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 ergonomia aplicada aos discentes de Tecnologia da Informação do Instituto Federal de Alagoas: ênfase na conscientização e mudança comportamental no ambiente educativo
(2026-03-31) Oliveira, Fábio Fernando; Macêdo, Dartagnan Ferreira de; http://lattes.cnpq.br/2025788330054193; Santos, Diego da Guia; http://lattes.cnpq.br/2442362471764000; Ribeiro, Ricardo Luís Alves de Oliveira; http://lattes.cnpq.br/1280322604196844
This study presents a reflective professional memoir coupled with qualitative bibliographic research, developed as a partial requirement for the title of Specialist in Teaching for Professional and Technological Education (EPT). Given the accelerated expansion of the Information Technology (IT) sector, it is observed that students and future professionals face occupational hazards such as Repetitive Strain Injuries (RSI), Work-Related Musculoskeletal Disorders (WMSDs), visual fatigue, and psychosocial risks, exacerbated by precarious environments and a lack of critical ergonomic training. Grounded in the updated NR-17 (MTP Ordinance No. 806/2022) and Technical Note SEI No. 4,655/2024, the investigation adopts an expanded ergonomic perspective, in permanent dialogue with Freirean pedagogy and the concept of omnilateral development. Methodologically, the study combines a systematic literature review with analytical reflection on teaching praxis at the Federal Institute of Alagoas (IFAL). The results indicate that ergonomic misinformation acts as a silent mechanism of academic exclusion and that the curricular transversalization of the theme is imperative. It is concluded that the articulation between technical regulations and problematizing pedagogy promotes student autonomy and sustainable behavioral change, aligning technical training with health preservation and the principles of integral human formation.
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 docente na educação profissional e tecnológica: relato de experiência acerca das contribuições do curso de especialização em docência na educação profissional
(2026-04-15) Santos, Alexandre Henrique da Silva; Conceição, Pablo Fabricio da; http://lattes.cnpq.br/3425482451006743; Lima, Wellton Amorim Falcão de; http://lattes.cnpq.br/8617237233293101; Silva , Maria Virgínia Gomes da; http://lattes.cnpq.br/7530627276582242
This study aims to reflect on teacher training in Vocational and Technological Education (VTE), considering the transformations resulting from digital culture and Distance Education (DE). It is a qualitative research study, described as an experience report, developed from experiences in the Specialization course in Teaching in Vocational and Technological Education at the Federal Institute of Alagoas (IFAL). The study is based on authors such as Freire (1996), Moran (2015), Kenski (2012), and Libâneo (2013), who discuss the relationship between education, technology, and pedagogical practice. The analysis shows that VTE plays a strategic role in the integral formation of individuals, articulating technical, scientific, and humanistic knowledge. In this context, digital culture expands the possibilities of teaching and learning, demanding new teaching competencies and innovative pedagogical practices. Distance education (EaD), in turn, is an important instrument for democratizing access to education, especially in contexts of limited access to face-to-face teaching, provided it is based on consistent pedagogical planning. The formative experience highlighted the importance of teacher mediation, student autonomy, and the critical use of digital technologies in the educational process. Digital literacy is also highlighted as an essential element for teaching practice in contemporary times. It is concluded that teacher training in vocational and technological education (EPT) should integrate pedagogical, technological, and social dimensions, contributing to more critical and inclusive educational practices. As a limitation, the subjective nature of the experience report is noted, indicating the need for further studies in this area.
