Navegando por Autor "Barros, Jailson"

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    Caderno Pedagógico: matemática e bromatologia
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-10-30) Barros, Jailson; Pontes, Edel Alexandre Silva
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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.