Dissertação Mestrado Profissional em Educação Profissional e Tecnológica - ProfEPT

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https://repositorio.ifal.edu.br/handle/123456789/581

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Do xamanismo ancestral ao contemporâneo: o debate sobre as religiosidades/espiritualidades xamanismo indígenas no ensino médio integrado
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-11-11) Cavalcanti, Rêmia Vasconcellos; Melo, Beatriz Medeiros de; https://orcid.org/0000-0003-3128-3093; http://lattes.cnpq.br/1917141765879918; Melo, Beatriz Medeiros de; https://orcid.org/0000-0003-3128-3093; http://lattes.cnpq.br/1917141765879918; Castilho, Fábio Francisco de Almeida; https://orcid.org/0000-0003-3281-612X; http://lattes.cnpq.br/1280124410024317; Martins, Sílvia Aguiar Carneiro; http://lattes.cnpq.br/3656772019325644; Silva, Amaro Hélio Leite da; http://lattes.cnpq.br/0318967074428573
This research has intentend to investigate the treatment over the debate regarding the indigenous religiosities (shamanism) in the field of public high school, aiming to create an educational product that contributes to the improvement of that treatment, thus strenghning an intercultural and integral pedagoical perspective. The interest in this theme comes from the experience of the researcher in the extension project "The Sacred Nature of Medicinal Plants: promotion of health and cultural tradition of indigenous communities of Alagoas, through the Center of Indigenous and afro-brazilian studies (NEBI/IFAL - Campus Maceió). The project has justified itself as Culture is a mandatory curricular component of the subject Sociology and of the fact that history and indigenous culture are mandatory themes at all levels of education, as determined by the Act nº 11.645/2008. The relevance of this study has been revealed through the analysis of the historical violence perpetrated against indigenous people and their culture. This violence is due to colonialism and coloniality, which have direct and indirect implications on teaching materials and pedagocical perspectives. This work has been conducted from the hermeneutic-dialectic theoretical-ethodological perspectives and the theoretical perspective of intercultural and integral education. In addition, bibliographical references from the fields of Social Sciences were used, which provided important reflections on the topic. The investigation uses methodological strategies of bibliographic and qualitative research, guided by the methods of action-research and oral memory. To this end, data collection techniques were used through questionnaires and semi-structured interviews and Bardin's content analysis technique. The locus of the research was the Maceió Campus, where the educational product was applied and validated as a possibility of teaching resource for inclusive practices in the Sociology curricular component in the Integrated High School. The main results achieved in the diagnostic phase were the constatation of the lack of knowledge, by the majority of students, about the culture, especially in indigenous religiosities; the lack of debate regarding the topic; the lack of teaching materials that deal with the topic; and the lack of educational training of the teachers, in a integral and intercultural perspective. In relation to the evaluation phase of the Educational Product, it was observed that the content of the teaching material improved the knowledge about indigenous culture and religiosity, contributed to the inclusion and expansion of the study on the topic and contributed to the construction of teaching material to be used in the context of Integrated High School.
Educação integrada e a questão indígena: uma proposta de intervenção nos cursos de ensino técnico integrado ao médio do Instituto Federal de Alagoas
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2020-07-17) Freire, Adriana Cirqueira; Melo, Beatriz Medeiros de; http://lattes.cnpq.br/1917141765879918; Amorim, Siloé Soares de
In order to contribute to the expansion of knowledge about the history and culture of the indigenous peoples of the state of Alagoas in the classrooms of the technical courses integrated to the high school of the Federal Institute of Alagoas (Ifal), during this work an educational product was done in a participatory manner, with the contribution of the teaching staff and the pedagogy team. This initiative also contributes to a more effective implementation of the legislation that instituted the mandatory inclusion of the theme "Afro-Brazilian and Indigenous History and Culture" in the official curriculum for public and private schools: Federal Law No. 11,645 of March 10th, 2008. Using action research as a method, this work sought to expand knowledge about the history and social processes that affect the indigenous populations of Alagoas in order to include it in the discussion of integrated education. The locus of the research was the Ifal Satuba Campus and the two pedagogues from the campus and 10 (ten) professors at the disciplines Arts, History, Portuguese Language and Sociology participated. The diagnosis was applied through questionnaires and semi-directed interviews with the professionals of the campus and, to complement the information, a questionnaire was also applied to some students of the high school’s last grade. After that step, the content of the educational product was built on a bibliographic and documentary research basis, evaluated by the same diagnosis professors, by the Neabi's advisor and by expert researchers from outside the campus. After the inclusion of the evaluation contributions, the educational product “Etnias Indígenas Alagoanas”, was finalized. We understand that the product contributes for the improvement of the educational practice, that it responds to a legal requirement and that it expands the conditions of recognition of the local context by the school community, contributing to a true integral education.
