Teses e Dissertações defendidas no IFAL

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Navegando Teses e Dissertações defendidas no IFAL por Orientador "Fiori, Ana Paula Santos de Melo"

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    A interdisciplinaridade e a gamificação: as tecnologias digitais no ensino da língua espanhola no contexto da EPT
    (2023) Coimbra, Renata Portela das Chagas; Fiori, Ana Paula Santos de Melo; Fiori, Ana Paula Santos de Melo; Cavalcanti, Ricardo Jorge de Sousa; Francisco, Deise Juliana
    Over the years, Spanish language (SL) teaching has had different goals and purposes, and has been performed using different approaches and methodologies. Currently, in the context of the Federal Institute of Alagoas (Instituto Federal de Alagoas – Ifal), there is a focus on public policies oriented towards widely expanding language teaching for students and employees. There is special motivation for the proposal of meaningful Spanish teaching for students of the Integrated Middle Level Technical Course in Agroecology. The language is offered in the final year of the course curriculum. The issue driving this research arises from the challenge of performing a pedagogical practice that offers an opportunity for dialogue between the two areas of the course: the specific training area of the course curriculum (Professional Curriculum), and the Basic Curriculum, in which SL is inserted. This investigation sought to propose subsidies based on interdisciplinary pedagogical practice through the use of gamification as a teaching methodology. The epistemological and analytical basis that guided this research was historicaldialectical materialism. This research is of a qualitative nature and fulfills exploratory and descriptive purposes. The collaborative action-research method was adopted, which was developed in four phases: diagnostic research and data analysis; elaboration of the educational product (EP); application of the EP and results; adjustments and evaluation of the EP. The target audience of the research were teachers in the Basic Curriculum (propaedeutics, a curricular component of the Spanish Language) and from the Professional Curriculum (teachers in the technical area) of the course. Thematic analysis was the technique used for organizing and discussing data in the qualitative research. The results analyzed in the diagnostic phase indicated that professors are adept at the use of digital technologies and active methodologies, and that there is a lack of actions that enable dialogic praxis and the development of interdisciplinary work. The investigation demonstrated the need for continuing training to improve the use of digital technologies and gamification. To fill this gap, Spanish language teachers were proposed to create a collaborative educational product in the form of an interactive and interdisciplinary e-book. The teaching material was elaborated in a collaborative and participatory way with the SL teachers in the research location. The EP results showed that the material had a positive effect due to its organization, content and structure. Its interdisciplinary approach will enable dialogue between the different areas of the course, and it will recommended to professors of other curricular components in the Basic Curriculum.
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    Competência em Informação na educação profissional e tecnológica: uma abordagem no curso técnico de nível médio integrado em química
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 0015-08-25) Oliveira, Maria Luzia Alexandre de; Fiori, Ana Paula Santos de Melo; http://lattes.cnpq.br/2598153346850335; Fiori, Ana Paula Santos de Melo; http://lattes.cnpq.br/2598153346850335; Carneiro, Tereza Kelly Gomes; http://lattes.cnpq.br/3305071338937583; Santos, Maria do Socorro Ferreira dos; http://lattes.cnpq.br/1039898435623128
    This research aims to problematize and analyze issues related to Information Literacy in the context of Vocational and Technological Education, with participants consisting of third-year students of the Integrated Technical Course in Chemistry at the Federal Institute of Alagoas - Penedo Campus. The methodology is qualitative action research, developed in four stages: (1) Diagnostic research and data analysis; (2) Development of the Educational Product (EP); (3) Implementation of the EP and results obtained; (4) Adjustments and evaluation of the EP. The data analysis technique used was thematic content analysis for qualitative data and basic statistics for quantitative data. The research highlighted the need to work with Integrated High School students on concepts related to Information Literacy, considering their preference for accessing online information sources. Therefore, an Educational Product (EP) in course format was developed to promote and improve these students' information literacy skills, as well as to develop greater critical thinking and reflection regarding the process of searching, retrieving, and using information on the internet. The results of the Educational Product evaluation were positive, considering that the content related to Information Literacy contributed to the students' development. We concluded that Information Literacy is an important aspect to work with Integrated High School students, as it enables lifelong learning. We hope that other educators (librarians and teachers) will also work on this topic in other Professional and Technological Education (EPT) settings.
