Teses e Dissertações defendidas no IFAL

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A formação de professores para a educação inclusiva no ensino técnico: legislação e diretrizes
(INSTITUTO FEDERAL DE ALAGOAS- Ifal, 2022) Souza, Jairo José de; Moraes, Eduardo Cardoso; ; Moraes, Eduardo Cardoso; Santos, Adriana Cavalcanti dos; Lima, André Sueldo Tavares de
The issue of people with disabilities is a prominent debate in society, despite there are affirmative public policies, such as quotas for PCDs in the selection of vacancies in public schools and even in vacancies for private companies. The educational issue on the inclusion of this audience still involves improvisation, either institutional or personal, of each educator. While it is still a challenge to include students in professional education following legal regulations, this project aims to investigate, analyze and discuss the issue of inclusion of students with specific needs, in addition to diagnosing compliance with legislation, guidelines and policies for inclusive education at the Federal Institute of Alagoas - IFAL, and investigate the meaning that inclusive education gains in the practice of educators in the classroom; getting to know, through the speeches of the interviewed educators, as an experience of living with students with specific needs in the classroom; investigate how this inclusion process can generate new didactic-pedagogical practices for these educators; and propose an educational product in the form of a booklet that guides managers and teachers on good practices regarding the inclusion of students with specific needs and after the collection of data that were used and triangulated and that served in a complementary way to create a second product educational in application format, where the booklet is displayed online and accessible to everyone. This topic has been widely debated by scholars of education, psychology and psych pedagogy, since the inclusion of students with disabilities, whether physical, mental, auditory, visual, or others, has been an increasingly constant reality in teaching classrooms. basic and superior. The research is methodologically based on the qualitative method and as a data collection instrument the semi-structured interview, carried out with eleven IFAL teachers who have students with specific needs in their classrooms. The theoretical framework adopted here is that of Socio-Historical Psychology, which sees subjects as active, social and historical. The results indicated that educational products allowed greater exhibition of the theme about inclusive education in technical education and compliance with legislation, policy guidelines and proposals at IFAL, in addition to providing an interest of teachers in joining the use of educational products in classes with to students with specific educational needs, as the interaction with the application can be a potential tool for dealing with problems related to accessibility in the teaching of students with specific educational needs.
A história do curso técnico de eletrônica: promovendo a valorização e sensibilização da comunidade discente no combate à evasão na educação profissional
(INSTITUTO FEDERAL DE ALAGOAS -Ifal, 2022) Fidelis, Mariluze da Silva Vieira; Lima, André Suêldo Tavares de; Lima, André Suêldo Tavares de; Castilho, Fábio Fancisco de Almeida; Souza, Maria de Fátima Matos de
The present work aimed to understand school dropout in the scope of the Integrated Technical Course of Electronics of the Federal Institute of Alagoas, The present work aimed to understand school dropout in the scope of the Integrated Technical Course of Electronics of the Federal Institute of Alagoas, at Campus Maceió, in order to alleviate the problem in the context of the course, building proposals that help the student's permanence in the integration of studies. The investigation focuses on the complexity of the subject, which involves personal, family, institutional and political factors. The study methodology has a qualitative and quantitative approach. Data were collected in 2020 and 2021, through the application of online questionnaires, made possible by Google Forms. Subsequently, in order to continue the systematization of the Educational Product (EP), we carried out another data collection, using the technique of the conversation circle through the virtual rooms of Google Meet. We also sent another questionnaire through Google Forms to 344 students of the electronics course. As an educational product, we systematized a photographic exhibition to give visibility and value to student identities and their knowledge produced within the scope of the Integrated Technical Electronics Course, this proposal is classified in the extension activity typology, according to a document from the Capes teaching area for masters professionals. It is understood that this problem is associated with the diversity of professionals and students that make up the Federal Institutes, as verified in other realities, by scholars on the subject. Finally, this problem becomes characteristic of the dynamism of inclusion. According to a survey of the evaluation of the Educational Product, carried out during the period of the photographic exhibition, the IFAL community, especially the students, expressed significant approval, especially regarding the information on the history of the Institute. Another important data, which reflects the acceptance of the exhibition, refers to the number of visitors, which was visited by 156 people.
