TCC Docência na Educação Profissional

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A educação interdisciplinar e a sustentabilidade na EPT: uma revisão de literatura
(2026-02-27) Piccin, Loredana Zanotelli; Barreto, Raphaela Vasconcelos Gomes; https://lattes.cnpq.br/4617213714835536; Rabelo, Emanuelle Fontenele; https://lattes.cnpq.br/8836123183470767; Rodrigues, Maria Vânia de Sousa; https://lattes.cnpq.br/1871769541665914
Work and education are specifically human activities. In Brazil, the National Education Guidelines and Framework Law organizes and regulates education, ensuring that it is democratic and inclusive. Education must be humane and comprehensive, that is, it must promote the complete development of students in intellectual, physical, emotional, social, cultural, and ethical dimensions. To this end, researchers advocate, among other principles, interdisciplinarity. Through practical projects related to students' daily lives, interdisciplinarity can be used as a powerful ally in the formation of individuals who integrate the knowledge acquired with the community and society and can deliver processes to the population to improve people's lives. Themes related to the Sustainable Development Goals (SDGs) the ONU define the priorities for sustainable development. This study seeks to conduct a literature review that emphasizes the importance of interdisciplinarity, worked on with practical projects related to students' daily lives, involving the SDGs. It will address successful experiences of how the SDGs, real-world and interdisciplinary issues can increase students' interest in everyday issues, as well as develop non-cognitive skills such as communication and teamwork. All of these issues are fundamental to an individual's academic, personal, and professional success.
A formação do técnico em hospedagem na perspectiva do currículo integrado e na verticalização do ensino: um estudo sobre o Instituto Federal de Alagoas, no campus Maragogi
(2026-02-25) Ramos, Anderson Gonçalves; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397; Andrade, Maria Aparecida da Silva; http://lattes.cnpq.br/6046952414628445; Silva, Kleyfton Soares da; https://orcid.org/0000-0002-8526-961X; http://lattes.cnpq.br/9040257542465304
The training of the Hospitality Technician from the perspective of an integrated curriculum and the verticalization of education constitutes a fundamental strategy for promoting comprehensive human development within the scope of Professional and Technological Education (EPT). This study aims to analyze the training of the Hospitality Technician offered by the Federal Institute of Alagoas (IFAL), Maragogi Campus, considering the articulation between technical and scientific knowledge, as well as the curricular organization guided by the foundations of work as an educational principle. The research is based on the relevance of tourism as a predominant economic activity in the region of Maragogi, Alagoas, and on the need for qualified professionals capable of acting critically, ethically, and contextually in the hospitality sector. Grounded in classical theoretical frameworks and in the field of Professional and Technological Education, particularly in the contributions of Gramsci, Engels, and Frigotto, Ciavatta, and Ramos, the study understands the integrated curriculum as a structuring axis of pedagogical practice and the verticalization of education as a possibility for educational continuity. Methodologically, the research adopts a qualitative approach, characterized as a case study, using bibliographic review and documentary analysis of the Course Pedagogical Project and institutional documents. The results indicate advances in the course’s curricular conception aligned with comprehensive education, while also revealing challenges related to the effective implementation of integrative practices, teacher education, and articulation with the local productive sector. It is concluded that strengthening the integrated curriculum and the verticalization of education can contribute to the consolidation of an emancipatory technical education. In this context, the proposed action plan represents a strategy for integrating teaching, research, and extension, fostering student retention, academic success, and social inclusion.
