Trabalhos de Conclusão de Curso de Especialização

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Ambientes virtuais de aprendizagem: possibilidades para estudantes de cursos técnicos em eletrotécnica
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-12-27) Rodrigues, Andrea Lays Omena; Medeiros, Juliane dos Santos; http://lattes.cnpq.br/0615087723489332; Rocha, Paula Rejane Lisboa da; http://lattes.cnpq.br/9170949640305247; Delmiro, Klévia Lima; http://lattes.cnpq.br/4238163317012605
Technologies have been incorporated into face-to-face and distance education with the aim of enriching the teaching-learning process. Virtual Learning Environments (VLE) can be defined as a digital educational software intended to support educational activities. The idea is that these environments create new learning possibilities for the student in view of technological changes that have been taking place in society. The research’s general objective is to provide a virtual environment with references to support learning for in electrical engineering students, with the creation of the Virtual Environment for Technological Learning, AVATEC. The performance of the environment was evaluated, as well as the relevance of its use as an ally to professional and technological education.
Análise da aprendizagem significativa nas disciplinas de ciências exatas do curso técnico em administração
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-10-25) Santos, Nicholas Barros Dos; Almeida, Ricardo Santos de; http://lattes.cnpq.br/5955679764505968; Souza, Jairo José de; http://lattes.cnpq.br/2483360833627564; Gama, José Aparecido da Silva; http://lattes.cnpq.br/7413041757828843
This study aims to understand the contribution of Exact Sciences disciplines in the training process of technical courses in Administração in a private institution of professional and technological education, in 2023. In this sense, it defends the meaningful learning in Moreira (2016) valuing the interaction between prior knowledge and new knowledge, and Ausubel (2003) who values knowledge constructed from known situations, that is, the students' experiences. These teaching-learning processes must be understood as driving forces of personal and professional lives, eclipsing, like Mathematics Education, supporting adequate management of personal and professional finances using qualitative-quantitative research to understand the consequences of teaching- learning in their technical training in Administração, based on the precepts of Chiavenato (2006).
Análise da percepção dos docentes do curso subsequente em agropecuária frente a educação ambiental do Instituto Federal de Educação, Ciência e Tecnologia de Alagoas - IFAL Campus Satuba
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-02-25) Souza, Elvys Blayne Sales de; Ferreira, Líllian Franciele Silva; http://lattes.cnpq.br/8837364772751006; Gomes, Maria Amábia Viana; http://lattes.cnpq.br/9432338329387792; Carnaúba, Juliana Paiva; http://lattes.cnpq.br/9758718992783544
Pedagogical practices combined with experiences over the years are of paramount importance for learning. Thus, the general objective sought to analyze how the teachers of vocational and technological training at the IFAL Satuba campus, of the subsequent course in Agriculture, seek to promote pedagogical practices regarding the humanization of their students regarding the development of society in a sustainable way. And the specific objectives, to identify how teachers assimilate information from students about the world and sustainability; to know if there is an interest of the students in participating in projects that aim at the valorization, preservation and/or ecological recovery; to point out how these pedagogical practices are implemented and if there is a growing number of EE projects in the Vocational Technical Course and to provide a booklet and lesson plan based on the importance of EE to students of vocational technical education. The methodology applied to the research was the qualitative approach through action research, applying a questionnaire to five professors. The results obtained showed: 20% of teachers have been working for 10 years, 40% for 25 years, 20% for 30 years and 20% for 8 and a half years; aged between 36 and 61 years, being 20% women and 80% men, totaling 60% masters and 40% doctors. Finally, the professors seek to promote pedagogical practices regarding the humanization of their students regarding the development of society in a sustainable way, it is mentioned here, the recognition of the need to be inserted in the curriculum a discipline of environmental management and sustainability.
