Teses e Dissertações

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Inclui teses, dissertações e trabalhos de conclusão de mestrado profissional produzidos no IFAL e fora dele.

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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.
A formação de professores para a educação inclusiva no ensino técnico: legislação e diretrizes
(2022) Souza, Jairo José de; Moraes, Eduardo Cardoso; Santos; Moraes, Eduardo Cardoso; Santos, Adriana Cavalcanti dos; Lima, André Sueldo Tavares de
The issue of people with disabilities is a prominent debate in society, despite there are affirmative public policies, such as quotas for PCDs in the selection of vacancies in public schools and even in vacancies for private companies. The educational issue on the inclusion of this audience still involves improvisation, either institutional or personal, of each educator. While it is still a challenge to include students in professional education following legal regulations, this project aims to investigate, analyze and discuss the issue of inclusion of students with specific needs, in addition to diagnosing compliance with legislation, guidelines and policies for inclusive education at the Federal Institute of Alagoas - IFAL, and investigate the meaning that inclusive education gains in the practice of educators in the classroom; getting to know, through the speeches of the interviewed educators, as an experience of living with students with specific needs in the classroom; investigate how this inclusion process can generate new didactic-pedagogical practices for these educators; and propose an educational product in the form of a booklet that guides managers and teachers on good practices regarding the inclusion of students with specific needs and after the collection of data that were used and triangulated and that served in a complementary way to create a second product educational in application format, where the booklet is displayed online and accessible to everyone. This topic has been widely debated by scholars of education, psychology and psych pedagogy, since the inclusion of students with disabilities, whether physical, mental, auditory, visual, or others, has been an increasingly constant reality in teaching classrooms. basic and superior. The research is methodologically based on the qualitative method and as a data collection instrument the semi-structured interview, carried out with eleven IFAL teachers who have students with specific needs in their classrooms. The theoretical framework adopted here is that of Socio-Historical Psychology, which sees subjects as active, social and historical. The results indicated that educational products allowed greater exhibition of the theme about inclusive education in technical education and compliance with legislation, policy guidelines and proposals at IFAL, in addition to providing an interest of teachers in joining the use of educational products in classes with to students with specific educational needs, as the interaction with the application can be a potential tool for dealing with problems related to accessibility in the teaching of students with specific educational needs.
A história do curso técnico de eletrônica: promovendo a valorização e sensibilização da comunidade discente no combate à evasão na educação profissional
(2022) Fidelis, Mariluze da Silva Vieira; Lima, André Suêldo Tavares de; Lima, André Suêldo Tavares de; Castilho, Fábio Fancisco de Almeida; Souza, Maria de Fátima Matos de
The present work aimed to understand school dropout in the scope of the Integrated Technical Course of Electronics of the Federal Institute of Alagoas, The present work aimed to understand school dropout in the scope of the Integrated Technical Course of Electronics of the Federal Institute of Alagoas, at Campus Maceió, in order to alleviate the problem in the context of the course, building proposals that help the student's permanence in the integration of studies. The investigation focuses on the complexity of the subject, which involves personal, family, institutional and political factors. The study methodology has a qualitative and quantitative approach. Data were collected in 2020 and 2021, through the application of online questionnaires, made possible by Google Forms. Subsequently, in order to continue the systematization of the Educational Product (EP), we carried out another data collection, using the technique of the conversation circle through the virtual rooms of Google Meet. We also sent another questionnaire through Google Forms to 344 students of the electronics course. As an educational product, we systematized a photographic exhibition to give visibility and value to student identities and their knowledge produced within the scope of the Integrated Technical Electronics Course, this proposal is classified in the extension activity typology, according to a document from the Capes teaching area for masters professionals. It is understood that this problem is associated with the diversity of professionals and students that make up the Federal Institutes, as verified in other realities, by scholars on the subject. Finally, this problem becomes characteristic of the dynamism of inclusion. According to a survey of the evaluation of the Educational Product, carried out during the period of the photographic exhibition, the IFAL community, especially the students, expressed significant approval, especially regarding the information on the history of the Institute. Another important data, which reflects the acceptance of the exhibition, refers to the number of visitors, which was visited by 156 people.
