Navegando por Autor "Fiori, Ana Paula Santos de Melo"

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    A disciplina de desenho técnico na formação do técnico em Meio Ambiente do IFAL: uma abordagem sobre a integração curricular
    (2021) Dória, Bruna Maria Ferrari Machado; Fiori, Ana Paula Santos de Melo; Fiori, Ana Paula Santos de Melo
    The environmental technical high school course at the Federal Institute of Alagoas (IFAL), in the campi of the Penedo and Marechal Deodoro, has the subject of Technical Drawing in its curriculum whose goal is the domain, identification, development, reading and interpretation of common elements and geometric tracings necessary for the language and graphic representation of technical drawings. With a single syllabus for practically all courses and campi, and disjointed from other curricular components, especially those from professional training, Technical Drawing does not attend to curricular integration. Its contents are taught isolated and not directly related to other subjects. In this sense, a survey was conducted with other teachers with the aim of investigating subjects that are related to Techinical Drawing, and evaluate the contents that can be adapted to integrate the curricular components of these subjcts to optimize the teaching-learning process. There was a need to develop an Educational Product, in the form of teaching material that make it possible to accomplish the necessary curricular adaptations and also help teachers to teach the appropriate content, linking it to technical areas. This material intends to incorporate pedagogical practices that meet the specifics needs of the course, contributing to the comprehensive training of students
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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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    A perspectiva anticapacitista e o processo de formação continuada docente na educação profissional e tecnológica
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-11-11) Mendes, Glycia Guimarães Souza; Fiori, Ana Paula Santos de Melo; https://lattes.cnpq.br/2598153346850335; Fiori, Ana Paula Santos de Melo; https://lattes.cnpq.br/2598153346850335; Brasileiro, Regina Maria de Oliveira; https://orcid.org/0000-0003-3382-3786; https://lattes.cnpq.br/4146119273576569; Souza, Diogo dos Santos; https://lattes.cnpq.br/9547588474173400; Pacheco, Maria Lúcia Tinoco; https://orcid.org/0000-0003-1651-0219; https://lattes.cnpq.br/8566103887875970
    The relationship between society and nature has structured the objective material conditions that constitute the human being. It is within the amalgamation of social relations that Education develops as an intrinsically human activity. Thus, considering Education as a means of social inclusion, it is necessary to understand work, as an educational principle, as a viable alternative for the development of the potential of all students, in order to contribute to minimizing social inequalities that normalize prejudiced and discriminatory relations, such as the phenomenon of ableism. In the case of persons with disabilities, ableism marks a pronounced socio-political and cultural presence, and is therefore also present in the context of Professional and Technological Education. The naturalization of this phenomenon in society contributed to defining the main objective of this study: to critically and reflectively analyze ableism among teachers of the Integrated High School Technical Course in Tourism Guidance at IFAL/Campus Marechal Deodoro, with a view to the educational inclusion of persons with disabilities, from an omnilateral perspective. Specifically, this research aims to: a) Explain structural ableism in the practices of teachers of integrated high school in Professional and Technological Education (PTE); b) Analyze how the phenomenon of ableism is materialized in the practices of teachers in integrated high school of PTE; c) Develop an educational product that contributes to the training of teachers of integrated high school in PTE, based on critical analyses of the theme of ableism. The methodology adopted in this work is supported by a qualitative approach, in which the collaborative action research method was considered the most appropriate. For the purpose of data analysis, Thematic Analysis was selected as the procedure, highlighting the frequency with which certain words or expressions appear in the information collected through diagnostic questionnaires or, additionally, exploring the context in which specific units of analysis occur. Thus, based on criteria of similarity and complementarity, the data were organized into categories, analyzed, and discussed drawing on authors from historical-dialectical materialism and historical-critical pedagogy. As a result, from the bibliographic review and document analysis, a shortage of studies and research related to ableism in PTE was identified. Regarding the Educational Product — which took the form of a Teacher Training Course on Anti-Ableist Knowledge for the Inclusion of Persons with Disabilities in Professional and Technological Education — it was found that, based on the participants’ responses in discussion forums, the course created opportunities for teachers to reflect on their practices, aiming to overcome ableism, a phenomenon that manifests structurally in various spaces in society, thus enabling improvements in the teaching-learning process of students.