Emoções e sentimentos na aprendizagem e no cotidiano escolar do ensino médio integrado: uma abordagem a partir do contexto social escola-comunidade-sociedade
(2025) Macedo, Elisabete Henrique Silva de; Melo, Beatriz Medeiros de; Melo, Beatriz Medeiros de; Gomes, Jarbas Maurício; Santos, Renata Guerda de Araújo
This research investigated the influence of emotions and feelings on daily school life and learning processes, considering the social contexts that constitute the school, the community and society. Based on this research, an educational product in video format was developed, aimed at teachers and staff involved in the teaching-learning process, with the aim of supporting reflections on this topic in Integrated High School Education. The research was carried out within the scope of the Postgraduate Program in Professional and Technological Education (ProfEPT/Ifal) and was justified by the relevance of addressing a topic that directly contributes to teaching practice, by recognizing that emotions and feelings permeate the learning and socialization processes at school, mediating the production of knowledge and the construction of socio-emotional skills. In order to achieve the proposed objectives, issues related to emotions in the teaching-learning process and in everyday school life were analyzed, based on Karl Marx’s historical-dialectical materialism (1967), Henri Wallon’s psychogenetic theory (2007), and Lev Vygotsky’s historical-cultural theory (2004). The research adopted a alitativequantitative approach, based on the principles of participatory research (Tripp, 2005a; Thiollent, 2011), and was developed in four main stages: I) diagnostic phase, with the application of questionnaires and semi-structured interviews with teachers, technicians, and students, to map perceptions about the importance of emotions in learning; II) construction of the educational product, through bibliographical study and collection of oral reports from teachers and students, via interviews and conversation circles, resulting in the creation of a training video on the influence of emotions in the daily life of Integrated High School; III) implementation of the action, with the socialization of the video with teachers and staff on campus, encouraging reflection on the emotional dimension of pedagogical practice; and IV) evaluation phase, with the application of a post-action questionnaire to measure the impact of the training video and the degree of awareness of teachers and staff regarding the importance of emotions in learning. The research field was a campus of the Federal Institute of Alagoas, with the participation of teachers from an Integrated High School course, students starting in 2022, in addition to the pedagogical coordination and the institutional psychologist. The data collected revealed that the teaching figure plays a crucial role in the production of feelings and emotions that directly affect the construction of knowledge in the classroom, influencing students' relationships with the content, with the school, with teachers, and with themselves. The analysis demonstrated that the quality of teaching mediation evokes emotional experiences that shape the way in which the school environment influences the cognitive development of students. Although teachers recognize the importance of emotions in the learning process, most reported not having received a systematic approach to the topic during their initial or continuing education. This gap reinforces the need for training and continuing education programs that integrate the emotional dimension as a fundamental part of pedagogical practice, enhancing students’ cognitive and emotional development.
Formação humana integral e currículo integrado: o debate crítico sobre o sistema de justiça brasileiro em material paradidático no ensino médio
(2021) Leite, Rafael Félix; Melo, Beatriz Medeiros de; Melo, Beatriz Medeiros de; Costa, Elaine Cristina Pimentel; Cavalcanti, Ricardo Jorge de Sousa; Gaia, Rossana Viana
This research, carried out in the context of the Technological and Professional Education Postgraduate Program (ProfEPT/Ifal), aims mainly to identify the treatment in the debate about prison system on instructional materials and in Sociology classes in the Instituto Federal de Alagoas (Ifal), specifically on the Maceió Campus, and to propose supplementary educational materials for the Integrated Technical Teaching, directly linked to the programmatic content of the referred curricular component. Related to that goal, this work intends to amplify the knowledge about the prison system and the forms of workforce in contemporary society by acknowledging the penal labor. Thereafter, to qualify this discussion by means of the construction of Reflexive Notebook, at the same time as it proposes to collaborate in order to overcome stigmas and prejudices that fall upon the naturalization of inequalities historically constituted and experienced by the population deprived of liberty. For such, this study has made use of the qualitative method approach, the Investigación- Acción- Participante type, by Fals Borda, the principle of Intellectual Craftmanship by Wright Mills, and the integral human development as a common thread throughout the whole process. At first, we have performed previous literature review and, in the diagnostic stage, we have applied questionnaires to ten professors of Sociology from different Ifal campuses, we have interviewed five professors of Sociology from the Maceió Campus and we have applied questionnaires to twelve students of the Estradas course from the Maceió Campus. With these data, we have elaborated the previous version of the Reflexive Notebook. This material has been validated by four researchers of the topic covered and by ten professors of Sociology from the Ifal. We evaluate that this Notebook may qualify the discussion on the prison system and enable reflexive spaces in the classroom, which represent an effort in overcoming social inequalities.
