Trabalhos de Conclusão de Curso de Graduação

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Ciências Biológicas na Educação de Jovens e Adultos: olhar dos/as discentes sobre suas aprendizagens
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-07-26) Cidreira, Cícera; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Luz, Merylane Porto da Silva; http://lattes.cnpq.br/4940334471477236; Limeira, Ana Cristina Santos; http://lattes.cnpq.br/8492241199102646
The purpose of this work is to analyze the difficulties faced by EJA students in Biological Sciences at Escola Tavares Bastos. And at the same time identify its limits and challenges in the teaching and learning process of Biology. The history of EJA was briefly discussed, highlighting the conceptions of teaching-learning in EJA, from a traditional perspective of liberating education. As well as the perspectives for teaching and learning of Biological Sciences in EJA. In addition, the problem of the work is based on the following question: What are the main difficulties encountered bystudents in the teaching-learning process of Biological Sciences at Escola Estadual Tavares Bastos? The research involved a literature and field review based on articlespublished on the internet that deal with the aforementioned topic. However, the resultsobtained by the research are not intended to exhaust the theme because the theme on youth and adult education in basic and free education in Brazilian education is quitebroad.
Conto Etiológico : um gênero distinto que estima a imaginação, a leitura e escrita
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2019-08-21) Tcham, Kelly Jane da Silva; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Oliveira, Elisabete Duarte de; http://lattes.cnpq.br/7781886522973384; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513
20 ABSTRACT The present research focus on the activities developed in the University extension project “Senta que lá vem a história”, from the Federal Institute of Alagoas, constitutes as an incentive to the reading, seen as basic for child's training process and as an excellent educational device for literature integration, because it has been noted as capeble of showing a pleasant literary universe. The present study is aimed at analysing the significance of etiological story in the process to promote reading and textual production for children aged between six tô twelve years old. The case study methodological approach was chosen which involves examining the theme, identifying the factors that contribute to the learning process of children in the project. We seek, in the light of the literary text studies, to analyze the importance of etiological story on encouraging reading and textual production, through the story genre, for children which are member of the project. For this purpose we choose to utilizing the reflections of authors that deals with the importance of literary reading by means of tales genre, namely: Antunes (2010), Cascudo (2014), Góes (2005), Marcushi (2002), among others. On completion of the study it was observed how much the use of etiological story can be effective in order to support children to raise interest and pleasure for reading and also stimulate textual production.
Diretor pedagógico e a atividade compromissora no ambiente escolar
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-11-25) Silva, Alexandra Alves da; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Araújo, Antônio Cícero de; http://lattes.cnpq.br/4716895949004675; Soeira, Elaine dos Reis; http://lattes.cnpq.br/2699971179132910
The role of the pedagogical director in Brazil was linked to different historical and educational political moments, going through many obstacles until achieving his true role in education. Today he is at the head of the school's work, observing the difficulties, reflecting on them and devising strategies to sanction the problems. The main objective of this work is to understand the commitment of the pedagogical director as a function in the school environment, therefore, a state public school system in the city of São José da Laje - AL was analyzed. The methodology used for the research was: bibliographic and field, for bibliographical research information was sought in books and articles referring to the authors' theory: Alarcão (2001), Freire (1998), Libaneo (2001) and Medel (2008), Pimenta (2004), Saviani (2002), among others. The field work was based on the application of questionnaires, one for the pedagogical director and another for the teachers. The data collected showed that although the director has shown performance in the pedagogical process, there is still a lot to be done, there needs to be more commitment in monitoring teaching and learning and in the democratization of the PPP (pedagogical political project). Therefore, the pedagogical director must know their true role, and constantly monitor, evaluate, think and rethink, giving new meaning to their performance in teaching practice and in the students' learning.
Educação especial na formação inicial de professores: uma análise dos currículos dos cursos de licenciatura em Química de Alagoas
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-12-08) Silva, Jaiane Nascimento da; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Oliveira, Elisabete Duarte de; http://lattes.cnpq.br/7781886522973384; Ferreira Júnior, Jésu Costa; http://lattes.cnpq.br/5859354241648167
This research seeks to understand how the curriculum of Licentiate Degree courses in Chemistry in the State of Alagoas dialogue and dialogue with the conceptions and perceptions of Special Education. With a qualitative approach, bibliographical research with documental analysis was used in order to systematize the data obtained from the analysis of the Pedagogical Projects of the Course. All legal regulations that guide the sport in Brazil were revised, as well as the history behind the development of public policies that ensured/assured people with disabilities. six categories were built for data analysis: "Guidelines for the curriculum of Licentiate Degree courses in Chemistry of public institutions in the state of Alagoas", "Curriculum, semesters and cores per institution", "Axes/nuclei and their workloads" , "Components that address important concepts of Special Education of a non-specific nature", "Specific components related to Special Education/Inclusive Education" and "Topics of specific curriculum components", all of them with the purpose of systematizing the curricular organization of the analyzed PPC's. At the end, essentially dialoguing with the perspectives of Minetto (2008), Silva (2010), Guebert (2007), it is concluded that the curricula of the analyzed educational institutions do not offer the necessary training for the future chemistry teacher to work with students with disabilities.
