Trabalhos de Conclusão de Curso de Especialização

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Navegando Trabalhos de Conclusão de Curso de Especialização por Orientador "Conceição, Pablo Fabricio da"

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    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/7530627276582242
    This 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.
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    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.
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    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/8617237233293101
    This 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.
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    O uso de tecnologias digitais como recurso didático na educação profissional e tecnológica
    (2026-03-27) Santos, Patrícia dos; Conceição, Pablo Fabricio da; http://lattes.cnpq.br/3425482451006743; Conceição, Pablo Fabrício da; http://lattes.cnpq.br/3425482451006743; Silva , Jailson Costa da; http://lattes.cnpq.br/4481661071361187; Rocha, Renata Maria Wanderley da; http://lattes.cnpq.br/0120441094670688
    This Course Completion Work analyzes the use of digital technologies as a teaching resource in Professional and Technological Education (EPT). Considering the social transformations resulting from the technological revolution and the expansion of Digital Information and Communication Technologies (DIT), the study aims to understand how such resources can contribute to improving the teaching-learning process in EPT. The research is theoretically based on authors such as Kenski (2007), Moran (2015), Lévy (1999) and Freire (1996), articulating concepts of technology, pedagogical innovation and comprehensive training. This is qualitative research, with a bibliographic and documentary approach. The results indicate that the pedagogical use of digital technologies favors active learning, student autonomy and integration between theory and practice, as long as it is linked to a critical and contextualized pedagogical proposal. It is concluded that digital technologies, when used in a planned and reflective way, constitute important mediators of knowledge in Professional and Technological Education. It is concluded that technology, when combined with critical teaching mediation, breaks with the traditional model and brings the classroom closer to contemporary productive reality.