Conhecimento para além do currículo escolar: a análise dos saberes e fazeres da colônia Z-29 do povoado São Pedro para o aproveitamento integral dos alimentos como estratégia de aprendizado
(2018-12-15) Lemos, Danielle Martins; Oliveira, Matteus Freitas de; https://orcid.org/0000-0002-4103-187X; http://lattes.cnpq.br/6725952000376514; Castilho, Fábio Francisco de Almeida; https://orcid.org/0000-0003-3281-612X; http://lattes.cnpq.br/1280124410024317; Oliveira, Matteus Freitas de; https://orcid.org/0000-0002-4103-187X; http://lattes.cnpq.br/6725952000376514; Souza, Carlos Alexsandro de Carvalho; http://lattes.cnpq.br/9543720469592160
The objective of this study was to evaluate the potential of the knowledge and extracurricular component of the Z-29 colony of the village of São Pedro, Jaramataia-AL, place in the land and water dialectic, avoiding waste and making income possible, contributing to the socioeconomic articulation of the fishing territory. It is part of a larger program, extension project, titled "Launching the tarrafa and fishing dreams" with data obtained from the project "Full utilization of food in the town of São Pedro located in the municipality of Jaramataia-AL" inserted in this program with relevance in the field of food and waste management. From the questionnaire applied, it was possible to identify some characteristics of the women of the community as vulnerability and lack of access to knowledge. The participants interviewed are in the age group of 16 to 51 years old, where 44.0% are from the community and 56.0% chose to establish residence due to the opportunity of work offered by the fishery. Based on the data collected, it can be observed that, in the sense of the age group and the regular time in which they engage in fishing activities, women do indeed have some characters in their profiles that are certainly linked to the issues of time and space. The workshops and lectures given on the integral use of foods were of great value for the fishermen to change the eating habits of their families, besides avoiding the waste and guaranteeing the food security in their homes.
Desafios e possibilidades do uso de tecnologias digitais no ensino de componentes técnicos na Educação Profissional e Tecnológica
(2026-02-11) Ferreira, Fabio Romer Nolasco; Silva, Kleyfton Soares da; https://lattes.cnpq.br/9040257542465304; Pidner, Flora Sousa; https://lattes.cnpq.br/0107430829942397; Andrade, Maria Aparecida da Silva; https://lattes.cnpq.br/6046952414628445
This work analyzes the challenges and possibilities of using digital technologies in teaching technical components in Professional and Technological Education (EPT), emphasizing engineering-derived tools such as CAD software, structural and electrical simulators, 3D modeling, advanced spreadsheets, and microcontrollers. A qualitative, exploratory approach, bibliographic and documentary in nature, investigates how these technologies can be effectively and pedagogically integrated into technical teaching, considering barriers related to institutional infrastructure, teacher training, and digital exclusion. From a review of EPT legal frameworks (LDB, National Curricular Guidelines, IFs Law), theoretical references on ICT and education (Moran, Kenski, Bacich), and analysis of pedagogical experiences reported in scientific articles, a set of digital resources with high potential to enhance project-based learning, virtual experimentation, and problem-solving close to the world of work was identified. However, barriers such as infrastructure inequalities, insufficient teacher training, and limited digital literacy persist, demanding consistent pedagogical planning and continuous training. Results indicate positive learning impacts such as increased engagement, conceptual understanding, and socio-emotional skills development, especially when linked to active methodologies. A teacher training action plan is proposed, including awareness actions, practical workshops, pilot projects, and communities of practice, aiming to support pedagogical innovation in EPT institutions. It is concluded that engineering digital technologies represent an opportunity to strengthen EPT as a space for integral formation, provided structural barriers are overcome and critical, contextualized teacher training is invested in.
Dificuldades docentes no ensino remoto: um diagnóstico no Campus Murici no período 2020/2021
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2022-03-18) Vaz, Janeilda da Costa; Santos, Allan Gomes dos; Santos; Santos, Allan Gomes dos; Silva, Rui Fernando da; http://lattes.cnpq.br/8104452111779244; Andrade, Maria Guadalupe Lima Peixoto; http://lattes.cnpq.br/7486678297943376
Education has had to face decisions about how to continue teaching and learning while keeping its faculty, staff and students safe from an emergency public health issue that has developed rapidly due to Covid-19. In this way, Emergency Remote Teaching (ERE) was the temporary and strategic solution that allowed, in the context of the Covid-19 Pandemic, to provide the academic community with the possibility of maintaining, within the possible circumstances, the teaching activities and difficulties of this modality. of teaching began to emerge. Thus, the objective of this work was to diagnose the difficulties of remote teaching encountered by the professors of the Instituto Federal de Alagoas-IFAL and seek possible solutions to minimize these difficulties. The action-research had a qualitative approach and the target audience were the teachers of IFAL - Campus Murici/Alagoas, of the technical courses of Agroindustry and Agroecology, through questionnaires with objective and subjective questions, related to remote teaching, which addressed the problems related to the synchronous and asynchronous classes and the strategies that could be used to minimize the difficulties encountered in the practice of this teaching that help in the transmission of teaching and learning knowledge. With the application of the questionnaires, the results showed that 95.7% of the professors have a stricto sensu postgraduate degree, with 41.7% having a master's degree and 54.2% a doctorate, and that 66.7% of the professors had difficulties in asynchronous classes and 33 .3% in synchronous and asynchronous classes, 50% of teachers suggested training on teaching platforms as a way to minimize the difficulties that were encountered in the ERE.
