Trabalhos Acadêmicos e Técnicos

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A influência da família no processo de aprendizagem da leitura e da escrita
(2022-12-09) Silva, Herbeth Douglas Gomes; Campelo, Siquele Roseane de Carvalho; http://lattes.cnpq.br/1730383946648149; Cleusa Salvina Ramos Maurício Barbosa; http://lattes.cnpq.br/7243836316721979; Varela, Simone; ttp://lattes.cnpq.br/82498794138660593
This Undergraduate Thesis (UT) has as its main object the influence of the family in the reading and writing learning process of students in the final years of Elementary School. Faced with this problem, we outline the following question: What is the importance of the family's influence on the children's reading and writing learning process in the school environment? Based on this research problem, we outlined the general objective of analyzing the family-school-student interaction in the teaching-learning process of reading and writing in the ninth year of Elementary School. As a result of this objective, we developed the following specific objectives: Identify whether families develop strategies to follow the routine of studies related to learning to read and write; and to analyze whether the school develops mechanisms to favor the family's involvement in the teaching and learning of reading and writing comprehension. Therefore, methodologically, qualitative research procedures were adopted based on a case study. As data collection instruments, semi-structured interviews were carried out with a family member and a Portuguese language teacher in the ninth year of elementary school at a public school in Alagoas. Among the main results, it was found that the concern for students to leave the ninth with a good knowledge in the axes of reading and writing exists on both sides. Thus, family and school have developed strategies that, although incipient, can be the starting point for expanding social reading and writing practices from a literacy perspective.
Avaliação das atividades lúdicas nos PPCs dos cursos de licenciatura em química em instituições públicas
(2025-07-01) Silva , Janaina Miguel da; Ferreira Junior , Jésu Costa; http://lattes.cnpq.br/5859354241648167; Nascimento , Flávia Braga do; https://lattes.cnpq.br/3585720352113766; Nogueira , Fred Augusto Ribeiro; https://lattes.cnpq.br/9784216306395155
The training of Chemistry teachers faces significant challenges due to the abstract nature of the subject matter, requiring the adoption of innovative pedagogical methodologies. This study aims to analyze and evaluate the inclusion and implementation of playful activities proposed in the Political-Pedagogical Projects (PPCs) of undergraduate Chemistry programs at public institutions in Alagoas, focusing on the impact of such practices on initial teacher education. The research highlights the use of playful strategies as a pedagogical approach capable of making Chemistry teaching more dynamic, meaningful, and conducive to the development of essential professional skills. Active teaching methodologies, which place students at the center of the learning process, are discussed as effective tools for encouraging participation, autonomy, and critical thinking. The findings indicate that, despite widespread recognition of the benefits of playful activities, their implementation still faces obstacles such as resistance from teachers and students, lack of specific training, and scarcity of appropriate pedagogical resources. However, the analyzed experiences show that, when well-planned and executed, these activities foster greater student motivation, enhance the understanding of abstract concepts, and support the development of socio-emotional skills such as creativity, collaboration, and teamwork. The study proposes a more structured integration of active methodologies into the curriculum, along with ongoing teacher training, in order to promote more engaging and effective teaching practices. By incorporating playful strategies into teacher education programs, it is expected that future Chemistry teachers will be better prepared to face contemporary teaching challenges and deliver a higher-quality education.
Desafios e aprendizados: uma jornada na residência pedagógica
(2024-11-21) Maciel Júnior, Cláudio Pereira; Canuto, Húdson Kléber Palmeira; http://lattes.cnpq.br/4371625213976633; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Silva, Cleide Calheiros da; http://lattes.cnpq.br/7445136004807968
This paper presents an analysis of the experience of participants in a study on teacher training in the Undergraduate Program in Portuguese Language and Literature at the Federal Institute of Alagoas (Ifal), who took part in a CAPES Pedagogical Residency Program over eighteen months. The objective was to provide an immersion in the school environment, specifically in 8th and 9th-grade classes at Escola Estadual Fernandes Lima, where the residents faced challenges related to teaching. The methodology included supervised activities, organization of seminars, and participation in student councils, promoting the integration between theory and practice. The results highlight the challenges encountered, the individual growth of the residents, and the importance of knowledge exchange with peers and supervising teachers, which enhanced their teaching skills and interaction with students. The discussion points to the positive impact that the residents had on the students' education, encouraging them to seek a solid knowledge base. In conclusion, the experience in the pedagogical residency program enriched the academic training of the participants and allowed significant contributions to the students' education, emphasizing the importance of a strong foundation for future teachers.
