Teses e Dissertações não defendidas no IFAL

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Navegando Teses e Dissertações não defendidas no IFAL por Área do Conhecimento "CIENCIAS HUMANAS"

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    Análise do processo formativo dos professores indígenas na educação escolar
    (Centro Universitário de Maceió – Unima | Afya, 2025-08-06) Jesus, Claudia Maria Rodrigues de; Pereira, Jesana Batista; https://orcid.org/0000-0003-2971-9855; http://lattes.cnpq.br/2329848572181989; Cruz, Cristiane Monteiro da; https://orcid.org/0000-0002-2912-9137; http://lattes.cnpq.br/5492075983298968; Minatel, Vinicius; https://orcid.org/0000-0002-0916-2546; http://lattes.cnpq.br/2451652025356071; Vieira, Jorge Luís Gonzaga
    La formación de profesores indígenas es una cuestión actual en la política educativa brasileña y se presenta como uno de los principales desafíos para la consolidación de la Educación Escolar Indígena. A pesar de la importancia de la formación de profesores indígenas y de la existencia de una legislación específica, hay pocas investigaciones en el ámbito de las políticas educativas sobre el proceso formativo de los profesores que trabajan en las escuelas indígenas. Para cubrir esa laguna de investigación, este estudio tuvo como objetivo investigar el proceso formativo de los profesores indígenas, considerando las políticas públicas que lo influyen. Como base teórica, se apoya en los estudios sobre Educación Escolar Indígena y en la política de formación docente, incorporando además la perspectiva de una formación basada en los principios de promoción de diálogos interculturales entre diferentes conocimientos, en la articulación de los diversos espacios formativos y en el reconocimiento de una educación específica y diferenciada. Se realizó un estudio de caso cualitativo en escuelas indígenas estatales. El instrumento utilizado para la recolección de datos fue la entrevista presencial y el análisis documental. Para el análisis de datos se utilizó como referencia la análisis temática de contenido de Bardin. Los resultados indican la ausencia o desconocimiento de políticas públicas sistemáticas y estructuradas para la formación de profesores indígenas, evidenciando lagunas institucionales que comprometen la valorización profesional de estos docentes, así como la calidad de la educación ofrecida a las comunidades indígenas. Esta realidad resalta la necesidad de fortalecer las políticas y prácticas formativas que reconozcan las especificidades culturales, promuevan el diálogo intercultural y garanticen condiciones adecuadas para el ejercicio de la docencia en las escuelas indígenas. Este estudio contribuye al profundizamiento de las discusiones sobre la formación docente indígena, al enfatizar la construcción de procesos formativos críticos sostenidos en el diálogo intercultural entre distintos sistemas de conocimiento.
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    Conceitos da EPT em quadrinhos: uma proposta de popularização do conhecimento científico
    (2024-09-30) Machado, Itajaci Meiri Marques; Silva Júnior, José Espínola da; http://lattes.cnpq.br/2240211724270086; Silva Júnior, José Espínola da; Santos, Elza Ferreira; http://lattes.cnpq.br/2729412597740900; Santos, Marilene; http://lattes.cnpq.br/6890789604708020
    This research aimed to contribute to the educational process of students of the Integrated Technical Course for High School Education in Roads, of the Federal Institute of Education, Science and Technology of Alagoas (Ifal), Maceió Campus, by expanding the dissemination and understanding of the fundamental concepts that underpin Professional and Technological Education (EPT). To this end, the investigation proposed to answer the following research question: how can expanding the dissemination and understanding of the fundamental concepts that underpin EPT contribute significantly to the educational process of students of the Integrated Technical Course for High School Education in Roads of Ifal, Maceió Campus? This study was based on a theoretical framework, based on the assumptions of authors such as Kuenzer (1992), Saviani (1994; 2007), Gramsci (1977), Ramos (2008), Frigotto, Ciavatta and Ramos (2010), Manacorda (2010), Pacheco (2011; 2012), among others, whose contributions were essential for the understanding and analysis of the data collected. The research adopted a quantitative and qualitative approach, using as the main data collection instruments the application of questionnaires directed to students in the 1st year class, whose answers were later analyzed and discussed in light of the established theoretical framework. The results of the research highlighted the importance of students knowing the conceptual foundations of their course. However, regarding the relevance of the work, the study revealed that this dimension is still predominantly focused on the historical aspect, to the detriment of the ontological aspect. Based on the results obtained, an educational product was developed focusing on the conceptual bases of High School Integrated with EPT, through the systematization of five meetings mediated by a script. This educational product aims to provide students with a deeper understanding, especially of the dimension of work as an educational principle. In this way, this work offers theoretical contributions to the field of EPT, in addition to presenting a practical application of these concepts through the development of the aforementioned educational product, a comic book magazine.