A interdisciplinaridade e a gamificação: as tecnologias digitais no ensino da língua espanhola no contexto da EPT
(INSTITUTO FEDERAL DE ALAGOAS, 2023) Coimbra, Renata Portela das Chagas; Fiori, Ana Paula Santos de Melo; Fiori, Ana Paula Santos de Melo; Cavalcanti, Ricardo Jorge de Sousa; Francisco, Deise Juliana
Over the years, Spanish language (SL) teaching has had different goals and purposes, and has been performed using different approaches and methodologies. Currently, in the context of the Federal Institute of Alagoas (Instituto Federal de Alagoas – Ifal), there is a focus on public policies oriented towards widely expanding language teaching for students and employees. There is special motivation for the proposal of meaningful Spanish teaching for students of the Integrated Middle Level Technical Course in Agroecology. The language is offered in the final year of the course curriculum. The issue driving this research arises from the challenge of performing a pedagogical practice that offers an opportunity for dialogue between the two areas of the course: the specific training area of the course curriculum (Professional Curriculum), and the Basic Curriculum, in which SL is inserted. This investigation sought to propose subsidies based on interdisciplinary pedagogical practice through the use of gamification as a teaching methodology. The epistemological and analytical basis that guided this research was historicaldialectical materialism. This research is of a qualitative nature and fulfills exploratory and descriptive purposes. The collaborative action-research method was adopted, which was developed in four phases: diagnostic research and data analysis; elaboration of the educational product (EP); application of the EP and results; adjustments and evaluation of the EP. The target audience of the research were teachers in the Basic Curriculum (propaedeutics, a curricular component of the Spanish Language) and from the Professional Curriculum (teachers in the technical area) of the course. Thematic analysis was the technique used for organizing and discussing data in the qualitative research. The results analyzed in the diagnostic phase indicated that professors are adept at the use of digital technologies and active methodologies, and that there is a lack of actions that enable dialogic praxis and the development of interdisciplinary work. The investigation demonstrated the need for continuing training to improve the use of digital technologies and gamification. To fill this gap, Spanish language teachers were proposed to create a collaborative educational product in the form of an interactive and interdisciplinary e-book. The teaching material was elaborated in a collaborative and participatory way with the SL teachers in the research location. The EP results showed that the material had a positive effect due to its organization, content and structure. Its interdisciplinary approach will enable dialogue between the different areas of the course, and it will recommended to professors of other curricular components in the Basic Curriculum.
Conselho escolar na rede de educação profissional e tecnológica: orientação à participação engajada no conselho de campus
(INSTITUTO FEDERAL DE ALAGOAS- Ifal, 2021) Araújo, Rosiene Silva de; Meirelles, Nelson Vieira da Silva; Meirelles, Nelson Vieira da Silva; Ferreira, Ruth Vasconcelos Lopes; Castilho, Fabio Francisco de Almeida
The perspective of an integral education, defended by the Brazilian Constitution of 1988, fits together with constitutional determination for the implantation of democratic management as educational principle. Also called participative management, this kind of management consists of development of everyone engaged direct or indirectly in educational process, aiming the establishment of goals, problems solutions, decision makings and proposition of action plans (LÜCK, 2011). The Law of Guidelines and Basis of Education of 1996, presents three topics in defense of this management model: a) the school Council or parents and professors‟ associations, b) the curriculum pedagogic project and c) the election of school director (NÓBREGA et al., 2011). In the present work, we have focused at scholar Council, a collegiate body representative of entire community. The research goal was inquiring how the students glimpse the way by how de institution is managed, as well as, understand how was the participation of those students at the process of implementation of Campus Council at the analyzed school and if there was their intention at participate of decision-making process. Therefore, the researchers applied questionnaires and interviews with students, representants of the union movement and the student union who acts at the institution and consulted documents about the subject. Concomitantly, a booklet was elaborated, in scoping to counsel the community, mainly the students, about the school Council importance, aiming to stimulate an engaged participation at the Council. As a result, it could be verified a low students‟ knowledge about the Council and the need of their approximation to the school management, once the responders recognize themselves as excluded from de decision-making process. In relation to the booklet, is expected that it could be a tool for the students‟ engaged participation at the Campus Council and be able to understand the need to exercise their citizenship in an active way, by acting and inspecting the offered service by the school institution which they are part of, and therefore, of the others public services they are also users.