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 design de interiores no espaço de vendas: estudo preliminar de um mercado de bairro em Rio Largo - AL
(2025-07-07) Cardoso, Rosimeire Natália Silva; Teles, Valéria Rodrigues; http://lattes.cnpq.br/0807338841761398; Cavalcante , Miquelina Rodrigues Castro; http://lattes.cnpq.br/2940146787639880; Peixoto , Roberto Carlos Coimbra; http://lattes.cnpq.br/8046171799022424
This paper presents a preliminary study for the interior design of a neighborhood market in the city of Rio Largo, Alagoas. Given the growing importance of these establishments in the daily lives of Brazilians, interior design emerges as a strategic tool for making these spaces more functional, attractive, and aligned with users' needs. The goal is to propose solutions that ensure comfort, accessibility, and cultural identity, promoting improvements in flow and the shopping experience. To this end, applied, exploratory, and qualitative research was adopted, grounded in the theoretical and practical stages of the interior design process. Specific objectives include investigating the sociocultural context of the local community, analyzing design references in commercial spaces, identifying functional, aesthetic, and ergonomic needs, and developing a preliminary proposal that combines spatial efficiency and enhancing the user experience.
O ensino de química para deficientes visuais: produção de caderno experimental como ferramenta colaborativa para aulas de química
(2025-06-30) Silva, Arali Meireles Lima; Bernardo, Francyelle Moura de Oliveira; http://lattes.cnpq.br/8677739496868550; Ana Carolina Fradique de Lyra; Lyra, Ana Carolina Fradique de; http://lattes.cnpq.br/5481668229830134; Nascimento , Flávia Braga do; http://lattes.cnpq.br/3585720352113766
O uso do aplicativo Fraction Challenger na aprendizagem de frações
(2025-07-08) Gusmão, Thyago Silva de; Melo, Enaldo Vieira de; http://lattes.cnpq.br/1041528154664700; Nunes, Hugo Santos; http://lattes.cnpq.br/4304337631466259; Nascimento, Arlyson Alves do; http://lattes.cnpq.br/9395417554768580; Santos, Vívia Dayana Gomes dos; http://lattes.cnpq.br/2740547167333947
The implementation of Information and Communication Technologies (ICT) in education, especially in the area of mathematics, has proven to be a powerful ally in the teaching-learning process. This Final Course Work (TCC) aims to explore and encourage the use of ICT in mathematics teaching, in light of TPACK (Technological Pedagogical Content Knowledge), which offers a theoretical framework for the effective implementation of these technologies. Technologies allow abstract concepts to be visualized and manipulated in a concrete way, facilitating the understanding and retention of complex content. This Work investigates the use of technological resources, especially the FRACTION CHALLENGER application, as a pedagogical tool for teaching fractions in the 7th grade of Elementary School. The main objective of the research was to analyze how the use of this application can contribute to improving students’ understanding and performance in operations with fractions, such as representation, addition, subtraction, multiplication and division of fractional numbers. The methodology adopted was the practical application of the application in the classroom, combined with the collection and analysis of quantitative and qualitative data through diagnostic and summative assessments. The results demonstrated significant advances in the understanding and performance of operations with fractions by students, evidencing that the use of the application facilitated the teaching-learning process, making it more dynamic and attractive. As an indication for future research, the aim is to expand the use of educational applications in other classes and grades, as well as to conduct comparative studies between different technological resources, such as Arduino and its sensors. The research contributes to the field of Mathematics Education by highlighting the potential of digital technologies as effective tools for teaching mathematical content.
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.
Simulações interativas de óptica geométrica com VPython: uma abordagem didática
(2025-05-29) Soares , Ariel José dos Santos; Costa, Alex Emanuel Barros; http://lattes.cnpq.br/2231272728491909; Passos, Frederico Salgueiro; http://lattes.cnpq.br/6590059682506348; Hélcio Beserra do Nascimento Júnior; Jorge Luiz Araujo Rocha
This final project addresses important points for Physics Teaching with a current theme, so we developed a computer simulation in Visual Python addressing geometric optics and based on Gardner's theories of multiple intelligences and David Ausubel's theory of meaningful learning. In the simulation, it is possible to observe how light behaves in geometric optics, allowing to visualize and understand phenomena such as reflection and refraction of light, even in three different materials. In this way, the student can choose the number of media according to the needs of the problem, the student can study through the simulation the concepts of lateral deviation of light (choosing 3 media) or total internal reflection (choosing 2 media). The work was not applied to high school classes, however, we planned a didactic sequence that can be used by the teacher as support material when using the simulation. The didactic sequence includes a pre-test questionnaire, with the application of the simulation and finally with the post-test questionnaire. The pre-test questionnaire should be applied by the teacher before using the simulation, to diagnose possible difficulties of the students, while the post-test questionnaire should be applied by the teacher after the simulation, so that results can be obtained regarding the usefulness of the simulation developed, and can be used by the teacher as a partial or total form of evaluation of the content worked on.