Educação inclusiva e o ensino de ciências: relato de uma experiência
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-06-14) Silva, Lucivan Santos da; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Coelho, Sheyla Ferreira Lima; Bastos, Alexandre Fleming Vasques; http://lattes.cnpq.br/7239157167819125
This course completion work aims to understand the role of science teachers in the context of inclusive education and the use of methodological approaches for the teaching-learning process of the deaf student, correlating with the experiences carried out in the supervised internship. This is a descriptive qualitative research, which uses bibliographical research and the report and analysis of the supervised internship experience. The study is divided into sections, which discuss inclusive education, relating it to science teaching; and addresses science teaching for the deaf person. It is concluded that the experience in the supervised internship was gratifying and enriching for the formation of the future teacher; however, regarding inclusive education, it is observed that for the effective teaching-learning process to occur, it is not enough just to have a sign language interpreter in the classroom, but it is necessary to use pedagogical resources that allow integration and interaction of deaf students.
A formação de jovens leitores: relato de uma experiência com contação de histórias
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2019-07-08) Santos, Carlos Augusto da Silva; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Bastos, Alexandre Fleming Vasquez
The current work is a study about storytelling and its importance in the formation process of new readers and writers, emphasizing the use of fables and the reading strategies used by the readers to reflect and assimilate the message brought by the text they read. Telling stories is a great way to increase children's knowledge about the world, it's also very important at the development of the future readers because of all the benefits that the reading habit brings us, and as well as it entertains, it stimulates the imagination. Acknowledging that, this work analyzes a case study, using a qualitative research methodology, through observations of several moments of storytelling, interviews, creations and analysis of fables produced by kids. The study was based on a project to encourage reading among children called “Senta Que Lá Vem A Historia”, developed at the community of Alto da Boa Vista, in Chã da Jaqueira, a neighborhood in Maceió, Brazil. The project had approximately 30 children from 05 to 12 years old. In the analysis’ results, it’s noticeable the influence storytelling has on helping kids to grow to competent textual readers and writers, since the evidence indicates that there was an evolution of the students throughout their participation on the project. By the end of it, they became active readers who can fully understand what they read and produce coherent texts.
Formação inicial de professores de matemática no Ifal: percepções sobre a prática pedagógica
(2023-10-10) Moreira, Renata Lúcia Sá; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Nascimento, Arlyson Alves do; http://lattes.cnpq.br/9395417554768580
Understand how the initial training offered by the IFAL mathematics degree course enables the theory-practice articulation necessary for teaching mathematics. The method used was qualitative research, and the case study was used as a methodological approach. We formulated a questionnaire via Googledocs made available to the subjects investigated, who are graduates of the mathematics degree course at IFAL – Campus Maceió who completed the course between 2013 and 2019, who are working as teachers in basic education. We observed that more than 80% of the questionnaires answered stated that their initial training carried out at IFAL guarantees the theory-practice articulation necessary for their pedagogical practice developed in basic education. It can be concluded that from the answers obtained that the mathematics course meets its objectives described in the PPC, which establishes a close relationship between theory and experimental practice.
Leitura e escrita na educação de jovens e adultos
(2023-09-12) Silva, Jeovânio da; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Bastos, Alexandre Fleming Vasques; http://lattes.cnpq.br/7239157167819125
The education is a basic and mandatory principle, as foreseen in the Federal Constitution of 1988, in the Law of Directives and Bases of National Education no 9.394/96. Therefore, it is necessary to guarantee a quality education for all people so that students can achieve their professional, ethical and moral goals as citizens. Education breaks barriers and makes knowledge reach the most different places and reach the most varied social profiles, in addition, education is the only way to combat inequality. The Education of Youth and Adults (EJA) in Brazil emerged through Decree no 6093 of April 24, 2007, whose objective was to make literacy something universal for everyone who did not start the literacy process or to those who did not complete their studies in a timely manner. And appropriate age. Lack of perspective in professional life and the need to work are just some of the difficulties encountered by students who arrive or who have not managed to reach the conclusion of their studies, adding that these perspectives and needs lead to school dropout and return to the process of Literacy has several psychological consequences, especially for those who are already at na advanced age, having to restart literacy practices.