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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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    Competência em Informação na educação profissional e tecnológica: uma abordagem no curso técnico de nível médio integrado em química
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-08-15) Oliveira, Maria Luzia Alexandre de; Fiori, Ana Paula Santos de Melo
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    Construção de indicadores de saúde e saneamento ambiental em Marechal Deodoro - Al
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-05-11) Porto, Amanda Gomes de Souza; Fiori, Ana Paula Santos de Melo; http://lattes.cnpq.br/2598153346850335; Santos, Gilson Oliveira dos; http://lattes.cnpq.br/9220817099269462; Gama, José Aparecido da Silva; http://lattes.cnpq.br/7413041757828843
    The quality of life of a population is directly related to the urban infrastructure in which it is inserted, and the Municipality of Marechal Deodoro found it vulnerable in this matter. In this sense, the referred study aims to evaluate the public health of the urban area of the municipality of Marechal Deodoro in Alagoas, from the point of view of the conditions of environmental sanitation and the composition of a system with lesser number of variables to discriminate areas with different health-environmental levels, relating these indicators to the occurrence of health problems in these areas. For this purpose, research questionnaires will be applied that will focus on assessing the real situation of the municipality, they will be analyzed through specific statistical procedures for the theme and will result in the construction of updated indicators, which can serve as a basis for measuring the scenario, relating the correlation between health and sanitation in order to contribute to the orientation of social actors in relation to the critical areas of the aforementioned indicators.
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    Curso Básico de Libras no Contexto da Saúde
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-08-29) Santana, Marta Oliveira de; Fiori, Ana Paula Santos de Melo
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    Deixa de Migué! Oficina Interdisciplinar de Educação Midiática na EPT
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2023-06-27) Deliê, Acássia; Fiori, Ana Paula Santos de Melo
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    Diagnóstico dos resíduos sólidos gerados no IFAL - MD, visando a conformidade da instituição com a política nacional de resíduos sólidos
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-02-24) Costa, Cláudio Pereira da; Fiori, Ana Paula Santos de Melo; http://lattes.cnpq.br/2598153346850335; Dias, Sheyla Karine Barbosa de Macêdo; https://orcid.org/0000-0003-1620-9717; http://lattes.cnpq.br/2777322313238567; Santos, Maria do Socorro Ferreira dos; https://orcid.org/0000-0003-0910-3607; http://lattes.cnpq.br/1039898435623128
    This study aimed to diagnose solid waste at the IFAL Campus in Marechal Deodoro, where increased and diversified waste generation necessitates effective management to mitigate environmental and public health risks. A quantitative-qualitative methodology was employed in two stages between September and December 2024. The first stage involved in-loco analysis to determine the quantity, composition, and characteristics of waste at IFAL-MD. The second stage included questionnaires for the campus community. Waste characterization and gravimetry were performed across campus sectors to assess current management practices. Results indicated significant generation of rejects (43.7%), organics (25.8%), and recyclables (30.5%). Despite efficient maintenance, the Campus lacks a formal Solid Waste Management Plan, and recycling is inconsistent. The study highlights opportunities for improved waste separation and disposal. Consequently, the institution must adopt measures to enhance solid waste management practices for greater Sustainability.
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    Educação ambiental para povos e comunidades tradicionais no ensino técnico integrado: como ensinar para quem nos ensina?
    (2021) Lima, Maira Egito Alves de; Fiori, Ana Paula Santos de Melo; Fiori, Ana Paula Santos de Melo; Brasileiro, Regina Maria de Oliveira; Bezerra, Selma Silva
    Professional Education has, among many challenges, training citizens with a critical awareness of the social and environmental plurality of the territories. The municipality of Penedo-AL, in the construction of its identity, is formed by peoples and communities remaining from quilombos. In this context, it was observed a lack of instruments, in the Penedo Campus of the Federal Institute of Alagoas, needed to achieve the didactic objectives regarding the specificities of students from these groups. Therefore, the general aim of the research was to propose an improvement in the teaching process that dialogues with the reality of quilombola students from the Integrated Technical Course on Environment at the Penedo Campus, in order to promote environmental education in an effective and transversal way, respecting traditional knowledge. The action-research was the applied methodology, with the teachers from the course as the main subjects. From the diagnosis made, an interdisciplinary didactic sequence was constructed and applied in the context of emergency remote teaching, which was later evaluated by the teachers and students involved. The evaluations showed that the use of a specific educational product to present and debate issues close to the reality of students was well accepted by both teachers and students, with a need for improvement in relation to identity issues and student involvement.
