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Item 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/1871769541665914Work 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.Item A ergonomia aplicada aos discentes de Tecnologia da Informação do Instituto Federal de Alagoas: ênfase na conscientização e mudança comportamental no ambiente educativo(2026-03-31) Oliveira, Fábio Fernando; Macêdo, Dartagnan Ferreira de; http://lattes.cnpq.br/2025788330054193; Santos, Diego da Guia; http://lattes.cnpq.br/2442362471764000; Ribeiro, Ricardo Luís Alves de Oliveira; http://lattes.cnpq.br/1280322604196844This study presents a reflective professional memoir coupled with qualitative bibliographic research, developed as a partial requirement for the title of Specialist in Teaching for Professional and Technological Education (EPT). Given the accelerated expansion of the Information Technology (IT) sector, it is observed that students and future professionals face occupational hazards such as Repetitive Strain Injuries (RSI), Work-Related Musculoskeletal Disorders (WMSDs), visual fatigue, and psychosocial risks, exacerbated by precarious environments and a lack of critical ergonomic training. Grounded in the updated NR-17 (MTP Ordinance No. 806/2022) and Technical Note SEI No. 4,655/2024, the investigation adopts an expanded ergonomic perspective, in permanent dialogue with Freirean pedagogy and the concept of omnilateral development. Methodologically, the study combines a systematic literature review with analytical reflection on teaching praxis at the Federal Institute of Alagoas (IFAL). The results indicate that ergonomic misinformation acts as a silent mechanism of academic exclusion and that the curricular transversalization of the theme is imperative. It is concluded that the articulation between technical regulations and problematizing pedagogy promotes student autonomy and sustainable behavioral change, aligning technical training with health preservation and the principles of integral human formation.Item 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/9040257542465304The 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.Item A formação docente na educação profissional e tecnológica: relato de experiência acerca das contribuições do curso de especialização em docência na educação profissional(2026-04-15) Santos, Alexandre Henrique da Silva; Conceição, Pablo Fabricio da; http://lattes.cnpq.br/3425482451006743; Lima, Wellton Amorim Falcão de; http://lattes.cnpq.br/8617237233293101; Silva , Maria Virgínia Gomes da; http://lattes.cnpq.br/7530627276582242This study aims to reflect on teacher training in Vocational and Technological Education (VTE), considering the transformations resulting from digital culture and Distance Education (DE). It is a qualitative research study, described as an experience report, developed from experiences in the Specialization course in Teaching in Vocational and Technological Education at the Federal Institute of Alagoas (IFAL). The study is based on authors such as Freire (1996), Moran (2015), Kenski (2012), and Libâneo (2013), who discuss the relationship between education, technology, and pedagogical practice. The analysis shows that VTE plays a strategic role in the integral formation of individuals, articulating technical, scientific, and humanistic knowledge. In this context, digital culture expands the possibilities of teaching and learning, demanding new teaching competencies and innovative pedagogical practices. Distance education (EaD), in turn, is an important instrument for democratizing access to education, especially in contexts of limited access to face-to-face teaching, provided it is based on consistent pedagogical planning. The formative experience highlighted the importance of teacher mediation, student autonomy, and the critical use of digital technologies in the educational process. Digital literacy is also highlighted as an essential element for teaching practice in contemporary times. It is concluded that teacher training in vocational and technological education (EPT) should integrate pedagogical, technological, and social dimensions, contributing to more critical and inclusive educational practices. As a limitation, the subjective nature of the experience report is noted, indicating the need for further studies in this area.Item A imagem do sujeito homossexual na impresa dos anos 1970-1980: o caso Lampião da Esquina(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2020-06-20) Farias, José Sebastião de; Silva, Aguimario Pimentel; http://lattes.cnpq.br/2370040993060322The work aims to analyze the image of homosexual subject in the Brazilian gay press, from the newspaper Lampião da Esquina, which circulated from 1978 to 1981. The study, affiliated with French Discourse Analysis, adopts the thinking of authors like Pêcheux (2008, 2014, 2015), Orlandi (2012), Trevisan (2004), among others. We seek to understand the roles imposed on homosexuals by the society, marked by heteronormativity, repression and authoritarian discourses. Lampião acted as a “counterdiscourse”, using elements that denounced the conditions of period. Thus, it sought to remove gays from marginalized spaces, giving new meaning to discourses and proposing new meanings.Item A integração entre teoria e prática no ensino de redes de distribuição de energia elétrica em uma instituição de ensino técnico e profissionalizante de Maceió: estratégias pedagógicas para o engajamento dos alunos na educação profissional e tecnológica(2026-02-26) Oliveira, Ademildo Costa de; Silva , Jailson Costa da; http://lattes.cnpq.br/4481661071361187; Nina , Alex Santiago; http://lattes.cnpq.br/1854863840949256; Pablo Fabricio da; http://lattes.cnpq.br/3425482451006743This study aims to analyze the importance of integrating theory and practice in teaching electrical power distribution networks at a private vocational and technological education institution in