Dissertação Mestrado Profissional em Educação Profissional e Tecnológica - ProfEPT

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Navegando Dissertação Mestrado Profissional em Educação Profissional e Tecnológica - ProfEPT por Autor "Barbosa, Isnaldo Isaac"

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    A utilização de softwares, sites e suportes de aprendizagem matemático: desbravando os segredos da matemática
    (2024-07-15) Silva, Josivaldo da; Pontes, Edel Alexandre Silva; http://lattes.cnpq.br/3143006785845985; Pontes, Edel Alexandre Silva; http://lattes.cnpq.br/3143006785845985; Barbosa, Isnaldo Isaac; http://lattes.cnpq.br/8346517003296057; Lima, André Suêldo Tavares de; orcid logo https://orcid.org/0000-0003-4687-0645; http://lattes.cnpq.br/6019670165528345
    The investigation of students' difficulties in mathematics in everyday school life and in learning processes, through social contexts that constitute the school, the community and society. From there, it proposes the construction of an Educational Product entitled: Mathematical Learning Support Program: A didactic approach in Integrated High School, with the intention of supporting the treatment of the issue within the scope of Teaching in the Integrated Technical Computer Course. The research was developed within the scope of the Postgraduate Program in Professional and Technological Education (ProfEPT/Ifal). The present study is justified by bringing a theme that can contribute to the learning of Integrated High School students, the development and knowledge of digital platforms, involving websites and software in learning from this perspective. Its objective is to resolve existing difficulties faced by students. To do this, we analyzed how issues related to the subject of mathematics appear in the teaching-learning process and in everyday school life from the perspective of Karl Marx's historical materialism (1993). The present research is of the action research type, with a collaborative bias and of a qualitative-quantitative nature based on the principles of participatory research (TRIPP, 2005; THIOLLENT, 2011). The locus of the research was the Rio Largo Campus, and the research participants were 3 groups of volunteers (students): (1) students from the 1st, 2nd and 3rd year of the Integrated Technical IT Course at the Rio Largo Campus, in this case we had the class A, B and C with A: 35 participants, class B: with 30 participants and C with 26 participants, the three groups of students totaled 91 participants; (2) the teachers who teach mathematics in this Integrated Technical Course in IT totaled 3 teachers. The aim is, with the results of the research, to contribute to an omnilateral training (RAMOS, 2008; FRIGOTTO, 2012; MOURA 2013; CIAVATTA, 2014) which, considering the social contexts of origin of the students, and the role of mathematics, in the process of learning, which integrates the dimensions of work, science and culture, managing to reach as many people as possible and thus contributing to this updated training in professional and technological education.
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    Matemática no ensino médio integrado: integração do currículo por meio da aprendizagem baseada em problemas do curso técnico em agroindústria
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-10-30) Barros, Jailson; Pontes, Edel Alexandre Silva; https://orcid.org/0000-0002-9782-8458; http://lattes.cnpq.br/3143006785845985; Pontes, Edel Alexandre Silva; https://orcid.org/0000-0002-9782-8458; http://lattes.cnpq.br/3143006785845985; Brasileiro, Regina Maria de Oliveira; https://orcid.org/0000-0003-3382-3786; http://lattes.cnpq.br/4146119273576569; Barbosa, Isnaldo Isaac; https://orcid.org/0000-0003-3147-1780; http://lattes.cnpq.br/8346517003296057; Nascimento, Arlyson Alves do; https://orcid.org/0000-0002-0631-3273; http://lattes.cnpq.br/9395417554768580
    This dissertation investigates the inclusion of mathematics in the Integrated High School (EMI) curriculum, specifically in the Agroindustry technical course at the Federal Institute of Alagoas, using the Problem-Based Learning (PBL) methodology. The main objective was to create and analyze interdisciplinary pedagogical strategies that promote meaningful learning, connecting mathematical knowledge with the content of Food Science. The research arose from the observation of students' initial difficulties in fundamental mathematical topics, such as proportion, percentage, and scientific notation, gaps that interfered with their performance in the Food Science technical course. Quantitative and qualitative in nature and based on Action Research, the study involved 48 second-year students of the EMI in Agroindustry. The intervention included the administration of diagnostic questionnaires and the implementation of pedagogical workshops based on problem-solving situations related to the agroindustry context, resulting in the development of an Educational Product. Data analysis, conducted using Content Analysis, showed that the workshops significantly fostered the development of critical thinking, autonomy, and the ability to apply mathematical concepts in practical situations. It can be concluded that the adoption of PBL in integrated learning strengthens active learning, contextualizes knowledge, and contributes to the comprehensive (omnilateral) development of students, aligned with the demands of the world of work and citizenship.