Teses e Dissertações não defendidas no IFAL

URI Permanente desta comunidade

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

Navegar

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

Agora exibindo 1 - 3 de 3
  • Imagem de Miniatura
    Item
    A cultura da prática tradicional das marcenarias de Palmeira dos Índios e sua influência na segurança do trabalho
    ((CENTRO UNIVERSITÁRIO DE MACEIÓ – UNIMA | Afya , 2023-09-17) Cavalcante, Jesimiel Pinheiro; Pereira, Jesana Batista; http://lattes.cnpq.br/2329848572181989; Mendes Junior, Walcler de Lima; http://lattes.cnpq.br/6938727316741941; Junkes, Janaína Accordi; https://orcid.org/0000-0003-2971-9855; http://lattes.cnpq.br/2329848572181989; Pereira, Jesana Batista; http://lattes.cnpq.br/2329848572181989; Marques, Verônica Teixeira Marques; http://lattes.cnpq.br/0156664290521652; Dias, Julliana Michaello Macedo; http://lattes.cnpq.br/8996477208727758
    En varias ciudades brasileñas la fabricación de muebles de madera se realiza en talleres de carpintería, que forman parte de la cultura tradicional y popular brasileña. En esta actividad, el uso de diversas máquinas y equipos son constantes y plantean diversos problemas físicos, químicos, biológicos y ergonómicos, siendo los principales agentes: ruidos y vibraciones de las máquinas, polvo de Tableros de Fibra de Media Densidad (MDF), maderas, pinturas y resinas, movimientos Lesiones repetitivas y directas. En Brasil, las estadísticas de accidentes superan los 500.000 accidentes por año, estos a menudo resultan en incapacitación temporal o permanente, además de consecuencias sociales y psicológicas. En varios estudios, los resultados apuntan a una alta tasa de accidentabilidad en la carpintería. A partir de este entendimiento, el objetivo de esta tesis fue comprobar la posible influencia de la cultura en la forma actual de trabajar de los carpinteros en relación a temas de Seguridad y Salud en el Trabajo (SST), con base en entrevistas con 14 carpinteros del municipio de Palmeira dos Ìndios - Alagoas, a través de la aplicación de Cuestionario semiestructurado con preguntas cerradas y abiertas. Se encontró que alrededor del 71 % de los carpinteros aprendieron la práctica tradicional de la carpintería antes de los 18 años, Esto significa que todavía eran menores de edad. El 100 % de ellos aprendió a través de carpinteros. más experiencia, es decir, no participaron en cursos profesionales de su área de actividad y el 90 % Aprendí de carpinteros que no usaban regularmente equipos de protección. Individuales (EPI). Se encontró que el 90 % de los carpinteros no usaban regularmente EPI, a pesar de que el 100 %conoce los riesgos y ya ha sufrido algún tipo de accidente, con un 65 % ya ha participado en conferencias o cursos de capacitación con el Servicio Brasileño de Soporte a las Micro y Pequeñas Empresas (SEBRAE) durante su vida profesional. En esta resistencia a uso de EPP existe una fuerte tendencia a ser causado por la cultura de influencia de la forma en que aprendió la profesión, ya que el 80 % de los carpinteros, en sus discursos, afirmaron que no El uso de protección individual, de forma regular, se debe a que aprendieron de las personas. que no utilizaron EPP. De esta manera se llega a un entendimiento de que, incluso participando formación durante su profesión y sensibilización sobre los diversos riesgos inherentes a la SST, Los carpinteros optaron por ignorar los riesgos y no protegerse. Estos resultados refuerzan La tesis de que la cultura, específicamente la forma de aprender, influyó directamente en la toma de decisiones. decisión de los carpinteros de no protegerse en cuestiones de SST, lo que lleva a un cierto Banalización de los riesgos que se traduce en un elevado índice de accidentes.
  • Imagem de Miniatura
    Item
    As ferramentas virtuais não exclusivas à aprendizagem e suas implicações nos saberes e na inter-relação professor-aluno : uma investigação a partir da ótica docente no IFAL Campus Maragogi
    (UNIVERSIDADE ESTÁCIO DE SÁ - RIO DE JANEIRO , 2026-02-27) Ferreira, Jairo Santos; Saldanha, Luís Cláudio Dallier; https://orcid.org/0000-0003-3822-1477; ttp://lattes.cnpq.br/6177663314282321; Pedrosa, Stella Maria Peixoto de Azevedo; https://orcid.org/0000-0002-8844-2043; http://lattes.cnpq.br/6986927279922334; Gomes, Nataniel dos Santos; https://orcid.org/0000-0003-3911-1552; http://lattes.cnpq.br/6180920530799182
