

3

7

12

NUMBER OF INITIAL ENROLLMENTS

3.486

12.819

13.085

NUMBER OF INITIAL ENROLLMENTS

750

1.350

3.250


ACHIEVEMENTS

2016

r First Place in the Brazilian Robotics Olympics - State Phaser First Place in the Robotics Youth Tournament - State Phaser Robotics Youth Tournament Vice-Champion - National Phaser Brazilian Rocket Show Vice-Championr Gold medal - Brazilian Geography Olympics r Bronze medal - Brazilian Public Schools Mathematics Olympics (OBMEP)r Honorable Mention - Brazilian Public Schools Mathematics Olympics (OBMEP)r First Place - Building Gender Equality State Award r First Place - Eduardo Galeano Writing Contestr Short film selected for the 49th Brazilian Cinema Festival of Brasília

r 2nd NASA Platform Robotics Challenge Championr First place in five modalities - Robotics Youth Tournament national finals - TJRr Second place in two modalities - Robotics Youth Tournament national finals - TJRr XII Brazilian Rocket Quest Vice-championr 3rd place - National Public Defender Writing Contest - DPUr Bronze Medal and Honorable Mention - Maranhão Chemistry Olympics - OMQr First, second and third places - Biological Sciences Academic-Scientific Exhibition - MACCBio - UEMAr Silver medal - Astronomy and Astronautics Brazilian Olympics - OBAr Brazilian Robotics Tournament Vice-champion - senior category

2017


r Gold, silver and bronze medals - Brazilian Geography Olympics - OBGr Best Foreign Team - Robo Party (Portugal)r International Robotics Tournament Champion - ITRr First, second and third places - Brazilian Robotics Olympics - State Phaser Maranhão Jiu-jitsu Champion r Taekwondo gold medal - Maranhão School Gamesr Soccer Bronze and Silver Medal - Maranhão School Games - Metropolitan Phaser Bronze Medal - International Mathematics without Borders Olympics

Science and Technology Week in Maranhão:Category: Postersr 1st and 2nd place - Health Sciencesr 1st 2nd and 3rd places - Linguistics, Language and Artsr 3rd place - Biological Sciencesr 3rd place - Agrarian SciencesCategory: Science Panelr 1st 2nd and 3rd places - Biological Sciencesr 1st place - in Agrarian Sciencesr 2nd place - Human Sciencesr 3rd place - Exact and Natural Sciencesr 1st place - Dédalo - Mathematics Labyrinth

r Bronze and Silver medals and honorable mention - Brazilian Knowledge Olympicsr 3rd place - International Letter Writing Contest - Universal Postal Unionr 4th place in robot dancing and 5th place in robot racing – Robot Party (Portugal)r 2nd and 3rd places - City Rocket Launching Championship / Santa Rita Scientific Panel

*Until May 2018

2017

2018


QUALITY INDICATORS 2017

DROPPING OUT0,78%

97%

91,24%FREQUENCY

PASS


INCLUSION

Inclusive education - Inclusive education and its many challenges require knowledge about the historical struggles that Brazilian education has faced over the years, along paths marked by the need to socially include people with disabilities.

In the 21st century, several achievements can be listed in the area of special and inclusive education, among which we highlight the coexistence and sharing of experiences and learning, in the same pedagogical spaces, by students with and without disabilities.

The Education, Science and Technology Institute of Maranhão - IEMA is the living proof that inclusive education is possible in Brazil, in the Northeast region and in the integrated and full time technical vocational High School Level education modality, according to the parameters of a School of Choice, forming protagonist students who outline their dreams and life projects throughout High School.


IEMA fights for excellent public education. Even in its building structure we can see an environment adapted to receive all kinds of publics and their diversities, featuring: multifunctional Type I and Type II resource room; wide stairs with comfortable steps and handrails on both sides; wide ramps with non-slip tread and tactile warnings from start to end, and a suitable slope for climbing and descending in wheelchairs; all bathrooms adapted with lowering guides; two interpreters per classroom for each deaf student. There is also awareness-raising and training of all professionals of the regular unit involved in this process of inclusive education, so that they can understand and foster the students’ learning and inclusion.