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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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    Estudo sobre as boas práticas de laboratório nas aulas do IFAL Campus Penedo
    (2021) Silva, Carlos Miranda da; Fiori, Ana Paula Santos de Melo; Fiori, Ana Paula Santos de Melo; Lima Filho, Adalberon Moreira de Lima; Barbosa , Amaury Franklin Benvindo
    It is known that a laboratory in the educational institution has a promoting the content function practice addressed in the classroom as an essential a pedagogical student development source. Therefore, there are procedures, standards, conducts that need to be performed in these laboratories routines, in order to make this space a safe environment. The main objective about this research was to conduct a study related to good laboratory practices at IFAL Campus Penedo practical classes, based on the demands pointed out by the users of these laboratories. In this context, the laboratory was chosen in a Instrumental Analytical Chemistry at IFAL Campus Penedo. The research began with the existing reagents survey, equipment and glasstiles in that lab. Then, a questionnaire was applied to technicians and teachers involved with practical classes activities in the laboratories at Ifal Campus Penedo, in order to raise their longings, doubts, and suggestions about the laboratories good practices to support the booklet creation. The result pointed to the need to create a booklet that addresses good laboratory practices, to be implemented and carried out within a teaching laboratory, so that the practical classes that are held in this environment do not endanger the physical integrity of its participants.
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    A Feira de ciências como espaço não formal de ensino: uma estratégia de ampliação de conhecimentos relacionados as ciências ambientais em Marechal Deodoro – AL
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-07-06) Rodrigues, Aline Lima; Fiori, Ana Paula Santos de Melo; http://lattes.cnpq.br/2598153346850335; Bastos, Adelmo Lima; http://lattes.cnpq.br/6125212623471598; Santos, Maria Socorro Ferreira dos
    In 2019, the first edition of the environmental science fair was held face-to-face. In its second and third editions in 2020/2021, these had to be readapted to virtual mode due to the Covid-19 pandemic, in which educational institutions had their calendars paralyzed, affecting a large part of the students in Brazilian public schools. In this context, this research aims to present the results of the Third Environmental Science Fair of Marechal Deodoro, as a strategy to promote the generation of knowledge in a non-formal educational environment, seeking to promote activities that meet the concepts of sustainable development. To this end, eight types of work were developed to promote the motivation, incentive, and curiosity of high school students from public schools in Marechal Deodoro, and in parallel, the effectiveness of this instrument was evaluated in times of social isolation. The result was the dissemination of knowledge about environmental sciences and sustainable development in times of social isolation.
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    Formação de docentes sobre os saberes anticapacitistas para a inclusão da pessoa com deficiência na educação profissional e tecnológica
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-11-11) Mendes, Glycia Guimarães Souza; Fiori, Ana Paula Santos de Melo; https://lattes.cnpq.br/2598153346850335; Fiori; Fiori, Ana Paula Santos de Melo; https://lattes.cnpq.br/2598153346850335; Brasileiro, Regina Maria de Oliveira; https://orcid.org/0000-0003-3382-3786; https://lattes.cnpq.br/4146119273576569; Souza, Diogo dos Santos; https://lattes.cnpq.br/9547588474173400; Pacheco, Maria Lúcia Tinoco; https://orcid.org/0000-0003-1651-0219; https://lattes.cnpq.br/8566103887875970
    The relationship between society and nature has structured the objective material conditions that constitute the human being. It is within the amalgamation of social relations that Education develops as an intrinsically human activity. Thus, considering Education as a means of social inclusion, it is necessary to understand work, as an educational principle, as a viable alternative for the development of the potential of all students, in order to contribute to minimizing social inequalities that normalize prejudiced and discriminatory relations, such as the phenomenon of ableism. In the case of persons with disabilities, ableism marks a pronounced socio-political and cultural presence, and is therefore also present in the context of Professional and Technological Education. The naturalization of this phenomenon in society contributed to defining the main objective of this study: to critically and reflectively analyze ableism among teachers of the Integrated High School Technical Course in Tourism Guidance at IFAL/Campus Marechal Deodoro, with a view to the educational inclusion of persons with disabilities, from an omnilateral perspective. Specifically, this research aims to: a) Explain structural ableism in the practices of teachers of integrated high school in Professional and Technological