Trabalhos Acadêmicos e Técnicos

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A contribuição dos povos bantos para a formação do português brasileiro
(2025-10-06) Silva , Katarina Kleciane da; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Araújo, Claudionor Ferreira; http://lattes.cnpq.br/6155010171957004; Ávila, Fábio Geraldo; http://lattes.cnpq.br/5555689965117482
The choice of Portuguese as the official language in Brazil functioned as a colonial strategy of domination, silencing or marginalizing indigenous and African languages. However, the contact among different peoples shaped Brazilian Portuguese as a distinct variety from European Portuguese. This study aims to reflect on the influences of Bantu languages in the formation of Brazilian Portuguese, analyzing vocabulary and expressions incorporated into everyday use and discussing the historical invisibility of these contributions. The research adopts a bibliographic methodology, drawing on authors such as Assis (2001), Mendonça (2012), Bagno (1999), and Bakhtin (2006), as well as glossaries that record Bantu-derived terms. The results indicate that words such as dengo, quitanda, caçula, and gingar reveal the central role of African languages in shaping Brazilian Portuguese. It is concluded that the undervaluation of these influences stems from a historical process of colonization and linguistic prejudice, reinforcing the need for a decolonial approach in mother tongue teaching and in the appreciation of national linguistic identity.
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 infância silenciada na obra Grande baú, A infância, de Arriete Vilela: repressão simbólica, afetiva e social nas relações familiares
(2026-02-11) Rodrigues, Vanderson Alves; Maia, Willianice Soares; https://lattes.cnpq.br/0338504323994119; Silva, Emanuel Marcelo Salgueiro da; https://lattes.cnpq.br/7204178290053143; Santos, José Carlos Lima dos; https://lattes.cnpq.br/5328411913838068
La infancia es una fase fundamental para la formación del sujeto. Llena de libertad, subjetividad y lo lúdico, tiende a traer felicidad a los niños. Sin embargo, no todo puede ser lo que parece. La infancia también puede estar cargada de silenciamiento y opresión. La obra Grande baú, a Infância de Arriete Vilela, repleta de regionalismo, conlleva una fuerte realidad de la vida infantil, por lo que buscamos en este trabajo analizar los impactos que este tipo de estructura familiar, patriarcal, provoca. Se utilizó en este trabajo un enfoque de análisis crítico de materiales bibliográficos con tenor cualitativo. Para ello, dialogaremos con teóricos importantes como Freire (2022) que habla sobre la opresión, la cual está presente en nuestra historia; Caldeira (2010), Cademartori (2010), que traen en sus textos la perspectiva de la infancia en los tiempos de hoy; Sarmento (2003) que trae una visión sobre el imaginario infantil; Qvortrup (2010) que trabaja la estructura familiar; entre otros que abordan temas como la memoria y la desigualdad de género, los cuales también son fundamentales para entender el poder que la sociedad machista-opresora tiene todavía para moldear las mentes, principalmente de las niñas. Al trabajar con este texto podemos ver cómo la infancia sigue siendo subyugada por la sociedad que busca dominarla, moldearla y podar los deseos infantiles desde temprano, para que, al traer estas cuestiones, podamos hacer reflexiones y discusiones sobre si estamos buscando y creando una sociedad igualitaria para todos. Sería imprescindible que los temas aquí presentes, y también en la infancia en general, reciban una mayor atención de los agentes de la sociedad, pues es en esta fase que el sujeto comienza a entender cómo funcionan las cosas y busca moldear su propia identidad.
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.
A leitura no ciberespaço: uma investigação sobre o uso das fanfics
(2023-11-21) Gomes , Emilly Fernanda da Silva; Palmeira , Húdson Kleber Canuto; http://lattes.cnpq.br/4371625213976633; Silva , Ari Denisson da; http://lattes.cnpq.br/0863504643409677; Barbosa , Cleusa Salvina Ramos Maurício; http://lattes.cnpq.br/7243836316721979
This paper analyzes the formation of students as readers and authors in the formal teaching environment through the genre of fanfiction. We will begin by reflecting on the issues that are prioritized in Portuguese language classes during the initial years of high school. To this end, a field study was carried out with the aim of analyzing the formation of readers within the school environment, and how the dialogue between the literacies that students are exposed to can add to their social and academic development. Issues related to generation Z and alpha as readers, and the challenges encountered in the formal teaching environment for the insertion of students in literature and how the fanfiction genre becomes close and dialogic in this process.
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.