It is from this perspective that IEMA offers full-time High School Education and integrated professional education in a free, innovative and quality way, inserting young people with disabilities in the professional world and encouraging the continuation of their studies, overcoming the challenges presented by a social context marked by prejudice and discrimination. Fighting against that, IEMA is as a public institution of excellence which offers inclusive education to allow all students, indistinctly, to develop their skills and competencies as protagonists. IEMA demonstrates that students with disabilities have the capacity to think, act, question, and be an active part of society.


NETWORKS

IEMA Ennes de Souza Educational Laboratories Network was created by resolution CONSUP / IEMA number 71, of February 1st, 2018 with the purpose of organizing the action of the National Common Background and the Technical Education Laboratories of each unit. The network is linked to the Directorate of Research and Extension of IEMA.

Who was Ennes de Souza?

ANTÔNIO ENNES DE SOUZA (1848-1920) moved to Europe in 1867, where he studied at the Sorbonne University in Paris. He returned to Maranhão and worked in the State commerce field until 1873. He returned to Europe and graduated from the University of Zurich, Switzerland. Later, he joined the Royal Academy of Mines of Freiberg, Saxony, obtaining a diploma in mining engineering. Back to Brazil, he became a professor at the Polytechnic School of Rio de Janeiro. He was one of the founders and first president of the National Agriculture Society, in 1897, as well as founded and was the first president of the Brazilian League Against Illiteracy, from 1915 to 1920, and founded and was vice president of the Brazilian Science Society, in 1916. He was one of the founders of the Central Immigration Society and participated in the abolitionist campaign alongside José do Patrocínio, advocating for advanced social reforms for his time. He was also a member of the Brazilian Science Academy, the Natural Sciences Society of Zurich, Switzerland, and the Chemistry Society of Berlin, Germany. He died in Rio de Janeiro in 1920. Please visit CPDOC/EnnesdeSouza.


IEMA Bandeira Tribuzi Library Network was created by resolution CONSUP / IEMA number 22 of 24 of January 2017, with the purpose of bringing together each unit’s Libraries and organizing them through a Common Work Plan and a unified Coordination. The network is linked to the IEMA Teaching Directorate.

IEMA Maria Aragão Health Education Network was created by resolution CONSUP / IEMA number 23, of 24 January 2017 and aims at unifying the health wards of all IEMA units. The network develops a Common Work Plan and has a unified Coordination. María Aragão network is linked to the IEMA Research and Extension Directorate.

Who was Bandeira Tribuzi?BANDEIRA TRIBUZI (1927-1977) was born in São Luís on

February 2, 1927. When he returned to Maranhão after 16 years of study in Portugal, the people of Maranhão had not yet learned about the Modern Art Week of 1922.Tribuzi introduced the State to the modern poem, typically lyrical, simultaneously ironic, and subtly satirical. He died in São Luís at age 50 in 1977. Please visit BandeiraTribuzi.

Who was Maria Aragão?MARIA ARAGÃO (1910-1991). Maria José Camargo Aragão was

born in São Luís, on February 10, 1910, and had six siblings. Known as the communist from Maranhão, she faced severe prejudice for being black and female. She moved to Rio de Janeiro, where she worked as a teacher until she obtained a degree in medicine from the University of Brazil. Maria Aragão was a physician, teacher, director of the Tribuna do Povo newspaper, and reached notoriety as a leader of the Communist Party of Brazil. She began her career as a pediatrician but changed her specialization to gynecology in order to defend the importance of women’s health. She died in São Luís on June 23, 1991. She was honored with a documentary, “Maria Aragão and Popular Organization”, by the Florestan Fernandes National School. In 2003, the Plaza Maria Aragão Memorial was inaugurated in the Historic Center of São Luís, which was designed by Oscar Niemeyer. Please visit FoundationPalmares / PersonalitiesNegras / MariaAragao.


IEMA created “Rosa Mochel” Humanities Circle and “Maria Firmina” Languages Circle of the Education, Science and Technology of Maranhão Institute - IEMA, through resolutions number 86 and 87, respectively, of December 25, 2018.