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    Educação midiática no contexto da EPT: uma proposta de ensino no IFAL - Campus Marechal Deodoro
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-11-24) Alves, Acássia Deliê Mendonça; Melo, Dra. Beatriz Medeiros de; http://lattes.cnpq.br/1917141765879918; Fiori, Ana Paula Santos de Melo; http://lattes.cnpq.br/2598153346850335; Fiori, Ana Paula Santos de Melo; http://lattes.cnpq.br/2598153346850335; Melo, Beatriz Medeiros de; http://lattes.cnpq.br/1917141765879918; Carneiro, Tereza Kelly Gomes; http://lattes.cnpq.br/3305071338937583; Gaia, Rossana Viana; https://orcid.org/0000-0001-7592-1881; http://lattes.cnpq.br/4018992389689693
    Following the advent of the digital-molecular revolution, work and interpersonal relationships are now essentially mediated by advanced digital technologies. In this context, the mass dissemination of fake news has deepened, along with post-truth, according to which the subjectivism of individuals overrides the objective analysis of facts. Without digital literacy, individuals become vulnerable to digital bubbles, manipulated by algorithms developed by global oligopolies, which strengthen the spread of false information and ultra-conservative discourses on the internet. Media Education is provided for in the 2018 BNCC, although it has been criticized for diverging from the historical conceptions of EPT in Brazil. This research aims to identify the impacts of digital disinformation among students of the integrated technical courses at IFAL - Campus Marechal Deodoro and the possibilities of Media Education in the context of EPT. The theoretical and analytical framework is guided by historical-dialectical materialism. The research has a qualitative-quantitative approach, an applied nature and an exploratory objective, carried out using the action research method, with a proposal for intervention in the group being researched. Data was collected using semi-structured questionnaires. The target audience was students on the integrated technical courses in Tourism Guide and Environment at IFAL - Campus Marechal Deodoro. The techniques used to analyze the data were basic statistics for quantitative data and categorical content analysis for qualitative data. The results analyzed in the exploratory phase indicate that the circulation of fake news has an impact on various areas of the IFAL - Marechal Deodoro Campus school community and that most students have difficulty discerning false from true information, especially when it is associated with traditional press outlets or produced through deepfakes. As an intervention proposal, with the collaboration of teachers, an educational product (EP) was developed in the format of an Interdisciplinary Pedagogical Workshop on Media Education, applied to a class of the integrated technical course in Tourism Guide. The evaluation of the EP, carried out by participating students and teachers, demonstrates the positive effects of using TDICs in the classroom and of the educommunicative perspective at school, as well as highlighting difficulties for interdisciplinary practices on campus. Based on the contributions, the EP was adjusted and made available for use by EPT teachers and educommunicators.
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    Formação de professores para promoção da inclusão escolar de alunos surdos no contexto da educação profissional e tecnológica de nível médio
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2020-06-22) Menezes, Melissa Rossana de Oliveira; Silva, Géssika Cecília Carvalho da; http://lattes.cnpq.br/5829131072769426; Fiori, Ana Paula Santos de Melo; http://lattes.cnpq.br/2598153346850335; Dizeu, Liliane Correia Toscano de Brito; http://lattes.cnpq.br/0115861724370241
    The mandatory vacancies reservation for People with Disabilities (PcD) in Brazilian’s Federal Education Institutions has been a challenge to carry out an effective school inclusion process. As a result, this work originated from a concern about the deaf student’s school inclusion process in the Professional and Technological Education at the Federal Institute of Alagoas, which led to the development of a diagnostic research focused on the need for Educational Product’s elaboration aimed at training teachers who work in these contexts of EPT. The methodological path used for the diagnostic research elaboration was based on the qualitative approach, whose method is that of action-research, through a questionnaire applied to the teachers of an Integrated Middle Level Course of one of the Campuses of the Institute. The data collected presented the following gaps in this course inclusion’s process: i) lack of acceptance in the admission of the deaf student, therefore the missing of pedagogical planning adapted to the Deaf Culture, ii) necessity to hire more Libras’s translators and interpreters for monitoring and supporting curricular activities and, iii) teachers continued training’s absence on school inclusion. These data, analyzed in dialogue with the authors used in the theoretical foundation, served as a basis for the Educational Product’s elaboration for those teachers, which aimed to an inclusive teaching process improvement of the teaching and learning process of deaf students. The results obtained from the research undertaken highlighted the importance of carrying out initiatives such as teacher training aimed at school inclusion, as well as the relevance of Deaf Culture knowledge for the teaching of deaf students, and, finally, the need for continuing education for teachers, so that teaching practice is in fact revised from the principles that integrate Inclusive Education.
