Dissertação Mestrado Profissional em Educação Profissional e Tecnológica - ProfEPT
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Item Análise da percepção da qualidade dos serviços educacionais em uma instituição de ensino pública federal: um modelo para avaliação institucional na educação profissional técnica de nível médio(2024) Ribeiro, Ricardo Luís Alves de Oliveira; Castilho, Fabio Francisco de Almeida; Pontes, Edel Alexandre Silva; Pontes, Edel Alexandre Silva; Lima, André Suêldo Tavares de; Moura, Elton Oliveira deThis dissertation analyzes the perception of the quality of educational services in a federal public educational institution, proposing a model for institutional evaluation in Technical and Vocational Education and Training. The work was developed within the scope of the Graduate Program in Vocational and Technological Education (ProfEPT) at the Federal Institute of Alagoas (IFAL), Benedito Bentes Campus. The research adopted a quantitative approach, using questionnaires based on the HEDPERF and SINAES models to collect data from students of technical courses. The model was tested and applied at IFAL - Satuba Campus in the medium-level integrated technical courses in Agroindustry and Agriculture. The results indicate that the quality dimensions most valued by students are Reputation, Access, Academic Aspects, and Academic and Professional Training. Statistical analysis confirmed the adequacy and validity of the proposed model, which can be used as an educational product for the continuous improvement of services offered by Federal Institutes. As a second educational product, a guide for using the model was developed. The originality of the work lies in the adaptation of quality evaluation models to the specific context of vocational and technological education, providing a robust tool for educational management.Item Práticas pedagógicas no contexto de vidas onlife: por dentro da vida nas redes sociais no ensino médio integrado(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-03-16) Jatobá, Givaldo Silva; Moraes, Eduardo Cardoso; https://orcid.org/0000-0002-5117-9421; http://lattes.cnpq.br/3464358663007696; Voss, Lilian Kelly de Almeida Figueiredo; https://orcid.org/0000-0002-1695-3637; http://lattes.cnpq.br/9971525425067763; Castilho, Fábio Francisco de Almeida; https://orcid.org/0000-0003-3281-612X; http://lattes.cnpq.br/1280124410024317This dissertation stems from the observation that contemporary society is characterized by hyperconnectivity, immersed in a networked reality where OnLIFE lives are experienced. Within this context, the research aims to analyze the behavior expressed in students' digital interactions and the teachers' perception of this phenomenon, seeking to foster the development of pedagogical practices aligned with the OnLife education context. The study was conducted in the Systems Development program, with 1st and 3rd-year students of the Integrated High School at IFAL – Maceió Campus. The study is grounded in the perspective of OnLIFE education, drawing on the works of Floridi (2015), Schlemmer (2021), and Silbiger (2021). To deepen the theoretical dialogue, it incorporates contributions from Jacon (2017) on pedagogical practices in Professional and Technological Education; Lima Filho (2023) regarding comprehensive human development in the interrelationship between work, science, culture, and technology; Costa e Silva (2013), who discusses the concept of technology in the light of Álvaro Vieira Pinto; and Machado (2013), focusing on the integration of technological knowledge into the curriculum. The discussion is further complemented by Meira (2021) on innovation and the scientific method; Roza (2025), who problematizes social media as the "engineering of the self"; and Ferreira (2023), addressing socio-emotional issues. The methodology adopts a cartographic approach (BARROS; KASTRUP; ESCÓSSIA, 2015; KASTRUP, 2021), utilizing Discursive Textual Analysis (DTA) as proposed by Moraes and Galiazzi (2016). The relevance of this study lies in its connection to the real world and its fostering of debates on pedagogical practices that account for the configurational flow of reality. As an Educational Product, it presents a digital booklet inspired by Lima (2019), which outlines the profile of these lives at IFAL and provides guidelines for an OnLIFE education.Item Sequência didática para o ensino de uma abordagem humanizada no SUS: reflexões inerentes ao processo de formação mo curso técnico em enfermagem do Ifal(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-11-19) Soares, Rose Mayre dos Santos; Pontes, Edel Alexandre Silva; https://orcid.org/0000-0002-9782-8458; http://lattes.cnpq.br/3143006785845985; Pontes, Edel Alexandre Silva; https://orcid.org/0000-0002-9782-8458; http://lattes.cnpq.br/3143006785845985; Brasileiro, Regina Maria de Oliveira; https://orcid.org/0000-0003-3382-3786; http://lattes.cnpq.br/4146119273576569; Cavalcante, Margarete Pereira; http://lattes.cnpq.br/0362345375373708This research was developed within the scope of the Graduate Program in Professional and Technological Education (ProfEPT) and aimed to develop educational strategies and methodologies based on the National Humanization Policy (PNH), through the elaboration of a didactic sequence, seeking to contribute to the integral training of nursing technicians who are critical, reflective, and committed to ethical and humanized care. The specific objectives included: diagnosing the perceptions and conceptions of students and teachers of the technical nursing course about humanization in the SUS (Brazil's Unified Health System), identifying how this principle is understood and experienced in the formative process and in professional practice; planning a didactic sequence, anchored in historical-critical pedagogy, contemplating theoretical-practical activities that address themes related to the foundations of humanization in the context of public health; and systematizing the results and reflections arising from the data collection instruments for the elaboration of the didactic sequence, structuring an educational product that is replicable in other technical courses, accompanied by methodological guidelines that favor its adaptation to different training contexts. The study was conducted at the Federal Institute of Alagoas – Benedito Bentes Campus, using a qualitative approach of a research-action nature, as outlined by Thiollent (2005). Data production occurred in three stages: initial diagnosis (based on documentary analysis, interviews, and questionnaires), development and application of the didactic sequence as an educational product, and subsequent evaluation of the material. Twelve teachers and 9 students from the subsequent technical nursing course, all aged over 18, participated in the research. Instruments such as semi-structured interviews, questionnaires, and participant observation were used, with data analyzed using the content analysis technique, as per Bardin (1977). The results demonstrated the effectiveness of the didactic sequence in the articulation between theory and practice, highlighting its formative and reproducible potential in different contexts of PTE (Professional and Technological Education). It is concluded that the developed educational product constitutes an innovative pedagogical resource, applicable to technical training in health, contributing to the strengthening of educational practices that are more ethical, critical, and humanizing.