Análise do ensino remoto emergencial na pandemia do COVID-19
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-10-25) Costa, Monaira Cristiane Alcides da; Gonzaga, Giordano Bruno Medeiros; http://lattes.cnpq.br/0392340569918117; Cavalcante, Lucas Barbosa; http://lattes.cnpq.br/1201692883506898; Silva Júnior, Talvanes Lins e; http://lattes.cnpq.br/6161318722252594
The Covid-19 pandemic brought the need for social distancing to prevent the spread of the virus on a global scale. In Brazil, restrictive measures were taken in several areas, with education being the focus of this study. Emergency remote teaching emerged as an alternative for the continuity of on-site education, aiming to reduce the recurrent losses of in-person stoppages. With the need for equipment and internet access for remote teaching, the country's inequality of access became evident. This research aims to analyze the impact of emergency remote teaching in the Covid-19 pandemic, for students and teachers, and the aspects that guide this occurrence, mainly in technological difficulties. For this, the state of the art on the subject was raised to support discussions and applied questionnaires, without collecting personal data, for students and teachers in order to transform the results into percentage graphs.
Aprendizagem baseada em problemas: um estudo bibliográfico no ensino da matemática
(2024-04-01) Tenorio, Jamilly Souza; Brasileiro, Regina Maria de Oliveira; https://orcid.org/0000-0003-3382-3786; http://lattes.cnpq.br/4146119273576569; Nascimento, Arlyson Alves do; https://orcid.org/0000-0002-0631-3273; http://lattes.cnpq.br/9395417554768580; Bastos, Alexandre Fleming Vasques; http://lattes.cnpq.br/7239157167819125
The present work aims to identify how teachers use the Problem-Based Learning (PBL) methodology in teaching basic mathematics through a bibliographic study with the identification of research carried out and available in internet databases, such as Capes Periodicals and SciELO Platform. The period defined for choosing published works was from 2013 to 2023, in the form of a Systematic Literature Review (RSL) and constituted the research problem: How do basic education teachers teach mathematics through Problem-Based Learning? After the methodological construction of search, selection and reading of the various bibliographic materials, two articles were found for analysis. Data analysis allowed us to infer that research that considers aspects of the PBL methodology as a process of building mathematical learning in Basic Education is still recent and few in number. The study points to the need to train teaching practice with the work of ABP and the importance of its use in students' mathematical learning.
Aprendizagem baseada em problematização para ensino de genética na educação básica: uma sequência didática
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-02-06) Correia, Barbara Virginia Mendonca da Silva; Silva, Géssika Cecília Carvalho da; http://lattes.cnpq.br/5829131072769426; Pereira, Danielle dos Santos Tavares; http://lattes.cnpq.br/9518476590236582; Souza, Carlos Alexsandro de Carvalho; http://lattes.cnpq.br/9543720469592160
Genetics in its essence seeks to awaken the student's investigative approach, being an important scientific literacy tool. Traditionally, pedagogical practices for teaching Genetics in basic education focus on expository classes, reproduction of concepts and solving exercises to validate learning. The distancing of the learning methodology is reflected in the students' difficulty in contextualizing interdisciplinary and transdisciplinary themes in Genetics, such as the concept of race, skin color and their impacts on the theme of ethnic-racial diversity. In this sense, the use of active methodologies aims to modify this scenario through teaching strategies focused on student protagonism and promoting scientific literacy. Among the various methodological strategies, problem-based learning (PBL) stands out as an important alternative for teachers, due to the investigative sense inherent to the teaching approach. In this methodology, the problem is the fundamental point of the teaching process and the student must develop the ability to develop hypotheses, test, collect data, discuss and make decisions, apply their knowledge to solve it. Based on this problem, this study aims to develop an intervention proposal consisting of a didactic sequence using the PBL methodology for teaching ethnic-racial themes in the final years of Elementary School. The study is qualitative in nature, as described in objective. To plan the didactic sequence, the learning concepts advocated by Lev Vygotsky (1896-1934), learning through experience, by John Dewey (1859-1952), meaningful learning by David Ausubel (1918-2008), as well as the Freire's perspective on autonomy (Paulo Freire, 1921-1997).
