TCC Docência na Educação Profissional

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A diferença entre letramento matemático e jogos matemáticos na divisão com frações: a experiência dos jogos pedagógicos dentro de uma organização social
(2026-02-03) Silva, Jair Otávio da; Lima , André Suêldo Tavares de; https://lattes.cnpq.br/6019670165528345; Santos, Vívia Dayana Gomes dos; http://lattes.cnpq.br/2740547167333947; Silva, Josivaldo da; https://lattes.cnpq.br/7264988865937486
This study aims to analyze the contribution of manipulatives to teaching through games and mathematical literacy. An action research methodology was used, including bibliographic research and data collection. The bibliographic research allowed for the consultation of academic sources and specialized literature, providing relevant information on the importance of using manipulatives in mathematics teaching, especially in the division operation. For data collection, questionnaires were applied to students of the Girassol Institute, a non-profit organization (OSC) in the municipality of Boca da Mata - AL. The expected results of this work indicate that the use of manipulatives in teaching mathematics provides significant benefits. These resources make mathematical concepts more concrete and visual, facilitating student comprehension. Furthermore, they promote interaction and active student participation during activities, contributing to engagement and motivation. By working with manipulatives, students have the opportunity to explore practical contexts and apply their knowledge concretely. These resources provide a playful and challenging learning environment in which students can experiment, make mistakes, and learn from them, thus developing greater confidence in their mathematical abilities. In short, the expected results of this work suggest that the use of manipulatives in teaching division with fractions, for example, brings significant benefits, including an understanding of mathematical concepts, transfer of knowledge to real-life situations, and reduction of anxiety related to mathematics. These findings have the potential to inform educational practices and improve the teaching and learning of mathematics, providing a solid foundation for student success in this area of knowledge.
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
A dramatização como indutora da construção de habilidades e competências necessárias ao profissional da hotelaria
(2019-04-30) Silva, Gertrudes Magna Sales da; Brasileiro, Regina Maria de Oliveira Brasileiro; http://lattes.cnpq.br/4146119273576569; Limeira , Ana Cristina Santos; http://lattes.cnpq.br/8492241199102646; Oliveira , Elisabete Duarte de; http://lattes.cnpq.br/7781886522973384
This article was motivated by a carried out research based on the use of dramatization as a methodological strategy in the teaching-learning process on Hotel Technology Superior Course of the Federal Institute of Alagoas – Campus Maceió, from exercises where students are stimulated to experience and improvise situations involving direct hotel customer service. It presents results that were obtained based on students’ perceptions and the observations made during such dramatizations, wich generated the research, whose objective was to understand how classroom dramatization can stimulate the development of skills and competences necessary for the IFAL's Hotel Technology Superior Course students to perform their professional activity. The action research methodology was applied, using reports of students who participated in the dramatic exercises and the observation in the classroom as data collection method. The students surveyed reported that through dramatization they were able to “experience experiences in advance”, “improve learning and fix contents”, “facilitate the relationship between students and between students and teachers”, “overcome shyness”, “stimulate creativity and improvisation”, “contribute to the performance and insertion of students who are in the professional market”, among other benefits. Therefore, based on the students' perceptions and based on the theoretical studies, it can be concluded that classroom dramatization works as an inducer for the construction of skills required by the hotel professional, and it should be done more frequently and in a more systematized way.
A educação interdisciplinar e a sustentabilidade na EPT: uma revisão de literatura
(2026-02-27) Piccin, Loredana Zanotelli; Barreto, Raphaela Vasconcelos Gomes; https://lattes.cnpq.br/4617213714835536; Rabelo, Emanuelle Fontenele; https://lattes.cnpq.br/8836123183470767; Rodrigues, Maria Vânia de Sousa; https://lattes.cnpq.br/1871769541665914
Work and education are specifically human activities. In Brazil, the National Education Guidelines and Framework Law organizes and regulates education, ensuring that it is democratic and inclusive. Education must be humane and comprehensive, that is, it must promote the complete development of students in intellectual, physical, emotional, social, cultural, and ethical dimensions. To this end, researchers advocate, among other principles, interdisciplinarity. Through practical projects related to students' daily lives, interdisciplinarity can be used as a powerful ally in the formation of individuals who integrate the knowledge acquired with the community and society and can deliver processes to the population to improve people's lives. Themes related to the Sustainable Development Goals (SDGs) the ONU define the priorities for sustainable development. This study seeks to conduct a literature review that emphasizes the importance of interdisciplinarity, worked on with practical projects related to students' daily lives, involving the SDGs. It will address successful experiences of how the SDGs, real-world and interdisciplinary issues can increase students' interest in everyday issues, as well as develop non-cognitive skills such as communication and teamwork. All of these issues are fundamental to an individual's academic, personal, and professional success.
