Trabalhos de Conclusão de Curso de Especialização

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Navegando Trabalhos de Conclusão de Curso de Especialização por Área do Conhecimento "CIÊNCIAS HUMANAS: EDUCAÇÃO"

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    ChatGPT e Educação: um estudo da utilização pelos professores dos espaços inovadores do ifal.
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-10-02) Rosas, Victor Brunno Dantas de Souza; Dias Júnior, Maurício Vieira; http://lattes.cnpq.br/7559926762884507; Ferro, Márcio Robério da Costa; http://lattes.cnpq.br/2480382178623363; Pereira, Renata Imaculada Soares; http://lattes.cnpq.br/2890029245911291
    This study aims to explore the challenges and benefits of using the generative AI ChatGPT by instructors of courses at the Federal Institute of Alagoas (IFAL), which includes the 4.0 Spaces, COLAB and IFMakers. To achieve this goal, a quantitative and qualitative research was conducted using a questionnaire on Google Forms that was applied to instructors at IFAL's innovative spaces. The questionnaire covers the participants characteristics, use, opinions, and perceptions of the AI tool in education. The results were presented in a graphical format and revealed insights into teachers' perceptions of OPEN AI's generative AI, its potential use in the classroom, and ethical and learning concerns. Additionally, the study demonstrated how to identify the use of AI to build a text by citing some existing examples and others that can be implemented.
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    Dominó da eletrostática: uma proposta lúdica para o ensino de física
    (2024) Silva, Hérika Rafaella Soares da; Webler, Geovana Dresch; Webler, Geovana Dresch; Souza, Samuel Teixeira de; Claudino, Elder de Souza
    Educational games have been gaining ground as an instrument capable of drawing attention and instigating students' interest in a playful way in the classroom. The discipline of Physics is labeled by many as difficult, full of formulas and exercises. In this work we will propose the use of an educational game known as dominoes, as a pedagogical resource for the teaching of electrostatics, which is an area of physics that studies electric charges at rest and the phenomena related to it. The "dominoes of electrostatics" will address electric charge, elementary electric charge of the electron, elementary electric charge of the proton, electrostatic constant, Coulomb's law, electric field and electrification processes. By applying the dominoes of electrostatics in the classroom, it is expected that students can understand and acquire knowledge related to physical phenomena in a more pleasurable way, facilitating the memorization of equations and their concepts involved.
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    Os desafios do novo ensino médio: uma proposta pedagógica para o ensino de física moderna
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-02-27) Santos, Nicolas Henrique da Silva; Limeira, Ana Cristina Santos; Silva, Rodrigo Oliveira Ferreira da; http://lattes.cnpq.br/9079269033055248; Silva, Rodrigo Oliveira Ferreira da; http://lattes.cnpq.br/9079269033055248; Ana Cristina; Oliveira, Marcos Henrique Abreu de; http://lattes.cnpq.br/7597524437699021; Claudino, Elder de Souza; http://lattes.cnpq.br/4002114603054127
    This article aims to propose an Investigative Teaching Sequence – ITS for teaching Modern Physics in the first year of high school based on Law 13,415 known as the New High School, taking as a starting point the study of national and state educational regulations. Firstly, this study made it possible to understand the organization of the curriculum and the pedagogical proposals of secondary education, seeing the challenges for its implementation in the teaching space. In the second moment, survey of the educational program developed to meet this policy and study of the Guidelines of the Base Nacional Comum Curricular – BNCC and the Referencial Curricular Alagoano – ReCAL, in order to understand the curricular organization of Physics and the Training Itineraries. Finally, the elaboration of the pedagogical proposal for teaching Modern Physics based on the study of light. From this research, we hope to contribute to the teaching and learning process in Physics; serve as motivation for teachers to seek methods that can implement the New Secondary Education proposals in their education network; and to (re)think about the Physics curriculum within the scope of discussions about the dimensions of training in basic education, understand training from the subject's point of view in their school trajectory.
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    Ser mulher, mãe e professora em tempos de pandemia: tecendo sentidos a partir de narrativas
    (2021) Santos, Erianne Gomes dos; Santos, Taysa Kawanny Ferreira; Santos, Taysa Kawany Ferreira
    In this article, we will discuss the impacts of the pandemic triggered by the new coronavirus (SARS-CoV-2) on the daily lives of teachers/mothers of school-aged daughters, who are employees of one of the campuses of the Federal Institute of Alagoas (IFAL). Considering this scenario, we seek to reflect on the problem-situation that emerges from the work-maternity relationship in times of pandemic. Specifically, we seek to conceptualize how the scientific literature has approached this theme; identify how the teachers adapted their intellectual activities to the home environment. Furthermore, we seek to contribute to the implementation and strengthening of institutional policies aimed at the performance of teachers in this pandemic period. The methodology adopted to achieve the objectives of this study was action research, a research strategy that has a political-social dimension, mainly due to the ability to involve the researcher and the interlocutors/responsors in a cooperative and implied manner. in the construction of solutions to collective problems of small social groups. We chose the virtual Conversation Wheel, as a methodological tool, as we believe that such method would be viable to reach the research objective, due to its mobilizing potential. Through the analysis process, we identified two thematic axes - the first thematic axis “We didn't have an organization to work in the home environment with our children at home”; and the second thematic axis “We are not treated differently because we are mothers” – which showed in an expressive way, how remote teaching showed the difficulties faced by teachers/mothers to remain in academic spaces engendered by gender discriminatory mechanisms.