Education (PTE); b) Analyze how the phenomenon of ableism is materialized in the practices of teachers in integrated high school of PTE; c) Develop an educational product that contributes to the training of teachers of integrated high school in PTE, based on critical analyses of the theme of ableism. The methodology adopted in this work is supported by a qualitative approach, in which the collaborative action research method was considered the most appropriate. For the purpose of data analysis, Thematic Analysis was selected as the procedure, highlighting the frequency with which certain words or expressions appear in the information collected through diagnostic questionnaires or, additionally, exploring the context in which specific units of analysis occur. Thus, based on criteria of similarity and complementarity, the data were organized into categories, analyzed, and discussed drawing on authors from historical-dialectical materialism and historical-critical pedagogy. As a result, from the bibliographic review and document analysis, a shortage of studies and research related to ableism in PTE was identified. Regarding the Educational Product — which took the form of a Teacher Training Course on Anti-Ableist Knowledge for the Inclusion of Persons with Disabilities in Professional and Technological Education — it was found that, based on the participants’ responses in discussion forums, the course created opportunities for teachers to reflect on their practices, aiming to overcome ableism, a phenomenon that manifests structurally in various spaces in society, thus enabling improvements in the teaching-learning process of students.
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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 ensino das PICS no contexto da educação profissional e tecnológica
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-02-26) Silva, Jéssica Tenório da Fonseca; Fiori, Ana Paula Santos de Melo
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    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/0469864896043898
    In 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.
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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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    Gamificação e Agroecologia no ensino de Língua Espanhola
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2023-08-20) Coimbra, Renata Portela das Chagas; Fiori, Ana Paula Santos de Melo
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    Gestão de resíduos sólidos em áreas tombadas : estudo de caso no centro histórico de Marechal Deodoro
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-12-01) Ferreira, Alaíne Maria da Cunha; Dias, Sheyla Karine Barbosa de Macêdo; https://orcid.org/0000-0003-1620-9717; http://lattes.cnpq.br/2777322313238567; Santos, Maria do Socorro Ferreira dos; https://orcid.org/0000-0003-0910-3607; http://lattes.cnpq.br/1039898435623128; Fiori, Ana Paula Santos de Melo; http://lattes.cnpq.br/2598153346850335; Gama, José Aparecido da Silva; https://orcid.org/0000-0002-9082-6564; http://lattes.cnpq.br/7413041757828843
    Marechal Deodoro, Alagoas, is a municipality of inestimable value to the national memory, recognized as the birthplace of the Proclamation of the Republic and the first state capital. Its Historic Center boasts a rich architectural and urban collection, which conferred upon it the legal protection of an urban site listed by the National Institute of Historic and Artistic Heritage (IPHAN). In this context, this case study investigates the problem of the inadequate disposal of Urban Solid Waste (USW), aiming to analyze the causes and impacts of this disposal in a sensitive area, verifying the alignment of municipal management with the National Solid Waste Policy (PNRS), Law No. 12.305/2010, and the National Basic Sanitation Policy (PNSB), Law No. 11.445/2007, updated by the New Legal Framework for Sanitation, Law 14.026/2020. The research, of a qualitative approach, used direct observation and documentary analysis to diagnose the local reality. The results indicate an Urban-Legal Paradox: the absence of the Municipal Integrated Solid Waste Management Plan (PMGIRS), mandatory by Art. 18 of the PNRS, and the aesthetic restrictions of the listing (Decree-Law No. 25/37, Art. 18) result in the omission of planning that harmonizes the accommodation infrastructure (adapted bins) with IPHAN's requirements. This structural failure in conciliation, combined with the violation of the Principle of Shared Responsibility (PNRS, Article 3, Section XVII), results in the disposal of non-segregated and indiscriminate waste on sidewalks, characterizing "vicious bins." Additionally, the study points out that non-segregated disposal and the violation of the Management Hierarchy (PNRS, Art. 9) directly impair the sustainability and social inclusion of the Waste Pickers' Cooperative (COOPMAR). It is concluded that effective solutions require the immediate implementation of a PMGIRS that formally reconciles IPHAN's norms with urban salubrity, making the application of continuous Environmental Education programs indispensable to promote awareness and change in the population's behavior.