Maceió, Alagoas, and its contribution to meaningful learning in promoting safety during interventions in energized and de-energized distribution networks. It starts from the understanding that training in distribution networks requires methodologies that connect theoretical foundations with the concrete experience of professional field activities, articulating knowledge, regulations, operational procedures of the electrical power distribution concessionaire, and attitudes essential to the safe and competent performance of the function of a distribution network electrician. It began with the following question: How do pedagogical strategies that articulate theory and practice contribute to student engagement and improved understanding of theoretical foundations and their correct application in practical activities, in the vocational and technological education of the electrical power distribution networks course at this institution? The work performed by electricians on distribution networks requires advanced knowledge of Regulatory Standard NR10 (which establishes the minimum requirements and conditions for implementing control measures and preventive systems, in order to guarantee the safety and health of workers who, directly or indirectly, interact with electrical installations and services involving electricity), the technical regulations of the utility company, and its standard operating procedures (POP’s), which are a set of step-by-step instructions to ensure that work on electrical networks is carried out with quality and safety. It is concluded that the use of active methodologies that promote the inclusion of students in the learning process, encouraging active participation through research, teamwork, challenges, and practical activities, improves engagement and meaningful learning.Item Al-Jahiz: naturalista mulçumano que pode ter contribuído para o desenvolvimento da ideia da seleção natural de Chales Darwin(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2022-03-18) Araújo, Lica Lorraynne Correia; Gomes, José Leandro Costa; http://lattes.cnpq.br/9187806273217470; Gomes, José Leandro Costa; http://lattes.cnpq.br/9187806273217470; Cardoso, Matheus Luciano Duarte; http://lattes.cnpq.br/5191014756788224The naturalist al-Jahiz (776-868) was one of the most important Arab writers of his time, possibly having formulated one of the bases of the Theory of Evolution. His book Kitab al- Hayawan (The Book of Animals) could have been one of Charles Darwin's foundations for developing the idea of Natural Selection of Species. The research sought to verify the problems involved in the knowledge about the history of biology, specifically in the construction of the Theory of Evolution. Seeking to put the researcher in contact with as many sources as available on the chosen topic, all data were collected and interpreted, organized and divided for the construction of the research. The official national documents when referring to the work with the Theory of Evolution of the species only the name of Darwin and Lamarck and their ideas are requested or mentioned. There are still difficulties in researching oriental scholars, but it is necessary to highlight the importance of al-Jahiz as a researcher for the history of Islamic science and for the history of world science, with an emphasis on the areas in which he worked, such as biology and evolutionary ideas.Item Aprendizagem de fenômenos ondulatórios utilizando simulação virtual(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-12-22) Martins, Marina Gomes; Folhadela, Géssika Cecília Carvalho da Silva; https://orcid.org/0000-0002-3178-0711; http://lattes.cnpq.br/5829131072769426; Japiassú, Daniel Victor Teixeira; http://lattes.cnpq.br/8852201489578542; Webler, Geovana Dresch; http://lattes.cnpq.br/3544430798269851Wave phenomena are of paramount importance in students’ learning, considering their relevance in our daily lives; however, this topic is still often regarded as abstract. Thus, the present study aimed to understand how the use of virtual simulators is essential in promoting meaningful and contextualized learning about wave phenomena within an elective high school course. This qualitative-quantitative research was conducted in three stages through the use of a questionnaire for data collection and subsequent tabulation for analysis. The target audience consisted of students aged 15 to 18 from a school located in the metropolitan region of Fortaleza, in the city center. It was observed that 53% of the students reached or achieved above the average score (6.0), while the remaining 47% scored below. In summary, low attendance limited students’ learning due to restricted access—within a logical sequence of events—to the proposed wave-related content, not only in quantitative terms but also qualitatively. Despite the limitations identified, interactive simulations are fundamental in promoting dynamic and engaging learning, consequently leading to a better understanding of physics topics. However, it becomes evident that there is a need to strategically rethink ways to raise students’ awareness within the school community so that their presence and participation become more consistent during activities, contributing to more active engagement from the class.Item Como a educação física pode contribuir, de forma crítica e integrada, para a formação omnilateral dos estudantes na Educação Profissional e Tecnológica(2026-05-21) Marques, Silvânia Ferreira da Silva; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Santos, José Carlos Lima dos; http://lattes.cnpq.br/5328411913838068; Oliveira, Anderson Lima de; http://lattes.cnpq.br/5829892160537418This study critically analyzes the contributions of Physical Education to the omnilateral formation of students in Professional and Technological Education (PTE), in light of the principles of integral human formation and the integrated curriculum. The research is based on the