A interdisciplinaridade e a gamificação: as tecnologias digitais no ensino da língua espanhola no contexto da EPT
(2023) Coimbra, Renata Portela das Chagas; Fiori, Ana Paula Santos de Melo; Fiori, Ana Paula Santos de Melo; Cavalcanti, Ricardo Jorge de Sousa; Francisco, Deise Juliana
Over the years, Spanish language (SL) teaching has had different goals and purposes, and has been performed using different approaches and methodologies. Currently, in the context of the Federal Institute of Alagoas (Instituto Federal de Alagoas – Ifal), there is a focus on public policies oriented towards widely expanding language teaching for students and employees. There is special motivation for the proposal of meaningful Spanish teaching for students of the Integrated Middle Level Technical Course in Agroecology. The language is offered in the final year of the course curriculum. The issue driving this research arises from the challenge of performing a pedagogical practice that offers an opportunity for dialogue between the two areas of the course: the specific training area of the course curriculum (Professional Curriculum), and the Basic Curriculum, in which SL is inserted. This investigation sought to propose subsidies based on interdisciplinary pedagogical practice through the use of gamification as a teaching methodology. The epistemological and analytical basis that guided this research was historicaldialectical materialism. This research is of a qualitative nature and fulfills exploratory and descriptive purposes. The collaborative action-research method was adopted, which was developed in four phases: diagnostic research and data analysis; elaboration of the educational product (EP); application of the EP and results; adjustments and evaluation of the EP. The target audience of the research were teachers in the Basic Curriculum (propaedeutics, a curricular component of the Spanish Language) and from the Professional Curriculum (teachers in the technical area) of the course. Thematic analysis was the technique used for organizing and discussing data in the qualitative research. The results analyzed in the diagnostic phase indicated that professors are adept at the use of digital technologies and active methodologies, and that there is a lack of actions that enable dialogic praxis and the development of interdisciplinary work. The investigation demonstrated the need for continuing training to improve the use of digital technologies and gamification. To fill this gap, Spanish language teachers were proposed to create a collaborative educational product in the form of an interactive and interdisciplinary e-book. The teaching material was elaborated in a collaborative and participatory way with the SL teachers in the research location. The EP results showed that the material had a positive effect due to its organization, content and structure. Its interdisciplinary approach will enable dialogue between the different areas of the course, and it will recommended to professors of other curricular components in the Basic Curriculum.
As contribuições de um produto educacional para inclusão do suporte básico de vida na organização curricular da educação profissional e tecnológica
(2022) Andrade, Andreza Gomes de; Filho, Adalberon Moreira de Lima; Filho, Adalberon Moreira de Lima; Lima, André Suêldo de; Nascimento, Carlos Queiroz do
Basic Life Support is theoretical and practical training aimed at identifying signs of cardiorespiratory arrest, considering that this is the most serious cardiac emergency. Thus, it is important to provide, in the school environment, opportunities aimed at reflections on how to act in emergencies, where it is necessary to apply first aid techniques, training students and preparing future workers to face these situations. The objective was to propose the elaboration of a didactic resource that uses cordel literature to teach Basic Life Support for students at High School Integrated to Professional Education in cordel. The research methodology in this study was of the action-research type and developed in four phases, namely: 1st) diagnostic phase; 2nd) phase of elaboration of the educational product through the development of workshops on Basic Life Support. And finally, the 4th) evaluation phase of the educational product. Questionnaires were used as instruments for data collection. The participants of this research were students enrolled in High School integrated to professional courses. The results indicate, through the diagnostic phase, that among the 150 participating students, 54% have someone in the family with heart problems, but only 2% knew how to identify a cardiorespiratory arrest. After the diagnostic phase, an Educational Product was prepared using string literature on Basic Life Support. The workshop was divided into a) declamation of the string, b) realistic simulation, c) simulation of cardiopulmonary resuscitation, c) simulation of cardiopulmonary resuscitation, d) discussion on the theme, clarification of doubts, e) application of an evaluative questionnaire for the workshops and educational product, f) research of satisfaction. The evaluative questionnaire consisted of 13 questions, 2 of which were open-ended and the others multiple-choice about the expected actions in the face of a cardiorespiratory arrest. The classes were divided according to the workload of 1 hour and 2 hours, but there was no variation in relation to the absorption of the contents taught. Although it would be expected to obtain