The Humanities Circle includes all teachers of History, Geography, Philosophy and Sociology of Regular Units and the Languages Circle, gathers all Portuguese, English, Spanish, Arts and Physical Education teachers.

The Circles mission is to integrate the work of the teachers in the Humanities area in order to support to professional development and technological education at IEMA, having as epistemological inspiration basis the culture circles of Paulo Freire, and seeking to promote cooperation, integration and articulation of teachers in the areas of languages, codes and their technologies; humanities and their technologies.

CIRCLES

Maria Firmina dos ReisThe Languages Circle honors Maria Firmina dos Reis, novelist, daughter of

a white mother and black father, named after an illegitimate father and born on the island of São Luis, Maranhão. Maria Firmina dos Reis (1822 - 1917) achieved with her first novel, Ursula (1859), something unthinkable at the time: through its humanized enslaved characters, it became an instrument of slavery criticism.

Rosa Mochel MartinsThe Humanities Circle honors Maranhão teacher Rosa Mochel Martins

(1919-1985), a teacher educator, with a bachelor’s degree in Geography and History, as well as agronomist, the first Maranhão woman to have this kind of training. Her concern with the education of children and young people led her to write coursebooks for students from the third grade of elementary school to higher education. She created the House of Alice, a garden with a wide variety of plants, open to public visitation, in her ranch in the district of Maracanã, in São Luís, with the purpose of preserving nature, especially species on the verge of extinction as a result of disorderly deforestation.


PROFESSOR HONORIS CAUSATânia Bacelar

Tânia Bacelar de Araújo holds a degree in Social Sciences from the Frassinetti School of Recife (1966), a degree in Economics from the Catholic University of Pernambuco (1967), a Diploma in In-Depth Studies (DEA) from the University of Paris I, Panthéon-Sorbonne (1977) and a PhD in Public Economics, Space Planning and Organization from the University of Paris I, Panthéon-Sorbonne (1979). She has held several public positions and is currently a retired professor at the Federal University of Pernambuco. She is also a member of CEPLAN (Economic Consulting and Planning). Economist at SUDENE (20 years) and Global Planning Director (1985/86), Secretary of State for Planning of Pernambuco (1987/88), Secretary of State for Finance of Pernambuco (1988/1990), Director of the Economics Department of FUNDAJ (1990/1995), Secretary for Planning, Urbanism and Environment of Recife (2001/2002), National Secretary for Regional Policies of the Ministry of National Integration (2003), SUDENE and SUDAM Recreation Working Group Coordinator 2003.

Raimundo PalhanoRaimundo Palhano graduated in Economics from UFMA (1972),

obtained a Specialist’s Degree in Public Administration from UEMA (1975), in Development Planning from UFPA, (1983) and in Public Sector Economics from Unicamp (1989). He has offered training and professional development courses in Educational Planning (Central University of Las Villas, Cuba, 1987), in Contemporary Brazilian Society and Politics (University Institute of Research of Rio de Janeiro-IUPERJ, 1986) and in Higher Education Planning and Management, Iowa State University, USA, 1976). He has participated in international discussions on planning and education in the United States, Cuba, Venezuela, Chile and France. He is also holder of a Master’s Degree in History, Urbanization and Industrialization from the Fluminense Federal University of Rio de Janeiro-UFF (1987).


Marcelo VianaMarcelo Miranda Viana da Silva is currently a research fellow and

general director of IMPA, 1P productivity grant holder from CNPq and member of the executive committee and treasurer of the Americas Council of Mathematics. He was a member of the CNPq deliberative council, president of the Brazilian Mathematics Society (SBM), vice-president of the International Mathematics Union (IMU), scientific coordinator of the Latin America and the Caribbean Mathematics Union (UMALCA), executive director at IMPA, member of the IMU executive committee, twice coordinator of the advisory committee on mathematics and statistics of CNPq, representative of mathematics, probability and statistics at CAPES and FAPERJ, head of the Latin American regional office of the Academy of Sciences of the World in Development (TWAS), vice president of SBM and president of the board of directors of PROFMAT - Professional Master’s Degree in Mathematics in National Network. He was granted the Grand Cross of the National Order of Scientific Merit in 2000 by the Presidency of the Republic and the rank of Commander of the National Order of Educational Merit in 2018. He chairs the organizing committee of the International Mathematicians Congress ICM 2018, held in Brazil from August 1 to August 9, 2018. He has created and leads the 2017-2018 Mathematics Biennial project (Law 13.358 of November 7, 2016).