problem related to the persistence of fragmented practices with limited articulation to the technical-professional axis, even in institutions that advocate the integration of work, science, culture, and technology. The general objective was to understand how Physical Education can contribute to the integral formation of PTE students from a critical and integrative perspective. Methodologically, this is a qualitative study of a bibliographic and documentary nature, grounded in the critical-dialectical perspective and Historical- Critical Pedagogy. Pedagogical Course Projects (PPCs) and institutional documents from the Federal Institute of Alagoas (IFAL) were analyzed in order to identify how Physical Education is incorporated into the curricular organization of integrated technical courses. The results reveal contradictions between the institutional principles of omnilateral formation and their curricular implementation, demonstrating that Physical Education still occupies, in many contexts, a peripheral position with limited integration into the formative practices of PTE. It is concluded that Physical Education has significant potential to contribute to integral human formation, provided that it is critically, interdisciplinarily, and integrally connected to the pedagogical project of Professional and Technological Education.Item Concepções do universo: uma sequência didática interligando história e filosofia das ciências (HFC) e a natureza das ciências (NDC) com aprendizagem baseada em problemas (ABP) nas aulas de física(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-09-29) Santos Junior, Antonio Barbosa dos; Claudino, Elder de Souza; http://lattes.cnpq.br/4002114603054127; Webler, Geovana Dresch; http://lattes.cnpq.br/3544430798269851; Weble, Geovana Dresch; http://lattes.cnpq.br/3544430798269851; Claudino, Elder de Souza; http://lattes.cnpq.br/2706881213553955; Gomes, José Leandro Costa; http://lattes.cnpq.br/9187806273217470; Silva, Rodrigo Raposo da; http://lattes.cnpq.br/2108795591066621Given the difficulties encountered in including Astronomy teaching in basic education, especially in high school, whether due to lack of time due to the key content requested in Enem and entrance exams, as well as the lack of contact and experience of teachers with astronomy subjects. It is necessary to bring discussions of the content that Astronomy addresses due to its interdisciplinary nature and potential to engage contextualized Science teaching in the classroom. However, given the specific competence 2 of Natural Science and its Technologies present in the BNCC, this article aims to propose a didactic sequence regarding the understanding of the Conceptions of the Universe throughout history. Thus, the respective didactic sequence integrates History and Philosophy of Science (HFC) and the Nature of Science (NdC) with the Problem-Based Learning (PBL) methodology for Physics classes. The proposal seeks to promote meaningful learning, allowing students to understand the evolution of cosmological models and the construction of scientific knowledge. The teaching sequence is structured in stages that encourage investigation, debate and critical reflection, articulating Astronomy content with epistemological and historical aspects of science. The expected results include the development of critical thinking, the understanding of science as a dynamic and human process carried out by several individuals according to the social context and time in which it is inserted, without the presence of anachronism. Keywords: Teaching Physics, Astronomy, History and Philosophy of Science,Item 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/9543720469592160The 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.Item Desafios e oportunidades na integração de tecnologias digitais no ensino da educação profissional e tecnológica em contabilidade(2026-03-19) Santos, Ricardo Alexandre Marques de Souza; Conceição, Pablo Fabricio da; http://lattes.cnpq.br/3425482451006743; Rocha, Renata Maria Wanderley da; http://lattes.cnpq.br/0120441094670688; Lima, Wellton Amorim Falcão de; http://lattes.cnpq.br/8617237233293101This study analyzes the challenges and possibilities associated with the integration of Digital Technologies (DTs) in Professional and Technological Education (EPT) in Accounting, considering recent transformations in the labor market and their implications for professional training. The research is guided by the following problem: how can EPT institutions integrate digital technologies into technical accounting education in a critical and sustainable way, overcoming structural, pedagogical and teacher training limitations while promoting the development of competencies aligned with contemporary professional demands? In this context, the study aims to investigate and evaluate the main challenges and opportunities related to the integration of DTs in the educational process and to propose guidelines that may support their implementation at the institutional level. Methodologically, the research adopts a qualitative approach of exploratory and descriptive nature, developed through bibliographic and documentary analysis of scientific studies related to Professional and Technological Education, digital competencies and pedagogical innovation in accounting education. The analysis revealed recurring perceptions among teachers and students regarding the importance of digital technologies for professional training, as well as barriers related to technological infrastructure, teacher preparation and curricular organization. Studies by Rodrigues, Castro and Miranda (2024) highlight the growing demand for digital competencies in the accounting profession, while Melo, Melo Filho and Melo (2024) point to gaps in the incorporation of critical approaches and digital teaching resources specific to this field. The study concludes that the effective integration of digital technologies in EPT