Metodologias ativas no ensino de biologia: um estudo bibliográfico do período de 2012 a 2022
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-07-25) Nascimento Júnior, José Rubens Oliveira do; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Coelho, Sheyla Ferreira Lima; http://lattes.cnpq.br/9377424161004165; Bastos, Alexandre Fleming Vasquez
The teaching of Biology is essential for training agents who transform society. However, the process of transmitting knowledge centered on the teacher represents one of the greatest challenges to be overcome, and therefore, active methodologies emerge as a strategy capable of promoting autonomy and criticality among students. This study aims to carry out a bibliographical study, with a time frame from 2012 to 2022, about active methodologies in the teaching of Biology through a literature review with qualitative and descriptive analysis, using the Scielo and Google Scholar platforms as databases. From this, it was identified that active methodologies are extremely important tools in current teaching for empowering the student, also favoring the change of traditional teaching, bringing an idea of knowledge construction in which students take part not as mere listeners, but as agents transformative, full of prior knowledge that must be added to this process.
O ensino de ciências biológicas e o Programa de Residência Pedagógica: relato de uma experiência de ensino-aprendizagem
(2023-12-21) Josenildo Vieira dos Santos Junior; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Coelho; Coelho, Sheyla Ferreira Lima; http://lattes.cnpq.br/9377424161004165; Santos, Reinaldo Batista dos; http://lattes.cnpq.br/8664524414563817
The Coordination for the Improvement of Higher Education Personnel – CAPES was created with the aim of strengthening the theoretical and practical training of undergraduate students while they are still in their undergraduate years. One of its programs is the Pedagogical Residency (PRP), which is a turning point in contributing to and leveraging the experience of future teachers in Basic Education. During this experience, undergraduate students have the opportunity to experience the daily routine of the classroom under the supervision of an experienced teacher. This practical experience allows future teachers to face real challenges of the profession, develop teaching skills, improve their teaching methods and understand the demands of the school environment. Therefore, the focus of this study is based on the contribution and how much was added to the experience acquired by the researcher. Based on the collection of data generated and archived during the 400 hours spent in the classroom, whether with activities, workshops, mini- courses, reports and portfolios applied at the IF - Instituto Federal de Alagoas, Maceió campus. Thus, the objective of this research was supported by the discussion and reflection of what had been added through the Pedagogical Residency Program. The findings demonstrated that the Pedagogical Residency Program plays a significant role in the construction of the teaching identity of students, mainly due to the immersion period provided to them. This offers them the unique opportunity to experience the reality of the teaching profession and truly understand what it means to be a teacher. According to Larrosa (2002), experience is what passes through us, what happens to us, what touches us. Not what happens, what touches us. In short, the pedagogical residency plays a fundamental role in teacher training, strengthening the quality of teaching and contributing to a more effective and meaningful education.
O processo de ensino-aprendizagem de química na Educação de Jovens e Adultos
(2025-02-13) Silva, Juliana Lima; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Varela, Simone; http://lattes.cnpq.br/8249879413860593; Ferreira Júnior, Jésu Costa; http://lattes.cnpq.br/5859354241648167
This Final Course Work aims to analyze the methodologies used to teach chemistry that favor the learning of students in Youth and Adult Education (EJA). It seeks to answer the research problem: what methodologies do chemistry teachers use for EJA students' learning? Its general objective is to improve the quality of teaching for EJA students by focusing on methodologies that use everyday life to contextualize the subject of chemistry in order to lead EJA students to understand the subject of chemistry in a clear way. This work uses bibliographic research as its methodology. Having a qualitative character, a survey of the texts that served as data for the bibliographic research was carried out, with filters in the search: open access, article, period from 2019 to 2024, national productions. The results show that teaching chemistry in EJA faces specific challenges, given the diversity of experiences and needs of students. The traditional approach proves to be ineffective for this audience. Active, contextualized and dialogic methodologies, which value students' prior knowledge and connect chemical content to their daily lives, have shown to be more promising. The importance of teacher training is highlighted, emphasizing the need to prepare them to deal with the particularities of this audience and to use innovative and inclusive methodologies, valuing dialogue and pointing it out as an effective strategy to make chemistry teaching more meaningful and engaging for EJA students.