Bira do PindaréUbirajara do Pindaré Almeida Sousa holds a Bachelor’s Degree

in Law from the Federal University of Maranhão (UFMA) and a Master’s Degree in Public Policy from the same University. He works in the banking area and as a lawyer and is a State representative in his second term. He has been president of the Maranhão Banking Clerks Union, Maranhão General Labor Delegate and State Secretary for Science, Technology and Innovation. Director of IEMA from May 27, 2015 to March 14, 2016.


Rossini CorrêaRossini Corrêa is from São Luís, born on September 8, 1955.

Dedicated to juridical, theological, philosophical and social studies, he participated in legal seminars at the Pontifical Urban Studiorum Universitas, in the Vatican, and at Libera Università Maria Santíssima Assunta in Rome, as well as at the Universität Hamburg, Germany and at L’Ecole Nationale de la Magistrature in Paris, and attended lectures at the Sultan Qaboos University in the Sultanate of Oman. He holds a Bachelor’s degree in Social Sciences from the Federal University of Pernambuco (1978); a Bachelor of Laws Degree from the Catholic University of Pernambuco (1981); a Master’s Degree in Religion Science from the Institute of Evangelical Higher Education (1998); a Master’s Degree in Canon Law from the Pan American Theological Faculty (1998); a Master’s Degree in Social Sciences from the Federal University of Pernambuco (1982), a PhD/ThD in Theology from the School of Theology Antioquia International (1998), in Theology, from the Antioch Christian University, in Sociology, from the University of Brasilia (1987), PhD and Post-PhD in International Law, from the American World University (2002 and 2008).

João Batista EriceiraJoão Batista Ericeira holds a Master’s Degree in State Law from the

University of Brasília. He is President of the Academy of Legal Letters of Maranhão, Vice General Director of the School of Governors of Maranhão, Vice-Director of the Brazilian Association of Electoral Lawyers (ABRAE), President of the Brazilian Lawyers Association (ABA/Maranhão) of the Maranhão Lawyers Association - AMAd, Director of the Higher Advocacy School of the Brazilian Bar Order/Maranhão and major partner at João Batista Ericeira Associate Attorneys office. Member of the Brazilian Lawyers Institute and of the Maranhão Historical and Geographical Institute. Coordinator of the Center for Political Science of the Center for Constitutional Studies and Public Management-CECGP. He was a member of the Advisory Board and General Secretary of the National Advocacy School and of the Federal OAB Council, as well as Vice-President of the Editorial Board and of the Committee for Defense of the Republic and of Democracy of OAB-MA.


Simon SchwartzmanSimon Schwartzman, born in Belo Horizonte, is a researcher at the

Institute of Work and Society Studies in Rio de Janeiro. He was President of the Brazilian Geography and Statistics Institute (IBGE), from 1994 to 1998 and, from 1999 to 2002, he was Director of the American Institutes for Research/Brazil. He studied Sociology, Political Science and Public Administration at the Federal University of Minas Gerais (1961); has a Master’s Degree in Sociology from the Latin American School of Social Sciences (FLACSO), Santiago, Chile (1963); and a Ph.D. in Political Science from the University of California, Berkeley (1973). He was a professor at the Federal University of Minas Gerais, having been removed of office by the military coup of 1964 and reintegrated to faculty in 2000, when he retired.

Fernando HaddadFernando Haddad, was born in São Paulo, on January 25, 1963.

Bachelor of Law, University of São Paulo, 1985. Specialist’s Degree in Civil Law. Master’s Degree in Economics, University of São Paulo, 1990. Specialist’s Degree in Political Economy. PhD in Philosophy, University of São Paulo, 1996. Professor of Contemporary Political Theory at the Department of Political Science, School of Philosophy, Letters and Social Sciences, University of São Paulo. Investment Analyst at Unibanco. Consultant at the Foundation for Economic Research (Fipe). Head of Office at the Finance and Economic Development Department of the City Government of São Paulo. Executive Secretary at the Ministry of Education. Minister of State for Education 2005-2012. Mayor of São Paulo from 2013-2016.