accounting education depends on pedagogical planning, periodic curricular revision and institutional investments capable of strengthening professional training in an increasingly digital environment.Item 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/6046952414628445This 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.Item Desenho universal para o curso técnico em Edificações do IFAL: currículo e inclusão(2026-03-04) Silva, Ewerton Soares da; Souza, Diogo dos Santos; http://lattes.cnpq.br/9547588474173400; Alves, Maria Elisa Moreira; http://lattes.cnpq.br/1737047311411846; Cavalcanti, Manuella Paiva de Holanda; http://lattes.cnpq.br/3621272142177867This article analyzes the Pedagogical Course Project (PPC) of the Integrated High School Technical Course in Buildings at the Federal Institute of Alagoas (IFAL) – Maceió Campus, approved in 2019, with emphasis on the presence — or absence — of accessibility, inclusive education, and Universal Design principles in the curricular organization. This is a qualitative study of documentary and bibliographic nature, grounded in legal frameworks of inclusive education and theoretical references on curriculum, Professional and Technological Education, and Universal Design for Learning. The analysis of the PPC and course syllabi reveals that, although the course presents an institutional discourse aligned with comprehensive education and social inclusion, accessibility and Universal Design are not systematically incorporated as structuring curricular principles, nor is there explicit articulation with the Center for Assistance to People with Specific Educational Needs (NAPNE). The findings indicate that several curricular components show strong potential for addressing these themes, particularly those related to architectural drawing and design; however, such approaches remain implicit. It is concluded that the lack of pedagogical intentionality in this area may limit the critical, ethical, and socially committed professional training of graduates, while the integration of Universal Design into the PPC represents a concrete possibility for strengthening technical and civic education within Professional and Technological Education.Item 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/7486678297943376Education 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.Item 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/3621272142177867Professional 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.Item 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/3999423293399198The 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.Item Era Vargas no município de União dos Palmares: a supressão das eleições como mecanismo de reestruturação das oligarquias(2025-05-16) Silva, Bruno César Monteiro da; Costa, David Gomes; http://lattes.cnpq.br/5393340009943598; Carvalho, Cícero Péricles de Oliveira; http://lattes.cnpq.br/4195463764150957; Castilho, Fábio Francisco de Almeida; http://lattes.cnpq.br/1280124410024317This article aims to present a concise analysis of the political and electoral dynamics from the colonial, imperial, and First Republic periods, examining how these developments converged in the Vargas Era, with a specific focus on the municipality of União dos Palmares. The study investigates whether the absence of elections during this period contributed to the dissolution of local oligarchic structures.Item Estratégias de resolução de problemas dos alunos do 6° ano do ensino fundamental envolvendo o princípio multiplicativo(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2022-03-28) Firmino , Luiza da Silva; Castro, Diogo Meurer de Souza; http://lattes.cnpq.br/6863749871487154; Silva, Adriano Valeriano da; http://lattes.cnpq.br/6895994903008206; Silva, Adriano Valeriano da; http://lattes.cnpq.br/6895994903008206; Castro, Diogo Meurer de Souza; http://lattes.cnpq.br/6863749871487154The present work presents a research with a qualitative approach, in the case study modality, the problem solving strategies of the students of the 6th year of elementary school were investigated, based on a questionnaire and observations of the activity developed by the students. The main objective of this work is to analyze the problem solving strategies of students in the 6th year of elementary school involving the multiplicative principle. Based on research by Smole and Diniz (2001), Dante (1991), Pozo (1998) among others. Eighteen students from a private school in the city of Cajueiro-AL participated in the research. Problem solving is an effective method to develop reasoning and to motivate students to study Mathematics. However, what you still see in the classroom are teachers insisting on staying in the so-called “comfort zone”, where the class is prepared using rules, formulas and huge lists of exercises.Item Estratégias de resolução de problemas envolvendo adição e subtração de números inteiros, com alunos do sexto ano do ensino fundamental(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2022-03-28) Firmino, Laíza da Silva; Silva, Adriano Valeriano da; http://lattes.cnpq.br/6895994903008206; Silva, Adriano Valeriano da; http://lattes.cnpq.br/6895994903008206; Castro, Diogo Meurer de Souza; http://lattes.cnpq.br/6863749871487154The present work sought to investigate the problem solving strategies involving addition and subtraction of integers of students in the sixth year of elementary school, from a private school in the municipality of Cajueiro in the state of Alagoas. The work presents a qualitative approach, in the case study modality.The analyzes were based on research by Smole and Diniz (2001), Dante (1991), Pozo (1998), BNCC, among others. The results indicated that working with problem solving helps students to develop their strategies, seeking their own paths, exploring the Mathematics language and the teacher will be the stimulator, mediator, so that students generate their knowledge and productive ideas.