Teses e Dissertações não defendidas no IFAL

URI Permanente desta comunidade

https://repositorio.ifal.edu.br/handle/123456789/59

Navegar

Agora exibindo 1 - 8 de 8

A educação ambiental nos cursos técnicos integrados ao ensino médio
(2024) Bomfim, Deisy Anny; Santos, Aldenir Feitosa dos; Bassi, Letícia Anderson; Vilela, Lívia Maria Batista; Silva, José Atalvanio da
Environmental Education (EE) is essential in today's context, standing out in the face of global challenges such as excessive consumption, deforestation and pollution. Events such as the Stockholm Conference (1972) and COP 27 (2022) highlight advances in sustainable development. In Brazil, the National Environmental Education Policy (PNEA) faces difficulties, such as the lack of teacher training and the prioritization of other school content. Although EE plays a central role in integrating society and nature, its application in schools is often punctual and limited, facing obstacles such as the use of traditional methods and the absence of integrated projects. The aim of this end-of-course work was to carry out a situational diagnosis of environmental education in the Integrated Technical Courses at the Instituto Federal de Alagoas (Ifal) and to encourage its implementation at the institution. The research was exploratory, classified as bibliographical and documentary, and applied to the 15 Ifal campuses that offer Integrated Technical Courses. Data collection included analysis of official documents, recent bibliography and the Integrated Academic Activities Management System (SIGAA) to identify projects related to EE. In education, an analysis of the Pedagogical Course Projects (PCP) was carried out, which made it possible to identify that the environmental theme is approached unevenly when comparing intercourses and intra-courses on different campuses. The analysis of the PCP indicates that environmental education is present, but needs more consistency and depth. Terms such as “Environmental Education” and “Sustainability” are more common in agricultural and environmental courses, while technological areas show little integration. A questionnaire was validated using the Delphi Technique and then applied to teachers. The validation process resulted in a questionnaire used to assess the effective implementation of EE at Ifal and the position of teachers in relation to the sustainability practices adopted in their daily lives. The application of the Delphi method improved the questionnaire, especially in terms of the relevance and clarity of the questions. The main adjustments to the questionnaire focused on replacing terms, making the analysis tool more objective. The Delphi method made it possible to produce a research tool capable of identifying the reality of environmental education practice at Ifal and to draw up a profile of the teaching staff in relation to the implementation of educational activities aimed at environmental education. As for extension, the results show that Ifal promotes environmental education through actions concentrated on a few campuses and specific categories. However, there has been a drop in these actions over the last three years, possibly due to the pandemic. In addition, a training course in environmental education was designed for Ifal teachers, with the aim of improving their approach to environmental issues. In this sense, it is crucial to disseminate information and promote responsible attitudes that help develop students as conscious citizens. Therefore, learning tools should provide greater freedom and autonomy, allowing students to develop skills and understand the reality in which they are inserted. Technical reports with the conclusions of the research were produced and made available to the institution, with the aim of collaborating with future EE initiatives in teaching, research and extension.
Espaço 4.0: contribuições para a aprendizagem dos discentes no ambiente Maker do Instituto Federal de Alagoas
(2025) Albuquerque, Cassiano Henrique de; Cavalcante, Patrícia Smith; Cavalcante, Patrícia Smith; Carvalho, Ana Beatriz Gomes Pimenta de; Lopes, Andiara Valentina de Freitas e; Castro, Juscileide Braga de; Pereira, Renata Imaculada Soares
This thesis analyzes the contributions of the “Espaços 4.0” at the Federal Institute of Alagoas (IFAL) to students' Maker Learning, with a focus on the role of monitors in this innovative educational context. The study investigates how innovative environments that integrate Fourth Industrial Revolution technologies with active methodologies contribute to the teaching-learning process. The central question is: How do IFAL’s Espaços 4.0 contribute to the initial and continuing education of young people through Maker Learning? The research aims to understand the effects of these spaces on student development, highlighting the relationship between Maker practices and the acquisition of skills essential for Society 4.0. The FE Classification (Purpose and Structure) was developed, introducing a new categorization for Brazilian Maker Spaces, along with the TMI-E Model (Think, Make, Improve, Explore), which expands the traditional TMI model (Think, Make, Improve) by including the "Explore" phase. The methodology followed a mixed approach, including a Systematic Literature Review and field research conducted in six IFAL campuses, involving students aged 15 to 29 and the monitors of the Espaço 4.0 project. Data collection was carried out through questionnaires and reports, and analyzed using descriptive and inferential statistics, as well as coding cycles. The results indicate that the Espaços 4.0 foster autonomy, creativity, technical and collaborative skills, as well as critical reflection and continuous exploration. Students showed significant progress in problem-solving and practical engagement, with