Affonso BeatoAffonso Beato, born in Rio de Janeiro, Brazil. American

citizen, living in Santa Monica, CA, USA. Bachelor of Fine Arts, he has directed five documentaries and has working experience in the United States, Canada, England, Scotland, Ireland, France, Spain, Portugal, Germany, Italy, Belgium, Israel, Jordan, Greece, Mexico, Brazil, Colombia, Chile, Bolivia, Argentina, Venezuela, Puerto Rico and Cuba.


Cláudia CostinCláudia Maria Costin, holds a degree in Public Administration from

Fundação Getúlio Vargas-SP (1978) and a Master’s degree in Applied Economics from Fundação Getúlio Vargas - SP (1986). She currently works for the Center for Excellence and Innovation in Educational Policies (CEIPE) and is a lecturer at Fundação Getúlio Vargas. She was Senior Director for Education at the World Bank from July 2014 to June 2016. Prior to joining the World Bank in 2014, Cláudia Costin was City Secretary of Education of Rio de Janeiro. Under her direction, learning outcomes increased by 22% in the city. She has also implemented the Early Childhood program, working with the Health and the Social Protection Departments. Cláudia was Vice-President of Victor Civita Foundation, dedicated to improving the quality of public education. Among her previous positions are State Secretary of Culture of São Paulo and Federal Minister of Public Administration and State Reform. She was also Executive Secretary of Hélio Beltrão Institute and Executive Director of Promon Intelligens, as well as Sector Manager for Poverty Reduction and Economic Management for Latin America and the Caribbean at the World Bank. Cláudia holds academic positions at the Catholic University of São Paulo (PUC -SP), Getúlio Vargas Foundation, INSPER Institute of Education and Research and École Nationale d’Administration Publique (ENAP), Québec, Canada. She also holds a Master’s Degree in Economics from the School of Business Administration of São Paulo, Getúlio Vargas Foundation.

Roberto Átila VieiraRoberto Átila Amaral Vieira, holds a degree in Juridical and Social

Sciences from the Federal University of Ceará (1964) and a Bachelor’s Degree in Philosophy from the Catholic School of Philosophy of Ceará (1965). He is an adjunct professor at the Pontifical Catholic University of Rio de Janeiro and a full professor at Faculdades Hélio Alonso, as well as a former professor at UFRJ. He has been general director of Alcântara Cyclone Space Binational and State Minister for Science and Technology (2003/2004). Member of the Deliberative Board of BNDES and of the Board of Directors of Itaipu Binational. Editor of the Communication & Politics journal of the Brazilian Center for Latin American Studies. He has experience in Political Science, with emphasis on Electoral Studies and Political Parties, working mainly with the following subjects: politics, communication, Brazil, democracy, science, science & technology, and strategy.


RELATIONSHIP WITH PRODUCTIVE SECTOR

In order to prepare students for the challenges of the professional world through the promotion of new practices related to technical courses in 2017, IEMA created, through Resolution number 48, of September 6, 2017, the professional experience program “To Know +”.

Through the program, professional practice opportunities are offered as an extension of classroom learning through direct contact with companies and professionals who work in the technical areas, so that students can live experiences of work while they are still at school.

This action encourages the development of a theory-practice relationship and broadens the meaning of classroom life for IEMA students.


IEMA implemented the Generation 21 Program with the objective of strengthening essential skills and abilities for the formation of a new generation of Maranhão citizens for the 21st century, focusing on Portuguese, Mathematics and English proficiency. The Generation 21 Program highlights logical-mathematical reasoning activities, educational robotics and includes the Podium 21, IEMA Bilingual, IEMA in the World and Vacation Workshops programs.

Educational Robotics integrates the IEMA curriculum as an elective discipline, preferably associated to Mathematics and Physics in the 1st grade and experimental practice in the 2nd and 3rd grades.

The Podium 21 Program aims to develop proficiency in Portuguese and Mathematics by focusing on the descriptors of the National Basic Education Evaluation System, with specific classes on Saturdays from March to June and from August to November.