greater performance in classes with a workload of 2 hours. When applying the satisfaction survey, 100% of the students stated that the workshop contributed to their professional life, approving the educational product, and stating that they would recommend the workshop. The research enabled improvement in learning and Basic Life Support skills for high school students integrated into professional education, the use of string was approved as an innovative teaching strategy. The research made it possible to perceive the need to address issues related to first aid, for the student’s academic and professional development, for the world of work. Regarding the contributions of the insertion of Basic Life Support in integrated secondary education, it was possible to observe a significant gain in learning for students, who, when meeting the cordel and the theme presented, aroused their interest in helping to save lives. In this way, complex contents in the health area were taught in a light and attractive way in Integrated High School, through education that opens doors, to transform society.
Conselho escolar na rede de educação profissional e tecnológica: orientação à participação engajada no conselho de campus
(2021) Araújo , Rosiene Silva de; Meirelles, Nelson Vieira da Silva; Meirelles , Nelson Vieira da Silva; Ferreira, Ruth Vasconcelos Lopes; Castilho, Fabio Francisco de Almeida
The perspective of an integral education, defended by the Brazilian Constitution of 1988, fits together with constitutional determination for the implantation of democratic management as educational principle. Also called participative management, this kind of management consists of development of everyone engaged direct or indirectly in educational process, aiming the establishment of goals, problems solutions, decision makings and proposition of action plans (LÜCK, 2011). The Law of Guidelines and Basis of Education of 1996, presents three topics in defense of this management model: a) the school Council or parents and professors‟ associations, b) the curriculum pedagogic project and c) the election of school director (NÓBREGA et al., 2011). In the present work, we have focused at scholar Council, a collegiate body representative of entire community. The research goal was inquiring how the students glimpse the way by how de institution is managed, as well as, understand how was the participation of those students at the process of implementation of Campus Council at the analyzed school and if there was their intention at participate of decision-making process. Therefore, the researchers applied questionnaires and interviews with students, representants of the union movement and the student union who acts at the institution and consulted documents about the subject. Concomitantly, a booklet was elaborated, in scoping to counsel the community, mainly the students, about the school Council importance, aiming to stimulate an engaged participation at the Council. As a result, it could be verified a low students‟ knowledge about the Council and the need of their approximation to the school management, once the responders recognize themselves as excluded from de decision-making process. In relation to the booklet, is expected that it could be a tool for the students‟ engaged participation at the Campus Council and be able to understand the need to exercise their citizenship in an active way, by acting and inspecting the offered service by the school institution which they are part of, and therefore, of the others public services they are also users.
Contribuições da contação de histórias para a formação integral: caminhos criativos e humanizados em aulas de língua portuguesa
(2022) Oliveira, Gicele Rose dos Santos; Lima, Antônio Carlos Santos de; Lima, Antônio Carlos Santos de; Cavalcanti, Ricardo Jorge de Sousa; Nascimento, Maria Edna Porongaba do
In the school context, story-telling can provide both students and teachers with the possibility of appropriating, disseminating and producing their cultures, promoting different ways of reading the world, oneself and the most immediate environment that surround him. From this perspective, the present research aims to reflect on the place of this practice, story-telling, in the process of integral formation in Portuguese language classes. Since it is research situated in an educational context, whose commitment is also related to social transformation, this study is anchored in the perspective of Content Analysis (CA) and is characterized as qualitative in nature, of the action research type. From experiences with students of a Technical Course Integrated to High School in Agroindustry of Instituto Federal de Alagoas, which constituted themselves as research subjects, participating in workshops and answering questionnaires, it was concluded that storytelling, by allowing to these students to experience experiences that contemplate different aspects of the human dimension, it contributes to the construction of knowledge, in a process of significant learning that culminates in the integral human formation. This is due to the humanizing, dynamic and creative character of this practice in the teaching and learning process. As a research action, an Educational Product (EP) is presented, a "Workshop Notebook", whose objective is to contribute to this practice, as a complementary resource in Portuguese, to be incorporated into the curriculum of Technical Education Integrated to High School with a view to comprehensive training.
