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 "CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM"

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    Atividades de aventura na natureza : possibilidades pedagógicas interdisciplinares no ensino médio integrado
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-08-25) Monteiro, Vanessa Cavalcante Tavares; Lima, André Suêldo Tavares de; http://lattes.cnpq.br/6019670165528345; Gomes, Jarbas Maurício; http://lattes.cnpq.br/6712481495574847; Pereira, Dimitri Wuo; http://lattes.cnpq.br/8929474503522796
    It becomes a challenge to break the separation of sciences into increasingly isolated disciplines, which do not dialogue with each other. Each developing its contents independently and exclusively, implying traditional educational practices, with pedagogical purposes, almost always, decontextualized. Within the scope of the Federal Institute of Alagoas (Ifal), it is believed to be no different. That being said, it is necessary that possible themes and contents be addressed in a way that considers interdisciplinarity, with an emphasis on the specific aspects of each area of knowledge, seeking integration and dialogue between them. Nature Adventure Activities can be configured as new themes and teaching-learning strategies with norms, values and attitudes that go beyond competitive practices and the contents of physical education classes. Being capable of an interdisciplinary approach with other areas of knowledge. Thus, this investigation aimed to verify the possibility of interdisciplinary pedagogical intervention, thematizing some adventure practices in integrated high school, through collaborative action research, which developed in a cyclical, dynamic and spiral manner. The target audience for the research were teachers and students of the Integrated Technical Course for Secondary Education in Agriculture, on one of the campuses of the Federal Institute of Alagoas/IFAL. The results analyzed in the diagnostic phase indicate that teachers considered Adventure Activities in Nature a theme that could be discussed within their respective areas of knowledge, and were able to understand interdisciplinarity and its importance in student learning. However, they highlight several challenges for carrying out interdisciplinary work. The investigation indicates the need for a proposed pedagogical intervention with an interdisciplinary bias. To collaborate in this sense, a teaching action was organized with interdisciplinary support through the theme: Adventure Activities in Nature. The action was consolidated into an ecological trail in the region, with students and teachers from two of the curricular components of the course under study. As a result, the collaborative educational product emerged, in the format of an e-book, interactive and interdisciplinary. The PE demonstrates a perspective of dialogue between the different areas of knowledge, distributed in the training centers (basic, integrative and professional), of the unified curricular matrix for the integrated technical course in agriculture at IFAL, as well as for the other courses at the institution in focus. and anyone else who may be interested in the topic.
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    A contribuição da educação física na formação integral dos estudantes do ensino médio integrado do IFAL que buscam ascensão social e profissional através do futebol
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-10-30) Duarte, Arlene Leão de Lima; Lima, André Suêldo Tavares de; : http://lattes.cnpq.br/6019670165528345; Castilho, Fábio Francisco de Almeida; http://lattes.cnpq.br/1280124410024317; Leão, Iberê Caldas de Souza
    This research, developed within the scope of the Postgraduate Program in Professional and Technological Education (ProfEPT/IFAL), aimed to identify the contribution of Physical Education in the comprehensive education of IFAL Integrated High School students, who seek social and professional ascension through the practice of football, bringing the importance of Professional and Technological Education beyond job preparation, highlighting it as a transformative agent for human beings. The investigative study was qualitative and employed collaborative action research methods, whose methodological tools included semi-structured interviews where the results indicated the elaboration of an Educational Product in the form of a documentary video, with a central theme on the the pursuit of social and professional advancement through football practice, as well as the trajectories of family members of professional athletes and teachers of the Physical Education Curricular component, which bring the contribution of this component to the integral training of these athletes. The diagnosis was carried out through the application of twenty-eight questionnaires with teachers of the Physical Education curricular component at IFAL and thirty-two students from the 11th grade of the Electrotechnics program in Integrated High School, where the intentionality of the students, when they choose Football as a sport to be practiced during their training process within the scope of the Federal Institute of Alagoas, as well as the importance of systematizing the material in documentary video for use by Physical Education professionals in their instructional endeavors. The documentary video was evaluated by students, teachers and other interviewees who were part of its construction. The evaluation intervention took place in Physical Education classes, in a 11th grade class of the Computer Science Course, and a 11th grade class of the Agroindustry Course in Integrated High School, as the theme is parof the syllabus of the curricular component that deals with of issues related to sport. This research generated scientific insights that enhance students' personal development, as well as making a great contribution to teachers who are responsible for conducting the training process.
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    Educação profissional integrada à educação de jovens e adultos no Curso Técnico de Artesanato do Ifal - Campus Maceió: identidade, tecnologia e trabalho
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-08-19) Melo, Mayara Siqueira de; Gaia, Rossana Viana; http://lattes.cnpq.br/4018992389689693; Gaia, Rossana Viana; http://lattes.cnpq.br/2598153346850335; Santos, Maria do Socorro Ferreira dos; http://lattes.cnpq.br/1039898435623128; Cavalcante, Valeria Campos; http://lattes.cnpq.br/6189537710156188
    This research investigated educational practices on the use of digital media and technical resources, with the goal of developing an educational product for the Technical Course in Crafts at IFAL- Campus Maceió, in order to promote Digital Technologies of Information and Communication (TDIC) in the school environment and its use in disseminating the work developed by students. In this sense, this study had as main objective to analyze the knowledge about TDIC of the students of PROEJA of the Technical Course in Crafts at IFAL- Campus Maceió. The purpose was to identify how the technologies fit into practices for the dissemination of the handcrafted products that they produce. The guiding question of the research proposed to think about how the students of the Technical Course in Crafts at IFAL, Campus Maceió spread information about the craft work they perform. As for the type of research, it is classified as descriptive, being of a qualitative nature of the action research type. The methodological instruments chosen were semi-structured questionnaires and field notes. Data were used and triangulated in a complementary way for the educational product in the blog format. The definition of this online channel resulted from the possibility of updating pages and posts on other social networks, without risk of exclusion, which preserves the record. The initial proposal of the intervention would be during the VI Module of the Craftsmanship Technical Course, in the Marketing and Logistics curricular component classes, as it has content on the subject, however, due to the intervening variable of Covid-19, the 12 students ( os) had no virtual class in the data collection stage, which required compliance with the protocol, validated by the Research Center in Psychology of Mathematics Education (NUPPEM) and Cognitive Neuroscience Laboratory (LNeC) of the Federal University of Pernambuco (UFPE) and with approval by the Research Ethics Committee of the Health Sciences Center of HEMOPE (Protocol No. 1.578.277). The result indicates that the educational product enabled greater exhibition of the pieces, through the dissemination of the work and actions developed by the artisans, as well as being able to contribute to enhance the dissemination and recognition of handicrafts.
