Trabalhos de Conclusão de Curso de Especialização
URI Permanente desta comunidade
Navegar
Navegando Trabalhos de Conclusão de Curso de Especialização por Área do Conhecimento "CNPQ::CIENCIAS HUMANAS::EDUCACAO"
Agora exibindo 1 - 3 de 3
Resultados por página
Opções de Ordenação
Item Educação e escola inclusiva(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-09-22) Batista, Carlos Augusto; Gama, José Aparecido da Silva; : http://lattes.cnpq.br/7413041757828843; Ataide, Walker Araújo; http://lattes.cnpq.br/6633919671327276; Santos, José Roberto Nunes dos; http://lattes.cnpq.br/2776939893721016Inclusive education is a relevant and challenging topic in contemporary educational discussions. This study deals with a proposal for a pedagogical intervention that aims at the importance of inclusion. The paper also highlights that promoting inclusion can lead to a more fair, tolerant and egalitarian society. The overall goal of this paper was to develop a pedagogical intervention proposal to work on inclusive education and school with students of technical education in administration. It's concluded that the inclusive school is an important path to providing education quality for adults and young people; allowing that all individuals have equal opportunities to access knowledge and personal development. In that respect, the proposed pedagogical intervention highlights the importance of public policies that support and strengthen inclusive education, as well as the main role of students and educators in making welcoming and inclusive educational environments.Item A pesquisa-ação como estratégia didático-metodológica para o enfrentamento dos desafios da inserção profissional de técnicos em Agroindústria do Instituto Federal de Alagoas - Campus Batalha(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2018-11-10) Silva, José Ribeiro da; Souza, Carlos Alexsandro de Carvalho; http://lattes.cnpq.br/9543720469592160; Santos, Eduardo Lima dos; http://lattes.cnpq.br/0426360378881187; Andrade, Victor Hugo Oliveira de; http://lattes.cnpq.br/4718983315200733This work sought to awaken the professional protagonism of students of the technical course in agroindustry, starting from a dialogical process stimulating the discussion of strategies to face the problems that limit their performance as a professional and as an agent of social transformation. The methodology of action research was used, where the students were encouraged to reflect on the professional profile of the technician in agroindustry, as well as the limitations for insertion in the labor market. As a method for data collection, discussions were held with pre-established themes and script, as well as the application of a final questionnaire with an attempt to evaluate the process from the perspective of the participants. It was possible to identify three important aspects: the existence of a fragmented understanding of the professional profile, the fear and insecurity of the responsibilities attributed to the professional assignments and the knowledge of the various possibilities of the technician in agroindustry. In the discussions on the limitations, problems related to the student, the institution and the labor market were identified, to which proposals were indicated. However, the process is not conclusive, requiring other cycles of investigation- action-reflection in order to give greater solidity to the strategies of coping with the problems of professional insertion.Item Propriedade intelectual no currículo do curso técnico integrado em Agropecuária do Instituto Federal de Alagoas(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-07-05) Alves, Elizabeth Simões do Amaral; Dias Júnior, Maurício Vieira; http://lattes.cnpq.br/7559926762884507; Bezerra, Fábio Marques; http://lattes.cnpq.br/0554084996494650; Silva, João Manoel da; http://lattes.cnpq.br/2574390886279350Intellectual Property (IP Intellectual Property (IP) for Professional and Technological Education (PTE) is of fundamental importance due to the demands of technical training capable of acting within the context of the contemporary economy, which values skills in creation, innovation of products and services to solve societal problems. Therefore, the technical course in agriculture should have training based on IP, as it is the fundamental basis that supports the act of conceiving something as a solution, service, or product, aiming to train a workforce that improves the lives of people in rural areas through local and regional development of rural communities. Thus, the objective of this study was to analyze whether the curriculum of the Agricultural Technician course at the Federal Institute of Alagoas (IFAL) campuses offers IP education. A practical application of IP production was identified in the various IFAL campuses, and it was also observed that the curricular component Agricultural Management (80h) delves into concepts and contents inherent to IP, as it covers the content of Entrepreneurship and disseminates entrepreneurial practices and capacities, as well as the instrumentalization and operationalization of entrepreneurial action. The confluences of the IP area with the act of entrepreneurship within the context of agricultural sciences is a way to provide students with protection of the rights of creation, innovation, and development, so that they may later receive financial returns, as well as plausible solutions for local and regional development. The IP curricular component in the Agricultural Technician course is relevant to the course's curriculum matrix. Given the particularities of Brazilian Agribusiness, IP is an important tool for the development of the agricultural sector, opening up space for innovation in the rural production chain.