Navegando por Autor "Silva, Mylena Ferreira da"

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    Ensino humanizado na formação de técnicos em edificações: uma análise documental no IFAL – Campus Coruripe
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-02-19) Silva, Mylena Ferreira da; Santos, Odair Silva dos; https://orcid.org/0000-0002-4014-7379; http://lattes.cnpq.br/0102447684156796; Antonio, Leonardo Siqueira; http://lattes.cnpq.br/0312858372080043; Figueiredo, Eduardo Lourenço; https://orcid.org/0000-0003-4360-1044; http://lattes.cnpq.br/7759572730478353
    This work analyzes the importance of humanization in the formative process of the Building Construction Technician course at IFAL – Coruripe Campus, within the scope of Professional and Technological Education (EPT), focusing on the articulation between technical mastery and integral human formation. The central objective is to understand how the principles of humanization are present in the pedagogical documents and to identify gaps between what is advocated and what is actually achieved in teaching and learning. The methodology is characterized as qualitative research, of a documentary nature, with analysis of the Course Pedagogical Project (PPC) and lesson plans, based on authors such as Saviani (2007), Frigotto (2005), Ramos (2014) and Freire (1996), in addition to references on humanized architecture such as Alexander (2004) and Gehl (2013). The analysis showed that, although the PPC recognizes integral formation, the lesson plans of the technical subjects present a technicist predominance and little explicit mention of humanizing strategies. As a result, a proposal for pedagogical intervention is presented, centered on the re-signification of the teaching plan for the Architectural Design discipline, systematizing themes such as comfort, accessibility, and socioeconomic context. It is concluded that humanization in technical education depends on the conscious and mediating action of the teacher, reaffirming the relevance of teacher training in vocational and technological education for the consolidation of integrative and socially committed pedagogical practices.