Análise da viabilidade econômica da implantação de um sistema de captação, tratamento e reaproveitamento de águas pluviais para a piscina do Ifal Campus Maceió
(2025-12-11) Rolemberg , Ana Clara Lima Santos; Vianna Junior, Walter Pereira; http://lattes.cnpq.br/5054607247101741; Cavalcanti, Humberto Jorge Braga; http://lattes.cnpq.br/6045970740812728; Dori, Marden Vergetti Cardoso; http://lattes.cnpq.br/6045970740812728; Costa, Edras Jonathan Honorato; https://orcid.org/0009-0008-9042-0186; http://lattes.cnpq.br/6045970740812728
The growing demand for drinking water, combined with the irregularity of rainfall patterns and the pressure on water sources, highlights the need for solutions that promote the rational use of water resources. Among the available alternatives, rainwater harvesting stands out for reducing treated water consumption and mitigating environmental impacts associated with surface runoff in urban areas. In this context, this study aims to analyze the technical and economic feasibility of implementing a rainwater harvesting, treatment and reuse system in the Informatics Building of the Federal Institute of Alagoas (IFAL) – Maceió Campus, primarily intended for replenishing the institution’s swimming pool. The research was structured based on the collection and analysis of regional rainfall data, estimation of the swimming pool water demand, characterization of the roof catchment area and application of design parameters defined by standards. Based on these inputs, the storage volume was sized, first-flush diversion criteria were defined, implementation and operation costs were estimated and an economic feasibility analysis was carried out using engineering economy indicators such as Net Present Value (NPV), Internal Rate of Return (IRR) and payback period. The results show that the proposed system can supply approximately 17.02% of the annual pool demand, reducing potable water consumption from the public utility and yielding a positive NPV, an IRR higher than the minimum attractive rate and a payback shorter than one year, which characterizes the proposal as technically and economically feasible for the analyzed context.
Atravessando os caminhos áridos do ensino de língua portuguesa: um olhar reflexivo sobre as propostas de ensino de gramática em livros didáticos do 6.º ano
(2025-10-22) Lino , Lara Cavalcante Lima; Silva, Eronilma Barbosa da; http://lattes.cnpq.br/1899340692310050; Canuto, Hudson Kleber Palmeira; http://lattes.cnpq.br/4371625213976633; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119
Grammar is understood as a system that guides the proper use of language, enabling clear and effective communication. The term “grammar” originates from the Greek grámma , meaning “letter,” which highlights its initial association with writing. In its inception, grammar was primarily linked to regulating reading and writing, but today it is understood from different perspectives. According to Bechara (2009), normative grammar aims to establish rules for the correct use of language, serving as a guide for proper expression. Travaglia (2009), in turn, broadens this notion by considering grammar as a set of knowledge internalized by speakers, even if they do not fully master the standard language. In this sense, it is possible to distinguish different types of grammar—normative, descriptive, historical, and comparative—which focus on various aspects of language, traditionally organized into phonology, morphology, syntax, and, in some cases, semantics.Thus, this study critically analyzes the challenges encountered in the teaching and learning process of Portuguese in a public state school in Maceió, Alagoas, with emphasis on normative and descriptive grammar, based on the analysis of two textbooks used in the 6th grade of Elementary School II. The journey through grammar teaching can be compared to the arid paths in Vidas Secas by Graciliano Ramos: the soil is harsh, the journey requires effort, but from it may arise the most genuine strength of expression, reshaping diverse forms of human interaction. Based on the National Common Curricular Base (BNCC, 2017) and authors such as Antunes (2003; 2014), Possenti (1996), Perini (1997), Travaglia (2009), and Soares (2002), the study problematizes current methodologies and proposes more contextualized practices, making learning meaningful. The qualitative research and literature review reveal that, when disconnected from the real use of language, grammar teaching tends to seem dry and distant. Hence, a teaching practice is advocated that values the communicative and social context of students, allowing grammatical knowledge to become an instrument of expression, understanding, and engagement with the world.
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.
Cenografia museológica aplicada à cultura alagoana: estudo preliminar de um museu interativo para o público infantojuvenil
(2025-12-19) Amorim, Raissa Cunha Santos de; Silva, Rosenae Santos da; https://lattes.cnpq.br/1454466436862393; Amaral, Vanine Borges; https://lattes.cnpq.br/0677432086121465; Leão, Tharcila Maria Soares; https://lattes.cnpq.br/7071084155266198
The aim of this research is to develop a preliminary scenography study for a museum focused on presenting Alagoas' culture to children and young people in a playful and interactive way. The desire for this project came from the observation that Alagoas doe s not have many play spaces that promote local culture, and there is an even greater deficit when it comes to age. The proposal will therefore be based on the relationship between scenographic design in museums and the didactic use of scenography. To achie ve this, the research will be of an applied nature, as it seeks to generate knowledge to solve specific problems, with a descriptive exploratory qualitative methodological approach, as it uses more than one method to gather the necessary information. The r esult of this work is a preliminary study of the scenography of a children's museum focused on Alagoas culture.