The IEMA Bilingual Program aims to offer English language proficiency certification to all students until the conclusion of the third grade.

INNOVATION


The Vacation Workshops, created by Resolution number 51, of September 6, 2017, take place in July and January and aim to work on the curricular Portuguese, Mathematics and English contents, prioritizing the priority knowledge areas and skills or those that our students have more difficulties with. The Gonçalves Dias Portuguese Language Workshop honors one of the greatest poets in Brazil, born in Caxias-MA. The Souzinha Mathematics Workshop honors this important mathematician born in Maranhão, the first Doctor in Mathematics in our history. The Jane Austen English Language Workshop honors this important writer whose books are still among the best-selling and more translated and filmed books.

The IEMA in the World Program, created by Resolution number 80, of February 19, 2018, provides international exchange opportunities for the students in our network, consisting of a High School period abroad. The participation of our students broadens their cultural background, pro functional mastery of a foreign language, strengthens and enriches their school curriculum, and contributes to better academic performance.

The Mathematics Festival is a very important innovation in our academic calendar, since it places at the heart of the discussion a subject that is often problematic for many students. The festival will present mathematics in a playful and interactive way in order to demystify it and turn it into an exciting subject so that students feel good about studying it.

The Professions Fair aims to broaden the students’ knowledge about the areas of activity in the professional market covered by the courses offered by the Institute, bringing students closer to companies and building partnerships.

The IEMA Debate Cup is an innovation in our Institute, devised to promote the development of oratory, argumentation and idea defense abilities on controversial issues in our society, so that our students are able to improve in their capacity for dialogue, which needs to be developed, promoted and matured within IEMA.


IEMA EVOLUTION


WE ARE IEMA

“I believe that education is one of the essential pillars to the construction of a fairer, more inclusive and more egalitarian society. Here students can create, develop and present projects, do research and live the constant change that only knowledge can provide. Here the student has a voice”. These are words by Angélica Sabrina Sousa da Silva, student of the regular unit of Pindaré-Mirim of the Education, Science and Technology Institute of Maranhão (IEMA). The student is the interviewee for the 41st edition of the institutional program ‘We are IEMA’.

Daughter of Antônio Gomes da Silva and Anilete Tavares de Sousa, the student of the 3rd year of the Fishery Resources technical course spoke about how grateful she was to have the privilege to study at the Institute. “Studying here is fulfilling. It is, in fact, a school that leads you to growth. Anyone who still has any doubts about the work that is developed in the Institute can visit any of the IEMA units and find out that structural quality, educational quality and promotion of student protagonism are real,” she said.

The student also said that ‘those who studies at IEMA starts off first’, since the Institute offers to its students the opportunity to complete high school studies along with professional qualification at technical level in the field of their choice. “IEMA took me far beyond regular education. When I finish high school, I will also obtain the technical level diploma, which already enables me to work in areas that require such certification. The teaching methodology here

instigates the exercise of autonomy and the development of essential and indispensable competences for the labor market,” she said.

The student also had the opportunity to present projects outside her unit, in Fapema, for example. Her theme was “Citizenship is built by learning and discussing”, with the guidance of teacher Frank Vieira. At Uema, the title she chose for her presentation was “Pollution of the Pindaré River and its effects for the riverside population”, aimed at raising awareness among residents of the municipality of Pindaré-Mirim regarding the serious pollution of the river. This year, the topic was “Added value to the Pindaré valley fish”, seeking to promote value adding to the fish by taking advantage of fish entrails through their transformation into typical dishes.

Angelica also told us about the many dreams that have become true since her enrollment into IEMA. “Presenting projects outside my city is a great pleasure. I want to continue researching, studying and improving myself to become able to fulfill the dream of entering medical school, specializing in dermatology and later in biological sciences. I did not believe I could before, but now, thanks to IEMA, I know I can”, she said. The student concluded by thanking everyone who helped her grow. “I thank my mother, my teachers, managers and friends who are always encouraging me to keep going after the treasure called knowledge”, she concluded.

