TCC Docência na Educação Profissional
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Navegando TCC Docência na Educação Profissional por Autor "Andrade, Maria Aparecida da Silva"
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Item A formação do técnico em hospedagem na perspectiva do currículo integrado e na verticalização do ensino: um estudo sobre o Instituto Federal de Alagoas, no campus Maragogi(2026-02-25) Ramos, Anderson Gonçalves; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397; Andrade, Maria Aparecida da Silva; http://lattes.cnpq.br/6046952414628445; Silva, Kleyfton Soares da; https://orcid.org/0000-0002-8526-961X; http://lattes.cnpq.br/9040257542465304The training of the Hospitality Technician from the perspective of an integrated curriculum and the verticalization of education constitutes a fundamental strategy for promoting comprehensive human development within the scope of Professional and Technological Education (EPT). This study aims to analyze the training of the Hospitality Technician offered by the Federal Institute of Alagoas (IFAL), Maragogi Campus, considering the articulation between technical and scientific knowledge, as well as the curricular organization guided by the foundations of work as an educational principle. The research is based on the relevance of tourism as a predominant economic activity in the region of Maragogi, Alagoas, and on the need for qualified professionals capable of acting critically, ethically, and contextually in the hospitality sector. Grounded in classical theoretical frameworks and in the field of Professional and Technological Education, particularly in the contributions of Gramsci, Engels, and Frigotto, Ciavatta, and Ramos, the study understands the integrated curriculum as a structuring axis of pedagogical practice and the verticalization of education as a possibility for educational continuity. Methodologically, the research adopts a qualitative approach, characterized as a case study, using bibliographic review and documentary analysis of the Course Pedagogical Project and institutional documents. The results indicate advances in the course’s curricular conception aligned with comprehensive education, while also revealing challenges related to the effective implementation of integrative practices, teacher education, and articulation with the local productive sector. It is concluded that strengthening the integrated curriculum and the verticalization of education can contribute to the consolidation of an emancipatory technical education. In this context, the proposed action plan represents a strategy for integrating teaching, research, and extension, fostering student retention, academic success, and social inclusion.Item Desafios e possibilidades do uso de tecnologias digitais no ensino de componentes técnicos na Educação Profissional e Tecnológica(2026-02-11) Ferreira, Fabio Romer Nolasco; Silva, Kleyfton Soares da; https://lattes.cnpq.br/9040257542465304; Pidner, Flora Sousa; https://lattes.cnpq.br/0107430829942397; Andrade, Maria Aparecida da Silva; https://lattes.cnpq.br/6046952414628445This work analyzes the challenges and possibilities of using digital technologies in teaching technical components in Professional and Technological Education (EPT), emphasizing engineering-derived tools such as CAD software, structural and electrical simulators, 3D modeling, advanced spreadsheets, and microcontrollers. A qualitative, exploratory approach, bibliographic and documentary in nature, investigates how these technologies can be effectively and pedagogically integrated into technical teaching, considering barriers related to institutional infrastructure, teacher training, and digital exclusion. From a review of EPT legal frameworks (LDB, National Curricular Guidelines, IFs Law), theoretical references on ICT and education (Moran, Kenski, Bacich), and analysis of pedagogical experiences reported in scientific articles, a set of digital resources with high potential to enhance project-based learning, virtual experimentation, and problem-solving close to the world of work was identified. However, barriers such as infrastructure inequalities, insufficient teacher training, and limited digital literacy persist, demanding consistent pedagogical planning and continuous training. Results indicate positive learning impacts such as increased engagement, conceptual understanding, and socio-emotional skills development, especially when linked to active methodologies. A teacher training action plan is proposed, including awareness actions, practical workshops, pilot projects, and communities of practice, aiming to support pedagogical innovation in EPT institutions. It is concluded that engineering digital technologies represent an opportunity to strengthen EPT as a space for integral formation, provided structural barriers are overcome and critical, contextualized teacher training is invested in.Item O ensino híbrido e a acessibilidade: ferramentas digitais para a inclusão de estudantes com deficiência no contexto da educação profissional e tecnológica(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-02-27) Silva, Gilson de Souza; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397; Silva, Kleyfton Soares da; https://orcid.org/0000-0002-8526-961X; http://lattes.cnpq.br/9040257542465304; Andrade, Maria Aparecida da Silva; http://lattes.cnpq.br/6046952414628445This study aims to analyze blended learning and accessibility as strategies for promoting the inclusion of students with disabilities within the context of Professional and Technological Education (PTE). This research is grounded in examining how digital technologies can contribute to the construction of more inclusive, participatory, and equitable educational environments. Thus, it highlights the importance of diversity and inclusion through the strengthening of blended learning, fostering effective personalized learning and enhancing student autonomy through the integration of teaching and learning tools. The use of digital technologies has the potential to contribute to overcoming physical, pedagogical, and communicational barriers. Furthermore, the blended learning model presents distinctive characteristics that significantly enhance the integration between digital technologies and pedagogical practices, thereby strengthening inclusion in Professional and Technological Education.