Educação profissional e tecnológica: um caminho de transformação para estudantes da reforma agrária do Projeto de Assentamento Dom Helder Câmara em Murici Alagoas
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-02-26) Santos, José Ronaldo da Silva; Souza, Diogo dos Santos; http://lattes.cnpq.br/9547588474173400; Souza, Diogo dos Santos; http://lattes.cnpq.br/9547588474173400; Souza, Izabel Vieira de; http://lattes.cnpq.br/8785527975315675; Cavalcanti, Manuella Paiva de Holanda; http://lattes.cnpq.br/3621272142177867
Professional and Technological Education (PTE) has consolidated itself as a strategic public policy for promoting social inclusion, territorial development, and the emancipation of historically marginalized subjects, especially within the context of Agrarian Reform. This article analyzes the impacts of PTE in the Projeto de Assentamento Dom Helder Câmara, located in the municipality of Murici, Brazil, seeking to understand how extension activities developed by the Instituto Federal de Alagoas (IFAL) – Campus Murici contribute to strengthening productive autonomy and valuing the local knowledge of the settlers. From a methodological standpoint, the study is characterized as qualitative research, based on the analysis of five extension actions carried out in the settlement. Aspects such as student participation, achieved results, and perceived impacts within the territory were considered. The findings demonstrate that when PTE is articulated with the principles of Rural Education and aligned with the concrete demands of the community, it fosters the development of technical skills connected to agroecological practices, production diversification, and income generation. Furthermore, it contributes to strengthening student protagonism and expanding the critical awareness of the individuals involved.
Ensino bilingue na Educação Profissional e Tecnológica: contribuições para a formação de sujeitos multilíngues e multiculturais
(2023-02-21) Moura, Larissa Daniella Belo da Silva; Santos, Odair José Silva dos; https://lattes.cnpq.br/0102447684156796; Barros, Anny Querubina de Souza; https://lattes.cnpq.br/9529937744685213; Freitas, Anna Flávia Lenz; https://lattes.cnpq.br/3999423293399198
The need for communication in different languages is an essential competence both in individual life and in contemporary geopolitics. In this context, there has been significant growth in the number of schools adopting bilingual approaches throughout Brazil. The motivation for this study emerged from questions regarding the contributions of bilingual education to the development of multilingual and multicultural subjects. The Integrated Technical High School Programs, which are part of Vocational and Technological Education (VTE), require the articulation between general and specific knowledge. Therefore, this research aims to investigate which practices foster bilingual teaching and learning within VTE. In addition, it presents the proposal of an interdisciplinary didactic unit, with emphasis on the world of work, designed for the teaching of English in this educational context.