active support from monitors who played a key role in knowledge mediation and project facilitation. Despite the positive outcomes, challenges related to infrastructure and limited resources were reported, affecting motivation and performance. Gender, racial, and income disparities also highlight the need for more inclusive educational policies. The experience of the Espaços 4.0 demonstrated a significant contribution to communities with limited access to innovation, helping to broaden the democratization of knowledge and reduce social inequalities. It is concluded that IFAL’s Espaços 4.0 plays a transformative role in the education of young people in Alagoas, preparing them for Society 4.0 and helping to reduce educational inequalities. The research offers replicable models for institutions, suggesting future investigations into the long-term impacts of these spaces.
Estudantes do Ensino Superior: variáveis pessoais e contextuais relacionadas ao insucesso acadêmico e evasão escolar
(2022) Faria, Ana Amália Gomes de Barros Torres; Almeida, Leandro da Silva; Lima, Licínio Carlos Viana da Silva; Almeida, Leandro da Silva; Silva, José Maria de Castro; Monteiro, Sílvia Correia; Couñago, Maria Adelina Guisande
Over the past few decades, research around adaptation and academic success in higher education has increased. A greater number and diversity of students enter this level of education, justifying greater concerns about their academic performance and consequent completion of training. Data collection took place longitudinally at the Instituto Federal de Alagoas-Ifal (Campus Maceió) and included three studies with different samples, between 317 and 420 students from different courses, distributed between degrees or bachelors. At first, even before the pandemic, we applied the questionnaires in person. Subsequently, with the Covid-19 pandemic and the transition of activities to Emergency Remote Teaching (ERE), all the research was done from contacts and the application of online questionnaires. The study considered the following steps: the first took place at the time of enrollment, between the 1st and 3rd week after admission, where students were invited to participate in the study and provide information regarding sociodemographic characteristics; your previous academic career; as well as expectations and anticipated difficulties related to the chosen course. The second stage took place between the 6th and 8th week of classes since the beginning of the course. In this phase, information related to the academic experiences of these students was collected; and inserted questions about the socio-emotional impact of the Covid-19 pandemic. In the third stage, at the end of the school year, the process of adapting students to their courses and their intention to drop out of the course was evaluated. The thesis compiles four articles, including an introduction, a theoretical reference chapter and methodological course and a conclusion. The articles that made up the thesis were: 1- “Academic Adaptation of 1st Year Students: Promoting Success and Permanence at the University”; 2- “Academic Expectations and Difficulties in Higher Education Entrants: Analysis in Function of Gender and Quota System”; 3- “Effects of Remote Learning on Higher Education students”; 4-"Difficulties in the academic adaptation of higher education students in times of a pandemic". The results point to the complexity of the convergence of personal and contextual variables in the process of academic success and school dropout. In this process, the need for public policies to gradually decrease the retention and dropout rates stands out, as well as the design of institutional strategies to support the career development of these students, mainly through integration activities and support services. specialized.
Gastos em educação infantil e gestão eficiente: uma análise da relação com a qualidade do ensino nos municípios brasileiros
(2024) Silva, Janieide Domingos da; João Eudes; Mariana Pereira; Caldas, Olavo Venturim; Olavo Venturim; Caldas, Olavo Venturim; Bezerra Filho, João Eudes; Bonfim, Mariana Pereira
This study investigated the existence of a relationship between municipal spending on early childhood education and the Municipal Management Effectiveness Index (IEGM) with the quality of basic education in Brazil. The quality of education was measured based on IDEB scores. The types of spending on early childhood education were obtained from the Public Budget Information System in Education (SIOPE), considering the spending per student in early childhood education (nurseries and preschools). The efficiency of municipal management was measured using the IEGM. The research is quantitative, and 55,700 observations were collected in a longitudinal dataset from 2012 to 2021. The econometric models were estimated using Multiple Linear Regression, Quantile Regression, and panel data. The results indicate an association between efficient management and quality of education, suggesting that management practices should be expanded and strengthened in municipalities. On the other hand, higher spending per student in nurseries and preschools is not associated with better educational quality, suggesting that simply increasing financial resources is not sufficient for better educational performance. It was also found that although municipalities spend above the 25% minimum threshold defined by the Federal Constitution on education, the association with IDEB scores remains negative, supporting the idea that education should be considered from a perspective beyond just financial aspects. The research contributes to the debate on improving educational quality and efficiency in resource allocation, expanding the understanding of the factors determining educational quality.
