Trabalhos de Conclusão de Curso de Especialização

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A formação técnica dos docentes como diferencial na competência de ensino da educação profissional e tecnológica do Instituto Federal de Alagoas no Campus Maceió
(2026-03-18) Silva, Jairo Noé da; Nascimento, Jonatha Lisboa Galvão do; http://lattes.cnpq.br/0102995986643495; Silva, Simonica Maria Rocha da; http://lattes.cnpq.br/7693429771322969; Ferreira, Joyce de Lima; http://lattes.cnpq.br/7756088145729667
This Course Completion Work (TCC) presents a research proposal concerning the technical training of teachers focused on Professional and Technological Education (EPT) at the Federal Institute of Alagoas (IFAL), Maceió campus. The objective is to analyze gaps in professional training by examining the need for digital competencies within a technological profile for EPT instruction, and how such knowledge impacts teaching quality.The theoretical framework guiding this investigation draws upon authors with prominent publications, such as Araújo (2024), Brasileiro (2019), and Gomes & Gomes (2015). Furthermore, given the advent of current technologies, it is of paramount importance to investigate the technical training required for teachers to conduct activities within this educational modality.Through quantitative bibliographic research, aimed at document analysis and comparative literature review, this study seeks to elucidate how specific technical training affects the performance of teachers at IFAL and the consequences of this performance. Thus, it clarifies that technical training is very important for the training of teachers in VET at IFAL Maceió Campus, but it is not solely because of it that professionals stand out, but rather due to a complex web of knowledge intrinsic to the exercise of the profession and the pedagogical commitment inherent to teachers, such as continuous improvement of potential, curriculum development, and integration between teaching, extension, and research.
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 política de educação profissional e tecnológica, integrada a Educação de Jovens e Adultos no Instituto Federal de Alagoas - coerência entre documento e prática
(2026-03-19) Silva, Maria Nilza da; Silva , Jailson Costa da; http://lattes.cnpq.br/4481661071361187; Torres, Andresso Marques; https://orcid.org/0000-0002-3521-7811; http://lattes.cnpq.br/5767546693723657; Silva , Manoel Santos da; http://lattes.cnpq.br/4935593146997631
This paper aims to analyze teaching in Professional and Technological Education (EPT) geared towards the specific public of Youth and Adult Education (EJA), institutionalized in the Federal Network of Federal Institutes of Education through the National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Education Modality (PROEJA), understanding that the emergence of education in Brazil is anchored in the model of the slave-owning society in force at the time and in the development of the duality of schooling. With this aim, the study sought to understand the form of social organization, how social relations develop, and the impact of these relations on the composition and development of education for social classes, especially the working class, seeking to provide this class with inclusive and emancipatory education. This was achieved using bibliographic and documentary research and a qualitative method, based on authors such as Saviani (2007), Frigotto (2001), Ramos (2014), and public documents such as the 1988 Federal Constitution (CF/88) and the PROEJA Basic Document. Some experiences reveal significant progress, such as interdisciplinary projects, strengthened community ties, engagement, and teaching practices committed to an integrated curriculum. However, statistical data reveal challenges to the effectiveness of the relationship between what is advocated in official documents and what is experienced in practice in federal institutes, and point to tensions between guiding principles and their implementation, bringing challenges such as the discontinuity of public policies, infrastructure limitations, lack of specialized teacher training to work in integrated adult education, difficulties in adapting curricula to the realities and heterogeneity of working students, and a high dropout rate.
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.
Desafios e perspectivas de acesso ao ensino técnico e profissional para estudantes de Alagoas: uma comparação entre a realidade da capital e do sertão
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-03-24) Silva, José Luciano Gomes da; Macêdo, Dartagnan Ferreira de; https://orcid.org/0000-0003-1545-7153; http://lattes.cnpq.br/2025788330054193; Santos, Diego da Guia; https://orcid.org/0000-0002-1847-1375; http://lattes.cnpq.br/2442362471764000
This study analyzes the challenges and perspectives of technical and vocational education in the state of Alagoas, Brazil, establishing a comparison between the capital, Maceió, and the hinterland region of the state. The research is based on the observation that regional inequalities persist and directly affect the availability, access, and quality of professional education, consequently influencing young people's opportunities for qualification and entry into the labor market. The study adopts a qualitative approach, supported by statistical data and document analysis concerning the distribution of technical education institutions, educational infrastructure, and socioeconomic indicators. The investigation seeks to understand the main barriers faced by students in inland regions, such as institutional structural limitations, limited availability of courses, geographic distance, and socioeconomic conditions that hinder access, retention, and completion of professional training. In contrast, the capital shows a higher concentration of institutions, educational resources, and employment opportunities. The results highlight the need to strengthen public policies aimed at expanding and decentralizing technical education in order to reduce regional inequalities and broaden educational and professional opportunities. It is concluded that expanding access to vocational education can contribute to the social and economic development of less favored regions of the state.