Compostagem artesanal: um relato de experiência pedagógica para a educação ambiental
(2024-03-28) Santana, Rosane dos Santos de; Silva, Amanda Lys dos Santos; http://lattes.cnpq.br/4188154960985978; Pereira, Danielle dos Santos Tavares; http://lattes.cnpq.br/9518476590236582; Lima Filho, Adalberon Moreira de; http://lattes.cnpq.br/5204293561529304; Nicácio, Saulo Verçosa; http://lattes.cnpq.br/3794004314434608
Artisinal composting emerges as an essential practice in promoting environmental education in elementary schools. This study explores the benefits of this sustainable technique, highlighting an enriching experience aimed at cultivating environmental awareness in 7th- grade students at a public school in the Luziápolis District, Campo Alegre, Alagoas. The objective of this work is to promote artisinal composting as a pedagogical tool and evaluate, through a gamified activity, the understanding of concepts related to environmental education. The research included lectures on solid waste, composting, and sustainability, the assembly and monitoring of handmade composters, followed by a discussion circle to present results and a Kahoot quiz with five questions on the topics covered during the project. After implementing the pedagogical practices, it was found that 75% of the students correctly conceptualized the composting process, 70% understood the meaning of solid waste, 86% correctly defined recycling, 37% understood the concept of reuse, and 75% recognized the principle of sustainability. This experience highlights the importance of such activities in understanding knowledge and developing skills that prepare students to act consciously, critically, and participatively in promoting sustainability and building a more just and balanced world.
Concepções do universo: uma sequência didática interligando história e filosofia das ciências (HFC) e a natureza das ciências (NDC) com aprendizagem baseada em problemas (ABP) nas aulas de física
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-09-29) Santos Junior, Antonio Barbosa dos; Claudino, Elder de Souza; http://lattes.cnpq.br/4002114603054127; Webler, Geovana Dresch; http://lattes.cnpq.br/3544430798269851; Webler , Geovana Dresch; http://lattes.cnpq.br/3544430798269851; Claudino, Elder de Souza; http://lattes.cnpq.br/2706881213553955; Gomes, José Leandro Costa; http://lattes.cnpq.br/9187806273217470; Silva, Rodrigo Raposo da; http://lattes.cnpq.br/2108795591066621
Given the difficulties encountered in including Astronomy teaching in basic education, especially in high school, whether due to lack of time due to the key content requested in Enem and entrance exams, as well as the lack of contact and experience of teachers with astronomy subjects. It is necessary to bring discussions of the content that Astronomy addresses due to its interdisciplinary nature and potential to engage contextualized Science teaching in the classroom. However, given the specific competence 2 of Natural Science and its Technologies present in the BNCC, this article aims to propose a didactic sequence regarding the understanding of the Conceptions of the Universe throughout history. Thus, the respective didactic sequence integrates History and Philosophy of Science (HFC) and the Nature of Science (NdC) with the Problem-Based Learning (PBL) methodology for Physics classes. The proposal seeks to promote meaningful learning, allowing students to understand the evolution of cosmological models and the construction of scientific knowledge. The teaching sequence is structured in stages that encourage investigation, debate and critical reflection, articulating Astronomy content with epistemological and historical aspects of science. The expected results include the development of critical thinking, the understanding of science as a dynamic and human process carried out by several individuals according to the social context and time in which it is inserted, without the presence of anachronism. Keywords: Teaching Physics, Astronomy, History and Philosophy of Science,
Contribuições do Kahoot para o ensino-aprendizagem: uma análise das possibilidades
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-02-05) Silva, José Balbino dos Santos da; Andrade, Victor Hugo Oliveira de; http://lattes.cnpq.br/4718983315200733; Santos, Allan Gomes dos; http://lattes.cnpq.br/8695305865567407; Souza, Carlos Alexsandro de Carvalho; http://lattes.cnpq.br/9543720469592160; Santos, Herbert Nunes de Almeida; http://lattes.cnpq.br/4602159770025420
The 21st century was marked by sociocultural changes influenced mainly by Digital Information and Communication Technologies (DIT), which are increasingly present in almost all layers of society, therefore, the school needs to change to receive and integrate new students, who were born immersed in the world and the language provided by new technologies. With the emergence of digital technology, different types of educational resources can be used to enrich the teaching content in the classroom and help the teacher to make their classes less tiring. The Kahoot! is one of those resources that can be used as a teaching strategy to promote understanding and assimilation of classroom content, whether in person or online. Given this scenario, it is essential to deepen the understanding of Kahoot's contributions to teaching-learning, in order to provide support for the adoption and effective use of this tool by educators. In this context, this article aims to analyze the most recent and relevant studies on the topic, aiming to identify the possibilities and limitations of using Kahoot in the educational context. To achieve the proposed objective, a bibliographical survey was carried out through a search in databases such as Capes Periodicals and Google Scholar, using the terms "Kahoot", "gamification", "teaching-learning". The results found in this research show that although Kahoot presents some limitations, the tool proved to be a gamified, innovative, attractive and challenging environment, which can enhance teaching-learning, and contributes to motivation, concentration, student engagement, and also can be used in any subjective and educational level.