Percursos estudantis de mobilidade acadêmica internacional: um estudo exploratório sobre experiências dos estudantes do Instituto Federal de Alagoas
(2021) Andrade, Carla Cristina Real Vieira de; Palhares, José Augusto; Silva, Manuel António Ferreira da; Palhares, José Augusto Branco; LOUREIRO, ARMANDO PAULO FERREIRA
This dissertation aims to analyze the student pathways of international academic mobility of seven students at the Federal Institute of Alagoas (Ifal) evidencing their experiences abroad, in order to verify the acquisition of a symbolic capital, the cultural/knowledge capital. The internationalization process is increasingly evident in higher education. In the Federal Institutes, although much has been advanced, it is a gap that lacks work to strengthen and expand teaching, research, extension and innovation activities that go beyond geographic and linguistic borders, through different ways of internationalizing. Given the context of globalization, it is necessary to understand the challenges that permeate this process through public policies that enable relationship initiatives with foreign institutions, increasing visibility and competitiveness in the field of vocational, technological, public and quality education. Thus, in analyzing the trajectory of these students, it is intended to understand the desire to study abroad, the challenges faced before, during and after the trip. In addition, realize the personal, vocational and academic gains that these students bring when they return to the country. When it comes to an international academic mobility deliberated by the educational institution, it is necessary to take into account the sharing of experiences brought by students so that the benefits are not only personal, but institutional, favoring everyone who makes up Ifal. The methodology of this work uses the case study method, with a qualitative approach in an exploratory research carried out through the interview technique with semi-structured questions. The analysis of the collected data is structured in five dimensions, namely: Welcoming/cultural adaptation, Teaching, Mobility's negative points, Mobility's positive points and Global Citizenship. These dimensions, achieved through the interviewees' answers, made it possible to respond to the objectives of this dissertation, identifying the reasons why students want to undertake international academic mobility, despite the various difficulties faced, with a view to exchanging experiences and knowledge about the globalization of labor market, as well as the expansion of the capacity to understand cultural diversity.
Permanência e êxito no ensino médio integrado: um estudo de caso no Instituto Federal de Alagoas
(2021) Costa, Ana Maria Leal; Palhares, José Augusto Branco; Silva, Manuel Aniónio Ferreira da; Palhares, José Augusto Branco; Nova, Maria Jose Manso Casa; Loureiro, Armando Paulo Ferreira
The permanency and success of young people in high school have been the source of studies by several authors. In the same sense, public policies are adopted in an attempt to reduce dropout and abandonment, which are common in the academic path. The present work aims to know and relate the relevant factors regarding the permanence and success of students in integrated high school courses at the Instituto Federal de Alagoas (IFAL), Maceió Campus, through the sociological characterization of their social and educational pathways. Following the qualitative methodology and analytical method of case study, we seek to investigate which factors provide the permanence and school success and what is in common among the students of the last years that supports achieving academic success. To investigate which relationships exist between the investigated factors and success in studies, as well as to know what leads students with a low socioeconomic level to be resilient when faced with adversities in the student environment were the strands of this research. It is worth mentioning that the pandemic caused by the covid-19 resulted in limitations in the course of the research application, being necessary to make some adjustments due to the sanitary conditions implemented worldwide. In order to understand the studied phenomenon, lives were performed, people's speeches were recorded, data to support the study were researched in documents generated by the institution, preliminary conversations with the pedagogical team were held, and online meetings were held. The results reveal evidence in the relationship between the cultural capital of families and academic performance, and point to signs of the influence of school interaction in the permanence of students in IFAL. However, the product of this research also reveals the need to modify strategies and methodologies regarding the teaching and structuring of courses, leading to the suggestion to direct educational policies that favor increasing the income of students' families, such as expanding the granting of scholarships. Such actions may increase the possibility of a larger number of students with a successful experience in the institution
Teatro em sala de aula: proposta educativo-ambiental na educação profissional e tecnológica do Instituto Federal de Alagoas
(2025) Leão, Anne Delly Gomes; Souza, Mayara Andrade; Sant'Anna, Selenobaldo Alexinaldo Cabral de; Pessoas, Taciano; Melo, Juliana de Araújo de
