Trabalhos de Conclusão de Curso de Especialização

URI Permanente desta comunidade

https://repositorio.ifal.edu.br/handle/123456789/30

Navegar

Navegando Trabalhos de Conclusão de Curso de Especialização por Tipo de Acesso "Attribution 3.0 Brazil"

Agora exibindo 1 - 6 de 6
  • Imagem de Miniatura
    Item
    A diferença entre letramento matemático e jogos matemáticos na divisão com frações: a experiência dos jogos pedagógicos dentro de uma organização social
    (2026-02-03) Silva, Jair Otávio da; Lima , André Suêldo Tavares de; https://lattes.cnpq.br/6019670165528345; Santos, Vívia Dayana Gomes dos; http://lattes.cnpq.br/2740547167333947; Silva, Josivaldo da; https://lattes.cnpq.br/7264988865937486
    This study aims to analyze the contribution of manipulatives to teaching through games and mathematical literacy. An action research methodology was used, including bibliographic research and data collection. The bibliographic research allowed for the consultation of academic sources and specialized literature, providing relevant information on the importance of using manipulatives in mathematics teaching, especially in the division operation. For data collection, questionnaires were applied to students of the Girassol Institute, a non-profit organization (OSC) in the municipality of Boca da Mata - AL. The expected results of this work indicate that the use of manipulatives in teaching mathematics provides significant benefits. These resources make mathematical concepts more concrete and visual, facilitating student comprehension. Furthermore, they promote interaction and active student participation during activities, contributing to engagement and motivation. By working with manipulatives, students have the opportunity to explore practical contexts and apply their knowledge concretely. These resources provide a playful and challenging learning environment in which students can experiment, make mistakes, and learn from them, thus developing greater confidence in their mathematical abilities. In short, the expected results of this work suggest that the use of manipulatives in teaching division with fractions, for example, brings significant benefits, including an understanding of mathematical concepts, transfer of knowledge to real-life situations, and reduction of anxiety related to mathematics. These findings have the potential to inform educational practices and improve the teaching and learning of mathematics, providing a solid foundation for student success in this area of ​​knowledge.
  • Imagem de Miniatura
    Item
    Entre a lente e o espelho: escrevivência e resistência no cinema negro alagoano
    (2025-07-28) Ferreira , Alicia Poliana; Correia, Rosa Lucia Lima da Silva; http://lattes.cnpq.br/9775839823387728; Pimenta, Laura Nayara; http://lattes.cnpq.br/1708501733558544; Martins, Rosiane Ferreira; http://lattes.cnpq.br/742635534836446
    This article presents an autoethnographic account of the experience of a Black lesbian woman in the audiovisual field in Alagoas, based on the perspective of escrevivência (Evaristo, 2020). The analysis reveals that access to training and production spaces still occurs in an exceptional manner, conditioned by symbolic, racial, and socioeconomic barriers. The narrative includes participation in a collective filming with Indigenous communities, enrollment in an audiovisual training course, and the production of an authorial short film, experiences mediated by Black solidarity networks and marked by challenges of legitimacy in predominantly white spaces. The account engages with concepts of intersectionality, structural racism, and cultural resistance, showing how audiovisual production functions as a site of symbolic dispute, memory affirmation, and the construction of historically marginalized identities. Finally, the study highlights the need for structural policies that ensure full inclusion and permanence of historically excluded subjects.
  • Imagem de Miniatura
    Item
    Estudo comparativo de ferramentas de projeto entre o CAD tradicional e a modelagem BIM sob o ponto de vista da aprendizagem dos alunos nos cursos de engenharia civil e arquitetura no Estado de Alagoas
    (2021-03-04) Guerra, Luciana da Rocha Melo; Ferro, Márcio Robério da Costa; http://lattes.cnpq.br/2480382178623363; Santos, Odair Jose Silva dos; http://lattes.cnpq.br/0102447684156796; Barboza, Beatriz Ramos; http://lattes.cnpq.br/0880777552450659
    The Architecture, Engineering and Construction (AEC) industry, in recente decades, has been resorting to the use of graphics software to optimize project development processes. The revolution in the project market in the areas of engineering and architecture took place with the development and expansion of graphic software, starting in the 60's. Computer Aided Design (CAD) was the precursor software that allowed the migration of manual projects to the computer. Over the years, the software has been improving and currently there is the Building Information Modeling - Building Information Modeling (BIM), an integrated technology of various software that ranges from the design phase to the construction process as a whole. These graphics software are commonly included in the menus of undergraduate courses in Civil Engineering and Architecture. Since the CAD software and the BIM system software present differences in terms of available resources and acquisition cost, a survey of Higher Education Institutions (IES) that offer these courses in the State of Alagoas was carried out in order to identify which of these software are most used today. For this, contact was established with the coordinators of the respective courses and an electronic form was sent regarding the use of graphic software in the curricular components. A tendency to use CAD system software was diagnosed, followed by BIM system software, with AutoCAD and Revit standing out, considering that they are the most common in the market, in addition to being made available free of charge to students by the IES registered with the AutoDesk. The IES claimed to dialogue with the labor market to understand the demands of the sector and seek to train professionals with the profile necessary for current trends. It was also discussed with the IES about the importance of prioritizing the incorporation of graphic software innovations in the Political- Pedagogical Project of the courses and they showed to be engaged in this innovation process.
