Navegando por Autor "Lima, Antônio Carlos Santos de"
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Item A importância da leitura na infância para a formação do leitor(2024-08-03) Cardoso, Vanessa Sampaio; Silva, Manoel Santos da; http://lattes.cnpq.br/4935593146997631; Lima, Antônio Carlos Santos de; http://lattes.cnpq.br/8646424835026554; Silva, Ana Quitéria Menezes de Oliveira; http://lattes.cnpq.br/6438536384857226This study highlights the importance of reading from early childhood. It explores the fascination of reading and the need to incorporate it as a daily activity, allowing students to discover a new universe, full of information, wisdom and new opportunities. This strategy empowers students to chart their own path with autonomy and confidence, supported by solid training that prepares them for a lifetime. In this context, the role of the educator in the literacy process and the importance of the habit of reading are central themes discussed in this work. The main objective is to highlight the magic and importance of reading in childhood and the discoveries it provides, also aiming to form critical and reflective students, the discussion about awakening interest in reading and the importance of the teacher and the family in this context. The work addresses the difficulties encountered in the process, especially during the pandemic period, highlighting that it is essential that students acquire the habit of reading from an early age, which opens doors to this world of knowledge and opportunities, allowing them to develop the skills needed to chart your own path and be the author of your own destiny. The methodological path occurred through qualitative research, using bibliography TRENTINI, M.; PAIM L. (1999) MARTINS, G. (2001), MARCONI, M.; LAKATOS, E. (2007), DEMO, P. (2000) that recognize the importance of theoretical references already published as a guide for other studies. To support this study, we resorted to theorists Solé (1998), who outlines different strategies for reading in the classroom, Simões (2022) shows us how the reading process occurred in the middle ages, Nunes et. al., (2012), Roque and Canedo (2021) who emphasize the importance of encouraging reading, Lajolo (1996 and 2004) who deals with training the reader to read the world, Coelho (2015) and Cassiano (2009) also contribute with the discussion of this study. The study demonstrated that the ability to think independently and innovatively is essential for the formation of citizens capable of questioning the world around them, through reading. Furthermore, the search for books and the pleasure found in reading are, perhaps, the most rewarding results of this research. Finally, the positive results observed from the beginning to the end of the research reinforce the need for programs that promote reading among all ages, especially from early childhood.Item Abordagem dos temas contemporâneos transversais no Proeja com foco na macroárea temática cidadania e civismo(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-02-01) Valido, Janeíne de Oliveira; Lima, Antonio Carlos Santos de; http://lattes.cnpq.br/8646424835026554; Lima, Antônio Carlos Santos de; http://lattes.cnpq.br/8646424835026554; Lima, Rita de Cássia Souto Maior Siqueira; http://lattes.cnpq.br/1312070903160476; Brasileiro, Regina Maria de Oliveira; https://orcid.org/0000-0003-3382-3786; http://lattes.cnpq.br/4146119273576569This This research aims to reflect on the importance of Transversal Contemporary Themes (TCTs), part of the Citizenship and Civics macro-area, for the comprehensive training of students in the National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Education Modality (PROJECT). Methodologically, this study is qualitative in nature, of the action research type, based on Oliveira (2016), Minayo (2009) and Thiollent (2011), whose methodological instruments include the application of questionnaires to teachers and students of this modality, with a view to producing and applying didactic sequences produced with a focus on the use of audiovisual materials; culminating in the production of an e-book, which is configured as a pedagogical instrument aimed at approaching TCT in Youth and Adult Education with a view to the citizenship training of students served in this modality. As a theoretical reference, we used the contributions of authors such as: Arroyo (2008), Azevedo and Tavares (2015), Carvalho et al (2020), De Lira (2018), Freire (2002), Gadotti (2009), Ramos (2008), Santos, (2014), Silva (2021), Thiollent (2011). To analyze the data obtained in the research, Content Analysis was used, according to Bardin (2016). The research was applied to the Cooking course – PROEJA at the Federal Institute of Alagoas – Campus Marechal Deodoro, with a sample of 9 teachers and 50 students distributed across different modules of the course. As a conclusion of the research, we highlight that the teaching offered in Youth and Adult Education needs meaning in view of its purpose, where different views and new teaching methods can promote student protagonism. The approach of TCTs in the classroom enables the formation of a subject who is knowledgeable about their rights and duties, since they dialogue with the reality of different social groups, especially with regard to those in the macro-area of Citizenship and Civics.Item Book Trailer: uma ferramenta de aprendizagem significativa para desenvolver a competência leitora por meio da multimodalidade e da tradução intersemiótica(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-04-25) Santos, Verônica Ribeiro dos; Moraes, Eduardo Cardoso; http://lattes.cnpq.br/3464358663007696; Moraes, Eduardo Cardoso; http://lattes.cnpq.br/3464358663007696; Lima, Antônio