Angélica Sabrina Sousa da Silva


WE ARE IEMA

A member of the Group of Study and Research in Plant Species, Energy and Environment (Gepesvem) and class leader for the second consecutive year in the regular unit of Axixá, the protagonist student Cacianne Dutra Protázio is the interviewee of the 40th edition of the institutional program ‘We are IEMA’.

Daughter of Luís Carlos de Jesus Protázio and Ana Márcia Dutra Protázio, the student is in the second year of high school and takes the computer technician vocational course at the Education, Science and Technology Institute of Maranhão (IEMA).

Cacianne Protázio has developed projects over the two years she has studied at the Institute. “I elaborated a project on ‘The waste disposal scenario in the city of Axixá’ and it resulted in two nominations in events organized by IEMA, 3rd place in the National Science and Technology Week, in Biological Sciences, and 3rd place in the of Scientific Initiation Seminar (Semic)”, she tells us. Recently, the student represented her unit in the II IEMA Debate Cup, winning the 3rd place in the competition.

The student also speak of her participation as a young protagonist at the Youth Protagonism Week, held in the regular unit of Axixá, whose experience was, according to her, remarkable, since she could welcome other students in the same kind way with which she was received when she first arrived at IEMA.

The student has as hobbies reading, especially science fiction books, watching movies and series based on real facts; developing projects

that can significantly help the community where she lives, and participating in religious activities.

Still according to the student, studying at IEMA was one of her dreams come true. “Getting to study at IEMA and leave my city to present projects, winning prizes and significant results are great achievements. I will not stop here. I will continue to make efforts and dedicate myself to these activities, because I know that with the excellent background I have been getting at IEMA, I will be able to obtain even better results”, she said. Speaking of goals, she told us that she intends to travel abroad, to get to know, to study and to obtain professional experiences in the United States, get a degree in Medicine, specialize in other languages, as well as visit Brazilian cities which, for her, have singular beauty.

Cacianne Dutra Protázio thanked all those who, according to her, were of fundamental importance for all her achievements so far. “I thank my parents for the encouragement they have always given me, they are my reference. I thank my teacher Jonny Erick dos Santos Ferreira and the General Manager Léa Cristina for all support and contribution to my professional and personal formation. I thank IEMA for being a school that has transformed my life. I have accomplished things I had never imagined I would “, she concluded.

Cacianne Dutra Protázio


WE ARE IEMA

Acting as a protagonist at the regular unit of Timon of the Education, Science and Technology Institute of Maranhão (IEMA), Cícero Henrique is the interviewee of the institutional program “We are IEMA”.

IEMA has been recognized nationally and internationally through the performance of its thousands of students, gaining prominence and notoriety among high schools in the State of Maranhão. Cícero Henrique de Sousa Silva, son of Gilson Silva and Selvina Maria Albertino de Sousa, is an example of this success.

A student at the biomedical informatics course of the Timon regular unit, Cicero Henrique recently developed with other colleagues an application titled ‘Project Life’, during the Hackathon marathon (a term resulting from the combination of the English words “hack” and “marathon”. “The prototype of this app was developed in the life project, a subject that is part of the pedagogical structure of IEMA, and was presented during the Hackathon in the National Science and Technology Week,” he explained. He told us he really likes reading a lot in his free time, as well as having fun with some games. “I really enjoy playing RPGs and watching movies and anime, such as Pokémon, Death Note, and reading HQ’s, manga, history books, whether these were coursebooks or not, tales, legends, etc”.

When asked about the reason for choosing to attend high school at IEMA, Cícero Henrique was categorical in his respond. “I did a research about teaching institutions and high school institutes. I was accepted into Federal institutes and into Liceu Piauiense; however, when I received the news that I had been accepted into IEMA, I did not hesitate to choose it. The courses offered at the institute are different from all others, which made a lot of difference in my choice, besides its laboratories. As I have always liked technology, the robotics course caught my attention in addition. I’m part of Timon robotics team”, he said.

The student also shared his experience as a math monitor at the institute. “Monitorship is intended at helping students who have problems with a subject and somehow cannot master the contents effectively. We have the assistance of the math teacher to answer questions that come up in order to help other students”. He was a medalist at the International Mathematics Without Border Games, held at the Institute, later receiving a bronze medal and a certificate from the hands of State Governor Flávio Dino.

