Dissertação Mestrado Profissional em Educação Profissional e Tecnológica - ProfEPT
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Item Cosmologias indígenas e educação profissional e tecnológica: o documentário como mediador do currículo escolar no agreste alagoano(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-06-19) Silva Júnior, José Monteiro da; Cavalcanti, Ricardo Jorge de Sousa; https://orcid.org/0000-0001-6990-6669; http://lattes.cnpq.br/2706881213553955; Castilho, Fábio Francisco de Almeida; https://orcid.org/0000-0003-3281-612X; http://lattes.cnpq.br/1280124410024317; Silva, Amaro Hélio Leite da; http://lattes.cnpq.br/0318967074428573; Amorim, Siloé Soares; http://lattes.cnpq.br/5268986830520048Based on the materialist conception of history, we understand that labor is an ontological principle in the construction of man as a social category. As an educational principle, labor is inherent to the human being, since it is directly linked to the production of his survival. Through it, individuals generate knowledge and socialize it with the members of their community. In this context, the school, in a dialectical movement, assumes an increasingly relevant role in the development of productive forces. In the capitalist mode of production, it is configured as a privileged space for the dissemination of knowledge linked to the interests of the ruling class. Therefore, it becomes essential to discuss the curriculum from an integrated perspective, one that contemplates access to science and culture, but also includes a decolonial approach. This dissertation arose from the need to discuss the curriculum and Law No. 11.645/2008, since scientific research that aims to analyze, understand, and propose pathways can, even if incipiently, given the historical gap to which the curriculum is subjected, highlight the knowledge and voices of local Indigenous peoples. The objective was to articulate pedagogical practice with the traditional knowledge of Indigenous Peoples, as well as to highlight local Indigenous Peoples, aiming at collaboration toward a New Indigenous History — a historiography in which the Indigenous themselves are the protagonists — so that their voices are emphasized in classrooms in the Agreste region of Alagoas. This was a qualitative research study, focused on the methodological approach of action research (Thiollent, 2011). The researcher actively participated in the investigated process, contributing, to some extent, to the re-signification of reality. The research relied on the collection of primary data through the use of semi-structured questionnaires. The data collected, from the questionnaires and participant observation, were processed and analyzed based on Bardin’s Content Analysis (1976), with the results used in the development of the Educational Product: an Educational Documentary aimed at students of Integrated Secondary Education, enrolled in the Federal Education Network, at one of the campuses of the Federal Institute of Alagoas (Ifal).Item Os espaços pedagógicos da pesquisa na educação profissional e tecnológica(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-04-17) Silva, Núbia Lemos da; Gomes, Jarbas Mauricio; https://orcid.org/0000-0001-8734-4727; http://lattes.cnpq.br/6712481495574847; Castilho, Fabio Francisco de Almeida; https://orcid.org/0000-0003-3281-612X; http://lattes.cnpq.br/1280124410024317; Cazavechia, William Robson; https://orcid.org/0000-0002-8045-0823; http://lattes.cnpq.br/1468038803656084This research was developed within the scope of the Professional and Technological Education Graduate Program (ProfEPT) and aimed to analyze the organization of pedagogical research spaces at IFAL. It was motivated by the understanding that there is a gap in discussions regarding the organization of pedagogical spaces in academia, especially when considering the organization of pedagogical research spaces in Professional and Technological Education (PTE). In this sense, based on the question “What are the pedagogical research spaces at IFAL and how are they organized?”, the following guiding research question emerged: “How can the organization of pedagogical research spaces in Professional and Technological Education be understood?”To achieve the proposed objective, the adopted methodology was applied and exploratory in nature, using a Design-Based Research (DBR) methodological approach. The study was carried out at the Federal Institute of Alagoas with researchers involved in projects classified under the Institutional Scientific Initiation Scholarship Program (PIBIC) and the Institutional Technological Development and Innovation Initiation Program (PIBITI) during the 2024–2026 triennium. Data collection was divided into two stages and involved field, bibliographic, and documentary procedures. Semi-structured questionnaires were used for field data collection. Data analysis was conducted through mixed methods, with predominance of qualitative analysis. Qualitative data were treated through Laurence Bardin’s (1977) content analysis, while quantitative data were analyzed through descriptive statistics, allowing for better organization and description of the data. Based on the proposed research, Technical Report: Pedagogical Research Spaces at the Federal Institute of Alagoas was developed, grounded in the theoretical-methodological assumptions of Historical-Critical Pedagogy proposed by Saviani (2024), the report is guided by the understanding that research, as a social and educational practice, is both an educational and pedagogical principle and should contribute to the critical formation of students and to their conscious insertion into scientific culture, with innovation being a consequence rather than its central objective. From this perspective, the report presents the characterization of pedagogical research spaces at the Federal Institute of Alagoas. After its development, the technical report, which constitutes the educational product of this research, was presented to IFAL researchers through the application of a semi-structured questionnaire created in Google Forms, using a Likert scale and open-ended questions in order to evaluate the applicability and relevance of the educational product (EP). On that occasion, the evaluation was based on the studies of Nascimento-e-Silva (2020). The validation of the technical report was carried out by the members of the examining committee. The results of this research are fundamental for the IFAL academic community, as they provide recommendations that contribute to organizing pedagogical research spaces, promoting the education of researchers and the construction of critical knowledge. Furthermore, the findings contribute to strengthening the foundations of Professional and Technological Education within the institution, reaffirming the principles of comprehensive education and encouraging a transformation in institutional culture, challenging the still predominant educational model.Item Política de ação afirmativa no ensino médio integrado: ação educativa em arquivo para o ensino da História e Cultura Afro-brasileira no contexto da Lei 10.639/2003(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-02-18) Santana Filho, Décio de; Castilho, Fábio Francisco de Almeida; http://lattes.cnpq.br/1280124410024317; Oliveira, Gabriel Abílio de Lima; http://lattes.cnpq.br/2230744058359248; Lima, André Suêldo Tavares de; http://lattes.cnpq.br/6019670165528345; Barbosa, José Isnaldo de Lima; http://lattes.cnpq.br/3111088449226485In the context of affirmative policies in Brazil, Law 10,639/2003 was instituted, which established the mandatory teaching of Afro-Brazilian History and Culture in public and private schools, at elementary and secondary levels. However, more than fifteen years after its enactment, its implementation remains a challenge. This work aimed to present the educational action in archives as a strategy for the teaching of Afro-Brazilian History and Culture at the Instituto Federal de Alagoas (IFAL). The qualitative research was carried out, of an applied nature. The procedure was action research. The application context was the Marechal Deodoro/IFAL campus and the Public Archive of Alagoas (APA). The research participants were the History professors of IFAL and the 2nd and 3rd year students of the Technical Courses in Tourism Guide and the Environmental Technician, from the Marechal Deodoro campus and a representative of the APA. The data collection method used the techniques of participant observation, document analysis and application of questionnaires. As a result of the research, it was verified that the educational action is a reality of the APA. The institution is open to welcome the school public. In its collection there are newspapers, crafts, correspondence, books, certificates, inventories that can be transformed into didactic resources for the teaching of Afro-Brazilian History. Itis considered that the study expands the discussions about educational action in archives, presents the relevance of interdisciplinarity to solve concrete social situations. It also contributes to actions aimed at implementing Law 10,639/2003 in Integrated High School in Alagoas. Finally, a digital booklet entitled Arquivo Público de Alagoas is created as an educational product as a non-formal educational space for the teaching of Afro-Brazilian History and Culture. This material connects the History teacher with primary sources and allows carrying out educational practices at the APA.