Comparação entre leite em pó e composto lácteo
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2016-09-08) Lima, Aline Dias de; Froehlich, Angela; http://lattes.cnpq.br/5914301028967320; Lima, Marciara Lúcia dos Santos; http://lattes.cnpq.br/7363169253014822; Santos, Aparecido José Silva dos
Milk is the best natural food because it contains relatively important essential nutrients to the diet. However the treatment to which the milk is subjected in the industry can modify their nutritional characteristics. The milk powder is a modern form of milk consumption. The nutritional value of milk powder and other lactic derivatives is substantially lower than that of milk, but should take into account that these products have longer shelf life, enabling economic gains in storage and transport. The milk powder generally has a large role in the food category. Unlike powdered milk, milk compound, can not be called milk because it has other ingredients in its composition, milk food substances or not milk is made from milk, milk reconstituted where the base has to be at least 51% of the total product.
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.
Elaboração e avaliação da aceitabilidade de doce de leite com geleia de acerola (Malpighia emarginata)
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-02-05) Magalhães, Ana Patrícia Euzébio; Alves, Maria Aparecida de Melo; http://lattes.cnpq.br/6297506876262277; Pinto, Jaildo de Angelo; http://lattes.cnpq.br/4266695854866876; Lima Júnior, José Guimarães Ferreira de; https://orcid.org/0000-0001-8037-3058; http://lattes.cnpq.br/6710670935147853
Dulce de leche is a widely consumed product in Latin America, obtained by concentrating milk with the addition of sucrose and other ingredients under constant heat. Acerola (Malpighia emarginata) is a small, round to obovate fruit with an intense red color when ripe, featuring juicy pulp, a unique flavor, and high nutritional value, especially in vitamin C content (7004,000 mg/100 g). This fruit can be consumed fresh, as frozen pulp, juice, or jelly. Jelly is defined as a product obtained by concentrating fruit pulp or juice with added sucrose. The incorporation of tropical fruits, particularly acerola, into dulce de leche adds value to the product and offers consumers differentiated alternatives. This study aimed to evaluate the sensory acceptability and purchase intention of dulce de leche with acerola jelly. The raw milk was obtained from the Dairy Cattle Laboratory of the Federal Institute of Alagoas – Satuba Campus, and other ingredients were purchased locally. In the agro-industry laboratory, dulce de leche and jelly were prepared; in the sensory analysis laboratory, three formulations were developed with varying jelly content: F1 (25%), F2 (50%), and F3 (75%). For the sensory test, 60 untrained consumers were recruited and, in individual booths, received a tray with the three formulations labeled with random three-digit codes, water, and an evaluation sheet containing two scales: a nine-point hedonic scale (9 – like extremely, 1 – dislike extremely) for overall impression, color, aroma, texture, and flavor; and a three-point purchase intention scale (3 – would certainly buy, 1 – would certainly not buy). The experimental design was a complete block design, with analysis of variance (ANOVA) followed by Tukey’s test (p < 0.05) and the Acceptability Index (AI% = A × 100 / B). Data showed a predominance of female participants (90%), with most aged between 15 and 25 years. All attributes scored above 70%, meeting the minimum recommended threshold for new product acceptability. Overall impression scores ranged from 87% to 89%, color from 90% to 92%, texture from 89% to 90%, and flavor from 85% to 90%. Aroma scored 83%. Regarding purchase intention (“would certainly buy”), results were F1: 63%, F3: 58%, and F2: 50%, with the remainder selecting “might buy.” The lower jelly percentage in F1 likely contributed to its higher scores across attributes. No significant differences were observed among formulations. It is concluded that all formulations demonstrated excellent acceptability among young consumers, indicating that incorporating acerola jelly into dulce de leche is feasible both sensorially and commercially, especially given acerola’s easy availability and high nutritional value.
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.
