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-NonCommercial-ShareAlike 3.0 Brazil"

Agora exibindo 1 - 5 de 5
  • Imagem de Miniatura
    Item
    A transformação de conteúdos em conhecimento: a aprendizagem significativa por meio de tecnologias informacionais na educação profissional e tecnológica
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-03-13) Silva, André Felipe Barros da; Conceição, Pablo Fabricio da; http://lattes.cnpq.br/3425482451006743; Conceição, Pablo Fabricio da; http://lattes.cnpq.br/3425482451006743; Silva, Jailson Costa da; https://orcid.org/0000-0001-5078-3603; http://lattes.cnpq.br/4481661071361187; Rocha, Renata Maria Wanderley da; http://lattes.cnpq.br/0120441094670688
    The paper, structured as a training report, analyzes the articulation between information technologies and the Meaningful Learning theory as a strategy to transform content into knowledge within the scope of Professional and Technological Education (PTE). The main objective was to investigate how the intentional use of ICTs can promote more effective pedagogical practices, overcoming the merely transmissive teaching model. The theoretical framework was based on Ausubel's concepts of subsumers, Moreira's meaningful and critical learning, and Freire's emancipatory pedagogy. The methodology followed a theoretical-propositive approach, grounded in Donald Schön's perspective of the reflective practitioner, integrating the theoretical framework with the author's practical experiences in teaching applied technology courses in technical training for the fields of administration, healthcare, and information technology. The praxis, combined with the researcher's technical expertise, supported the pedagogical intervention proposal presented. The results indicate that technology, when used as a cognitive tool rather than a merely instrumental one, acts as a structured support that favors student autonomy and strategic teacher mediation. It is concluded that the management of technical knowledge requires a balance between technological innovation and pedagogical rigor, with human mediation being the central element to ensure that digital culture contributes to the integral and critical training of the future professional.
  • Imagem de Miniatura
    Item
    Ações de formação continuada em educação ambiental e manejo de resíduos sólidos
    (2023-09-23) Santos, Tamirys Souza da Silva; Gama, José Aparecido da Silva; http://lattes.cnpq.br/7413041757828843; Ataide, Walker Araújo; http://lattes.cnpq.br/6633919671327276; Santos, José Roberto Nunes dos; http://lattes.cnpq.br/2776939893721016
    This Final Course Completion Work presents a proposal for a pedagogical intervention to be applied through the application of environmental education actions with students of the technical education of the Environment course. The implementation of the proposal aims to provide students with greater awareness with a view to acting more consciously in the face of environmental problems. Putting into practice the knowledge learned here is fundamental for growing professional and personal development, as they will be able to give new meaning to the importance of respect and environmental conservation. Adhering to respect and care for the environment is fundamental, and with this proposal it is expected that there will be a change in habits aimed at a personal and family reduction in the production of “waste”, as well as the development of a mindset focused on recycling waste and promoting environmental sustainability.
  • Imagem de Miniatura
    Item
    Aulas de laboratório e recursos audiovisuais para o aprendizado de eletrotécnica
    (2016-03-13) Dourado Júnior, Osmar de Araújo; Gomes, Ednaldo Farias; http://lattes.cnpq.br/9277872656300840; Oliveira, Elisabete Duarte de; http://lattes.cnpq.br/7781886522973384; Santos, Cyntya Mayryele Assis dos; http://lattes.cnpq.br/0451030271600043
    This article aims to present a teaching experience of conducting laboratory class demonstrations in the form of videos. The motivation for developing this work is to provide simultaneous access to experimental classes for students in the Electrotechnics Technical Course at the Federal Institute of Education, Science, and Technology of Alagoas (IFAL), Maceió Campus. Since laboratory equipment is available in limited quantities, conducting experimental classes with more than four students per class period is unfeasible. The students participated in an experimental technical class on energy measurement based on a video produced and directed by the Electricity professor and a student. The video script was designed to objectively demonstrate how to assemble an electrical circuit from the diagram, how to connect the equipment and measuring instruments, and how to obtain results. The video was presented by the student, and this initiative aims to demonstrate to the audience that it is possible to perform an experimental setup with prior knowledge acquired in the theoretical classes. Learning verification was conducted through a discussion with the audience and mediated by the professor. Students were invited to discuss questions aimed at assessing the learning effectiveness of the experimental video class. The collected data were analyzed and presented in this article using the Action Research Methodology. The success of this pedagogical proposal is expected to encourage technical course instructors to add more experimental classes to their curricula and familiarize students with the real-world applications of theory.
  • Imagem de Miniatura
    Item
    Ensino de química inclusivo para alunos surdos: propostas de estratégias lúdicas e experimentais
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-12-19) Sousa, Andressa Bonfim de
    This study examines playful and experimental pedagogical strategies in Chemistry teaching, focusing on the inclusion of deaf students. It consists of a qualitative, descriptive literature review that investigates educational practices grounded in visual resources, games, and adapted experiments. The analysis of recent academic productions highlights initiatives aimed at overcoming communicational and cognitive barriers faced by students with hearing impairments. In addition, pedagogical materials were proposed, such as the experiment on homogeneous and heterogeneous mixtures, the inorganic functions game, the infinity cube on colligative properties, and the bilingual organic puzzle, designed to address limitations identified in the literature. Findings indicate that the use of visual methodologies, low-cost materials, and educational games contributes significantly to the comprehension of chemical concepts by deaf students. The study concludes that such strategies, combined with continuous teacher training and institutional commitment to inclusion, are essential for ensuring equitable and meaningful learning.
  • Imagem de Miniatura
    Item
    Os desafios do novo ensino médio: uma proposta pedagógica para o ensino de física moderna
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-02-27) Santos, Nicolas Henrique da Silva; Limeira, Ana Cristina Santos; Silva, Rodrigo Oliveira Ferreira da; http://lattes.cnpq.br/9079269033055248; Silva, Rodrigo Oliveira Ferreira da; http://lattes.cnpq.br/9079269033055248; Ana Cristina; Oliveira, Marcos Henrique Abreu de; http://lattes.cnpq.br/7597524437699021; Claudino, Elder de Souza; http://lattes.cnpq.br/4002114603054127
    This article aims to propose an Investigative Teaching Sequence – ITS for teaching Modern Physics in the first year of high school based on Law 13,415 known as the New High School, taking as a starting point the study of national and state educational regulations. Firstly, this study made it possible to understand the organization of the curriculum and the pedagogical proposals of secondary education, seeing the challenges for its implementation in the teaching space. In the second moment, survey of the educational program developed to meet this policy and study of the Guidelines of the Base Nacional Comum Curricular – BNCC and the Referencial Curricular Alagoano – ReCAL, in order to understand the curricular organization of Physics and the Training Itineraries. Finally, the elaboration of the pedagogical proposal for teaching Modern Physics based on the study of light. From this research, we hope to contribute to the teaching and learning process in Physics; serve as motivation for teachers to seek methods that can implement the New Secondary Education proposals in their education network; and to (re)think about the Physics curriculum within the scope of discussions about the dimensions of training in basic education, understand training from the subject's point of view in their school trajectory.