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.
O ensino de segurança da informação por meio de aplicação virtual disponibilizada em contêiner utilizando abordagem de apredizagem baseada em problemas
(2024) Melo Junior, Byron Loureiro Lanverly de; Moraes, Eduardo Cardoso de; Moraes, Eduardo Cardoso; Pontes, Edel Alexandre; Baía, Davy de Medeiros
Growing awareness of the productive potential of social skills and skills expansion has generated a discussion about their systematic and purposeful development. However, educational systems pay only limited attention to this topic. This research proposes to bridge a gap between the development of competencies using the experiences of students of the integrated technical course in high school systems development at the Federal Institute of Alagoas, inserting into their practice the importance of developing these competencies through the use of active methodologies in the Information Technology (IT) area. This is because during the research, we observed that in traditional methodologies, practical teaching is little worked on, making it difficult to fix knowledge. To this end, this research aimed to propose as a subsidy an Educational Product (PE) in the format of a Didactic Sequence (SD) to support pedagogical practice by adopting the active teaching methodology. This SD, which in its entirety can be considered an educational product, contains pedagogical proposals for the development of technical skills, through the use of free software. In the process of developing the sequence, we used questionnaires, validated and tested in a pilot study to adapt to the research needs. In addition to the aforementioned product, a testing application was created, which will be distributed within a container using Docker technology, which is an open source platform with the objective of facilitating the creation and management of isolated environments, allowing the packaging of an application or environment within a container, making this product portable to any other host (computer) that has Docker installed. This artifact assists Problem-Based Learning, since the student can put the theories studied into practice and thus develop their skills. Along with the material, a booklet about Docker is made available, with instructions for its correct installation and basic form of use. The results of the PE demonstrated that the material assumed a positive character in its organization, content and structure. In addition, the results showed the existence of a significant difference in the students' perception in terms of the importance of using active methodologies to maximize competence.
O papel do/a pedagogo/a no processo de planejamento curricular integrado na rede federal de ensino
(2024) Lima, Jeorge Venancio Santos de; Cavalcanti, Ricardo Jorge de Sousa; Cavalcanti, Ricardo Jorge de Sousa; Brasileiro, Regina Maria de Oliveira; Souza, Laura Cristiane de
This research was developed within the scope of the Postgraduate Program in Professional and Technological Education (ProfEPT/Ifal), whose objective was to reflect, based on the role of the pedagogue of the Federal Education Network, on training processes that enhance the integrated curriculum among teachers of general training and professional training in the aforementioned Network, specifically, at the Satuba Campus of the Federal Institute of Alagoas (Ifal). The theoretical framework was based on the contributions of Araújo and Frigotto (2005), Franco (2016), Freire (2020), Libâneo (2010), Pinto (2011), Ramos (2017), Sacristán (2000), Silva (2010) and Vasconcellos (2000). The study is investigative and qualitative in nature with a theoretical framework anchored in studies concerning collaborative action research whose methodological instruments were: i) application of diagnostic questionnaires; and ii) conducting an interview. With the data that would be collected in the research, we present an Educational Product called the "Pedagogue’s (self) Reflective Notebook", with the aim of providing theoretical-practical and methodological subsidies for the pedagogue’s performance in the process of discussing the integrated teaching curriculum secondary education integrated into the Federal Education Network, with Work, Science, Culture and Technology as its central axes.