Entre traumas e encantamentos: a afetividade de licenciandos em matemática e sua projeção na prática docente
(2025-12-18) Barbosa, Jennefer Aline Lima; Henriques, Lucas de Stefano Meira; http://lattes.cnpq.br/3599382596501988; Castro , Diogo Meurer de Souza; http://lattes.cnpq.br/6863749871487154; Melo , Enaldo Vieira de; http://lattes.cnpq.br/1041528154664700
This work proposes a reflection on the role of affectivity in the training of mathematics teachers,based on the perspective of undergraduate mathematics students at the Federal Institute ofAlagoas, Maceió campus. The research seeks to understand how the emotional experiences livedby these students throughout their journey with the discipline influence the way they projecttheir future teaching practice. Thus, the affective relationship built with mathematics – whethermarked by blockages, fears, or enchantments – can function as a pedagogical legacy, beingtransmitted, even unconsciously, in the practices that these future teachers will develop. Themethodology adopted is qualitative, based on semi-structured interviews conducted with tenundergraduate students distributed across different periods of the course. The data were analyzedfollowing the assumptions of Bardin’s Content Analysis (2016). The results showed that affectiveexperiences with mathematics, marked by both traumas and enchantments, exert a significantinfluence on the constitution of teacher identity. It was observed that negative experiences, suchas fear, blockages, and authoritarian teaching practices, tend to generate insecurities and concernsabout future performance, while positive experiences, associated with teacher support, conceptualunderstanding, and encouragement, favor a more sensitive, empathetic, and humanized approachto mathematics teaching. Furthermore, participants demonstrated an intention to reframe theirown school trajectory through pedagogical practices that value dialogue, emotional support, andthe affective mediation of learning. By highlighting how affectivity permeates teacher training,this work contributes to the debate on the humanization of mathematics teaching, proposing asensitive listening to the emotions that permeate educational practice.
Estudo dos gráficos e raízes das funções polinomiais do 2º grau: uma investigação na história da matemática
(2025-12-18) Silva, Alexandre Firmino Félix da; Nunes, Hugo Santos; http://lattes.cnpq.br/4304337631466259; Castro, Diogo Meurer de Souza; http://lattes.cnpq.br/6863749871487154; Henriques, Lucas de Stefano Meira; http://lattes.cnpq.br/3599382596501988
This work aims to study second-degree polynomial functions, emphasizing their historical aspects, graphs, and roots. The research initially addressed the historical context of mathematics, highlighting the contributions of Babylonian, Egyptian, Greek, and Indian civilizations to the development of quadratic equations. Subsequently, the main elements that compose a seconddegree function were analyzed, such as concavity, vertex, axis of symmetry, maximum and minimum points, as well as the sign of the function, emphasizing their graphical representations and applications. From this investigation, it was observed that the study of quadratic functions is fundamental to understanding the behavior of curves. Furthermore, its importance in the teaching-learning process was confirmed, as guided by the Brazilian National Common Curriculum Base (BNCC), by favoring logical reasoning, graphical interpretation, and problem-solving. Thus, this work demonstrates that the study of quadratic functions, when combined with their historical background and practical contextualization, contributes to a more meaningful and integrated learning of mathematics education.
Linguagem, poder e educação: discussões da sociolinguística sobre o ensino de língua portuguesa na EJA em Alagoas
(2025-10-21) Santos , Vanderson Guilherme de Lima; Maia, Willianice Soares; https://lattes.cnpq.br/0338504323994119; Silva, Eronilma Barbosa da; https://lattes.cnpq.br/1899340692310050; Araújo, Claudionor da Silva; https://lattes.cnpq.br/6155010171957004; Palmeira, Hudson Kleber; https://lattes.cnpq.br/4371625213976633
This study analyses the factors that intensify the difficulties faced by students in Youth and Adult Education (EJA) in acquiring the Portuguese language within their social practices, also considering the power dynamics that permeate these interactions. A qualitative approach was adopted, as this type of investigation offers the flexibility required to explore the complexity of the themes addressed and allows for adaptations to variations that may occur throughout the research process. Such a methodology aligns with a sociolinguistic perspective, enabling a deeper understanding of the power relations that shape language use within the educational context under analysis.This article aims to discuss the relationship between language and power in the context of Youth and Adult Education (EJA), in light of sociolinguistic studies that recognise and value the linguistic plurality of speakers. It seeks to demonstrate how these manifestations impact the socio-educational experiences of learners. Initially, a reflection is presented on the relationship between language and power in the context of EJA in Brazil and in the state of Alagoas, exploring its historical and social relevance based on the theoretical framework proposed by Rummert and Ventura (2007), Da Silva (2022), UNESCO (2008), Brazil (1996), and Freire (2022).Subsequently, drawing on the discussions of Bourdieu (2005), Foucault (2018), Libâneo (2013), Bortoni-Ricardo (2005), Falabella (2020), and Antunes (2007), an approach is presented that values the linguistic plurality of EJA students, recognising their diverse histories and social contexts as central elements in the construction of a critical and emancipatory education.
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.

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