Carlos Santos de; http://lattes.cnpq.br/8646424835026554; Santos, Nádson Araújo dos; http://lattes.cnpq.br/6038242905803170This study aimed to investigate the pedagogical potential of the book trailer—a short video inspired by the logic of movie trailers—as a didactic tool for developing reading competence in the context of professional and technological education. The research was conducted with students from a technical course integrated into high school at the Federal Institute of Bahia, through the application of a didactic sequence composed of six workshops. Grounded in theories of multimodal reading, multiliteracies, intersemiotic translation, intermediality, active methodologies, and meaningful learning, the study analysed how literary mediation through digital information and communication technologies can promote more meaningful, critical, and contextualized reading practices. Data were collected through a Likert-scale questionnaire and analysed using coding and thematic analysis, from which three main themes emerged: (1) understanding multimodal language and intersemiotic translation; (2) the use of digital technologies in literature teaching; and (3) experience with active methodologies and meaningful learning. The results indicated that the book trailer appears to foster student engagement, increase interest in literary reading, and enable meaning-making through the articulation of linguistic, aesthetic, and technological resources. The research also highlights the challenges of implementing such practices in public education contexts, including material and time constraints, but suggests feasible paths for their replication and expansion. It is concluded that the book trailer, as a practice of reading and intersemiotic translation, can contribute to reading skills in technological education, aligning with the contemporary demands of critical and multimodal education.Item Contribuições da contação de histórias para a formação integral: caminhos criativos e humanizados em aulas de língua portuguesa(2022) Oliveira, Gicele Rose dos Santos; Lima, Antônio Carlos Santos de; Lima, Antônio Carlos Santos de; Cavalcanti, Ricardo Jorge de Sousa; Nascimento, Maria Edna Porongaba doIn the school context, story-telling can provide both students and teachers with the possibility of appropriating, disseminating and producing their cultures, promoting different ways of reading the world, oneself and the most immediate environment that surround him. From this perspective, the present research aims to reflect on the place of this practice, story-telling, in the process of integral formation in Portuguese language classes. Since it is research situated in an educational context, whose commitment is also related to social transformation, this study is anchored in the perspective of Content Analysis (CA) and is characterized as qualitative in nature, of the action research type. From experiences with students of a Technical Course Integrated to High School in Agroindustry of Instituto Federal de Alagoas, which constituted themselves as research subjects, participating in workshops and answering questionnaires, it was concluded that storytelling, by allowing to these students to experience experiences that contemplate different aspects of the human dimension, it contributes to the construction of knowledge, in a process of significant learning that culminates in the integral human formation. This is due to the humanizing, dynamic and creative character of this practice in the teaching and learning process. As a research action, an Educational Product (EP) is presented, a "Workshop Notebook", whose objective is to contribute to this practice, as a complementary resource in Portuguese, to be incorporated into the curriculum of Technical Education Integrated to High School with a view to comprehensive training.Item Eu conto ou você conta? A contação de histórias como contribuição para a formação integral(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2022-07-02) Oliveira, Gicele Rose dos Santos; Lima, Antônio Carlos Santos deItem Eu no mundo e no mundo do trabalho: sou cidadão, tenho direitos e deveres (livro-jogo)(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-08-01) Beirouti, Mayara Romeiro Lins; Lima, Antônio Carlos Santos deItem Eu no mundo e no mundo do trabalho: sou cidadão, tenho direitos e deveres (livro-jogo)(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-06-08) Beirouti, Mayara Romeiro Lins; Lima, Antônio Carlos Santos deItem Leitura e escrita em sala de aula nas séries iniciais do Ensino Fundamental: desafios no processo de ensino e aprendizagem(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-06-15) Duarte, Leni Cavalcante; Silva, Manoel Santos da; http://lattes.cnpq.br/4935593146997631; Lima, Antônio Carlos Santos de; http://lattes.cnpq.br/8646424835026554; Batista, Sidiane Ferreira; http://lattes.cnpq.br/3838250050793346The study addresses the importance of reading and writing in human life, highlighting that they allow the acquisition of knowledge and personal evolution. The problem of illiteracy in Brazil is highlighted, with IBGE data showing that millions of Brazilians do not know how to read or write, and many are considered functionally illiterate, unable to understand what they read or write correctly. The author explores research on reading and writing difficulties in the early grades of elementary school, questioning whether schools offer projects to encourage reading and whether students have support at home to develop these skills. The emergence of writing is discussed, with the mention that it was an important evolution for humanity, allowing the organization of information and the administration of issues such as taxes