Storytelling como recurso didático para o ensino de oxidação e eletrólise no ensino médio
(2025-05-28) Santos, Jeane Albuquerque dos; Nogueira, Fred Augusto Ribeiro; http://lattes.cnpq.br/9784216306395155; Santos , Eduardo Lima dos; http://lattes.cnpq.br/0426360378881187; Silva, Leonardo Vieira da; http://lattes.cnpq.br/3401495568705461
The difficulty high school students have in understanding technical chemistry content, such as physical chemistry and electrochemistry, highlights the need for innovative teaching methodologies that make learning more accessible and meaningful. Given this scenario, this study used storytelling as a teaching strategy for teaching chemistry, with the aim of promoting greater engagement, contextualization, accessible language, and knowledge retention. To this end, the specific objectives defined were to analyze the recurrence of physical chemistry and electrochemistry content in the ENEM (2020-2024) exams, develop and apply pedagogical proposals using narratives, and evaluate the impacts of this methodology on the teaching and learning processes. The research had a qualitative, quantitative, and exploratory approach, structured in three stages: statistical analysis of the chemistry questions on the exam, bibliographic review on active methodologies and storytelling, and elaboration of a pedagogical proposal. Two activities were developed: “Statue Oxidation” and “Battery Storytelling: Improper Disposal”, which contextualize chemical concepts through interactive and interdisciplinary narratives. The results revealed that the use of the narrative resource favors the understanding of the content, stimulates student participation and contributes to the development of critical and reflective skills. The strategy was aligned with the guidelines of the National Common Curricular Base (BNCC), although its implementation still faces challenges related to teacher training and school infrastructure. It is concluded that the narrative proposal is a promising approach for teaching chemistry, and its application in different educational contexts is recommended.
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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Utilização de vídeos didáticos para o tema técnicas de extração
(2025-07-08) Barbosa, Cândida Caroline da Silva; Ferreira Júnior, Jésu Costa; http://lattes.cnpq.br/5859354241648167; Silva, Leonardo Vieira da; http://lattes.cnpq.br/3401495568705461; Azevedo , Edmar Marinho de; http://lattes.cnpq.br/2213926589443334
This study investigates the use of educational videos as a complementary pedagogical tool in teaching Organic Chemistry, particularly in experimental classes taught in Technical High School Chemistry courses at the Federal Institute of Alagoas (IFAL), Maceió Campus. The main objective is to address the difficulty many students face in connecting theory and practice with the content studied, including a lack of familiarity with the materials and reagents that will be used during laboratory classes. Thus, the proposal aims to promote a more dynamic (using visual resources and accessible language), contextualized (relating the content to everyday experiments), and meaningful (encouraging students' understanding and proactive role in experimental practice) teaching-learning process. Three demonstration videos of experiments included in the curriculum for third-year Technical High School students were produced and applied. All videos exclusively address extraction techniques, as this is a thematic focus defined in the research. The techniques used were: (i) solid-liquid extraction of caffeine, (ii) extraction using a Soxhlet apparatus, and (iii) acid-base extraction of Doril components. The videos were watched before the experiments. Before the practical classes and after watching and completing the practical classes, students completed questionnaires on the concepts and laboratory practices on Google Forms. The results demonstrated a significant improvement in understanding the concepts and conducting the experiments, indicating that the audiovisual resource contributes to student preparation, reducing doubts and increasing performance in the practical classes. Student evaluations of the pedagogical tool highlighted its clarity, usefulness, and appropriate structure. Therefore, the use of educational videos, integrated in a planned manner into the pedagogical process, achieved the proposed objectives and proved to be an effective tool for teaching Organic Chemistry practices, fostering knowledge construction in a more accessible, interactive, and meaningful manner.

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