Teses e Dissertações defendidas no IFAL

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    Cosmologias indígenas e educação profissional e tecnológica: o documentário como mediador do currículo escolar no agreste alagoano
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-06-19) Silva Júnior, José Monteiro da; Cavalcanti, Ricardo Jorge de Sousa; https://orcid.org/0000-0001-6990-6669; http://lattes.cnpq.br/2706881213553955; Castilho, Fábio Francisco de Almeida; https://orcid.org/0000-0003-3281-612X; http://lattes.cnpq.br/1280124410024317; Silva, Amaro Hélio Leite da; http://lattes.cnpq.br/0318967074428573; Amorim, Siloé Soares; http://lattes.cnpq.br/5268986830520048
    Based on the materialist conception of history, we understand that labor is an ontological principle in the construction of man as a social category. As an educational principle, labor is inherent to the human being, since it is directly linked to the production of his survival. Through it, individuals generate knowledge and socialize it with the members of their community. In this context, the school, in a dialectical movement, assumes an increasingly relevant role in the development of productive forces. In the capitalist mode of production, it is configured as a privileged space for the dissemination of knowledge linked to the interests of the ruling class. Therefore, it becomes essential to discuss the curriculum from an integrated perspective, one that contemplates access to science and culture, but also includes a decolonial approach. This dissertation arose from the need to discuss the curriculum and Law No. 11.645/2008, since scientific research that aims to analyze, understand, and propose pathways can, even if incipiently, given the historical gap to which the curriculum is subjected, highlight the knowledge and voices of local Indigenous peoples. The objective was to articulate pedagogical practice with the traditional knowledge of Indigenous Peoples, as well as to highlight local Indigenous Peoples, aiming at collaboration toward a New Indigenous History — a historiography in which the Indigenous themselves are the protagonists — so that their voices are emphasized in classrooms in the Agreste region of Alagoas. This was a qualitative research study, focused on the methodological approach of action research (Thiollent, 2011). The researcher actively participated in the investigated process, contributing, to some extent, to the re-signification of reality. The research relied on the collection of primary data through the use of semi-structured questionnaires. The data collected, from the questionnaires and participant observation, were processed and analyzed based on Bardin’s Content Analysis (1976), with the results used in the development of the Educational Product: an Educational Documentary aimed at students of Integrated Secondary Education, enrolled in the Federal Education Network, at one of the campuses of the Federal Institute of Alagoas (Ifal).