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    Estudantes adultos no ensino superior do Ifal-Maceió: os desafios e conquistas no regresso à vida acadêmica
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2023-03-30) Pereira Neto, Lauro Lopes; Almeida, Leandro da Silva; http://lattes.cnpq.br/9704136908005990; Almeida, Leandro da Silva; http://lattes.cnpq.br/9704136908005990; Almeida, Ana Maria Tomás de; 0000-0003-0036-312X; Dias, Pedro Miguel Brito da Silva; 000-0002-1936-5363; Canal, Cláudia Patrocinio Pedroza; http://lattes.cnpq.br/8984420280257670; Fior, Camila Alves; http://lattes.cnpq.br/7965367748728519
    Higher Education (HE) in Brazil - created to serve a socioeconomic elite - has historically kept excluded a huge portion of the low-income population from its conviviality. In recent years, this reality has changed with the arrival of a "new public" that, benefited by the expansion and democratization movements, enters the HE with peculiar life trajectories, after years apart from formal education. It is in this context that the studies of this thesis are inserted, which aimed: (i) to deepen the concept of "new publics" in HE; (ii) to characterize the non-traditional students who access HE; (iii) to identify the academic expectations and the anticipated difficulties of adaptation when accessing HE; (iv) to appreciate the impact of the variables gender, monthly income and satisfactory digital condition for adaptation to remote teaching; and (vi) to investigate the psychosocial factors that had the most impact on the satisfaction with the academic experience of students during the offer of Emergency Remote Education. The results pointed out that the historical social and economic inequality of these students was aggravated even more with the advent of the pandemic, imposing new challenges to the academic transition process and uncovering a new reality of exclusion: digital inequality. The results identified students dissatisfied with their own economic resources, since they did not have the digital infrastructure conditions necessary to follow the remote activities. This significantly impacted their emotional state, leading them to develop alarming levels of anxiety, stress, and psychological discomfort. However, despite all the difficulties, the students were motivated to continue their studies and convinced that only the investment in their academic formation could guarantee them the desired social and economic ascension. It is hoped that this thesis can help higher education institutions to better understand the psychosocial profile of non-traditional students, to identify their expectations and difficulties experienced in the process of academic transition and adaptation, and to make inferences about the effectiveness of the educational contexts and the institutional actions involved in this process. Thus, anticipating actions to mitigate learning inequalities in order to promote and provide equitable learning conditions to the diverse and heterogeneous universe of its student population.
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    Sedentarismo em adolescentes escolares: uma revisão sistemática com metanálise
    (CENTRO DE ESTUDOS SUPERIORES DE MACEIÓ - CESMAC, 2020-03-23) Araújo, José Roberto Alves; Menezes, Pedro de Lemos; Menezes, Pedro de Lemos; Mousinho, Kristiana Cerqueira; http://lattes.cnpq.br/6421689397117778; Carnaúba, Aline Tenório Lins
    In recent years, there has been a significant increase in the prevalence of sedentarism among adolescents (12-18 years), reaching, in some cases, epidemic proportions. The Fitnessgram testicle battery has been validated and used on millions of children, both in the United States, as well as in other parts of the world. The battery compared the health indicators related to health. The objective of the present systemic analysis was to analyze the efficiency of the program of physical exercises in use of schoolchildren, using the Body Mass Index - BMI to evaluate the performance of the Program. This is a systematic review with meta-analysis of clinical data, with search in the databases: Virtual Health Library (VHL), Open Gray, PubMed, ScienceDirect, Scielo. This meta-analysis was performed with 2,146 database fundamentals and 195 abstracts were read. After reading the abstracts, 34 texts were completed for reading in full. Four papers were selected for a meta-analysis. Observations on the topic 1.15 (95% CI between -1.20 and 3.50) for the differentiation between the initial and final BMI of the control and intervention groups. The test for the overall effect obtained p <0.34, revealing that the selection was not significant. I² heterogeneity was 96%, high high. It is concluded that a measure of the difference between the indicators of the initial and final BMI of the control and intervention groups that the battery of testicles of the FITTYGRAN program does not guarantee the hypothesis of fighting alone the sedentary lifestyle.