Teses e Dissertações defendidas no IFAL
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Navegando Teses e Dissertações defendidas no IFAL por Autor "Alves, Veronica de Medeiros"
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Item Formação docente para o ensino das práticas integrativas e complementares em saúde (PICS) no contexto da educação profissional e tecnológica em enfermagem(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-02-27) Silva, Jéssica Tenório da Fonseca; Fiori, Ana Paula Santos de Melo; http://lattes.cnpq.br/2598153346850335; Lima, André Suêldo Tavares de; https://orcid.org/0000-0003-4687-0645; http://lattes.cnpq.br/6019670165528345; Cavalcanti, Ricardo Jorge de Sousa; https://orcid.org/0000-0001-6990-6669; http://lattes.cnpq.br/2706881213553955; Alves, Veronica de Medeiros; https://orcid.org/0000-0002-4343-2941; http://lattes.cnpq.br/0469864896043898In the transition from a teaching model marked by technicism and the centrality of the biomedical paradigm to an approach that recognizes the subject in their entirety, Integrative and Complementary Health Practices (ICHP) emerge as interdisciplinary therapeutic resources capable of broadening perspectives on health care and fostering a more critical and reflective nursing education within the context of Professional and Technological Education. However, gaps persist regarding the inclusion of ICHP in vocational education curricula at the secondary level, particularly concerning teacher training and the lack of structured pedagogical tools, as evidenced by the systematic mapping of the literature and the diagnostic phase of this research. In this context, the present study aimed to contribute to the inclusion of Integrative and Complementary Health Practices in the training of nursing technicians through teacher education, promoting teaching that integrates scientific, cultural, and social knowledge in order to train professionals who are more qualified, socially committed, and prepared to provide more accessible and comprehensive health care. This study is part of the Educational Practices in Professional and Technological Education research line and Macroproject 3 of ProfEPT. It adopted a qualitative approach based on collaborative action research, developed in three phases: (i) diagnostic research and data analysis, (ii) development of the educational product, and (iii) implementation and evaluation of this product. The target audience consisted of teachers from the Nursing Technical Course at IFAL – Campus Benedito Bentes, and data interpretation was carried out through Thematic Analysis as proposed by Braun and Clarke (2006). As a result, a didactic sequence was developed for the creation of a teacher training course aimed at teaching Integrative and Complementary Health Practices within Professional and Technological Education. The course was designed to strengthen teaching practices, expand knowledge about ICHP, and encourage their critical and contextualized integration into nursing technician training. The evaluation of the educational product indicated a high level of acceptance and recognized its relevance in promoting critical thinking, broadening the understanding of care, and strengthening comprehensiveness in technical-level education. The practical experience conducted in the ICHP Care Room, an in-person activity of the course, demonstrated positive impacts on participants' well-being, reinforcing the therapeutic and pedagogical potential of these practices and their capacity to integrate theory, care, and humanization. It is concluded that the research objectives were achieved and that the inclusion of ICHP in Professional and Technological Education reinforces the commitment to an emancipatory and sensitive education, aligned with the principles of the Brazilian Unified Health System and the foundations of comprehensiveness and polytechnic education. Furthermore, the educational product contributes to transforming pedagogical practices and expanding perspectives on health care, highlighting that teaching also constitutes an act of social transformation.Item O ensino de libras na formação dos profissionais de enfermagem: as mãos que cuidam também ouvem(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-08-29) Santana, Marta Oliveira de; Fiori, Ana Paula Santos de Melo; http://lattes.cnpq.br/2598153346850335; Cavalcanti, Ricardo Jorge de Sousa; https://orcid.org/0000-0001-6990-6669; http://lattes.cnpq.br/2706881213553955; Alves, Veronica de Medeiros; https://orcid.org/0000-0002-4343-2941; http://lattes.cnpq.br/0469864896043898Inclusive education constitutes a growing demand in contemporary society, aimed at promoting equity and respect for diversity. In this context, the teaching of Brazilian Sign Language (Libras) emerges as an essential element for effective communication and the inclusion of deaf people, especially within healthcare services. This study aimed to analyze the contributions of Libras teaching to the education of students enrolled in the PostSecondary Technical Nursing Program at the Federal Institute of Alagoas (IFAL) – Benedito Bentes Campus, through the implementation and evaluation of a Basic Libras Course applied to the healthcare context. The research was grounded in the principles of inclusive education and holistic and omnilateral human development. Methodologically, it adopts a qualitative approach developed from the perspective of participatory action research, organized into four stages: (1) diagnostic and initial analysis; (2) development of the Educational Product (EP); (3) implementation and results analysis; and (4) final adjustments and evaluation. Data collection instruments included documentary analysis of the course’s Pedagogical Project (PPC) and the application of semi-structured questionnaires, via Google Forms, to the students. Thirty-nine students participated in the study, twenty-five of whom completed the course in its entirety. Data were analyzed qualitatively, through content analysis, and quantitatively, using descriptive statistics. The documentary analysis revealed that, although the PPC encompasses principles of humanization and integrality in healthcare, it does not explicitly include Libras as a mandatory or elective curricular component, nor does it provide for practices related to communication with the deaf community. Furthermore, no evidence of content transversality was found in other curricular units, exposing a gap in professional training for inclusive healthcare services. Regarding the students, the findings indicated recognition of the importance of Libras for professional practice, although most reported little or no previous contact with the language, as well as feelings of insecurity when attending to deaf patients. These findings reinforce the need for specific training in this field to foster the development of appropriate communicative competencies. In response, an Educational Product was developed and implemented in the form of a Basic Libras Course contextualized to healthcare, organized in a didactic sequence that integrated theory and practice, emphasizing simulated care situations. The results indicated significant progress in the recognition of Libras as an essential component of professional practice, in the development of inclusive attitudes, and in the understanding of deaf culture. Students demonstrated greater confidence and preparedness to provide humanized and accessible care, in line with the principles of the Brazilian Unified Health System (SUS). It is concluded that Libras teaching constitutes an essential aspect of technical nursing education, enabling meaningful learning experiences that directly impact the quality of healthcare. The course contributed to strengthening communicative competencies and raising awareness among future professionals, promoting inclusion, equity, and respect for human dignity. It is hoped that other institutions of Professional and Technological Education (EPT) will incorporate Libras into their curricula, thereby expanding their commitment to accessibility and to the comprehensive training of healthcare professionals.