Teses e Dissertações defendidas no IFAL

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A concepção de educação profissional e tecnológica e a formação continuada de servidores do Instituto Federal de Alagoas: uma proposta de espaço pedagógico fundamentado na pedagogia histórico-crítica
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-11-21) Santos, Hermes Lucas Padre dos; Gomes, Jarbas Mauricio; https://orcid.org/0000-0001-8734-4727; http://lattes.cnpq.br/6712481495574847; Gomes; Gomes, Jarbas Mauricio; https://orcid.org/0000-0001-8734-4727; http://lattes.cnpq.br/6712481495574847; Lima, André Suêldo Tavares de; https://orcid.org/0000-0003-4687-0645; http://lattes.cnpq.br/6019670165528345; Soeira, Elaine dos Reis; http://lattes.cnpq.br/2699971179132910
This study aimed to analyze and evaluate the organization and contributions of a continuing education course based on Historical-Critical Pedagogy, designed for the qualification of staff at a campus of the Federal Institute of Alagoas. The course focused on the "concept of Professional and Technological Education (PTE)". Its structure was designed to foster a critical-reflective construction of knowledge regarding the theoretical assumptions of this educational concept, whose conceptual foundations underpin the professional activities of the institution's staff. The organized course constitutes the educational product resulting from this research. Following its implementation and evaluation, an informative material detailing the development process was produced to facilitate its dissemination. The research was conducted within the Graduate Program in Professional and Technological Education (ProfEPT) and is linked to the research line "Organization and Memories of Educational Spaces in PTE", under Macroproject 6: "Organization of Pedagogical Spaces in PTE". This is an applied, mixed-methods research with an embedded design and a predominance of qualitative aspects. It is characterized as participant research, employing field procedures, alongside bibliographic, documentary, and descriptive exploration. The investigation was divided into four phases: I) bibliographic and documentary review; II) diagnostic phase; III) development of the course prototype; IV) implementation and evaluation using a semi-structured questionnaire based on the Likert scale, and the creation of informative material referenced from Kaplún (2003). For data analysis, the techniques corresponded to the type of data collected. For qualitative data, we used Bardin's (2016) content analysis technique, supported by Franco's (2018) application. For quantitative data, we employed descriptive and inferential statistics, following the approach of Gil (2008) with support from Levin (1987). The results indicated that the course was very well received, despite an identified issue regarding the workload. It successfully achieved its objective by contributing to the qualification of the participating staff, helping them develop a clear and objective notion of this educational concept—PTE—through a summarized understanding of its conceptual bases, intellectual roots, and social and political mission. This initiative prompted reflection on the educational model guiding their practices, both in teaching and management, aligning with the principles of comprehensive and emancipatory human formation, and showing potential to impact future practices.
A perspectiva anticapacitista e o processo de formação continuada docente na educação profissional e tecnológica
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-11-11) Mendes, Glycia Guimarães Souza; Fiori, Ana Paula Santos de Melo; https://lattes.cnpq.br/2598153346850335; Fiori, Ana Paula Santos de Melo; https://lattes.cnpq.br/2598153346850335; Brasileiro, Regina Maria de Oliveira; https://orcid.org/0000-0003-3382-3786; https://lattes.cnpq.br/4146119273576569; Souza, Diogo dos Santos; https://lattes.cnpq.br/9547588474173400; Pacheco, Maria Lúcia Tinoco; https://orcid.org/0000-0003-1651-0219; https://lattes.cnpq.br/8566103887875970
The relationship between society and nature has structured the objective material conditions that constitute the human being. It is within the amalgamation of social relations that Education develops as an intrinsically human activity. Thus, considering Education as a means of social inclusion, it is necessary to understand work, as an educational principle, as a viable alternative for the development of the potential of all students, in order to contribute to minimizing social inequalities that normalize prejudiced and discriminatory relations, such as the phenomenon of ableism. In the case of persons with disabilities, ableism marks a pronounced socio-political and cultural presence, and is therefore also present in the context of Professional and Technological Education. The naturalization of this phenomenon in society contributed to defining the main objective of this study: to critically and reflectively analyze ableism among teachers of the Integrated High School Technical Course in Tourism Guidance at IFAL/Campus Marechal Deodoro, with a view to the educational inclusion of persons with disabilities, from an omnilateral perspective. Specifically, this research aims to: a) Explain structural ableism in the practices of teachers of integrated high school in Professional and Technological Education (PTE); b) Analyze how the phenomenon of ableism is materialized in the practices of teachers in integrated high school of PTE; c) Develop an educational product that contributes to the training of teachers of integrated high school in PTE, based on critical analyses of the theme of ableism. The methodology adopted in this work is supported by a qualitative approach, in which the collaborative action research method was considered the most appropriate. For the purpose of data analysis, Thematic Analysis was selected as the procedure, highlighting the frequency with which certain words or expressions appear in the information collected through diagnostic questionnaires or, additionally, exploring the context in which specific units of analysis occur. Thus, based on criteria of similarity and complementarity, the data were organized into categories, analyzed, and discussed drawing on authors from historical-dialectical materialism and historical-critical pedagogy. As a result, from the bibliographic review and document analysis, a shortage of studies and research related to ableism in PTE was identified. Regarding the Educational Product — which took the form of a Teacher Training Course on Anti-Ableist Knowledge for the Inclusion of Persons with Disabilities in Professional and Technological Education — it was found that, based on the participants’ responses in discussion forums, the course created opportunities for teachers to reflect on their practices, aiming to overcome ableism, a phenomenon that manifests structurally in various spaces in society, thus enabling improvements in the teaching-learning process of students.
