Trabalhos de Conclusão de Curso de Especialização

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A importância da adaptação de materiais didáticos para estudantes do ensino médio com deficiência intelectual
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-03-03) Silva, Cátia Maria Souza da; Souza, Diogo dos Santos; http://lattes.cnpq.br/9547588474173400; Souza, Diogo dos Santos; http://lattes.cnpq.br/9547588474173400; Santos, Fernanda Lays da Silva; https://orcid.org/0000-0001-9023-0886; http://lattes.cnpq.br/4302359083900893; Cavalcanti, Manuella Paiva de Holanda; http://lattes.cnpq.br/3621272142177867
When examining the principles of the inclusive paradigm, Universal Design for Learning, and legal frameworks such as the Brazilian Inclusion Law, it becomes clear that inclusion is not limited to students who are the target audience, of Special Education, but rather concerns the full participation of all people in various social spaces. Thus, this article aims to analyze the importance of adapting teaching materials for students with intellectual disabilities in high school. This research is characterized as qualitative, of a bibliographic and documentary nature, as it is based on the analysis of academic productions, legislation, official documents, and scientific texts that address the themes of social inclusion, inclusive education, and special education. The findings of this research indicate that, despite advances in adaptation practices, there are still gaps that need to be addressed. Continuous reflection on pedagogical practices and the pursuit of new approaches are essential for the improvement of inclusive education. The implementation of public policies that ensure adequate training and the availability of resources is crucial to ensure that all students, regardless of their particularities, have access to a quality education.
A relevância da Educação Profissional e Tecnológica (EPT) na formação dos profissionais de saúde da Atenção Básica
(2026-02-18) Oliveira, Juciclécia Andrade; Santos, Odair José Silva dos; https://lattes.cnpq.br/0102447684156796; Pansini, Susamar; https://lattes.cnpq.br/3795987319463479; Valdez, Nataly Lemes; https://lattes.cnpq.br/3674900372251973
This training report addresses the relevance of Vocational and Technological Education (VTE) in the training of health professionals working in Primary Care. The research arose from my academic and professional trajectory, marked by experiences in social and educational spaces, which highlighted the predominance of technocratic training in the health field and the need for a more humanized and critical approach. This study begins with the recognition that Primary Care (AB) is the main entry point to the Brazilian Unified Health System (SUS) and requires professionals capable of offering comprehensive and contextualized care tailored to the social and territorial realities of its users. The central problem guiding this study is: what is the relevance of Vocational and Technological Education in the training of primary care health professionals to ensure comprehensive and humanized care? The overall objective is to analyze how Technological and Professional Education (TPE) can contribute to the qualification of these professionals, highlighting its importance in building more critical, reflective practices aligned with the principles of the Brazilian Unified Health System (SUS). This is a qualitative research, of a theoretical and bibliographical nature, based on academic productions, official documents, and references from authors such as Freire, Ciavatta, Ramos, and Gramsci, who advocate for a comprehensive and emancipatory education. The analysis shows that the integration between TPE and Continuing Education in Health (CEH) is essential to strengthen the articulation between theory and practice, promote interdisciplinary work, and stimulate active teaching methodologies. It concludes that TPE, by valuing the dialogue between technical, scientific, and humanized knowledge, contributes to the training of more sensitive, critical professionals committed to social transformation, strengthening the SUS and the provision of comprehensive and humanized care.