Criação e aplicação de jogos no ensino da álgebra
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-12-20) Souza, Joice dos Reis; Silva, Gelsivanio Souza da; http://lattes.cnpq.br/7969278773981649; Brito, Fernando Valério Ferreira de; http://lattes.cnpq.br/8744081127449326; Nascimento, Arlyson Alves do; http://lattes.cnpq.br/9395417554768580
This quantitative and descriptive study investigated the impact of creating and implementing mathematical games, developed by 9th-grade students, on comprehension and performance in topics such as fractions, fractional equations, and 1st and 2nd-degree equations. Conducted at a public school in Maceió, the research involved pre- and post-implementation questionnaires regarding the games, along with the organization of a Mathematical Games Fair. The results revealed enhancements in mathematical understanding and problem-solving following the intervention, indicating a 156.1% increase in students' average grades. The playful and creative approach to learning proved effective, not only fostering mastery of the concepts but also nurturing skills such as teamwork, problem-solving, and creativity, suggesting the potential of educational games as a promising strategy in math education.
Dificuldades docentes no ensino remoto: um diagnóstico no Campus Murici no período 2020/2021
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2022-03-18) Vaz, Janeilda da Costa; Santos, Allan Gomes dos; Santos; Santos, Allan Gomes dos; Silva, Rui Fernando da; http://lattes.cnpq.br/8104452111779244; Andrade, Maria Guadalupe Lima Peixoto; http://lattes.cnpq.br/7486678297943376
Education has had to face decisions about how to continue teaching and learning while keeping its faculty, staff and students safe from an emergency public health issue that has developed rapidly due to Covid-19. In this way, Emergency Remote Teaching (ERE) was the temporary and strategic solution that allowed, in the context of the Covid-19 Pandemic, to provide the academic community with the possibility of maintaining, within the possible circumstances, the teaching activities and difficulties of this modality. of teaching began to emerge. Thus, the objective of this work was to diagnose the difficulties of remote teaching encountered by the professors of the Instituto Federal de Alagoas-IFAL and seek possible solutions to minimize these difficulties. The action-research had a qualitative approach and the target audience were the teachers of IFAL - Campus Murici/Alagoas, of the technical courses of Agroindustry and Agroecology, through questionnaires with objective and subjective questions, related to remote teaching, which addressed the problems related to the synchronous and asynchronous classes and the strategies that could be used to minimize the difficulties encountered in the practice of this teaching that help in the transmission of teaching and learning knowledge. With the application of the questionnaires, the results showed that 95.7% of the professors have a stricto sensu postgraduate degree, with 41.7% having a master's degree and 54.2% a doctorate, and that 66.7% of the professors had difficulties in asynchronous classes and 33 .3% in synchronous and asynchronous classes, 50% of teachers suggested training on teaching platforms as a way to minimize the difficulties that were encountered in the ERE.
Do ensino presencial a abruptidão do ensino remoto emergencial(ERE) no contexto da educação profissional e tecnológica
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-11-19) Silva, Alline Nataly Balbino Oliveira da; Almeida, Ricardo Santos de; http://lattes.cnpq.br/5955679764505968; Paiva, Monikely de Oliveira Silva; http://lattes.cnpq.br/0034233122382052; Ribeiro, Alyson Fernando Alves; http://lattes.cnpq.br/9559092201845379
As a result of the COVID-19 pandemic, caused by a mutation of the SARS-CoV virus, in mid-December 2019, the Chinese government announced the rapid proliferation and its high killing capacity. This process forced a reshaping of the pattern of personal and educational relationships around the world. As a way to minimize the proliferation of this virus, which is related to severe respiratory syndromes, it was necessary to close educational environments, requiring an emergency change in teaching patterns, making adjustments in the methodologies and pedagogical practices characteristic of face-to-face teaching, making use of the mass use of technologies for communication that has increased within social patterns. Therefore, this study aims to understand the dynamics experienced by teachers, working in the state of Alagoas in 2020, in terms of training, difficulties and future visions for the reality experienced within new educational models.