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/9040257542465304
The 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.
A formação profissionalizante em contexto quilombola: entre o desenvolvimento local e a formação para a vida
(2021) Santos, Greice Keli dos; Santos, James Washington Alves do; Santos, James Washington Alves do; Bezerra, Fábio Marques; Santos, Taysa Kawanny Ferreira
The research in question analyzes the potential of the Novos Caminhos program, which promotes initial and continuing training courses for professional qualification, via Federal Institutes of Education. The research space will be the Quilombola Tabuleiro dos Negros community, located in Penedo-Alagoas, which for us is a social space, where individual agents are found who can develop their social, cultural and economic activities, through the promotion of courses in training that improve their practices and also enable innovation in relation to what they already practice. The theoretical method is based on the implicit idea of cultural capital by formal education and the methodology for collecting data in the field (safety protocols and data use authorization) is the focus group, made with young people from the community. Data processing will be via content analysis and the means of intervention, in the case of an action research, the conclusion will be in the formation of a course catalog, together with an analysis of their applicability and importance.
A importância da adaptação de materiais didáticos para estudantes do ensino médio com deficiência intelectual
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-03-03) Silva, Cátia Maria Souza da; Souza, Diogo dos Santos; http://lattes.cnpq.br/9547588474173400; Souza, Diogo dos Santos; http://lattes.cnpq.br/9547588474173400; Santos, Fernanda Lays da Silva; https://orcid.org/0000-0001-9023-0886; http://lattes.cnpq.br/4302359083900893; Cavalcanti, Manuella Paiva de Holanda; http://lattes.cnpq.br/3621272142177867
When examining the principles of the inclusive paradigm, Universal Design for Learning, and legal frameworks such as the Brazilian Inclusion Law, it becomes clear that inclusion is not limited to students who are the target audience, of Special Education, but rather concerns the full participation of all people in various social spaces. Thus, this article aims to analyze the importance of adapting teaching materials for students with intellectual disabilities in high school. This research is characterized as qualitative, of a bibliographic and documentary nature, as it is based on the analysis of academic productions, legislation, official documents, and scientific texts that address the themes of social inclusion, inclusive education, and special education. The findings of this research indicate that, despite advances in adaptation practices, there are still gaps that need to be addressed. Continuous reflection on pedagogical practices and the pursuit of new approaches are essential for the improvement of inclusive education. The implementation of public policies that ensure adequate training and the availability of resources is crucial to ensure that all students, regardless of their particularities, have access to a quality education.
A relevância da Educação Profissional e Tecnológica (EPT) na formação dos profissionais de saúde da Atenção Básica
(2026-02-18) Oliveira, Juciclécia Andrade; Santos, Odair José Silva dos; https://lattes.cnpq.br/0102447684156796; Pansini, Susamar; https://lattes.cnpq.br/3795987319463479; Valdez, Nataly Lemes; https://lattes.cnpq.br/3674900372251973
This training report addresses the relevance of Vocational and Technological Education (VTE) in the training of health professionals working in Primary Care. The research arose from my academic and professional trajectory, marked by experiences in social and educational spaces, which highlighted the predominance of technocratic training in the health field and the need for a more humanized and critical approach. This study begins with the recognition that Primary Care (AB) is the main entry point to the Brazilian Unified Health System (SUS) and requires professionals capable of offering comprehensive and contextualized care tailored to the social and territorial realities of its users. The central problem guiding this study is: what is the relevance of Vocational and Technological Education in the training of primary care health professionals to ensure comprehensive and humanized care? The overall objective is to analyze how Technological and Professional Education (TPE) can contribute to the qualification of these professionals, highlighting its importance in building more critical, reflective practices aligned with the principles of the Brazilian Unified Health System (SUS). This is a qualitative research, of a theoretical and bibliographical nature, based on academic productions, official documents, and references from authors such as Freire, Ciavatta, Ramos, and Gramsci, who advocate for a comprehensive and emancipatory education. The analysis shows that the integration between TPE and Continuing Education in Health (CEH) is essential to strengthen the articulation between theory and practice, promote interdisciplinary work, and stimulate active teaching methodologies. It concludes that TPE, by valuing the dialogue between technical, scientific, and humanized knowledge, contributes to the training of more sensitive, critical professionals committed to social transformation, strengthening the SUS and the provision of comprehensive and humanized care.