O ensino de segurança da informação por meio de aplicação virtual disponibilizada em contêiner utilizando abordagem de apredizagem baseada em problemas
(INSTITUTO FEDERAL DE ALAGOAS -Ifal, 2024) Melo Junior, Byron Loureiro Lanverly de; Moraes, Eduardo Cardoso de; Moraes, Eduardo Cardoso; Pontes, Edel Alexandre; Baía, Davy de Medeiros
Growing awareness of the productive potential of social skills and skills expansion has generated a discussion about their systematic and purposeful development. However, educational systems pay only limited attention to this topic. This research proposes to bridge a gap between the development of competencies using the experiences of students of the integrated technical course in high school systems development at the Federal Institute of Alagoas, inserting into their practice the importance of developing these competencies through the use of active methodologies in the Information Technology (IT) area. This is because during the research, we observed that in traditional methodologies, practical teaching is little worked on, making it difficult to fix knowledge. To this end, this research aimed to propose as a subsidy an Educational Product (PE) in the format of a Didactic Sequence (SD) to support pedagogical practice by adopting the active teaching methodology. This SD, which in its entirety can be considered an educational product, contains pedagogical proposals for the development of technical skills, through the use of free software. In the process of developing the sequence, we used questionnaires, validated and tested in a pilot study to adapt to the research needs. In addition to the aforementioned product, a testing application was created, which will be distributed within a container using Docker technology, which is an open source platform with the objective of facilitating the creation and management of isolated environments, allowing the packaging of an application or environment within a container, making this product portable to any other host (computer) that has Docker installed. This artifact assists Problem-Based Learning, since the student can put the theories studied into practice and thus develop their skills. Along with the material, a booklet about Docker is made available, with instructions for its correct installation and basic form of use. The results of the PE demonstrated that the material assumed a positive character in its organization, content and structure. In addition, the results showed the existence of a significant difference in the students' perception in terms of the importance of using active methodologies to maximize competence.
Organização curricular para inclusão do conteúdo de lutas no contexto da educação profissional e tecnológica
(INSTITUTO FEDERAL DE ALAGOAS -Ifal, 2024) Oliveira, Jackson Israel Lima de; Lima, André Suêldo Tavares de; Lima, André Suêldo Tavares de; Lima Filho, Adalberon Moreira de; Silva, João Paulo Lopes da
This research, developed within the scope of the Postgraduate Program in Professional and Technological Education (ProfEPT/IFAL), proposed to analyze the contributions to create a sequence for technical courses in high school on the content of fighting. This research is of a qualitative nature of the collaborative action research type of approach, the instruments collected from data were interviews and questionnaires. It was developed in three stages: 1) The diagnosis was carried out through the application of twenty-four questionnaires with the teachers of the Physical Education curricular component of IFAL, 2) elaboration and application of the educational product and 3) Evaluation and Validation of the educational product. The place where the research was carried out was Ifal, and the application of the educational product was the Ifal Campus Murici. At the time of application, 30 students enrolled in the 2nd year of the Technical Course in Agroindustry participated. The data were analyzed using the content analysis technique. The results obtained indicated the intentionality of the students regarding the application of the content of fighting in school physical education classes, to be practiced during their training process at the Federal Institute of Alagoas (IFAL). In addition, the importance of a didactic sequence of the content of fighting so that physical education professionals can apply it in their classes was highlighted. It was observed that 66.7% of the teachers interviewed work with the content of fighting in their classes, 20.8% work occasionally, and 12.5% do not include fighting in their annual planning. These data show that a significant portion of the teachers already address the content of fighting, which reinforces the information of Moura et al., (2017), who highlight that the topic has been the subject of recent investigations. As a result, some mistaken perceptions, such as the idea that fighting generates violence or fights, are being replaced by the many benefits that this content can bring to students. We also found that there is a high interest among students in the subject of fighting, which is valued by most students. The intention is, therefore, to effectively include fighting in school physical education classes, correlating the physical education curricular matrices in IFAL (PGD) with the didactic sequence created as an Educational Product (PE) and considering the social characteristics of students, in order to promote their integral development. This research opens possibilities for future studies that add and deepen the understanding of the content of fighting in the Physical Education (PE) curricular component in the context of professional and technological education. In addition, the applied didactic sequence can be adapted to other contexts and courses. from the survey of students' conceptions about the practice of this modality and from the observation of the performance of activities in practical and theoretical PE classes.