Organização curricular para inclusão do conteúdo de lutas no contexto da educação profissional e tecnológica
(2024) Oliveira, Jackson Israel Lima de; Lima, André Suêldo Tavares de; Lima, André Suêldo Tavares de; Lima Filho, Adalberon Moreira de; Silva, João Paulo Lopes da
This research, developed within the scope of the Postgraduate Program in Professional and Technological Education (ProfEPT/IFAL), proposed to analyze the contributions to create a sequence for technical courses in high school on the content of fighting. This research is of a qualitative nature of the collaborative action research type of approach, the instruments collected from data were interviews and questionnaires. It was developed in three stages: 1) The diagnosis was carried out through the application of twenty-four questionnaires with the teachers of the Physical Education curricular component of IFAL, 2) elaboration and application of the educational product and 3) Evaluation and Validation of the educational product. The place where the research was carried out was Ifal, and the application of the educational product was the Ifal Campus Murici. At the time of application, 30 students enrolled in the 2nd year of the Technical Course in Agroindustry participated. The data were analyzed using the content analysis technique. The results obtained indicated the intentionality of the students regarding the application of the content of fighting in school physical education classes, to be practiced during their training process at the Federal Institute of Alagoas (IFAL). In addition, the importance of a didactic sequence of the content of fighting so that physical education professionals can apply it in their classes was highlighted. It was observed that 66.7% of the teachers interviewed work with the content of fighting in their classes, 20.8% work occasionally, and 12.5% do not include fighting in their annual planning. These data show that a significant portion of the teachers already address the content of fighting, which reinforces the information of Moura et al., (2017), who highlight that the topic has been the subject of recent investigations. As a result, some mistaken perceptions, such as the idea that fighting generates violence or fights, are being replaced by the many benefits that this content can bring to students. We also found that there is a high interest among students in the subject of fighting, which is valued by most students. The intention is, therefore, to effectively include fighting in school physical education classes, correlating the physical education curricular matrices in IFAL (PGD) with the didactic sequence created as an Educational Product (PE) and considering the social characteristics of students, in order to promote their integral development. This research opens possibilities for future studies that add and deepen the understanding of the content of fighting in the Physical Education (PE) curricular component in the context of professional and technological education. In addition, the applied didactic sequence can be adapted to other contexts and courses. from the survey of students' conceptions about the practice of this modality and from the observation of the performance of activities in practical and theoretical PE classes.
Organização das informações dos assuntos acadêmicos: manual de orientação para os discentes da educação profissional e tecnológica
(2024) Almeida, Roseany Maria Araujo de; Lima Filho, Adalberon Moreira de; Lima Filho, Adalberon Moreira de Lima; Brasileiro, Regina Maria de Oliveira; Barros, Albani de
The aim was to investigate the contributions of a teaching manual on IFAL's i The transition period from primary to secondary school is a challenging one, marked by biological, emotional and social changes, demanding more autonomy and responsibility from students. When they enter Professional and Technological Education, young people are led to understand their education in an integral way, within an approach that prepares them not only for the job market, but above all to act actively in society. The research addresses the development of an Educational Product and was guided by the following problem question: Will the creation of a Teaching Manual on the organization of information at the Federal Institute of Education, Science and Technology of Alagoas (IFAL) - Maceió Campus, help students enrolled in secondary technical education integrated with basic education to understand the educational and organizational processes? The aim was to investigate the contributions of a teaching manual on IFAL's institutional and academic information. The research methodology is qualitative, of the action-research type, developed according to the following itinerary: 1st) diagnosis; 2nd) development of data collection instruments and strategies; 3rd) registration of the Research Project on the Brazil Platform and with the Research Ethics Committee; 4th) strategic communication with the management and sectors involved in the research at the IFAL Maceió Campus; 5th) data collection; 6th) analysis and processing of the data collected; 7th) preparation of the educational product; and finally, the last, 8th) evaluation and validation of the didactic manual. The participants in this research are made up of two distinct groups. The first group is made up of students who are duly enrolled in high school technical education, integrated with basic education at IFAL - Campus Maceió, and the second group is made up of managers who work in the pedagogy, psychology, student assistance and support center for people with specific needs. The data collection instruments were a diagnostic questionnaire and an Educational Product (EP) evaluation form for the students, as well as a semi-structured interview for the managers. To analyze the data, we used the Content Analysis technique. The analyses were organized by dimensions of analysis as follows: semi-structured interview - 1) Functioning of the sectors; 2) Services offered; 3) Contributions; 4) Operationalization; 5) Dissemination. Diagnostic questionnaire: 1) Student profile; 2) Perception of the organization of academic sectors; 3) Understanding of services; 4) Access to information. The diagnostic questionnaire and semi-structured interview showed positive results in relation to the research's guiding question, in that they served to guide the construction of the Educational Product. The results from the evaluation form filled in by the students and the feedback received from the psychology sector manager regarding the Educational Product revealed that the manual provides a comprehensive overview of the procedures, clarifying doubts and providing relevant guidelines to guide students on their journey at IFAL. Also noteworthy is the clarity of the language used and the organization of the material, making it more accessible to students, especially those who are starting their academic journey.