After winning the medal, he was invited to participate in a convention called Confluence of the Traditional and Modern - the 16th World Unity & World Peace Festival, the most important worldwide event for basic education students to discuss Ethics, Principles and Values. According to Cicero, the convention consists of gathering students for an initiative called Adventure, whose purpose is to propose solutions to minimize or solve social problems.

To conclude, the student said that the most important moment of his life was when he received the medal and the certificate from the hands of the governor, besides the accomplishment of the dream of studying technology in another country. “Receiving a medal from the hands of a state representative was undoubtedly a great honor. Since I started studying here at IEMA, I have greater perspectives. I dream of studying at the Tokyo University of Technology in Japan. I dream of obtaining this scholarship through the Japanese government, I know that the background I am having through IEMA will be extremely relevant to the realization of this dream”, he affirmed.

Cícero Henrique


INVESTMENT

Investment forecast for 2018-2019

R$ 240,000,000.00

Dom Pedro São Mateus

Colinas Balsas

Chapadinha Vitória do Mearim

Santa Helena Santa Luzia

São Domingo Coelho Neto

Carutapera Tutóia

São Vicente de Ferrer Tuntum


IEMA Matões has a total area of 20,000 m² divided into 12 classrooms, 6 laboratories, 2 special laboratories, an auditorium for 200 people, an industrial kitchen, an amphitheater, a multi-gym, 8 administrative rooms, plus a 5,000 m2 green area with space for students’ interactions.

11/04/18

The public selective process aimed at filling 1,050 places for the technical courses of integrated high school education of the regular units of the Education, Science and Technology Institute of Maranhão (IEMA) attracted many young people from Maranhão, who wish to start the first year of high school in one of the seven regular units of the Institute located in Axixá, Coroatá, São José de Ribamar, Timon, São Luís, Bacabeira and Pindaré-Mirim. The competition rate in the selective process is of 5.2 students per vacancy. In total, over 5,400 students enrolled for the exam.

06/11/2017

In order to promote reading and writing and the recognition of talents in the school community, in addition to honoring the writer and poet Bandeira Tribuzi, the Education, Science and Technology Institute of Maranhão (IEMA) launched, on Wednesday afternoon, 11, a writing contest call with the theme “ Bandeira Tribuzi: life and work”.

April 12, 2018

IEMA IN THE MEDIA


The finalists were the winners of the state phases of the championship which received representatives from all over the country. Competing for IEMA, 17 Maranhão teams from São Luís, Pindaré-mirim, and Bacabeira.

November 23, 2017

Parallel to the training of skilled labor force for the industrial sector, the unit also offers several opportunities for employment and income generation, given the proximity to large conglomerates such as Vale and the influence of the Itaqui Port.

May 08, 2018

Ângelo Correia, from Maranhão, an exchange student with the Program IEMA in the world, leaves home every day at 7:30 am to attend a school in the province of Plattsmouth, in the American State of Nebraska.

23/02/2018

IEMA IN THE MEDIA


Three students from Maranhão will join an exchange program to China. Among them, Nívea Cristina, of the Education, Science and Technology Institute of Maranhão, IEMA, in São José de Ribamar. Nívea Cristinatalks about the expectation of getting to know the Asian country.

July 13, 2017

A robot dancing Bumba Meu Boi in Japan. This is the feat that two students of IEMA Pindaré mirim will present from July 27 to 30 during the world robotic robot competition in Nagoya City.

13 /06 /2017

IEMA IN THE MEDIA

The Robotics Gang Program crosses the five regions of Brazil looking for students and teachers who are accomplished in this subject. They share with the viewer their joys in learning and teaching robotics, show how the subject makes classes more interesting and prove that knowing how to assemble and program a robot can change each student’s life, reinforcing feelings of teamwork and friendship.

April 5, 2018


PARTNERS

IEMA believes in co-responsibility as a principle aimed at the participation of parents and/or guardians, family members, partners and the entire school community within the scope of the Institute’s regular units, all of them committed to the quality of education based on the school project.

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Flávio Dino - iema.ma.gov.br · III. fulfillment of the prescribed purposes for general training...

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