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 formação técnica dos docentes como diferencial na competência de ensino da educação profissional e tecnológica do Instituto Federal de Alagoas no Campus Maceió
(2026-03-18) Silva, Jairo Noé da; Nascimento, Jonatha Lisboa Galvão do; http://lattes.cnpq.br/0102995986643495; Silva, Simonica Maria Rocha da; http://lattes.cnpq.br/7693429771322969; Ferreira, Joyce de Lima; http://lattes.cnpq.br/7756088145729667
This Course Completion Work (TCC) presents a research proposal concerning the technical training of teachers focused on Professional and Technological Education (EPT) at the Federal Institute of Alagoas (IFAL), Maceió campus. The objective is to analyze gaps in professional training by examining the need for digital competencies within a technological profile for EPT instruction, and how such knowledge impacts teaching quality.The theoretical framework guiding this investigation draws upon authors with prominent publications, such as Araújo (2024), Brasileiro (2019), and Gomes & Gomes (2015). Furthermore, given the advent of current technologies, it is of paramount importance to investigate the technical training required for teachers to conduct activities within this educational modality.Through quantitative bibliographic research, aimed at document analysis and comparative literature review, this study seeks to elucidate how specific technical training affects the performance of teachers at IFAL and the consequences of this performance. Thus, it clarifies that technical training is very important for the training of teachers in VET at IFAL Maceió Campus, but it is not solely because of it that professionals stand out, but rather due to a complex web of knowledge intrinsic to the exercise of the profession and the pedagogical commitment inherent to teachers, such as continuous improvement of potential, curriculum development, and integration between teaching, extension, and research.
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 integração entre teoria e prática no ensino de redes de distribuição de energia elétrica em uma instituição de ensino técnico e profissionalizante de Maceió: estratégias pedagógicas para o engajamento dos alunos na educação profissional e tecnológica
(2026-02-26) Oliveira, Ademildo Costa de; Silva , Jailson Costa da; http://lattes.cnpq.br/4481661071361187; Nina , Alex Santiago; http://lattes.cnpq.br/1854863840949256; Pablo Fabricio da; http://lattes.cnpq.br/3425482451006743
This study aims to analyze the importance of integrating theory and practice in teaching electrical power distribution networks at a private vocational and technological education institution in Maceió, Alagoas, and its contribution to meaningful learning in promoting safety during interventions in energized and de-energized distribution networks. It starts from the understanding that training in distribution networks requires methodologies that connect theoretical foundations with the concrete experience of professional field activities, articulating knowledge, regulations, operational procedures of the electrical power distribution concessionaire, and attitudes essential to the safe and competent performance of the function of a distribution network electrician. It began with the following question: How do pedagogical strategies that articulate theory and practice contribute to student engagement and improved understanding of theoretical foundations and their correct application in practical activities, in the vocational and technological education of the electrical power distribution networks course at this institution? The work performed by electricians on distribution networks requires advanced knowledge of Regulatory Standard NR10 (which establishes the minimum requirements and conditions for implementing control measures and preventive systems, in order to guarantee the safety and health of workers who, directly or indirectly, interact with electrical installations and services involving electricity), the technical regulations of the utility company, and its standard operating procedures (POP’s), which are a set of step-by-step instructions to ensure that work on electrical networks is carried out with quality and safety. It is concluded that the use of active methodologies that promote the inclusion of students in the learning process, encouraging active participation through research, teamwork, challenges, and practical activities, improves engagement and meaningful learning.
A política de educação profissional e tecnológica, integrada a Educação de Jovens e Adultos no Instituto Federal de Alagoas - coerência entre documento e prática
(2026-03-19) Silva, Maria Nilza da; Silva , Jailson Costa da; http://lattes.cnpq.br/4481661071361187; Torres, Andresso Marques; https://orcid.org/0000-0002-3521-7811; http://lattes.cnpq.br/5767546693723657; Silva , Manoel Santos da; http://lattes.cnpq.br/4935593146997631
This paper aims to analyze teaching in Professional and Technological Education (EPT) geared towards the specific public of Youth and Adult Education (EJA), institutionalized in the Federal Network of Federal Institutes of Education through the National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Education Modality (PROEJA), understanding that the emergence of education in Brazil is anchored in the model of the slave-owning society in force at the time and in the development of the duality of schooling. With this aim, the study sought to understand the form of social organization, how social relations develop, and the impact of these relations on the composition and development of education for social classes, especially the working class, seeking to provide this class with inclusive and emancipatory education. This was achieved using bibliographic and documentary research and a qualitative method, based on authors such as Saviani (2007), Frigotto (2001), Ramos (2014), and public documents such as the 1988 Federal Constitution (CF/88) and the PROEJA Basic Document. Some experiences reveal significant progress, such as interdisciplinary projects, strengthened community ties, engagement, and teaching practices committed to an integrated curriculum. However, statistical data reveal challenges to the effectiveness of the relationship between what is advocated in official documents and what is experienced in practice in federal institutes, and point to tensions between guiding principles and their implementation, bringing challenges such as the discontinuity of public policies, infrastructure limitations, lack of specialized teacher training to work in integrated adult education, difficulties in adapting curricula to the realities and heterogeneity of working students, and a high dropout rate.