Memórias lúdicas: brincadeiras tradicionais como elemento de resgate cultural na escola municipal Eulina Barbosa de Lima em Jaramataia – AL
(2025-05-22) Livino, Eponina Maria de Alencar; Calazans, Denis Rocha; http://lattes.cnpq.br/2551443152410199; Silva, Amaro Hélio Leite da; http://lattes.cnpq.br/0318967074428573; Almeida, Jacqueline Praxedes de; http://lattes.cnpq.br/8079389802609076
This article reports on the experience of a pedagogical project developed with students from 6th to 9th grade at Eulina Barbosa de Lima Municipal School, in Jaramataia-AL, focusing on the recovery of traditional games as a strategy for cultural appreciation and the strengthening of local identity. The project stems from the observation that excessive screen time compromises children’s motor, cognitive, and social development, weakening interpersonal bonds and affective memories. In response, the initiative proposed the reintegration of playful practices into the school environment as an educational and cultural alternative. Based on theorists such as Vygotsky, Huizinga, Kishimoto, Milton Santos, and Halbwachs, the article is grounded in the understanding of the “territory of play” as a symbolic space of learning and belonging. Interdisciplinary activities were developed, integrating Geography, Arts, Portuguese Language, and English Language with the cultural experiences of the community. Students conducted interviews with family members, recovered traditional toys, stories, and practices, participated in discussion circles, and produced research and presentations, culminating in the school’s June Festival celebrations. Throughout the project, games such as hopscotch, jump rope, and blind man’s bluff were revisited as educational and affective practices. The work highlights that such games serve as pedagogical tools, fostering active learning, emotional development, and the strengthening of collective memory. In this context, the school acts as an agent of cultural preservation and re-signification in the face of contemporary challenges.
O ensino da literatura infantil e juvenil em uma perspectiva sociolinguistica
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-11-25) Silva, Wanessa Bento da; Souza, Adriana Nunes de; https://orcid.org/0000-0002-9344-2558; http://lattes.cnpq.br/9445221981244067; Souza, Adriana Nunes de; https://orcid.org/0000-0002-9344-2558; http://lattes.cnpq.br/9445221981244067; Lima, Rosangela Nunes de; http://lattes.cnpq.br/2454422033896336; Santos, Matheus Ferreira dos; http://lattes.cnpq.br/7178685670699540
This work discusses a sociolinguistic perspective on the use of regional terms and the marking of Northeastern speech in regional literary works. It analyzes four works of children's and young adult literature: "Amoras" by Emicida; "Capitão Oxente" by Carise Lispector; "Dora uma menina nordestina" by Gabriel Bem; and "Lampião & Lancelote" by Fernando Vilela. Regional literary works in children's and young adult literature address the importance of understanding the cultural and social specificities of different regions within the context of literature aimed at this audience. The article also observes how these literary productions contribute to greater diversity within children's and young adult literature, providing a broader view of the different realities of Brazil (or other regional contexts), while maintaining the objective of transmitting universal values such as friendship, courage, and overcoming challenges. For Rildo Cosson, literary literacy should be understood as a continuous process of formation, which is not restricted to school, but extends to daily life, to contact with diverse forms of literature, and to engagement with multiple aesthetic and cultural perspectives. The practice of literary reading, therefore, is seen as a path to the improvement of critical thinking and sensitivity.
O incentivo à inclusão de pessoas com deficiência no programa de aprendizagem profissional – jovem aprendiz
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-03-25) Lima, Vanessa Antônia de; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Santos, José Carlos Lima dos; http://lattes.cnpq.br/5328411913838068; Santos, Francisca Luana da Costa; http://lattes.cnpq.br/2440570431863041
This work aims to discuss the inclusion of people with disabilities (PWDs) in professional apprenticeship programs, especially within the context of the Young Apprentice program. As a relevant theme in public policies and vocational education, due to its potential to promote equity, social inclusion, and human emancipation, PWDs have been excluded from educational processes and the labor market for years, reinforcing social inequalities and limiting the development of their potential. Professional apprenticeship is a strategic instrument that articulates theoretical and practical training, enabling the development of technical, social, and civic skills. From an inclusive perspective, disability is understood as a result of the interaction between the individual and social, pedagogical, and attitudinal barriers, and not as an exclusively individual limitation. In this way, professional apprenticeship contributes to the autonomy, construction of professional identity, and productive inclusion of people with disabilities.
O lúdico no ensino de biologia na EPT: relato de experiência na residência pedagógica no IFAL Campus Penedo
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-03-06) Fradique, Eloyza dos Santos Santana; Nina, Alex Santiago; http://lattes.cnpq.br/1854863840949256; Nina, Alex Santiago; https://lattes.cnpq.br/1854863840949256; Silva, Jailson Costa da; https://orcid.org/0000-0001-5078-3603; http://lattes.cnpq.br/4481661071361187; Marins, Élida Fernanda Cavalcanti; http://lattes.cnpq.br/5169972835746750
The paper discusses how the use of playful methodologies in Biology teaching, applied in the context of the Pedagogical Residency Program (PRP), strengthens learning and student engagement in Integrated High School. The main objective is to analyze how playful methodologies in Biology teaching influence the learning and engagement of students at the Federal Institute of Alagoas (IFAL), Penedo-AL campus. To this end, an account of the experience in the PRP and the application of playful activities in high school classes at the institution was made, from which a structured action plan was proposed to improve the teaching-learning process. The results indicate that playful activities are effective pedagogical strategy tools in the teaching and learning process in High School Biology.
