Trabalhos de Conclusão de Curso de Especialização

URI Permanente desta comunidade

https://repositorio.ifal.edu.br/handle/123456789/30

Navegar

Navegando Trabalhos de Conclusão de Curso de Especialização por Área do Conhecimento "CIENCIAS HUMANAS:EDUCACAO"

Agora exibindo 1 - 6 de 6
  • Imagem de Miniatura
    Item
    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
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-02-26) Oliveira, Ademildo Costa de; Silva, Jailson Costa da; http://lattes.cnpq.br/4481661071361187; Nina, Alex Santiago; http://lattes.cnpq.br/1854863840949256; Conceição, 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.
  • Imagem de Miniatura
    Item
    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.
  • Imagem de Miniatura
    Item
    Conhecimento para além do currículo escolar: a análise dos saberes e fazeres da colônia Z-29 do povoado São Pedro para o aproveitamento integral dos alimentos como estratégia de aprendizado
    (2018-12-15) Lemos, Danielle Martins; Oliveira, Matteus Freitas de; https://orcid.org/0000-0002-4103-187X; http://lattes.cnpq.br/6725952000376514; Castilho, Fábio Francisco de Almeida; https://orcid.org/0000-0003-3281-612X; http://lattes.cnpq.br/1280124410024317; Oliveira, Matteus Freitas de; https://orcid.org/0000-0002-4103-187X; http://lattes.cnpq.br/6725952000376514; Souza, Carlos Alexsandro de Carvalho; http://lattes.cnpq.br/9543720469592160
    The objective of this study was to evaluate the potential of the knowledge and extracurricular component of the Z-29 colony of the village of São Pedro, Jaramataia-AL, place in the land and water dialectic, avoiding waste and making income possible, contributing to the socioeconomic articulation of the fishing territory. It is part of a larger program, extension project, titled "Launching the tarrafa and fishing dreams" with data obtained from the project "Full utilization of food in the town of São Pedro located in the municipality of Jaramataia-AL" inserted in this program with relevance in the field of food and waste management. From the questionnaire applied, it was possible to identify some characteristics of the women of the community as vulnerability and lack of access to knowledge. The participants interviewed are in the age group of 16 to 51 years old, where 44.0% are from the community and 56.0% chose to establish residence due to the opportunity of work offered by the fishery. Based on the data collected, it can be observed that, in the sense of the age group and the regular time in which they engage in fishing activities, women do indeed have some characters in their profiles that are certainly linked to the issues of time and space. The workshops and lectures given on the integral use of foods were of great value for the fishermen to change the eating habits of their families, besides avoiding the waste and guaranteeing the food security in their homes.
  • Imagem de Miniatura
    Item
    Linguagem diferenciada na educação de jovens e adultos: efeitos no engajamento e no desenvolvimento profissional no componente curricular de práticas profissionais
    (Instituto Federal de Ciência e Tecnologia de Alagoas, 2026-04-10) Souza, Oscarlina Peixoto de; Nina, Alex Santiago; http://lattes.cnpq.br/1854863840949256; Barbosa, Wilton Carneiro; http://lattes.cnpq.br/5914808442004353; Santos, Odair José da Silva dos; http://lattes.cnpq.br/0102447684156796
    This Course Completion Paper analyzes the influence of differentiated language on the engagement and professional development of students in Youth and Adult Education (EJA), especially within the curricular component of Professional Practices. The study emerged from my professional experience as a teacher in Professional and Technological Education (EPT), combining a literature review with pedagogical practices developed in the context of EPT. This research is grounded in authors such as Freire (1986, 1987), Vygotsky (2007), and Saviani (2008), who understand language as a central element in the mediation of knowledge and in the construction of meaningful learning. Methodologically, this is a qualitative study of a descriptive and analytical nature, based on a bibliographic review and a reflective analysis of professional experiences. The results show that the use of accessible, contextualized language aligned with students’ life experiences enhances content understanding, increases student engagement, and contributes to the development of professional competencies. It is also observed that the integration between language and professional practices strengthens the relationship between theory and practice, promoting more meaningful learning. It is concluded that differentiated language constitutes an essential pedagogical strategy in Youth and Adult Education, contributing to the comprehensive development of students, their permanence in school, and their critical insertion into the world of work.
  • Imagem de Miniatura
    Item
    O uso das metodologias ativas no ensino remoto em Educação Profissional e Tecnológica em tempos de pandemia baseado na pesquisa-ação
    (2021-12-27) Lima, Rosângela Ferreira Souza de; Rocha, Paula Rejane Lisboa da; http://lattes.cnpq.br/9170949640305247; Silva, Maria Jeane Bomfim da; Ferreira, Danielle da Silva; http://lattes.cnpq.br/7027017204663432
    This article aims to present an analysis on the use of active methodologies in remote teaching in professional and technological education in times of the COVID 19 pandemic. The Emergency Remote teaching was a strategic solution for the maintenance of the calendar in pandemic time and still meet the prevention and coping requirements regulated by the World Health Organization (WHO) maintaining the social isolation. However, it is a great challenge to adapt to the teaching praxis, whether for institutions, students and teachers since it had occurred immediately. Active methodologies have been the proposal of many educators to achieve student engagement, class participation and learning achievement in this challenging context. With this reflective look, some concerns arose for mobilizing this work, questioning whether the teachers of professional education of the researched school knew and used the methodologies active in their praxis in remote education. From there then check which methodologies they would like to know and what objectives they intend to achieve through them. The study was carried out through action-research in a vocational school in the state education network of Pernambuco, where active methodologies were presented in the form of workshops as an educational product.
  • Imagem de Miniatura
    Item
    Percepções de discentes acerca do curso de especialização em docência na Educação Profissionalizante o IFAL 2020/2021
    (2022) Lira, Janiely dos Santos; Conceição, Sheilla Silva da; Conceição, Sheilla Silva da; Ferreira, Lilian Franciele Silva
    The text aims to understand, through the perception of course participants of the specialization course in teaching in professional distance education offered by the Federal Institute of Alagoas (IFAL) 2020/2021, its execution. As well as highlighting the positive aspects and points to be analyzed for possible adjustments necessary to improve the execution of the course in other classes that may be contextualized in future courses. To carry out this work, the methodology used is based on the qualitative method of the descriptive type. For the findings, an interview with the students was used, carried out online, through a questionnaire prepared through the Google Forms platform. Then, the diagnosis was elaborated that gave subsidy to the elaboration of the work. After identifying the diagnosis, it became possible to perceive aspects that declare positive points and to be analyzed what condition to suggest a proposal for improvement.