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    Formação docente para o uso da ferramenta Webquest na Educação Profissional e Tecnológica: orientação de pesquisa em fontes virtuais
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-11-23) Silva, Maria de Fátima da; Fiori, Ana Paula Santos de Melo; http://lattes.cnpq.br/2598153346850335; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Francisco, Deise Juliana; http://lattes.cnpq.br/3256764275787933
    Contemporary society develops through networks and algorithms, which favor access to (dis)information, which requires the development of analysis, synthesis and criticism skills. In this context, Professional and Technological Education contributes to the integral formation of the subject when it assumes work as an educational principle and develops research as a pedagogical principle. The present investigation started from the question: Can teacher training for the use of the WebQuest tool collaborate with the development of research as a pedagogical principle in the context of Professional and Technological Education? The developed studies aim to collaborate in the deepening of teachers’ knowledge about the epistemological, didactic and operational principles of the WebQuest tool, in order to favor the orientation of school researches in virtual sources, during classroom teaching or Remote Teaching. The epistemological and analytical basis that guided this research was historical-dialectical materialism. The research is qualitative in nature, serving exploratory and descriptive purposes. The action research method was adopted because it considers its adequacy to solve problems that are of interest to the researcher and research participants. The development of action research involved four phases: diagnosis; construction of the Educational Product (PE); application of the Educational Product; Description, analysis of data and results. The collection instruments used were semi-structured questionnaires, conversation circles and documents. The Educational Product developed was a didactic sequence. The dialectical-historical materialism enabled the perception and critical analysis of the reality experienced during the diagnostic phase (2019) and the period of application of the Educational Product (2021), marked by a pandemic. This analysis required the NP to be adapted, so that its application took place through the Virtual Workshop. Six professors and 19 students from the Middle Level Integrated Technical Courses in Environment and Tourism Guide, IFAL, Campus Marechal Deodoro,participated in the research. The results of this investigation were analyzed following the path of hermeneutic-dialectical thinking and demonstrate that the WebQuest tool favors the inseparability of teaching and research; and within the context of Remote Learning, it is an effective tool in the process of guiding asynchronous activities. The biggest challenge identified for using the WebQuest is the methodological construction of a proposal in which students and educators act as producers of knowledge, not just as subjects who follow scripts or indicate sources of information for research. Overcoming this challenge requires investment in teacher training, as well as guaranteeing time for teachers to act as researchers and producers of teaching tools.
