Navegando por Autor "Silva, Kleyfton Soares da"
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Item A formação do técnico em hospedagem na perspectiva do currículo integrado e na verticalização do ensino: um estudo sobre o Instituto Federal de Alagoas, no campus Maragogi(2026-02-25) Ramos, Anderson Gonçalves; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397; Andrade, Maria Aparecida da Silva; http://lattes.cnpq.br/6046952414628445; Silva, Kleyfton Soares da; https://orcid.org/0000-0002-8526-961X; http://lattes.cnpq.br/9040257542465304The training of the Hospitality Technician from the perspective of an integrated curriculum and the verticalization of education constitutes a fundamental strategy for promoting comprehensive human development within the scope of Professional and Technological Education (EPT). This study aims to analyze the training of the Hospitality Technician offered by the Federal Institute of Alagoas (IFAL), Maragogi Campus, considering the articulation between technical and scientific knowledge, as well as the curricular organization guided by the foundations of work as an educational principle. The research is based on the relevance of tourism as a predominant economic activity in the region of Maragogi, Alagoas, and on the need for qualified professionals capable of acting critically, ethically, and contextually in the hospitality sector. Grounded in classical theoretical frameworks and in the field of Professional and Technological Education, particularly in the contributions of Gramsci, Engels, and Frigotto, Ciavatta, and Ramos, the study understands the integrated curriculum as a structuring axis of pedagogical practice and the verticalization of education as a possibility for educational continuity. Methodologically, the research adopts a qualitative approach, characterized as a case study, using bibliographic review and documentary analysis of the Course Pedagogical Project and institutional documents. The results indicate advances in the course’s curricular conception aligned with comprehensive education, while also revealing challenges related to the effective implementation of integrative practices, teacher education, and articulation with the local productive sector. It is concluded that strengthening the integrated curriculum and the verticalization of education can contribute to the consolidation of an emancipatory technical education. In this context, the proposed action plan represents a strategy for integrating teaching, research, and extension, fostering student retention, academic success, and social inclusion.Item Desafios e possibilidades do uso de tecnologias digitais no ensino de componentes técnicos na Educação Profissional e Tecnológica(2026-02-11) Ferreira, Fabio Romer Nolasco; Silva, Kleyfton Soares da; https://lattes.cnpq.br/9040257542465304; Pidner, Flora Sousa; https://lattes.cnpq.br/0107430829942397; Andrade, Maria Aparecida da Silva; https://lattes.cnpq.br/6046952414628445This work analyzes the challenges and possibilities of using digital technologies in teaching technical components in Professional and Technological Education (EPT), emphasizing engineering-derived tools such as CAD software, structural and electrical simulators, 3D modeling, advanced spreadsheets, and microcontrollers. A qualitative, exploratory approach, bibliographic and documentary in nature, investigates how these technologies can be effectively and pedagogically integrated into technical teaching, considering barriers related to institutional infrastructure, teacher training, and digital exclusion. From a review of EPT legal frameworks (LDB, National Curricular Guidelines, IFs Law), theoretical references on ICT and education (Moran, Kenski, Bacich), and analysis of pedagogical experiences reported in scientific articles, a set of digital resources with high potential to enhance project-based learning, virtual experimentation, and problem-solving close to the world of work was identified. However, barriers such as infrastructure inequalities, insufficient teacher training, and limited digital literacy persist, demanding consistent pedagogical planning and continuous training. Results indicate positive learning impacts such as increased engagement, conceptual understanding, and socio-emotional skills development, especially when linked to active methodologies. A teacher training action plan is proposed, including awareness actions, practical workshops, pilot projects, and communities of practice, aiming to support pedagogical innovation in EPT institutions. It is concluded that engineering digital technologies represent an opportunity to strengthen EPT as a space for integral formation, provided structural barriers are overcome and critical, contextualized teacher training is invested in.Item Efeitos das tecnologias de realidade aumentada e virtual como recursos