Evasão escolar na Educação Profissional e Tecnológica
(2026-02-25) Correia, Nivaldo Barbosa; Silva, Kleyfton Soares da; https://lattes.cnpq.br/9040257542465304; Medeiros, Leonardo Guimarães; https://lattes.cnpq.br/9664545457908905; Pidner, Flora Sousa; https://lattes.cnpq.br/0107430829942397
This Final Course Paper analyzes school dropout in Professional and Technological Education (PTE) through the articulation between the formative trajectory experienced in the postgraduate program in Teaching in PTE, the theoretical frameworks on work, curriculum, youth, and student retention, and the author’s professional experiences in the context of public education. Based on a qualitative approach, the study understands dropout as a multifactorial phenomenon resulting from the interaction between socioeconomic inequalities, institutional weaknesses, and pedagogical practices with limited educational meaning. The reflections developed throughout the course components enabled a critical analysis of student retention, highlighting the central role of integrated curriculum, student assistance policies, inclusive educational practices, and the strengthening of pedagogical bonds as strategies to address school dropout. As a practical outcome, an action plan is presented with pedagogical and institutional proposals aimed at promoting student retention and success in PTE, articulating theory and teaching practice. It is concluded that critical and contextualized teacher education is a fundamental element for understanding the challenges of PTE and for building educational interventions capable of contributing to the reduction of school dropout.
Evasão escolar no Instituto Federal Goiano campus Morrinhos: causas, consequências e caminhos para a inclusão
(2026-03-20) Boêno, Josianny Alves; Nina, Alex Santiago; http://lattes.cnpq.br/1854863840949256; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397; Barbosa, Wilton Carneiro; https://orcid.org/0000-0003-4795-7742; http://lattes.cnpq.br/5914808442004353
This study proposes to analyze school dropout at the Federal Institute (IF) Goiano, Morrinhos campus, evaluating the influence of factors such as socioeconomic vulnerability and student assistance policies. To achieve this, between 2017 and 2024, were analyzed on the Nilo Peçanha Platform (PNP) for three sample units: the Federal Network of Professional, Scientific, and Technological Education (RFEPCT), IF Goiano, and the Morrinhos campus of this institution. The analysis shows that the strategic adoption of information technologies and the maintenance of emergency assistance programs were decisive in containing school dropout and protecting the educational trajectories of students in vulnerable situations. As a practical outcome, an action plan is proposed based on infrastructure improvements, expansion of student assistance, learning recovery strategies, and encouragement of student protagonism, aiming to reduce dropout and promote a comprehensive and transformative education.
Executando uma instalação elétrica com segurança: a importância do ensino para o curso técnico em eletroeletrônica
(2023-10-23) Santos, Djalma dos; Bezerra, Fábio Marques; http://lattes.cnpq.br/0554084996494650; Santos, Taysa Kawanny Ferreira; http://lattes.cnpq.br/6539961953503590; Lima, José Roberto de Almeida; http://lattes.cnpq.br/4165349100783357
Over the use of electricity has become increasingly common in different societies, even becoming an item of the first necessity. given its importance for different areas of humanity. This article configures a pedagogical intervention held at the Federal Institute of Alagoas – IFAL – Arapiraca campus. The objetive was to discuss the importance and need to prepare students for technical courses in electronics to know how toperform an electrical installation safely. The intervention took place in a subsequent class of ectroelectronics course ,in the year 2023 in the subject of electrical and building installations, in which, , based on a plan previously prepared in line with the work developed by the regent professor, a practical class was held which took place in the laboratory, having as its central theme: “The importance of carrying out an electrical installation safely” and it developed in two distinct moments: the theoretical part, presenting on slides the components of an electrical installation, and the practical part, when the students were able to carry out an electrical installation. Assisting with the theoretical framework, materials from SENAI were used, in addition to renowned authors in the electrical field, which enabled a broader view of the importance of training new professionals capable of carrying out electrical installations safely and performing the function efficiently. At the end of the practice, it was possible to see how much the work carried out in pairs resulted the learning of the class, favoring the exchange of experiences between students and promoting collaborative and meaningful learning.