    This qualitative research, conducted as a case study, sought to investigate the use of Virtual Tools Not Exclusive to Learning (VTNExL) as a didactic-pedagogical strategy by professors at the Federal Institute of Alagoas (IFAL), Maragogi campus, from the perspective of the educators themselves. To this end, a survey was conducted on the use of VTNExL for didactic mediation through the implementation of teaching and research activities/projects aimed at the development and learning of various subjects offered at IFAL Campus Maragogi. The study identified the professors' degree of familiarity with VTNExL, the knowledge acquired and shared through its use, and the influence of these tools on the teacher-student relationship, in order to detect which VTNExL are most frequently used and to understand their scope and effectiveness for the intended purposes. This research project is justified by its academic contribution regarding the development of the didactic-pedagogical application of different technological resources for teaching and learning, and as an influential means of connection between teachers and students. The research involved the application of semi-structured questionnaires, provided via Google Forms and composed of both closed and open-ended questions, to collect information from the participating subjects (professors from the Maragogi campus). Additionally, non-directive interviews were conducted to gather more elucidative information from their free discourse while minimizing risks of embarrassment or discomfort to the research subjects. Through this research, a consolidation of the use of platforms such as YouTube, WhatsApp, and Artificial Intelligence was identified, which have been re-signified by professors as teaching tools. The study concludes that the teacher is the essential "agent" in the transformation of an ItemNet into a VTNExL, acting as a critical mediator who balances generational proximity with the ethical and pedagogical boundaries of technology. It was also found that while VTNExLs enhance student autonomy and engagement, their implementation requires vigilance against the limiting structures of digital tools and algorithms.
  • Imagem de Miniatura
    Item
    Estratégias de aprendizagem no ensino remoto emergencial do Instituto Federal de Alagoas
    (CENTRO UNIVERSITÁRIO DE MACEIÓ – UNIMA | Afya, 2025-09-23) Melo, Helisabety Barros Mendes de; Mendonça, Adriana de Lima; http://lattes.cnpq.br/0381713043828464; Mendes Junior, Walcler de Lima; http://lattes.cnpq.br/6938727316741941; Pereira, Jesana Batista; http://lattes.cnpq.br/2329848572181989; Junkes, Janaína Accordi; http://lattes.cnpq.br/7777461824456062; Santos, Pedro Henrique Simonard; http://lattes.cnpq.br/0615985683640773
    Emergency Remote Teaching (ERT) during the COVID-19 pandemic posed significant challenges for education. Students, for instance, had to adapt to the sudden transition to an online environment, and many struggled to maintain focus and manage their studies independently, making it necessary to adopt Learning Strategies. In this context, this research investigates the extent to which students enrolled in technical programs at the Federal Institute of Alagoas (IFAL) - Maceió Campus - made use of any type of Learning Strategy during ERT, aiming to understand how they coped with the demands of this new teaching format. With a qualitative-quantitative approach, a case study methodology was adopted, articulating two main procedures: Content Analysis of the students’ reports submitted as part of formative assessments during ERT, based on Bardin (2016), and the application of the Learning Strategies Assessment Scale for Vocational Education Students (EAVAP-EP) developed by Pereira; Santos; Ferraz (2020). The qualitative analysis of the students' narratives highlighted issues related to infrastructure and technology, teaching methodology, learning difficulties, and mental health—factors that compromised the appropriate use of these strategies. Students’ perceptions also revealed weaknesses in the institutional planning of ERT and gaps in the provision of technological, pedagogical, and psychological support. The EAVAP-EP, a validated instrument composed of 33 items distributed across three dimensions (Cognitive Strategies, Metacognitive Strategies, and Absence of Dysfunctional Metacognitive Strategies), was completed by 189 students. Statistical analysis was performed using R software (version 4.3.3), employing descriptive techniques. Quantitative data revealed satisfactory use of Metacognitive Strategies and, to a lesser extent, Cognitive Strategies. However, some students exhibited behaviors detrimental to learning (Absence of Dysfunctional Metacognitive Strategies). The results reinforce the urgent need, in light of the challenges faced, to implement pedagogical policies that systematically develop Learning Strategies, promote student autonomy, and foster better conditions for coping with adverse educational contexts.