Entre o técnico e o superior: a educação profissional e tecnológica na construção da identidade profissional em enfermagem
(2026-02-23) Santos, Romilda dos; Nina, Alex Santiago; http://lattes.cnpq.br/1854863840949256; Sacramento, Rodrigo Quaresma; ttp://lattes.cnpq.br/3458932899615819; Silva, Erick José Gomes da; http://lattes.cnpq.br/4926620156207732
The present study aims to report two academic experiences in the field of nursing: the first experienced in a technical course carried out in the interior of the country, and the second developed during undergraduate nursing studies in a large capital city. These two trajectories, although distinct in their geographic context, reveal important transformations in the way of studying, especially with regard to access to technology, digital culture, and training practices in the health field. The technical course was completed during a period in which technological resources were limited, and training was based predominantly on face-to-face classes, direct practical activities, and printed materials. The experience of internships in different hospital institutions allowed the student to develop fundamental skills for care, improving the understanding of care routines, professional ethics, and social responsibility in the practice of nursing. This initial stage of training consolidated essential values for work in health and represented a milestone in entering the professional universe. The undergraduate program was carried out in a capital city, where the educational scenario presented an expanded set of possibilities, marked by a more evident presence of educational technologies, emerging digital culture, and diversification of practice fields. The use of virtual platforms, equipped laboratories, and active methodologies enabled more dynamic and critical learning aligned with the contemporary demands of the Unified Health System (SUS). In addition, participation in supervised internships in large hospitals contributed to deepening technical competencies, strengthening autonomy, and broadening the perspective on comprehensive care. The results, supported by the accumulated experiences, demonstrate that nursing education—both technical and higher—requires commitment, responsibility, continuous updating, and the ability to adapt to technological and social changes. It is concluded that vocational and technological education (EPT), articulated with digital culture and innovative pedagogical practices, significantly transforms the way of studying and acting in the health field, promoting critical, well-prepared, and socially committed professionals.
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 ensino jurídico e sua importância para uma formação ética cidadã no curso técnico integrado ao ensino médio em Agropecuária do Ifal campus Satuba
(2026-03-12) Silva, Sérgio Bezerra da; Silva, Jailson Costa da; http://lattes.cnpq.br/4481661071361187; Torres, Andresso Marques; https://orcid.org/0000-0002-3521-7811; http://lattes.cnpq.br/5767546693723657; SIlva, Manoel Santos da; http://lattes.cnpq.br/4935593146997631
In Brazil, education plays a strategic role in civic education and in reducing inequalities; however, it still faces limitations related to quality and access. The articulation between quality and inclusive education, respect for legal norms, and effective public policies becomes fundamental for building a more egalitarian society. Thus, Brazil faces the challenge of transforming its education into a foundation for justice and the exercise of full citizenship. In this context, knowledge and the exercise of rights and duties become essential for society, because it is through them that just relationships are established, allowing for the development of constitutional guarantees and legal requirements. Therefore, the general objective of this work was to analyze the importance of including legal education in the Integrated Technical Course in Agriculture at the Federal Institute of Alagoas (IFAL), Satuba Campus, and to discuss how it can contribute to the ethical and civic education of students. The foundations for these reflections came from authors such as Adilson Cesar Araújo (2017), Hans Kelsen (1998), Edgar Morin (2000), Dermeval Saviani (2008), Miguel Reale (2002) and Benedito Ferreira Marques (2019). To this end, a methodology was used through documentary analysis research, with a qualitative nature. Thus, starting from the following question: “What is the importance of legal education for the ethical and civic training of students in the Agricultural Technician course at IFAL Campus Satuba, and what are the benefits for the socially responsible exercise of the profession?”, the results demonstrate that the integrated curriculum adopted by the Institute in the researched course, where subjects and knowledge are worked on in an articulated way, allows for analysis, if not for the creation of a new subject, then for the insertion of legal content in an interdisciplinary and transversal manner. Therefore, it was concluded that the development of legal education is a suitable instrument to develop skills that help students in the world of work and in the exercise of their profession and citizenship, forming critical awareness in the pursuit of a more just and ethical society.
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.
O uso de tecnologias digitais como recurso didático na educação profissional e tecnológica
(2026-03-27) Santos, Patrícia dos; Conceição, Pablo Fabricio da; http://lattes.cnpq.br/3425482451006743; Conceição, Pablo Fabrício da; http://lattes.cnpq.br/3425482451006743; Silva , Jailson Costa da; http://lattes.cnpq.br/4481661071361187; Rocha, Renata Maria Wanderley da; http://lattes.cnpq.br/0120441094670688
This Course Completion Work analyzes the use of digital technologies as a teaching resource in Professional and Technological Education (EPT). Considering the social transformations resulting from the technological revolution and the expansion of Digital Information and Communication Technologies (DIT), the study aims to understand how such resources can contribute to improving the teaching-learning process in EPT. The research is theoretically based on authors such as Kenski (2007), Moran (2015), Lévy (1999) and Freire (1996), articulating concepts of technology, pedagogical innovation and comprehensive training. This is qualitative research, with a bibliographic and documentary approach. The results indicate that the pedagogical use of digital technologies favors active learning, student autonomy and integration between theory and practice, as long as it is linked to a critical and contextualized pedagogical proposal. It is concluded that digital technologies, when used in a planned and reflective way, constitute important mediators of knowledge in Professional and Technological Education. It is concluded that technology, when combined with critical teaching mediation, breaks with the traditional model and brings the classroom closer to contemporary productive reality.
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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