  • Imagem de Miniatura
    Item
    Orientações sobre o uso de inteligência artificial na prática docente da Educação Profissional e Tecnológica (EPT)
    (2026-02-27) Siqueira, Laura Maria Gomes de; Barreto, Raphaela Vasconcelos Gomes; http://lattes.cnpq.br/4617213714835536; Nina, Alex Santiago; http://lattes.cnpq.br/1854863840949256; Silva, José Marcos da; https://lattes.cnpq.br/5288017613016046
    This Course Completion Work aims to systematize guidelines for the use of artificial intelligence in teaching practice within Professional and Technological Education (PTE), considering its challenges, possibilities, and ethical implications in the contemporary educational context. It is a qualitative and theoretical-reflective Training Report, based on bibliographic and documentary research, articulated with the formative memorial and the author's professional trajectory. The study discusses the integration of artificial intelligence in education, the ethical, pedagogical and formative challenges associated with its use, and its impacts on teaching practice, highlighting the need for specific training and qualified mediation. The findings indicate that the increasing presence of these technologies in educational environments requires changes in teaching planning, assessment practices, and teacher-student interaction, especially in PTE, where training is closely linked to the world of work. As a result, the work presents practical guidelines aimed at the ethical, critical, and educational use of artificial intelligence in teaching, contributing to teachers' professional practice and to strengthening students' human and professional development.
  • Imagem de Miniatura
    Item
    Os espaços não formais de ensino e a prática pedagógica do curso técnico integrado do ensino médio de Guia de Turismo do IFAL Campus Marechal Deodoro/AL
    (2026-03-16) Lôbo, Renato Lucas de Lima; Lima, André Suêldo Tavares de; http://lattes.cnpq.br/6019670165528345; Castilho, Fábio Francisco de Almeida; http://lattes.cnpq.br/1280124410024317; Gomes, Jarbas Maurício; http://lattes.cnpq.br/6712481495574847
    The present work proposes a reflection on the integration of learning environments in non-formal education spaces into the integrated technical curriculum of Tourism Guide, focusing on the practices of the Federal Institute of Alagoas (IFAL), Marechal Deodoro Campus. The research was guided by a core question, which sought to identify how the pedagogical practices carried out by the teachers of the Technical Course at IFAL – Marechal Deodoro Campus are related to non-formal education spaces. Additionally, it aims to identify the challenges and limitations of these practices, as well as strategies to overcome them and improve academic performance. The general objective is to contextualize the application of non-formal education spaces within the context of professional technological education in the integrated technical secondary education for tourism guides, and the practical activities carried out by teachers, identifying the inherent challenges. The study presented how technical visits are conducted along with other teaching practices as pedagogical strategies for the comprehensive and contextualized training of Tourism Guide technical students at IFAL Marechal Deodoro Campus.
  • Imagem de Miniatura
    Item
    Tríade pedagógica e educação inter-religiosa no Brasil: ateísmo metodológico, empatia e justiça restaurativa
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-08-27) Costa, Alessandro Moura; Veiga, Flavio Cavalcante; https://orcid.org/0000-0003-4746-1536; http://lattes.cnpq.br/5846292236981393; Lima, Sebastião Hugo Brandão; https://orcid.org/0000-0001-9665-089X; http://lattes.cnpq.br/2511182719855807; Souto, Felipe de Queiroz; https://orcid.org/0000-0002-5437-2657; http://lattes.cnpq.br/1959139365949373; Lau, Fabio Henrique Sales de Lima; https://orcid.org/0000-0001-7750-9866; http://lattes.cnpq.br/8266311959195038
    This study investigates how Interreligious Education can act as an effective tool in confronting religious intolerance and promoting social peace in Brazilian schools. The research is justified by the growing cultural and religious diversity in the country, which poses significant challenges to pedagogical practice, requiring approaches that transcend confessional teaching. Based on a bibliographic methodology, the work analyzes the religious phenomenon as an object of scientific study, proposing a pedagogical triad composed of methodological atheism and agnosticism, empathy, and restorative justice. This triad seeks to guide teaching practices that are secular, critical, inclusive, and committed to human rights and religious plurality, in accordance with constitutional and legal guarantees such as the BNCC, the LDB, and Law 10.639/2003. The results indicate that Interreligious Education based on these principles promotes a more respectful, democratic, and welcoming school environment, preventing conflicts and discriminatory practices, especially against religions of African origin. It is concluded that Religious Education, when guided by a transdisciplinary, critical and dialogical perspective, contributes decisively to the construction of a more just, plural and peaceful society, by recognizing and valuing religion as a cultural expression, identity and fundamental right.