Recursos tecnológicos na aprendizagem de jovens, adultos idosos (EJA) no ensino de ciências
(2024-02-11) Cirilo , Ckyltison Henrique Rozendo; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Soeira, Elaine dos Reis; http://lattes.cnpq.br/2699971179132910; Coelho, Sheyla Ferreira Lima; http://lattes.cnpq.br/9377424161004165
This paper aims to address the use of technological resources in the education process of EJA throughout its contents. Emphasizing processes or methods that are considered essential for greater success in learning and approaching people included in the EJA group. The study has the general objective of highlighting the importance that technological resources have in the process of education of young people, adults and the elderly (EJA). As for the specific objectives, these are: to address EJA; to highlight the most relevant aspects regarding technology in the educational process; to analyze how technological resources are fundamental in the teaching and learning process of young people, adults and the elderly. In order to better substantiate the information presented, a literature review was carried out, highlighting some of the main concepts and analyses of renowned authors in the field of education. Based mainly on books, articles and dissertations published over the last 10 years. It can be concluded that technological resources and procedures carried out through them are a fundamental basis for making learning or studying a reality for individuals enrolled in EJA, granting them access, opportunity and expansion of knowledge.
Relação teoria e prática nas aulas de química no cotidiano da sala de aula
(2024-11-10) Almeida, Albanise de Lima; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Nascimento, Flávia Braga do; http://lattes.cnpq.br/3585720352113766; Bastos, Alexandre Fleming Vasques; http://lattes.cnpq.br/3585720352113766
The study of new methodologies for the teaching of chemistry is a very current and important subject, in the face of the adversity regarding to contribute in the process of teaching learning. This work aims to contribute with the Chemistry demonstrating some methodologies that will help the teachers to promote the Clarification of the contents to be worked considering the breadth of the topic at the present time, the present work has as a General objective: to understand the importance of the methodology in the teaching-learning process of chemistry; Specific objectives are: To diagnose with students and teachers the difficulties in the teaching-learning process in Chemistry; Identify the teaching methods and techniques used by the teachers seeking an understanding of how they interfere in the learning of the discipline. This work is justified because it will research on the topic demonstrates the importance of the methodology used in the classroom. The present study deals with a Bibliographic Research in order to unveil the conceptions of the teaching of Chemistry in the Brazilian context. In view of the study, we can see that there is still much to be done in the educators' action, which, despite all current legislation, there is still no adequate preparation of those professionals who seek the intellectual growth of their students. The approaches of this effective work with the teaching staff will contribute to the application of new methodologies of fact with theme related to play games, transversality and multidisciplinarity.
O TANGRAM enquanto material didático para o aprendizado de conceitos e cálculo de área no ensino de matemática
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2010-01-31) Santos Neto, Adelmo Francisco dos; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Oliveira, Elisabete Duarte de; http://lattes.cnpq.br/7781886522973384; Rodrigues, Gracino Francisco; http://lattes.cnpq.br/6448071433328182
The use of instruments that play a role in teaching are quite important, for several reasons, among them, the motivation they cause in the student. As a strategy for this, one can employ pedagogical games, bringing the subject closer to the scientific content. Among the games used can be mentioned the Tangram. For the analysis will be used the interaction between algebraic development and geometric construction, through the use of the game TANGRAM relating the concept and the calculation of areas of flat figures. The study aims to analyze the use of the game "TANGRAM" as a didactic resource in teaching learning in the concept and in the calculation of area of flat figures. As for the method, it is a qualitative research, through the application of a questionnaire, the technique is the case study. The subjects of the research are students of the 6th year of elementary school Ana Coelho Palmeira State School Teacher. It is concluded that the gameTangram actually helps, as it assists the student in thinking about how to work out the resolution of the question, through observation. Therefore, in the study, some deficiencies in the use of the game can not be detected, and the student can not identify the areas of the figures, among others, so that if they perceive defictis in learning in the mathematical discipline, how not to apply the sequence to solve the question , suggested by some authors in this study when dealing with problem solving.
Uso de jogos no ensino de ciências na Educação de Jovens e Adultos
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-07-05) Terto, Fraçois da Silva; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Soeira, Elaine dos Reis; http://lattes.cnpq.br/2699971179132910; Santos, Reinaldo Batista dos; http://lattes.cnpq.br/8664524414563817
This is a qualitative and bibliographical research and aims to bring a proposal on the use of games for the teaching-learning of Youth and Adult Education (EJA) students in science teaching, bringing new teaching methods to the classroom so that the student can learn content in a dynamic and attractive way. Playfulness is currently becoming a widely discussed topic in schools, as it is a great ally when it comes to theory and practice. The use of games in the EJA class is not just about playing, it will help in the formation of strategies, perceptions and interactions with others, so the student will reach a broader dimension in the assimilation of content.

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