As contribuições de um produto educacional para inclusão do suporte básico de vida na organização curricular da educação profissional e tecnológica
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 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.
Cine-debate no contexto da educação profissional e tecnológica: perspectivas para uma formação humana integral
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-12-30) Silva, Ana Quitéria Menezes de Oliveira; Lima, Antonio Carlos Santos de; https://orcid.org/0000-0003-2219-7441; http://lattes.cnpq.br/8646424835026554; Brasileiro, Regina Maria de Oliveira; https://orcid.org/0000-0003-3382-3786; http://lattes.cnpq.br/4146119273576569; Batista, Sidiane Ferreira; https://orcid.org/0000-0002-6457-5079; http://lattes.cnpq.br/3838250050793346
This research was developed in the field of Education, within the scope of the Graduate Program in Professional and Technological Education (ProfEPT) at the Federal Institute of Alagoas. Its objective was to analyze the contributions of Cine-Debate (Film Debate) to the integral human development of students enrolled in Integrated Technical High School courses. To achieve this, a qualitative research approach was adopted, using questionnaires, field diaries, discussion circles, and participant observation as data collection instruments. The data were analyzed using the content analysis technique. Based on the results, it was identified that the experience with films contributes to the development of integral human formation, as well as to the legitimation of curricular integration—one of the foundational principles in the context of Professional and Technological Education (EPT). The research culminated in the creation of an Educational Product (EP), a Cine-Debate Guide, which can be used in various teaching contexts to contribute to the holistic formation of individuals, fostering autonomy, analytical capacity, and critical reflection when facing issues that emerge from different situations of interaction in social life and in the world of work.
Contribuições da contação de histórias para a formação integral: caminhos criativos e humanizados em aulas de língua portuguesa
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 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.
O papel do/a pedagogo/a no processo de planejamento curricular integrado na rede federal de ensino
(INSTITUTO FEDERAL DE ALAGOAS -Ifal, 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.
Promoção de saúde na escola: teoria das marés como prevenção e suporte aos transtornos de ansiedade em estudantes do ensino médio integrado
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 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.
Utilização de objetos de aprendizagem para inclusão de alunos surdos no ensino médio integrado ao técnico
(INSTITUTO FEDERAL DE ALAGOAS- Ifal, 2021) Costa, Lenin Mendes; Fiori, Ana Paula Santos de Melo; Fiori, Ana Paula Santos de Melo; Vasconcelos Neto, Edson Peixoto de; Cavalcanti, Ricardo Jorge de Sousa; Silva, Géssika Cecília Carvalho da
From the application of public policies that deal with the process of social inclusion of Persons with Disabilities (PwD) in Brazil, Federal Education Institutions began to occupy a prominent role, especially in the educational field when laws began to require, in addition to inclusion in the Education, the reservation of vacancies in the federal education network. As a final result, these people's access to education enabled both their entry into school and their access to scientific knowledge and the world of work. However, the course of this school inclusion did not occur in a linear or complete way within the Federal Institutes (IF). For example, at the Federal Institute of Alagoas, Campus Marechal Deodoro (Ifal/MD), after a diagnostic research, the need to use adapted materials to assist the teacher in the teaching and learning process of deaf students enrolled in Professional and Technological Education became evident. (EPT). The lack of these materials represents a challenge to school inclusion and education, which needs to adapt to the needs of these deaf students. Given this finding, a research was developed whose main objective was to carry out a study aimed at the use of learning objects (adapted material) for deaf students in High School Integrated to Technical and as specific objectives: i) develop a digital booklet adapted in Libras on the National Water Resources Policy (Law nº. 9.433/1997); ii) point out the existing correlation between water resources policy and environmental policy; and iii) contribute to professional training in the areas of water resources and the environment. With this, an Educational Product was created that allowed these students to acquire scientific knowledge and, consequently, their permanence in school on equal terms with their listening peers. The methodological path of the diagnostic research was based on a qualitative approach, of the action-research type, elaborated through a questionnaire applied to the students of the Medium Level Integrated Technical Course in the Environment at Ifal/MD, with the objective of subsidizing the development of two different moments: (i) elaboration of the diagnostic research with two deaf students of the referred course; and (ii) construction and application of the Educational Product. The data collected showed that there are no records of materials adapted for these students, and that such materials are extremely important in their teaching process. It was also found that the educational institution, faced with an inclusive pedagogical practice, needs to adapt to the legislation and mobilize to reverse this situation in order to promote research, new pedagogical methods and techniques, in order to create educational products and strategies that meet the special educational needs of certain groups of students and that provide effective learning conditions. The analyzed data, in dialogue with the authors present in the theoretical foundation, served as the basis for the elaboration of the Educational Product aimed at these students, as a way to contribute to the improvement of the teaching and learning process. In conclusion, the final evaluation of the respondents showed that the adapted material developed in this research work met the proposed objectives, being able to allow access to the knowledge available in the aforementioned course.

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