Organização das informações dos assuntos acadêmicos: manual de orientação para os discentes da educação profissional e tecnológica
(INSTITUTO FEDERAL DE ALAGOAS, 2024) Almeida, Roseany Maria Araujo de; Lima Filho, Adalberon Moreira de; Lima Filho, Adalberon Moreira de Lima; Brasileiro, Regina Maria de Oliveira; Barros, Albani de
The aim was to investigate the contributions of a teaching manual on IFAL's i The transition period from primary to secondary school is a challenging one, marked by biological, emotional and social changes, demanding more autonomy and responsibility from students. When they enter Professional and Technological Education, young people are led to understand their education in an integral way, within an approach that prepares them not only for the job market, but above all to act actively in society. The research addresses the development of an Educational Product and was guided by the following problem question: Will the creation of a Teaching Manual on the organization of information at the Federal Institute of Education, Science and Technology of Alagoas (IFAL) - Maceió Campus, help students enrolled in secondary technical education integrated with basic education to understand the educational and organizational processes? The aim was to investigate the contributions of a teaching manual on IFAL's institutional and academic information. The research methodology is qualitative, of the action-research type, developed according to the following itinerary: 1st) diagnosis; 2nd) development of data collection instruments and strategies; 3rd) registration of the Research Project on the Brazil Platform and with the Research Ethics Committee; 4th) strategic communication with the management and sectors involved in the research at the IFAL Maceió Campus; 5th) data collection; 6th) analysis and processing of the data collected; 7th) preparation of the educational product; and finally, the last, 8th) evaluation and validation of the didactic manual. The participants in this research are made up of two distinct groups. The first group is made up of students who are duly enrolled in high school technical education, integrated with basic education at IFAL - Campus Maceió, and the second group is made up of managers who work in the pedagogy, psychology, student assistance and support center for people with specific needs. The data collection instruments were a diagnostic questionnaire and an Educational Product (EP) evaluation form for the students, as well as a semi-structured interview for the managers. To analyze the data, we used the Content Analysis technique. The analyses were organized by dimensions of analysis as follows: semi-structured interview - 1) Functioning of the sectors; 2) Services offered; 3) Contributions; 4) Operationalization; 5) Dissemination. Diagnostic questionnaire: 1) Student profile; 2) Perception of the organization of academic sectors; 3) Understanding of services; 4) Access to information. The diagnostic questionnaire and semi-structured interview showed positive results in relation to the research's guiding question, in that they served to guide the construction of the Educational Product. The results from the evaluation form filled in by the students and the feedback received from the psychology sector manager regarding the Educational Product revealed that the manual provides a comprehensive overview of the procedures, clarifying doubts and providing relevant guidelines to guide students on their journey at IFAL. Also noteworthy is the clarity of the language used and the organization of the material, making it more accessible to students, especially those who are starting their academic journey.
Tecnologia, educação e trabalho no ensino médio integrado: o fenômeno da aceleração social do tempo
(INSTITUTO FEDERAL DE ALAGOAS -Ifal, 2021) Silva, Valmir Rogério e; Gaia, Rossana Viana; Gaia, Rossana Viana; Castilho, Fábio Francisco de Almeida; Pimentel, Fernando Silvio Cavalcante
Digital technologies (DT) have changed the way we interact in society. Instant messaging applications, email services or the various social networks available all the time require our attention. One of the consequences of this significant increase in the flow of information is the impression that time is not enough to meet all current interaction demands. Studies that make up the theoretical framework of this study suggest that DTs, in addition to imprinting a new dynamic on social relationships, can be used for personal organization and to save time. In this context, this research sought to answer whether the use of digital technologies can contribute to the organization of study time, in the context of Professional and Technological Education. Therefore, the general objective of the research was to develop an Educational Product in the form of an application for time management of studies, with the collaboration of students who attend High School Integrated to the Internet Computer Technician at the Federal Institute of Alagoas, Campus Maceió. The theoretical framework included authors from the field of action research and educommunication with an emphasis on studies that emphasize the use of the internet in education and reflections on cybernetics in teaching. As for the methodology, this investigation is of an applied nature, of the action research type, based on a qualitative approach. The procedures used were document analysis and online research, in which questionnaires with 4 students and 3 teachers from the class invited to participate in this research were applied as data collection instruments. To analyze the collected data, interpretive analysis and content analysis techniques were used. The results of this study showed that the use of digital technologies contributes to time management and can favor the production of knowledge and autonomous learning. The relationship between technological advancement and the phenomenon of social acceleration of time and the need to broaden this debate in different areas of knowledge to foster discussion about DT in integral education was also verified.

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