A transformação de conteúdos em conhecimento: a aprendizagem significativa por meio de tecnologias informacionais na educação profissional e tecnológica
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-03-13) Silva, André Felipe Barros da; Conceição, Pablo Fabricio da; http://lattes.cnpq.br/3425482451006743; Conceição, Pablo Fabricio da; http://lattes.cnpq.br/3425482451006743; Silva, Jailson Costa da; https://orcid.org/0000-0001-5078-3603; http://lattes.cnpq.br/4481661071361187; Rocha, Renata Maria Wanderley da; http://lattes.cnpq.br/0120441094670688
The paper, structured as a training report, analyzes the articulation between information technologies and the Meaningful Learning theory as a strategy to transform content into knowledge within the scope of Professional and Technological Education (PTE). The main objective was to investigate how the intentional use of ICTs can promote more effective pedagogical practices, overcoming the merely transmissive teaching model. The theoretical framework was based on Ausubel's concepts of subsumers, Moreira's meaningful and critical learning, and Freire's emancipatory pedagogy. The methodology followed a theoretical-propositive approach, grounded in Donald Schön's perspective of the reflective practitioner, integrating the theoretical framework with the author's practical experiences in teaching applied technology courses in technical training for the fields of administration, healthcare, and information technology. The praxis, combined with the researcher's technical expertise, supported the pedagogical intervention proposal presented. The results indicate that technology, when used as a cognitive tool rather than a merely instrumental one, acts as a structured support that favors student autonomy and strategic teacher mediation. It is concluded that the management of technical knowledge requires a balance between technological innovation and pedagogical rigor, with human mediation being the central element to ensure that digital culture contributes to the integral and critical training of the future professional.
As condições de acesso e permanência dos alunos de cotas raciais no Instituto Federal de Alagoas
(2021) Silva, Valdineide Maria da; Santos, James Washington Alves dos; Santos, James Washington Alves dos; Candeias , Cezar Nonato Bezerra; Santos, Odair José Silva dos
This article analyzes the affirmative action policies claimed by black movements in the fight against racism and social inequalities in the 1990s and how this resulted in the drafting, in 2012, of law 12.711, sanctioned by then President Dilma and approved by the national congress (the so-called racial quotas law). This directly connects us to the conditions of access within the Federal Institute of Alagoas, through the places reserved for declaring students from Afro-descendant groups and also the initiatives of one of the work sectors of this institution, which allows conditions of permanence, namely: o student assistance sector. We also bring to the debate, at a historical level, the reflections of authors such as Garcia (2000), Almeida (2019), Kuenzer (2000), Kuenzer; Grabowski (2006) and Pierre Bourdieu (2009), among others, which will be used in order to understand how professional training has progressed, and how it has been focused, since its inception, on the formation of the so-called working class and can, in together with affirmative action policies, establish itself as a public educational institution, which not only inserts people into its training frameworks, but ensures their permanence with quality.
As TIC'S e as práticas docentes no ensino remoto de química
(2021) Santos, José Adriano Andrade dos; Santos, James Washington Alves dos; Santos, James Washington Alves dos; Barros , Amanda Lima; Gusmão , José Lucas de Omena
In this article, a study is carried out on how the use of information and communication technologies (ICT's) can impact teaching practices and how important these technologies are, which even proved to be a practical way to continue the process of teaching and learning, respecting the requirements of health authorities to maintain social isolation. In this scenario, an analysis is made of how digital platforms and different technological resources can contribute to the teaching of Chemistry, in the context of integrated secondary education. And for that, a lesson plan on the topic is proposed: Periodic Table, using the digital platform Google Classroom and its online dating tool, Google Meet, and other technological resources such as Padlet and applications.