Formação continuada na gestão turística do município de Pilar (AL)
(2022-02-09) Santos, Priscila Pereira; Gama, José Aparecido da Silva; http://lattes.cnpq.br/7413041757828843; Almeida, Ricardo Santos de; Silva, Sibele Castro; http://lattes.cnpq.br/3039101003188818
The transition of tourism from marginal economic activity to structural economic activity raises the need to leave amateurism and invest in professional qualification in all aspects of the activity, from planning to operationalization. In this sense, and in view of the current tourist dynamics in the municipality of Pilar, in Alagoas, the following question was asked: the continued training of professionals from the Municipal Department of Tourism and Events of Pilar, Alagoas, presents itself as a strategy to promote tourist development? Faced with this research problem, the objective of this work is to offer and analyze the effects of professional tourism qualification on the team of professionals from the Municipal Department of Tourism and Events of Pilar with regard to interpersonal relationships and service to the public and during the process of elaboration of the Plan of Tourism Development. The methodological path of this research was Action Research. For Nunes and Infante (1996), Action Research can be understood as a consulting methodology because it articulates formal and informal knowledge in the solution of organizational problems. The application of the action research started in July 2021 and in December 2021, when it was completed, there was a noticeable change in the behavior of the servers, in the survey of offers of services and equipment related to tourism and in the narrowing of ties with recognized institutions in the promotion of tourism.
Integração de programas de humanização na construção civil no currículo dos cursos técnicos em edificações do ifal
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-03-13) Costa, Eugênio Bastos da
The present study investigates the feasibility of integrating Humanization Programs in Construction (PHC) into the curriculum of technical courses in Building Construction at the Federal Institute of Alagoas (Ifal), aiming to contribute to the training of professionals better prepared to promote healthy, safe, and productive work environments in the construction sector. In this context, its general objective is to analyze how this integration can be carried out within the framework of Professional and Technological Education, considering institutional guidelines and the contemporary demands of the sector. The research, based on a qualitative and exploratory approach, relied on a bibliographic review and documentary analysis of Course Pedagogical Projects (PPC), identifying gaps in technical education regarding quality of work life (QWL), ergonomics, interpersonal relations, and occupational safety. The results indicate that training students in humanized team management and fostering a safer and more inclusive work environment are essential to meet contemporary industry demands. The analysis of PPCs revealed that, although some content addresses workplace safety, there is still a lack of focus on worker well-being and humanization in construction sites. Additionally, the absence of specific curricular guidelines for topics such as motivation, organizational climate, and professional appreciation compromises the comprehensive education of construction technicians. The research also highlights that implementing PHC in technical courses can help reduce workplace accidents, improve communication among teams, and increase productivity on construction sites. As a recommendation, the study suggests the inclusion of complementary modules in technical courses covering ergonomics, humanized management, and interpersonal relations, as well as promoting partnerships with companies in the sector to reinforce the practical application of the studied concepts. It is concluded that curricular reform can play a strategic role in training professionals who are more aware and prepared to work in environments that prioritize safety, inclusion, and quality of life in the construction industry.
Linguagem diferenciada na Educação de Jovens e Adultos: efeitos no engajamento e no desenvolvimento profissional no componete curricular de práticas profissionais
(2026-04-10) Souza, Oscarlina Peixoto de; Nina, Alex Santiago; http://lattes.cnpq.br/1854863840949256; Barbosa, Wilton Carneiro; http://lattes.cnpq.br/5914808442004353; Santos, Odair José da Silva dos; http://lattes.cnpq.br/0102447684156796
This Course Completion Paper analyzes the influence of differentiated language on the engagement and professional development of students in Youth and Adult Education (EJA), especially within the curricular component of Professional Practices. The study emerged from my professional experience as a teacher in Professional and Technological Education (EPT), combining a literature review with pedagogical practices developed in the context of EPT. This research is grounded in authors such as Freire (1986, 1987), Vygotsky (2007), and Saviani (2008), who understand language as a central element in the mediation of knowledge and in the construction of meaningful learning. Methodologically, this is a qualitative study of a descriptive and analytical nature, based on a bibliographic review and a reflective analysis of professional experiences. The results show that the use of accessible, contextualized language aligned with students’ life experiences enhances content understanding, increases student engagement, and contributes to the development of professional competencies. It is also observed that the integration between language and professional practices strengthens the relationship between theory and practice, promoting more meaningful learning. It is concluded that differentiated language constitutes an essential pedagogical strategy in Youth and Adult Education, contributing to the comprehensive development of students, their permanence in school, and their critical insertion into the world of work.
