Dissertação Mestrado Profissional em Educação Profissional e Tecnológica - ProfEPT

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https://repositorio.ifal.edu.br/handle/123456789/581

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Navegando Dissertação Mestrado Profissional em Educação Profissional e Tecnológica - ProfEPT por Área do Conhecimento "CIENCIAS HUMANAS: EDUCACAO"

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    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 de
    This 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.
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    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/1280124410024317
    This 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.