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
Como a educação física pode contribuir, de forma crítica e integrada, para a formação omnilateral dos estudantes na Educação Profissional e Tecnológica
(2026-05-21) Marques, Silvânia Ferreira da Silva; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Santos, José Carlos Lima dos; http://lattes.cnpq.br/5328411913838068; Oliveira, Anderson Lima de; http://lattes.cnpq.br/5829892160537418
This study critically analyzes the contributions of Physical Education to the omnilateral formation of students in Professional and Technological Education (PTE), in light of the principles of integral human formation and the integrated curriculum. The research is based on the problem related to the persistence of fragmented practices with limited articulation to the technical-professional axis, even in institutions that advocate the integration of work, science, culture, and technology. The general objective was to understand how Physical Education can contribute to the integral formation of PTE students from a critical and integrative perspective. Methodologically, this is a qualitative study of a bibliographic and documentary nature, grounded in the critical-dialectical perspective and Historical- Critical Pedagogy. Pedagogical Course Projects (PPCs) and institutional documents from the Federal Institute of Alagoas (IFAL) were analyzed in order to identify how Physical Education is incorporated into the curricular organization of integrated technical courses. The results reveal contradictions between the institutional principles of omnilateral formation and their curricular implementation, demonstrating that Physical Education still occupies, in many contexts, a peripheral position with limited integration into the formative practices of PTE. It is concluded that Physical Education has significant potential to contribute to integral human formation, provided that it is critically, interdisciplinarily, and integrally connected to the pedagogical project of Professional and Technological Education.
Desafios e oportunidades na integração de tecnologias digitais no ensino da educação profissional e tecnológica em contabilidade
(2026-03-19) Santos, Ricardo Alexandre Marques de Souza; Conceição, Pablo Fabricio da; http://lattes.cnpq.br/3425482451006743; Rocha, Renata Maria Wanderley da; http://lattes.cnpq.br/0120441094670688; Lima, Wellton Amorim Falcão de; http://lattes.cnpq.br/8617237233293101
This study analyzes the challenges and possibilities associated with the integration of Digital Technologies (DTs) in Professional and Technological Education (EPT) in Accounting, considering recent transformations in the labor market and their implications for professional training. The research is guided by the following problem: how can EPT institutions integrate digital technologies into technical accounting education in a critical and sustainable way, overcoming structural, pedagogical and teacher training limitations while promoting the development of competencies aligned with contemporary professional demands? In this context, the study aims to investigate and evaluate the main challenges and opportunities related to the integration of DTs in the educational process and to propose guidelines that may support their implementation at the institutional level. Methodologically, the research adopts a qualitative approach of exploratory and descriptive nature, developed through bibliographic and documentary analysis of scientific studies related to Professional and Technological Education, digital competencies and pedagogical innovation in accounting education. The analysis revealed recurring perceptions among teachers and students regarding the importance of digital technologies for professional training, as well as barriers related to technological infrastructure, teacher preparation and curricular organization. Studies by Rodrigues, Castro and Miranda (2024) highlight the growing demand for digital competencies in the accounting profession, while Melo, Melo Filho and Melo (2024) point to gaps in the incorporation of critical approaches and digital teaching resources specific to this field. The study concludes that the effective integration of digital technologies in EPT accounting education depends on pedagogical planning, periodic curricular revision and institutional investments capable of strengthening professional training in an increasingly digital environment.

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