Oficinas de Parto Humanizado no curso técnico em Enfermagem - o ensino de métodos não farmacológicos para o alívio da dor durante o trabalho de parto na educação técnica e profissional
(2022-10-23) Silva, Adrielle Sonara Gomes; Bezerra, Fábio Marques; http://lattes.cnpq.br/0554084996494650; Santos, Taysa Kawannny Ferreira; Mendonça, Henrique Pereira Freitas de; http://lattes.cnpq.br/4118744084862876
This article discusses the humanization of childbirth and the importance of nursing professionals' knowledge on this topic, emphasizing teaching strategies that articulate theory and practice for better teaching-learning. Thus, the present study aims to use the workshops as a pedagogical activity with the central theme of humanized birth and non-pharmacological methods of pain relief during labor. The methodology used was an experience report of a pedagogical intervention carried out in a class that was studying the subject of Women's, Children's and Adolescent's Health of a Technical Nursing Course, through Pedagogical Workshops. It was possible to observe enriching learning for the training of students through practical learning, gaining knowledge about non-pharmacological methods for pain relief and humanized birth, as well as the importance of active participation during this period.
Segurança do Trabalho na EPT: da formação técnica à realidade do mercado
(2026-02-26) Machado, Carlos Alberto Soares; Almeida, Lúcia Guiomar Basto Fragoso de; http://lattes.cnpq.br/8222242007069284; Mello, Antônio José Plácido de; http://lattes.cnpq.br/0309790016077124; Santos, Beroaldo Rodrigues dos; http://lattes.cnpq.br/3386731437865631
This paper analyzes technical training in Occupational Safety within the scope of Vocational and Technological Education (VTE), investigating its relationship with contemporary labor market demands. The study aims to understand the extent to which the training offered in technical courses meets the practical requirements and competencies required by organizations. To this end, a qualitative literature review methodology was adopted, based on classic and recent authors, as well as official documents and relevant legislation. The results demonstrate that technical courses offer solid training in regulatory standards, accident prevention, and risk management, contributing to occupational health and safety. However, gaps were identified related to the development of transversal competencies, such as leadership, communication, and teamwork, as well as the need for curricular updating in light of technological and social transformations. The challenges of teaching in VTE, which involve pedagogical updating, professional development, and the integration of innovative practices, are also highlighted. The conclusion is that EPT plays a strategic role in the training of Occupational Safety Technicians, but it needs to advance the connection between theory and practice and the dialogue with the market. Continuous curricular updating, strengthening professional practice, teacher training, and school-industry integration are recommended as paths to more critical, effective training aligned with current requirements.
Vantagens e desafios do ensino remoto emergencial durante a pandemia do COVID-19 para estudantes do Instituto Federal de Alagoas Campus São Miguel dos Campos
(2022-04-29) Morais, Talita Maria Gomes de; Gusmão, José Lucas de Omena; http://lattes.cnpq.br/7481743502794359; Barbosa, Levy Castelo Brandão; http://lattes.cnpq.br/3556345127291142; Silva Filho, Paulo Vicente Gomes; http://lattes.cnpq.br/3333801578349135
In March 2020, a Covid-19 pandemic was decreed with the imposition of social isolation and impediment to carrying out activities with agglomeration of people. These restrictive measures aimed to reduce the contagion of the virus. This work aims to identify the advantages and challenges faced by students of the Subsequent Technical Course in Occupational Safety at the Federal Institute of Alagoas (Ifal) Campus São Miguel dos Campos, during the ERE. To this end, a questionnaire was developed applied to students who were formally enrolled in this course and developing their studies during the social isolation imposed by the Covid-19 pandemic. It was possible to verify that most students consider face-to-face teaching to be more advantageous in relation to remote teaching, they had some difficulty adapting to remote teaching and that they consider remote teaching practiced insufficient to meet their learning needs. The advantages pointed out in this work lead to the understanding that some tools could be kept during face-to-face teaching, such as the possibility of accessing recorded classes at more convenient times for the students, in addition to the possibility of registering participation in the discipline to be accounted for with the delivery of activities within the deadline stipulated by each teacher.

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