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
Programa suporte de aprendizagem matemático: uma abordagem didática, aplicada no ensino médio integrado
(2024-09-17) Silva, Josivaldo da; Pontes, Edel Alexandre Silva; http://lattes.cnpq.br/3143006785845985; Pontes, Edel Alexandre Silva; http://lattes.cnpq.br/3143006785845985; Lima, André Suêldo Tavares de; http://lattes.cnpq.br/6019670165528345; Barbosa, Isnaldo Isaac; https://orcid.org/0000-0002-2266-4364; http://lattes.cnpq.br/3111088449226485
ABSTRACT The investigation of students' difficulties in mathematics in everyday school life and in learning processes, through social contexts that constitute the school, the community and society. From there, it proposes the construction of an Educational Product entitled: Mathematical Learning Support Program: A didactic approach in Integrated High School, with the intention of supporting the treatment of the issue within the scope of Teaching in the Integrated Technical Computer Course. The research was developed within the scope of the Postgraduate Program in Professional and Technological Education (ProfEPT/Ifal). The present study is justified by bringing a theme that can contribute to the learning of Integrated High School students, the development and knowledge of digital platforms, involving websites and software in learning from this perspective. Its objective is to resolve existing difficulties faced by students. To do this, we analyzed how issues related to the subject of mathematics appear in the teaching-learning process and in everyday school life from the perspective of Karl Marx's historical materialism (1993). The present research is of the action research type, with a collaborative bias and of a qualitative-quantitative nature based on the principles of participatory research (TRIPP, 2005; THIOLLENT, 2011). The locus of the research was the Rio Largo Campus, and the research participants were 3 groups of volunteers (students): (1) students from the 1st, 2nd and 3rd year of the Integrated Technical IT Course at the Rio Largo Campus, in this case we had the class A, B and C with A: 35 participants, class B: with 30 participants and C with 26 participants, the three groups of students totaled 91 participants; (2) the teachers who teach mathematics in this Integrated Technical Course in IT totaled 3 teachers. The aim is, with the results of the research, to contribute to an omnilateral training (RAMOS, 2008; FRIGOTTO, 2012; MOURA 2013; CIAVATTA, 2014) which, considering the social contexts of origin of the students, and the role of mathematics, in the process of learning, which integrates the dimensions of work, science and culture, managing to reach as many people as possible and thus contributing to this updated training in professional and technological education.