O trabalho feminino como ferramenta de reintegração social de mulheres na vida pós-cárcere: uma abordagem histórica
(2025-07-04) Melo, Maria Martins Porto; Oliveira, Maria Aparecida Batista de; http://lattes.cnpq.br/2451740449364274; Silva, Amaro Helio Leito da; http://lattes.cnpq.br/3602986631837365; Almeida, Mônica Carvalho de; http://lattes.cnpq.br/7985960399368062
This study aims to analyze the importance of professional and qualified work as a fundamental tool for the social reintegration of women post-prison, from a feminist gender perspective. Since the emergence of the feminist movement in Brazil in the 1970s, there has been growing interest in formulating public policies focused on gender equality, highlighting its relevance in the historical context of Alagoas society. This research covers the period 2000 to 2020, taking into account data from the National Penitentiary Department (DEPEN), which demonstrates an increase of approximately 444% in the female incarcerated population, representing a historic increase in the state of Alagoas between 2007 and 2014. According to the report entitled "National Survey of Penitentiary Information - INFOPEN Women," the number of women deprived of liberty in the state rose from 62 in 2007 to 337 in 2014, demonstrating that, proportionally, female incarceration has grown more than male incarceration. Thus, the study seeks to understand the situation of women deprived of liberty and their post-incarceration trajectories, highlighting the role of women's labor in promoting social transformation. Furthermore, education is highlighted as a fundamental element in the social reintegration of these women, constituting a determining factor in civic development, the development of the teaching-learning process, and the advancement of society. In this context, education represents the formative foundation for women deprived of liberty in the state of Alagoas, directly contributing to their professional qualifications and expanded opportunities in the job market. To achieve its proposed objectives, this study adopts a descriptive methodological approach based on bibliographic and documentary research. This historiographical analysis highlights the relevance and impact of public policies that combine work and education as fundamental strategies for building better living conditions for women released from the Alagoas prison system.
Proposta de interdisciplinaridade técnica em um curso de logística
(2023-10-06) Santos, José Éliton dos; Dias Júnior, Maurício Vieira; http://lattes.cnpq.br/7559926762884507; Santos, James Washington Alves dos; http://lattes.cnpq.br/1497163644785616; Lourenço Filho, Marcelo Diniz de; http://lattes.cnpq.br/9998518077299276
The objective of this research is to propose a model of learning based on interdisciplinarity using a pedagogical intervention based on problem-based learning. For this purpose, the Subsequent Technical Course in Logistics at the Federal Institute of Alagoas - IFAL / Campus Arapiraca was used as a sample field. The proposal was based on the technical disciplines of the aforementioned course and the formation of interdisciplinary axes that added subjects common to at least two disciplines. Four activities of the case study type were applied based on practical problems in the area of logistics, with the students being asked to present solutions to the problems based on interdisciplinary knowledge obtained in the course. The results of the application of the model showed that the congregation of several technical disciplines for solving problems is relevant for the students, as it allows the student to approach the practice by applying the theory. The results also showed that the students satisfactorily received the methodology adopted in the intervention, which demonstrates that it is possible to implement interdisciplinarity in the teaching of logistics. The research contributes to the teaching-learning process of the course as it enables the training of professionals who meet the demands of the labor market by employees with multiple knowledge and in diverse areas.
Utilização de imagens de satélite na avaliação dos impactos ambientais causados pelo crescimento urbano e a degradação ambiental na Cidade de Maceió-AL
(2023-10-14) Amorim, Raniéri Carlos Ferreira de; Gama, José Aparecido da Silva; http://lattes.cnpq.br/7413041757828843; Melo Irmao, Jose Jenivaldo de; http://lattes.cnpq.br/8372721245933365; Santos, José Roberto Nunes dos; http://lattes.cnpq.br/2776939893721016
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