visuoespaciais na aprendizagem de geometria molecular(2024-10-14) Silva, Kleyfton Soares da; Correia, Paulo Rogério Miranda; http://lattes.cnpq.br/1028921713215334; Correia, Paulo Rogerio Miranda; http://lattes.cnpq.br/1028921713215334; Aguiar, Joana Guilares de; http://lattes.cnpq.br/7322160560603795; Cirino, Marcelo Maia; https://orcid.org/0000-0002-5377-382X; http://lattes.cnpq.br/7952492082756341; Gotuzo, Seabra, AlessandraThis research investigated the effects of didactic interventions mediated by augmented reality (AR) and virtual reality (VR) technologies on the learning of molecular geometry concepts. Given the complexity associated with learning molecular structure, this investigation identifies conceptual errors, visuospatial issues, and the use of digital technologies as important elements for developing effective didactic strategies. Utilizing a qualitative and quantitative, applied approach and an explanatory sequential mixed methods data collection and analysis strategy, the research was organized into three complementary studies. The first study aimed to identify conceptual errors related to molecular geometry through a diagnostic test applied to 55 undergraduate biotechnology students at the University of São Paulo. The results revealed difficulties in transitioning between two-dimensional and three-dimensional representations, emphasizing the need for didactic strategies with multiple representations. The second study, conducted with the same participants from study I, assessed the effect of AR on learning molecular geometry. Students were divided into two groups: one reviewed the subject with the support of a conceptual map with static molecules (group A) and the other with a customized conceptual map with AR (group B). The comparison of performance in the task of constructing physical molecules showed superior performance for group B, suggesting that emotional and attention factors may have contributed to a good spatial perception of the molecules. The third study, conducted at the University of Surrey, evaluated the effect of VR, complemented with other resources, on the understanding of molecular geometry. This study highlighted the set of tasks in the pedagogical intervention as engaging, facilitating learning regardless of students' prior knowledge level, and effective in leveling knowledge among different groups. The study conclusions emphasize the relevance of diagnostic tests to identify conceptual errors and the importance of integrating immersive technologies and practical activities in chemistry education. The findings reinforce the need for carefully planned, implemented, and evaluated didactic strategies to enhance performance in chemistry educational contexts.Item Evasão escolar na Educação Profissional e Tecnológica(2026-02-25) Correia, Nivaldo Barbosa; Silva, Kleyfton Soares da; https://lattes.cnpq.br/9040257542465304; Medeiros, Leonardo Guimarães; https://lattes.cnpq.br/9664545457908905; Pidner, Flora Sousa; https://lattes.cnpq.br/0107430829942397This Final Course Paper analyzes school dropout in Professional and Technological Education (PTE) through the articulation between the formative trajectory experienced in the postgraduate program in Teaching in PTE, the theoretical frameworks on work, curriculum, youth, and student retention, and the author’s professional experiences in the context of public education. Based on a qualitative approach, the study understands dropout as a multifactorial phenomenon resulting from the interaction between socioeconomic inequalities, institutional weaknesses, and pedagogical practices with limited educational meaning. The reflections developed throughout the course components enabled a critical analysis of student retention, highlighting the central role of integrated curriculum, student assistance policies, inclusive educational practices, and the strengthening of pedagogical bonds as strategies to address school dropout. As a practical outcome, an action plan is presented with pedagogical and institutional proposals aimed at promoting student retention and success in PTE, articulating theory and teaching practice. It is concluded that critical and contextualized teacher education is a fundamental element for understanding the challenges of PTE and for building educational interventions capable of contributing to the reduction of school dropout.Item Impactos ambientais causados pelo descarte inadequado de pilhas e baterias(2022) Santos Júnior, Ronaldo dos; Oliveira, André Luiz dos Santos; Oliveira, André Luiz dos Santos; Barbosa, Amaury Franklin Benvindo; Silva, Kleyfton Soares da; Santos, Renan Atanazio dosFaced with the increasing advancement of technology, the production of cells and batteries has grown continuously. However, in their compositions they present highly toxic components called heavy metals, so when they are