Agriculture plays a crucial role in the Brazilian economy, not only for food production, but also for generating employment and income. The growing concern with sustainability requires the adoption of more responsible and conscious sustainable practices, given the environmental problems that compromise the quality of life on the planet, in the face of the urgency of climate change. In this context, the modern agricultural production system, in the face of market demand, contributes to this imbalance by promoting an accelerated increase in production, often without regard for the degradation of nature and the health of the population. Therefore, it is essential to reflect on the training of Agricultural Technicians in relation to socio-environmental issues, as they will be a direct agent in facing this problem when entering the world of work. The objective of this research is to promote environmental awareness within the scope of professional and Technological Education at the Federal Institute of Alagoas - IFAL, Campus Satuba, to students of the Agriculture course through the Forum Theater Technique. From this study, a scientific article entitled “Theatre in the classroom: educational-environmental proposal in Professional and Technological education at the Federal Institute of Alagoas” was created as an educational bibliographic product. This is an Environmental Education research that had the theoretical methodological support of Action Research and adopted a qualitative research approach. . As an instrument for collecting and analyzing data, a Reflective Diary and semi-structured questionnaires were used. This investigation was carried out through theatrical workshops, which took place in 07 meetings, at Campus Satuba, from August to September 2023, with 27 students from the 1st year of the Agriculture course. The staging of the theatrical scenes in the classroom took place through the Theater-Forum Technique, by playwright Augusto Boal, encouraging discussions on topics related to environmental issues, focusing on themes present in the daily life of the Agricultural Technician. Two Forum Theater scenes were produced and presented by the students participating in the research, promoting a debate in the class on the topic. The partial results of this investigation resulted in publications of abstracts, in the form of banners and proceedings at local, regional and national events. As Technical Production, educational material/Booklet was produced with the title “Sustainable Agriculture”, addressing the theme of sustainable practices as a tool to ensure the preservation of the environment. An animation video was also created with stories based on the two Forum Theater scenes produced by students. The products created met the proposal of instruments for disseminating and raising awareness of the topic in question. Experience shows that Theater and Action Research enable critical-emancipatory practices for students, contributing to the environmental awareness of participants involved in the investigation. The Forum Theater allows participants to solve or present alternatives to minimize environmental and ethical problems in Técnico's world of work, as the discussion of problems involving environmental issues was encouraged. Theater in Education has potential to transform reality, bringing problems to the classroom, pointing out possible solutions, thus awakening an ecological awareness in future Agricultural Technicians at IFAL, but the intensity in which the information worked on were effectively achieved in students, as they depend on a change in behavior as professionals. And for this measurement, further research on the topic is required.
Um modelo para avaliação da qualidade de vida no trabalho em instituição de ensino pública
(2017) Cavalcante, Roberto Medeiros da Fonsêca; Rocha, André Leite; Pontes, Karen Valverde; Fernandes, Ana Paula Lima Marques; Gonçalves Filho, Anastácio Pinto; Barbosa, Ava Santana
In modern institutions, efforts and investments in Quality of Work Life (QWL) have become essential for increasing productivity and quality of services provided. However, what is noticeable is that the QWL is a topic still little explored in practice by public sector organizations. Thus, the present dissertation presents an original QWL assessment instrument with the application in a Federal Public Education Institution. The instrument proposed in this study combines the main aspects of QWL present in the literature to a perspective oriented towards a public organizational approach, producing a model that translates the subjectivity of satisfaction with the Quality of Work Life into a quantitative scale, revealing itself as an instrument organizational of great potential mainly for public institutions. The research resulted in a model composed of nine dimensions, with a total of 57 questions. The instrument was applied with 66 workers from the Campus Satuba of the Federal Institute of Alagoas (IFAL) and the reliability of the model was confirmed using the Cronbach Alpha coefficient, which presented α = 0.956, showing internal consistency considered very high. The general index of QWL obtained was 4.88, considered moderate in relation to the five possible levels established (satisfactory, moderate, neutral, precarious and risk). Of the nine dimensions of the model, one presented satisfactory QWL (Work and Social Life, 5.90); five presented moderate QWL (Labor Aspects, 4.92, Social Integration and Psychological Conditions, 5.18, Socioprofessional Relationships, 4.77, Working Conditions, 5.31 and Social Relevance of Work, 5.44); and three presented neutral QWL (Salary Analysis, 4.23, Career Opportunities, 4.22 and Organizational Approach, 3.98). In addition, it was found that the level of Schooling interferes directly in the QWL perceived by the institution's workers. Therefore, the study results in an effective alternative for the evaluation and development of QWL programs in similar public institutions, enabling them to respond effectively to the demands of society, seeking the welfare of public servants and thereby the satisfaction of citizens in general.

Navegar

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

Resultados por página

Opções de Ordenação