Aulas de laboratório e recursos audiovisuais para o aprendizado de eletrotécnica
(2016-03-13) Dourado Júnior, Osmar de Araújo; Gomes, Ednaldo Farias; http://lattes.cnpq.br/9277872656300840; Oliveira, Elisabete Duarte de; http://lattes.cnpq.br/7781886522973384; Santos, Cyntya Mayryele Assis dos; http://lattes.cnpq.br/0451030271600043
This article aims to present a teaching experience of conducting laboratory class demonstrations in the form of videos. The motivation for developing this work is to provide simultaneous access to experimental classes for students in the Electrotechnics Technical Course at the Federal Institute of Education, Science, and Technology of Alagoas (IFAL), Maceió Campus. Since laboratory equipment is available in limited quantities, conducting experimental classes with more than four students per class period is unfeasible. The students participated in an experimental technical class on energy measurement based on a video produced and directed by the Electricity professor and a student. The video script was designed to objectively demonstrate how to assemble an electrical circuit from the diagram, how to connect the equipment and measuring instruments, and how to obtain results. The video was presented by the student, and this initiative aims to demonstrate to the audience that it is possible to perform an experimental setup with prior knowledge acquired in the theoretical classes. Learning verification was conducted through a discussion with the audience and mediated by the professor. Students were invited to discuss questions aimed at assessing the learning effectiveness of the experimental video class. The collected data were analyzed and presented in this article using the Action Research Methodology. The success of this pedagogical proposal is expected to encourage technical course instructors to add more experimental classes to their curricula and familiarize students with the real-world applications of theory.
Avaliação processual para efetividade do ensino remoto emergencial na educação de jovens e adultos com base nos indicadores construídos pelo IFAL
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-11-25) Santos, Geraldo Luiz Valle dos; Souza, Diogo dos Santos; http://lattes.cnpq.br/9547588474173400; Silva, Jailson Costa da; http://lattes.cnpq.br/9547588474173400; Lucena, Rodrigo de Melo; http://lattes.cnpq.br/6095168056343998
The present work aims at the proportions of indicators evaluated for Emergency Remote Teaching in the Integrated Teaching of Youth and Adult Education in the Accommodation course on the Marechal Deodoro campus of the Federal Institute of Alagoas (Ifal), a modality implemented due to the Covid-19 pandemic. As mandatory, Ifal's institutional rules on the ERE with a focus on the Integrated Course on Youth and Adult Education. In addition, it was a matter of providing subsidies for thinking about new indicators for evaluating the ERE. The work methodology is qualitative. Bibliographic research and studies were carried out on the experiences lived during this pandemic period on the Campus of Marechal Deodoro. However, this work does not illustrate the use of research with the educational community, as the result is drawn from experience-based experience. The result of the study has assorted dimensions and indicators with a degree of favoring education actors in the decisions to be addressed in the process of improving the ERE and the quality of teaching-learning
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/6046952414628445
This 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.
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.
Educação profissional e tecnológica: um caminho de transformação para estudantes da reforma agrária do Projeto de Assentamento Dom Helder Câmara em Murici Alagoas
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-02-26) Santos, José Ronaldo da Silva; Souza, Diogo dos Santos; http://lattes.cnpq.br/9547588474173400; Souza, Diogo dos Santos; http://lattes.cnpq.br/9547588474173400; Souza, Izabel Vieira de; http://lattes.cnpq.br/8785527975315675; Cavalcanti, Manuella Paiva de Holanda; http://lattes.cnpq.br/3621272142177867
Professional and Technological Education (PTE) has consolidated itself as a strategic public policy for promoting social inclusion, territorial development, and the emancipation of historically marginalized subjects, especially within the context of Agrarian Reform. This article analyzes the impacts of PTE in the Projeto de Assentamento Dom Helder Câmara, located in the municipality of Murici, Brazil, seeking to understand how extension activities developed by the Instituto Federal de Alagoas (IFAL) – Campus Murici contribute to strengthening productive autonomy and valuing the local knowledge of the settlers. From a methodological standpoint, the study is characterized as qualitative research, based on the analysis of five extension actions carried out in the settlement. Aspects such as student participation, achieved results, and perceived impacts within the territory were considered. The findings demonstrate that when PTE is articulated with the principles of Rural Education and aligned with the concrete demands of the community, it fosters the development of technical skills connected to agroecological practices, production diversification, and income generation. Furthermore, it contributes to strengthening student protagonism and expanding the critical awareness of the individuals involved.