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    O uso de geotecnologias no curso técnico de nível médio integrado em meio ambiente: uma aplicação nas aulas de geografia
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2020-07-01) Pinto, Frantchesco Porciúncula Dias; Fiori, Ana Paula Santos de Melo; http://lattes.cnpq.br/2598153346850335; Lima, André Sueldo de Tavares; http://lattes.cnpq.br/6019670165528345; Francisco, Deise Juliana; http://lattes.cnpq.br/3256764275787933; Libos, Michely Inêz Prado de Camargo; http://lattes.cnpq.br/6727058680980510
    Technologies can be considerable allies in t he teaching learning process and work as facilitators of various contents that are worked on in geography classes. For this to happen, it is important that teachers can develop new teaching practices. However, qualification , lack of physical structure on campus and several factors can hinder and even make this process unfeasible. In light of the foregoing , a research was developed with the aim to studying the importance of geoprocessing tools and their applicability in technical disciplines and how geograph y can collaborate to insert these contents. As a methodological path, a research was carried out on how the geography teachers of the Marechal Deodoro campus relate themselves to the geoprocessing tools, realizing that these tools are fundamental to the un derstanding of various contents inserted in the environmental area. In the time that we sought to know through the analysis of the syllabuses of the degrees of geography, we noticed that the geoprocessing i s seen as an elective course during the graduation Also analyz ing the Pedagogical Project of the Vocational Program of Integrated High School in Environment we observed how the Geoprocessing is inserted in all technical disciplines and we comprehended that its insertion in geography classes can contribu te to teaching and learning. In addition, we carried out a study regarding to the geoprocessing software currently available. Therefore, we realized that the chek software Google Earth Pro would be suitable to the development of a didactic sequence, applied through a workshop for Geography teachers of this Technical Programme , allowing the insertion of it as a geoprocessing tool in the school routine. As it is research action , the project will focus on improving the educational product after its application , seeking for solutions and improvements when necessary. As a result, we realized that the application of these tools contributes to the insertion of Learning Objects and promotes a successful experience between geography and geoprocessing. We concluded, therefore, that the insertion of technologies provides dynamic, updated classes and that arouses students' interest in geography content which has a connection with geoprocessing. A lso seeking the development of an integral education, capable of producing c riticality in the students over the reality to which they are inserted in.
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    Utilização de objetos de aprendizagem para inclusão de alunos surdos no ensino médio integrado ao técnico
    (2021) Costa, Lenin Mendes; Fiori, Ana Paula Santos de Melo; Fiori, Ana Paula Santos de Melo; Vasconcelos Neto, Edson Peixoto de; Cavalcanti, Ricardo Jorge de Sousa; Silva, Géssika Cecília Carvalho da
    From the application of public policies that deal with the process of social inclusion of Persons with Disabilities (PwD) in Brazil, Federal Education Institutions began to occupy a prominent role, especially in the educational field when laws began to require, in addition to inclusion in the Education, the reservation of vacancies in the federal education network. As a final result, these people's access to education enabled both their entry into school and their access to scientific knowledge and the world of work. However, the course of this school inclusion did not occur in a linear or complete way within the Federal Institutes (IF). For example, at the Federal Institute of Alagoas, Campus Marechal Deodoro (Ifal/MD), after a diagnostic research, the need to use adapted materials to assist the teacher in the teaching and learning process of deaf students enrolled in Professional and Technological Education became evident. (EPT). The lack of these materials represents a challenge to school inclusion and education, which needs to adapt to the needs of these deaf students. Given this finding, a research was developed whose main objective was to carry out a study aimed at the use of learning objects (adapted material) for deaf students in High School Integrated to Technical and as specific objectives: i) develop a digital booklet adapted in Libras on the National Water Resources Policy (Law nº. 9.433/1997); ii) point out the existing correlation between water resources policy and environmental policy; and iii) contribute to professional training in the areas of water resources and the environment. With this, an Educational Product was created that allowed these students to acquire scientific knowledge and, consequently, their permanence in school on equal terms with their listening peers. The methodological path of the diagnostic research was based on a qualitative approach, of the action-research type, elaborated through a questionnaire applied to the students of the Medium Level Integrated Technical Course in the Environment at Ifal/MD, with the objective of subsidizing the development of two different moments: (i) elaboration of the diagnostic research with two deaf students of the referred course; and (ii) construction and application of the Educational Product. The data collected showed that there are no records of materials adapted for these students, and that such materials are extremely important in their teaching process. It was also found that the educational institution, faced with an inclusive pedagogical practice, needs to adapt to the legislation and mobilize to reverse this situation in order to promote research, new pedagogical methods and techniques, in order to create educational products and strategies that meet the special educational needs of certain groups of students and that provide effective learning conditions. The analyzed data, in dialogue with the authors present in the theoretical foundation, served as the basis for the elaboration of the Educational Product aimed at these students, as a way to contribute to the improvement of the teaching and learning process. In conclusion, the final evaluation of the respondents showed that the adapted material developed in this research work met the proposed objectives, being able to allow access to the knowledge available in the aforementioned course.