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    Formação docente para o uso da ferramenta Webquest na Educação Profissional e Tecnológica: orientação de pesquisa em fontes virtuais
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-11-23) Silva, Maria de Fátima da; Fiori, Ana Paula Santos de Melo; http://lattes.cnpq.br/2598153346850335; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Francisco, Deise Juliana; http://lattes.cnpq.br/3256764275787933
    Contemporary society develops through networks and algorithms, which favor access to (dis)information, which requires the development of analysis, synthesis and criticism skills. In this context, Professional and Technological Education contributes to the integral formation of the subject when it assumes work as an educational principle and develops research as a pedagogical principle. The present investigation started from the question: Can teacher training for the use of the WebQuest tool collaborate with the development of research as a pedagogical principle in the context of Professional and Technological Education? The developed studies aim to collaborate in the deepening of teachers’ knowledge about the epistemological, didactic and operational principles of the WebQuest tool, in order to favor the orientation of school researches in virtual sources, during classroom teaching or Remote Teaching. The epistemological and analytical basis that guided this research was historical-dialectical materialism. The research is qualitative in nature, serving exploratory and descriptive purposes. The action research method was adopted because it considers its adequacy to solve problems that are of interest to the researcher and research participants. The development of action research involved four phases: diagnosis; construction of the Educational Product (PE); application of the Educational Product; Description, analysis of data and results. The collection instruments used were semi-structured questionnaires, conversation circles and documents. The Educational Product developed was a didactic sequence. The dialectical-historical materialism enabled the perception and critical analysis of the reality experienced during the diagnostic phase (2019) and the period of application of the Educational Product (2021), marked by a pandemic. This analysis required the NP to be adapted, so that its application took place through the Virtual Workshop. Six professors and 19 students from the Middle Level Integrated Technical Courses in Environment and Tourism Guide, IFAL, Campus Marechal Deodoro,participated in the research. The results of this investigation were analyzed following the path of hermeneutic-dialectical thinking and demonstrate that the WebQuest tool favors the inseparability of teaching and research; and within the context of Remote Learning, it is an effective tool in the process of guiding asynchronous activities. The biggest challenge identified for using the WebQuest is the methodological construction of a proposal in which students and educators act as producers of knowledge, not just as subjects who follow scripts or indicate sources of information for research. Overcoming this challenge requires investment in teacher training, as well as guaranteeing time for teachers to act as researchers and producers of teaching tools.
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    A promoção da acessibilidade na educação profissional e tecnológica: reflexões sobre cultura surda e libras por meio da oferta de um minicurso a estudantes do ensino médio integrado
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-12-14) Carvalho, Ermans Quintela; Cavalcanti, Ricardo Jorge de Sousa; http://lattes.cnpq.br/2706881213553955; Fiori, Ana Paula Santos de Melo; http://lattes.cnpq.br/2598153346850335; Silva, Jair Barbosa da; http://lattes.cnpq.br/8654129558132481
    This research investigates how a proposal for teaching Libras for high school students integrated with Professional Course, from Campus Maceió of Ifal, promotes the inclusion of deaf people. The Educational Product (PE) Guide for Access to the Mini-course “Inclusion, Deaf Culture and Notions of Libras in Ifal” includes the teaching of terms that aim to introduce the studies of Libras, theoretical and legal knowledge about identity, culture and educational specificities of the deaf, as well as concepts of inclusion at Ifal and in Professional and Technological Education (EPT, in Brazil). The purpose of the EP is to favor interactional practices, as well as to reduce communicational and stigmatizing barriers through an inclusive, transformative and libertarian pedagogy. Furthermore, the study proposes to indicate strategies to overcome limitations regarding the inclusion of deaf people in the Ifal school environment. The main objective of the research is to problematize the accessibility of the deaf student with a view to inclusion, using a proposal for teaching Libras and cultural, linguistic, legalit and educational aspects of deaf communities to students from Campus Maceió do Ifal. The investigation has a qualitative approach, using the action research method, with the insertion of the researcher in the remote space of the classroom, with the collaboration of hearing and deaf students, Libras teachers, Libras translators and interpreters and Portuguese Language (TILSP), in addition to the multidisciplinary team of NAPNE. The research instruments include the application of semi-structured questionnaires and classroom observation, whose results are used in two moments. Firstly, in the conception of the Mini-Course and, later, for the elaboration of the Guide for Access to the Mini-Course. The research results indicate the need to propose teaching strategies for learning Libras in an integral way in a critical-emancipatory perspective. The EP will be used by students, especially Ifal, as this teaching proposal has a central theme in the inclusion of deaf people in EPT.