Educação profissional inclusiva: uma análise dos documentos institucionais do IFAL sobre inclusão de Pcds
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-02-07) Lima, Késily Izabela da Silva; Pinto, Charridy Max Fontes; http://lattes.cnpq.br/4139562888411167; Moura, Alan César Vanderlei; http://lattes.cnpq.br/4694250536444026; Moura, Alan César Vanderlei; http://lattes.cnpq.br/4694250536444026; Gama, José aparecido da Silva; https://orcid.org/0000-0002-9082-6564; http://lattes.cnpq.br/7413041757828843; Correia, Aurineide Profírio Barros; http://lattes.cnpq.br/2373237758198377
Access to education is a fundamental human right; however, some marginalized groups are denied this access, as is the case with people with disabilities. Inclusive education becomes necessary to promote equity and empowerment for these individuals in society, despite the challenges of effectively implementing policies. This work aims to analyze whether the institutional documents of the Federal Institute of Alagoas (IFAL) promote the inclusion of people with disabilities (PwDs) in accordance with national and international legal guidelines. To achieve this objective, the study: 1) mapped the international and national legal frameworks that ensure the right to education and work for PwDs; 2) analyzed the institutional documents of IFAL to verify the presence and structuring of guidelines on disability, inclusion, and accessibility in vocational education; and 3) verified the conformity and/or dissonance of the institutional guidelines with the legal frameworks. In the legislation, a transformation in the perspective on disability was observed, moving from the individual integration model to the social model of disability. Institutional documents show progress in operationalizing the Individualized Education Plan and teacher support, but fail to maintain medicalizing terminology and focus predominantly on physical barriers. A review of institutional policies is recommended so that inclusion can be effectively implemented in practice.
Elaboração de um material didático sobre climatologia aplicado à disciplina de geografia no Ensino Médio Integrado
(2021) Wanderley, Lucas Suassuna de Albuquerque; Lenz, Tiago de Moraes; Ribeiro, Eberson Pessoa; Gama, José Aparecido; Lenz, Tiago de Moraes
This study aims to develop a teaching material on climatology and submit it for the evaluation of geography professors at the Federal Institute of Alagoas (IFAL). To this end, we first diagnose current teaching materials on climatology, present in the discipline of geography, already used in technical high schools at IFAL. The professors anonymously answered a form and indicated that the main deficiencies they found in current teaching materials are the lack of context of the theme with the reality of the students, non-practical approaches, and outdated content. Considering the pointed deficiencies, we created a new textual teaching material about climatology, tailored for IFAL's students. This material was submitted for evaluation by the institution's faculty using a new anonymous form. As a result of the evaluation process, the new material was considered satisfactory and proper for use as a support for teaching climatology.
Ensino bilingue na Educação Profissional e Tecnológica: contribuições para a formação de sujeitos multilíngues e multiculturais
(2023-02-21) Moura, Larissa Daniella Belo da Silva; Santos, Odair José Silva dos; https://lattes.cnpq.br/0102447684156796; Barros, Anny Querubina de Souza; https://lattes.cnpq.br/9529937744685213; Freitas, Anna Flávia Lenz; https://lattes.cnpq.br/3999423293399198
The need for communication in different languages is an essential competence both in individual life and in contemporary geopolitics. In this context, there has been significant growth in the number of schools adopting bilingual approaches throughout Brazil. The motivation for this study emerged from questions regarding the contributions of bilingual education to the development of multilingual and multicultural subjects. The Integrated Technical High School Programs, which are part of Vocational and Technological Education (VTE), require the articulation between general and specific knowledge. Therefore, this research aims to investigate which practices foster bilingual teaching and learning within VTE. In addition, it presents the proposal of an interdisciplinary didactic unit, with emphasis on the world of work, designed for the teaching of English in this educational context.
Ensino remoto emergencial: experiências no curso Técnico em Agroindústria de um Instituto Federal
(2021) Oliveira, Bruno Sales de; Santos, Nádson Araújo dos; Santos , Nádson Araújo dos; Silva, Jailson Costa da; Santos , Wiltron Petrus dos
The present study, developed within the scope of the Specialization Course in Teaching in Professional Education of the Federal Institute of Alagoas, had as a general objective to analyze how the Emergency Remote Teaching (ERE) affects or not the learning processes of students in the Technical course of Agroindustry, subsequent modality, of a Federal Institute. The theoretical basis of this research is supported by authors in the field of education, such as: Paulo Freire, Marconi and Lakatos, Weller and Pfaff and Saviani. As for the methodological aspects, this is a qualitative and quantitative research that had the case study approach. Regarding data collection instruments, online questionnaires and semi-structured interviews were used. Qualitative data were analyzed according to the content analysis proposed by Bardin and quantitative data were analyzed using descriptive statistics. The results found showed that remote teaching brought several problems in student learning, which is why we highlighted in the research through study categories: Absence of practical classes in emergency remote teaching; Lack of teacher interaction to clarify doubts; Practical knowledge in the use of technologies used in emergency remote education, which made it possible to know the problems generated by remote education and from there to propose reflections. These results reinforced the importance of creating an educational product as a possibility to promote dissemination and its deepening with students as a way to minimize the impacts generated.

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