and trade. Writing was initially limited and used for administrative purposes, but over time it became more comprehensive, culminating in the creation of complete writing systems such as cuneiform and hieroglyphic. The study also addresses the role of scribes in history, who were professionals responsible for writing laws, copying information and exercising administrative functions. Gutenberg's invention of the printing press revolutionized book production, making them more accessible. The fight for gender equality in education is mentioned, highlighting that, historically, women had less access to reading and writing. The conclusion emphasizes the importance of encouraging reading, both in schools and at home, given the current context in which people are reading less despite internet connectivity and social networks.Item O livro-jogo e o desenvolvimento da formação humana integral de estudantes da EJA EPT (PROEJA)(2024) Beirouti, Mayara Romeiro Lins; Lima, Antônio Carlos Santos de; Lima, Antônio Carlos Santos de; Cavalcanti, Ricardo Jorge de Souza; Maraschin, Mariglei SeveroDeveloped within the scope of the Graduate Program in Professional and Technological Education (ProfEPT) at the Federal Institute of Alagoas (IFAL), this research aimed to reflect on the relationship between students’ world knowledge and school knowledge in the EJA EPT (PROEJA) program, as well as the implications of this relationship for the comprehensive human development of these students. Situated within the Research Line “Educational Practices in Professional and Technological Education” and the Macroproject “Inclusion and Diversity in Formal and Non-formal Education Spaces in EPT,” the study is qualitative in nature, of the participatory type, with data collection instruments including questionnaires and interviews.The research participants were students in the first term, or module, of the Technical Course in Culinary Arts, in the EJA EPT modality, offered at IFAL, Marechal Deodoro campus. From a theoretical standpoint, the study was based on curriculum theories, integrated curriculum, and comprehensive human education. Based on the analysis of data obtained from interviews and questionnaires, it was identified that there are areas of knowledge not yet mastered by these individuals, and that such knowledge is not addressed in the school curriculum, despite the pedagogical work inherent to EJA EPT. The research culminated in the development of an Educational Product (EP), designed as a game-book, which will allow EJA students to access this knowledge — previously left out of their educational processes — and may contribute to the development of their comprehensive human education.Item Programa mulheres mil: história de vida como possibilidade de avaliação e implementação de políticas públicas(2024) Oliveira, Evilma dos Santos; Galvão, Vivianny Kelly; Pereira, Jesana Batista; Mendonça, Adriana de Lima; Monteiro, Lorena Madruga; Lima, Antônio Carlos Santos de; Brasileiro, Regina Maria de OliveiraThe present research proposes a reflection on public policies and government programmes aimed at women in Brazil, using as a shortcut the Mulheres Mil Program in the period from 2005 to 2019 and its developments at the Federal Institute of Alagoas. Since the Mulheres Mil Program is a public policy of combating gender inequalities, reducing poverty, raising schooling and reducing violence against women, the design of this study is organized to answer the following question: does the women's mil Program envisage in its formulation commitments with productive inclusion and with the tackling of gender disparity, thus contributing to the full exercise of citizenship of women served? To this end, we systematically and analytically identified the formulations of public policies for women, the advances and challenges of the National Policies Plans for Women, the proposal of the Women's Mill as a social policy of inclusion and gender and the perception of the progress from vocational training and incentive to formal education in the courses offered. Faced with the object of study, the research focused on a qualitative approach using oral history as a method. The life stories of ten graduates who were beneficiaries of the Mulheres Mil Program at the Federal Institute of Alagoas were analyzed. The data collection took place between October 2022 and January 2023 in face-to-face meetings to build their life stories. The narratives were categorized around three axes: the socio-economic profile of the women interviewed, the elevation of the schooling of the graduates after participating in the Program and the insertion of women in the formal labour market according to the vocational training received. The narratives reveal that the exgresses are in the age group between 29 and 61, 70% are married and have between 01 and 06 children. Most (60%) have completed secondary education, but only 10% have continued their studies after participating in the Programme. The analysis on the income of the graduates shows that 50% are engaged in some kind of paid activity. It was also noticed that the beneficiaries were able to put in practice the knowledge acquired in the courses, but were not inserted into the formal labour market. The life stories of the women interviewed revealed that the participation of the Program had positive effects in relation to the rescue of self-esteem, the discovery of their rights and the living with a citizen education. With regard to the increase in schooling, it was found that a significant proportion (90%) of the graduates failed to resume their studies. The results demonstrate the importance of fostering debate on the challenges in formulating and implementing public policies for women.