Navegando por Autor "Lima, Antonio Carlos Santos de"
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Item A formação de leitores/as literários/as no ensino médio: uma experiência em uma escola de ensino em tempo integral no contexto do programa de residência pedagógica(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-08-20) Silva, Maciele Maria da; Correia, Maria Aurineide Profírio Barros; http://lattes.cnpq.br/2373237758198377; Correia, Aurineide Profírio Barros; http://lattes.cnpq.br/2373237758198377; Lima, Antonio Carlos Santos de; http://lattes.cnpq.br/8646424835026554; Silva, Cleide Calheiros da; http://lattes.cnpq.br/7445136004807968This paper discusses the challenges and possibilities of training literary readers in high school, focusing on an experience carried out under the Pedagogical Residency Program (PRP) at a full-time public high school (EMTI). It starts from the observation that many students complete this stage of basic education without developing the habit of reading literature, highlighting the gap between the objectives of educational guidelines and actual practice in schools. In this context, the study defends the central role of the school as a space for mediation and democratization of reading, especially in situations where access to literary materials outside the school environment is limited. The research, which takes a qualitative approach and is based on a case study, investigates the pedagogical strategies adopted in the PRP, students' perceptions of literary reading, and the role of the teacher as a mediator. The theoretical framework is based on authors such as Candido (1988), Cosson (2014), Colomer (2007), and Cereja (2005), among others. The results indicate that intentional, dialogical, and sensitive pedagogical practices can promote a more meaningful and critical relationship between students and literary texts, contributing to the formation of autonomous and reflective readers. The study also highlights the formative potential of the PRP in articulating theory and practice in teacher training.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 Cine-debate no contexto da educação profissional e tecnológica: perspectivas para uma formação humana integral(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-12-30) Silva, Ana Quitéria Menezes de Oliveira; Lima, Antonio Carlos Santos de; https://orcid.org/0000-0003-2219-7441; http://lattes.cnpq.br/8646424835026554; Brasileiro, Regina Maria de Oliveira; https://orcid.org/0000-0003-3382-3786; http://lattes.cnpq.br/4146119273576569; Batista, Sidiane Ferreira; https://orcid.org/0000-0002-6457-5079; http://lattes.cnpq.br/3838250050793346This research was developed in the field of Education, within the scope of the Graduate Program in Professional and Technological Education (ProfEPT) at the Federal Institute of Alagoas. Its objective was to analyze the contributions of Cine-Debate (Film Debate) to the integral human development of students enrolled in Integrated Technical High School courses. To achieve this, a qualitative research approach was adopted, using questionnaires, field diaries, discussion circles, and participant observation as data collection instruments. The data were analyzed using the content analysis technique. Based on the results, it was identified that the experience with films contributes to the development of integral human formation, as well as to the legitimation of curricular integration—one of the foundational principles in the context of Professional and Technological Education (EPT). The research culminated in the creation of an Educational Product (EP), a Cine-Debate Guide, which can be used in various teaching contexts to contribute to the holistic formation of individuals, fostering autonomy, analytical capacity, and critical reflection when facing issues that emerge from different situations of interaction in social life and in the world of work.Item Estágio supervisionado: experiências na formação docente(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-02-10) Oliveira, Eliane do Santos; Pereira Junior, Reinaldo Rafael de Albuquerque; http://lattes.cnpq.br/2743116222565035; Lima, Antonio Carlos Santos de; http://lattes.cnpq.br/8646424835026554; Correia, Aurineide Profírio Barros; http://lattes.cnpq.br/2373237758198377NenhumItem Guia cine-debate no contexto da educação profissional e tecnológica(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-12-30) Silva, Ana Quitéria Menezes de Oliveira; Lima, Antonio Carlos Santos deItem O trabalho com o gênero memória na construção de conhecimentos com os estudantes da EJA: um relato de experiência no Programa Residência Pedagógica(2024-12-20) Araújo, Luiz Maciel Ferreira de; Lima, Antonio Carlos Santos de; Lima, Antonio Carlos Santos de; http://lattes.cnpq.br/8646424835026554; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119This report aims to present the experiences and interventions carried out during investigations in the Youth and Adult Education classroom, during the period of observations and regencies in the Pedagogical Residency Program - CAPS, describing the contributions in the teaching-learning process of young and adult students of EJA - Modular in a public school of basic education of the state of Alagoas in the city of Maceió. To carry out the classes that resulted in this research, texts of the memory genre were used as pedagogical proposals, containing narratives that approached the daily lives of the participating students, practical activities carried out during the reading and writing workshops, as pedagogical strategies for the construction and collaboration of participants’ knowledge. The theoretical construction of this work is based on the contributions of: Alagoas, Antunes, Arroyo, Bakhtin, Beth Marcuschi, Brasil, Cafiero, Dolz and Schneuwly, Freire, Gil, Marcuschi, Rojo, Souza, Soares and Todorov. Furthermore, it was noted that the interventions carried out through reading workshops and oral and written productions with the textual genre memory contributed significantly to the students' learning, collaborating in the development of the literacy process of those involved.Item Performatividade e ironia no discurso da Youtuber Rita Von Hunty(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-07-06) Valença, Susan Maria Silva; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Lima, Antonio Carlos Santos de; http://lattes.cnpq.br/8646424835026554; Barbosa, Flávia Karolina Lima Duarte; http://lattes.cnpq.br/3662242058929178NenhumItem Uma reflexão à luz do letramento crítico sobre produções textuais desenvolvidas por alunos do 1º ano do ensino médio em uma escola pública estadual de Maceió(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2019-12-20) Santos, José Robson dos; Agra, Christiane Batinga; Barbosa, Flávia Karolina Lima Duarte; ttp://lattes.cnpq.br/3662242058929178 Endereço; Lima, Antonio Carlos Santos de; http://lattes.cnpq.br/8646424835026554The present work is a case study with a qualitative approach that aims to understand a work experience with textual productions of high school students, in the light of critical literacy. An investigation guided by the following question: what are the difficulties and linguistic and cultural advances that permeate and guide students' productions? Four students of both sexes, aged 15 to 19 years, and 1 teacher of 57 years (sample) participated in the study. The instruments and technique used for data collection and treatment were semi-structured interviews, systematic observation and discursive textual analysis. The results show that the students were able to discuss the topics in a simple and singular way, both in the text format and in the disposition of ideas. It can be seen, therefore, that despite the existing morphosyntactic and contextual limitations, reflecting the distance between the cultured / standard language and the living language in use present in their social niches, high school students are potential linguistic and cultural beings, capable of to write in a coherent and objective way about the phenomena of reality, especially if they are driven by discursive practices that produce meaning. Therefore, it is believed that it is possible to instill, cultivate and develop the art of producing texts in young people in Portuguese language classes.