História, memória e imagem quilombola: o vídeo educativo como recurso didático no currículo do ensino médio integrado
(2021-02-26) Alves, Diego dos Santos; Melo, Beatriz Medeiros de; http://lattes.cnpq.br/1917141765879918; Melo, Beatriz Medeiros de; • http://lattes.cnpq.br/1917141765879918; Marques, Danilo Luiz; http://lattes.cnpq.br/5170508611402457; Castilho, Fábio Francisco de Almeida; http://lattes.cnpq.br/1280124410024317
This research, carried out within the scope of the Graduate Program in Professional and Technological Education (ProfEPT / Ifal), has as main objective to investigate the place of quilombola memory in the collective memory of the community of Alto do Tamanduá / AL and in the official curricula of Teaching Integrated Medium of the Federal Institute of Alagoas. Linked to the main objective, we present another one: producing educational video that expands knowledge about the remaining quilombola communities in the formative universe of Integrated High School, under the paradigm of integrated training. The educational video is presented as an Educational Product (PE), accompanied by a suggestion of Didactic Sequence, which presents multiple possibilities for working with quilombola history and memory. This attempt was carried out based on the qualitative approach, based on the methods of action research and oral history. The first part of the action research offers a diagnosis about the educational context, captured by means of closed questionnaires and semi-structured interviews, applied to 31 students from the Ifal campus in Santana do Ipanema and 31 teachers working at the Federal Institute of Alagoas. In the next phase, interviews were conducted with residents of the remaining quilombola community in Alto do Tamanduá / AL, who make up the audiovisual material of the Educational Product. To this end, the perspective of English Social History was adopted, which privileges the narratives woven by ordinary men and women, who countless times have their role played out in relation to public myths. The educational video was evaluated by researchers, teachers, students and quilombola residents. It is conceived that the present investigation creates possibilities for the redefinition of the place occupied by quilombolas in the curriculum and in educational practices, contributing to an anti-racist education, which values Afro-Brazilian and African history and memory, and deconstructs discriminatory, racist and excluding patterns.
O lugar da mulher na educação profissional e tecnológica: discriminação de gênero no estágio e no trabalho em Alagoas
(2022) Cerqueira, Paulete Constantino; Silva, Edel Alexandre; Melo, Beatriz Medeiros de; Melo, Beatriz Medeiros de; Pontes, Edel Alexandre Silva; Bueno, Juliana Dourado; Silva, Géssika Cecília Carvalho da; Cavalcanti, Ricardo Jorge de Sousa
This research emerged from the researcher‟s personal experience, as a woman and a psychologist, and from the vision of the place of women in education and work as fundamental to society. Its realization took place in the school environment of the Instituto Federal de Alagoas (Ifal) - Campus São Miguel dos Campos and its main objective was to understand the experience of women as students in a Technical Course in a traditionally male area and to identify gender discrimination in their entry into the world of work. Its research subjects are students of the Workplace Safety Technical (WST) Course and servers. The investigative study is characterized as action research, of a qualitative-quantitative nature and, as research techniques, questionnaires and conversation circles were used. The first stage – the diagnostic phase – consisted of the application of semi-structured questionnaires, carried out in a virtual way. The second stage took place with the realization of virtual conversation circles, with students and servers as participants. With the material from the conversation circles, the third stage was carried out, the execution of the educational product, a podcast named The Place of Women in Professional and Technological Education, in the Internship and in the Work. It was sent to the servers by e-mail, along with an evaluation questionnaire, and had also been presented for a WST Course students‟ class. The podcast was considered relevant to discuss gender discrimination in the school community and will be shown on campuses, inside and/or outside the classroom, in order to stimulate a discussion about gender issues in Ifal and in society. With this disclosure, the research also seeks to contribute to the debate at Ifal, focusing on gender issues and work as an educational principle. The conclusion points to the occurrence of gender discrimination and the need to expand research involving this theme and Professional and Technological Education.

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