Promoção de saúde na escola: teoria das marés como prevenção e suporte aos transtornos de ansiedade em estudantes do ensino médio integrado
(2021) Silva, Olivia Gabrielly Laranjeira; Melo, Beatriz Medeiros de; Moraes, Eduardo Cardoso; Moraes, Eduardo Cardoso; Melo, Beatriz Medeiros de; Alves, Verônica de Medeiros; Gomes, Jarbas Mauricio
Introduction: The abundant and radical changes that have taken place in wo rk processes have been a source of physical and emotional strai n. The recognized income inequality that characterizes the Brazilian social str ucture directly reflects on health conditions. Thus, whe n interpreting reality according to historical dialectical materialism, it is clear that adolescents and young people, wh o a re included in this social context, are directly affected by the problem. La w 9394/96, when establishing the guidelines and bases of Brazilian education, states that high school should take place as an integrated education, which develops the individual in all its dimensions. Understanding that the role of nursing at school contri butes to the permanence and successful completion of stude nts, it was decided to use the Theory of Tides as a tool to prevent and support anxiety disorders in high school studen ts. O bjective To investigate the presence of anxiety disorders in High School students at the Federal Institute of Alagoas, as well as the existence of guidance material for monitoring such situations, in order to build an educational product that collabo rat es with the practice of mental health care by Nursing team of the Federal Ne twork for Professional, Scientific and Technological Educatio n. Methodology: This work takes action research as a research technique, as it aims to improve the context of anxiet y disorders at Ifal. As a methodological tool for diagnosis, a semi structured questionnaire was used with nurses to observe initial and contin uing education related to mental health and their perception of the implementation of a theoretical and procedura l m odel aimed at this area. These data were subjected to Bardin's content analy sis and indicated as a result that a procedural theoretical model aimed at mental health can strengthen nursing ca re. Results : In the diagnostic research, 11 nurses participated ; 1 00% reported meeting mental health demands. Regarding the most attended diso rder, 100% reports that anxiety prevails. In 72.7% of the Campis there is the presence of professional ps ychologists, a fact that did not significantly reduce the attendance of nur ses for this demand. Most teenagers remain undiagnosed and when they do, the y do not always get care in the Health Care Network. Most nu rses (90.9%) report having studied the mental health discipline, but not always they feel fully prepared to care for mental disorders. All professionals agree on the need for training in mental he alth and strive to expand knowledge on the subject. Most do n ot know the Theory of Tides, but believe tha t a theoretical and procedural model can contribute to nursing practice. Fi nal considerations: The Theory of Tides represents an important possibility for nursing care in mental health. The lack of homogeneity in n ursing care in the school environment requ ires innovative practices capable of recognizing risk situations, develo pin g early diagnoses and generating interventions that provide positive results for adolescents and young people. For this, the Tide Theory Gu ide was created.
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.
Tecnologia, educação e trabalho no ensino médio integrado: o fenômeno da aceleração social do tempo
(2021) Silva, Valmir Rogério e; Gaia, Rossana Viana; Gaia, Rossana Viana; Castilho, Fábio Francisco de Almeida; Pimentel, Fernando Silvio Cavalcante
Digital technologies (DT) have changed the way we interact in society. Instant messaging applications, email services or the various social networks available all the time require our attention. One of the consequences of this significant increase in the flow of information is the impression that time is not enough to meet all current interaction demands. Studies that make up the theoretical framework of this study suggest that DTs, in addition to imprinting a new dynamic on social relationships, can be used for personal organization and to save time. In this context, this research sought to answer whether the use of digital technologies can contribute to the organization of study time, in the context of Professional and Technological Education. Therefore, the general objective of the research was to develop an Educational Product in the form of an application for time management of studies, with the collaboration of students who attend High School Integrated to the Internet Computer Technician at the Federal Institute of Alagoas, Campus Maceió. The theoretical framework included authors from the field of action research and educommunication with an emphasis on studies that emphasize the use of the internet in education and reflections on cybernetics in teaching. As for the methodology, this investigation is of an applied nature, of the action research type, based on a qualitative approach. The procedures used were document analysis and online research, in which questionnaires with 4 students and 3 teachers from the class invited to participate in this research were applied as data collection instruments. To analyze the collected data, interpretive analysis and content analysis techniques were used. The results of this study showed that the use of digital technologies contributes to time management and can favor the production of knowledge and autonomous learning. The relationship between technological advancement and the phenomenon of social acceleration of time and the need to broaden this debate in different areas of knowledge to foster discussion about DT in integral education was also verified.

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