incorrectly discarded, they cause contamination in the environment and human health. Thus, this work aimed to show the impacts caused by the incorrect disposal of the same. The methodology involved research using articles, academic dissertations, journals and websites. A literature review was carried out between January and April 2022, in the following database: Google Scholar. With improper disposal, contact with moisture, water, heat and other chemicals is enough for toxic components to leak and mass contamination ensues. Taking as an example the environmental accident that happened in Bauru in 2002, where 314 children were contaminated by lead, causing blood lead and irreparable damage. In Brazil, there are currently some projects aimed at correct disposal, an example of which is recycling. In most treatment processes, a sorting takes place, with the aim of treating each type of electronic waste. This procedure (recycling) is promising and can be applied in serval places.Item O lúdico na aprendizagem de vidrarias de laboratório de química na Escola Estadual Dr. Antônio Gomes de Barros(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2018-06-08) Silva, Eronildo Ferreira da; Freitas, Alan John Duarte de; http://lattes.cnpq.br/7222112856028905; Freitas, Johnnatan Duarte de; http://lattes.cnpq.br/4999402869058858; Lira, Lidiane Evangelista; http://lattes.cnpq.br/7428353456925450; Silva, Kleyfton Soares da; http://lattes.cnpq.br/9040257542465304; Morilla, Demetrius Pereira; http://lattes.cnpq.br/5723725916193842; Sousa, Jonas dos Santos; http://lattes.cnpq.br/3193945439772961; Soares, Janaína Gomes; http://lattes.cnpq.br/9254836310407411This research aimed to approach an educational methodology that differs from traditional teaching with students of the 1st year of high school in a state public school, located in the municipality of Novo Lino, in the state of Alagoas, and evaluate learning outcomes by applying the game didactic "LEARNING GLASSES", in which it presents the main materials and laboratory glassware, also trying to help students become more interested, attentive and participative. For this construction was used the case study, which approached the playful as methodology in teaching and learning chemistry. Throughout the study and the findings, it was possible to confirm that it is feasible to approach a different methodology when applied correctly in teaching and learning.Item O ensino híbrido e a acessibilidade: ferramentas digitais para a inclusão de estudantes com deficiência no contexto da educação profissional e tecnológica(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-02-27) Silva, Gilson de Souza; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397; Silva, Kleyfton Soares da; https://orcid.org/0000-0002-8526-961X; http://lattes.cnpq.br/9040257542465304; Andrade, Maria Aparecida da Silva; http://lattes.cnpq.br/6046952414628445This study aims to analyze blended learning and accessibility as strategies for promoting the inclusion of students with disabilities within the context of Professional and Technological Education (PTE). This research is grounded in examining how digital technologies can contribute to the construction of more inclusive, participatory, and equitable educational environments. Thus, it highlights the importance of diversity and inclusion through the strengthening of blended learning, fostering effective personalized learning and enhancing student autonomy through the integration of teaching and learning tools. The use of digital technologies has the potential to contribute to overcoming physical, pedagogical, and communicational barriers. Furthermore, the blended learning model presents distinctive characteristics that significantly enhance the integration between digital technologies and pedagogical practices, thereby strengthening inclusion in Professional and Technological Education.Item Teoria e prática: uma proposta de Sequência Didática utilizando microscópio caseiro no ensino de ciências(2022) Santos, Rayane Lima dos; Oliveira, André Luiz dos Santos; Oliveira, André Luiz dos Santos; Silva, Kleyfton Soares da; Nascimento, Raul César da SilvaThe search for meaningful learning continues to be a challenge for many teachers, who need to plan their classes with the objective of achieving teaching that meets the needs of students. This work aimed to propose a didactic sequence for the teaching of "cytology" in the 1st year of high school, based on the Theory of Didactic Situations (TSD), having as a starting point the use of a homemade microscope. The methodology involved a qualitative and bibliographical research, seeking to suggest a teaching model based on TSD, which consists of the application of four phases: action, formulation, validation and institutionalization. The proposal is promising and can be applied in different curricular contents.