Dominó da eletrostática: uma proposta lúdica para o ensino de física
(2024) Silva, Hérika Rafaella Soares da; Webler, Geovana Dresch; Webler, Geovana Dresch; Souza, Samuel Teixeira de; Claudino, Elder de Souza
Educational games have been gaining ground as an instrument capable of drawing attention and instigating students' interest in a playful way in the classroom. The discipline of Physics is labeled by many as difficult, full of formulas and exercises. In this work we will propose the use of an educational game known as dominoes, as a pedagogical resource for the teaching of electrostatics, which is an area of physics that studies electric charges at rest and the phenomena related to it. The "dominoes of electrostatics" will address electric charge, elementary electric charge of the electron, elementary electric charge of the proton, electrostatic constant, Coulomb's law, electric field and electrification processes. By applying the dominoes of electrostatics in the classroom, it is expected that students can understand and acquire knowledge related to physical phenomena in a more pleasurable way, facilitating the memorization of equations and their concepts involved.
Ensino à distância: elementos dificultadores na perspectiva do aluno
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-11-29) Alcântara, Paulo Henrique Lima de; Silva, Samuel; http://lattes.cnpq.br/6455568737417686; Ataide, Walker Araújo; http://lattes.cnpq.br/6633919671327276; Pinto, Anderson Rogério de Albuquerque Pontes; http://lattes.cnpq.br/6782413415259038
This study aimed to identify the causes of school dropout in a class of a technical vocational course after the implementation of the distance learning modality. The research carried out was of an applied nature, with a qualitative, descriptive approach and using the technical procedure of action research. The practical and collaborative action-research model was used in a sample of 20 students from a class of the Occupational Safety II subject of the technical course on Occupational Safety. As a technical procedure for data collection, a multiple-choice and open-ended questionnaire was used, answered anonymously by the interviewees. The results show that school dropout in the population investigated is multifactorial in nature, with a predominance of causes of socio-economic, technological and organizational origin. As a strategy for solving the problem condition, a plan with mitigation and correction actions was proposed, with the objective of understanding and preventing the causes that promote school dropout.
O ensino de ciências e as metodologias da problematização frente às tentativas de integração curricular
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-02-29) Oliveira, Carlos Henrique Araújo de; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Santos, Eduardo Lima dos; http://lattes.cnpq.br/0426360378881187; Bastos, Alexandre Fleming Vasques; http://lattes.cnpq.br/7239157167819125
The integration between active methodologies and curricular progression in elementary education is a complex and dynamic theme in the contemporary educational scenario, as well as the articulation of this progression with the insertion of active methodologies. Therefore, this study seeks to understand the implementation of these practices in the final years of elementary school, especially in Natural Sciences, in line with changes in curricular organization, especially outlined by the National Common Curricular Base (BNCC). The research is justified by the need to deepen the discussion on the integration between progression and curricular organization, combined with the effectiveness of methodological practices. Regarding the study methodology, a descriptive research was chosen, seeking detailed characteristics of the phenomena and identifying correlations between variables. The qualitative approach was chosen to promote diversity and flexibility in understanding the perspectives analyzed. The bibliographic research was conducted at the Brazilian Digital Library of Theses and Dissertations (BDTD), covering the period from 2017 to 2023. The analysis and interpretation of the results were carried out through content analysis guided by Bardin (2016). The results reveal two main categories: active problematization methodologies with a focus on curricular integration and other active learning models with a focus on curricular integration. The theses explore the application of these methodologies, highlighting the importance of curricular integration, student autonomy and critical thinking. It is concluded that the interconnection between active methodologies, curricular progression and BNCC is vital for a more effective and holistic educational approach. The lack of studies that simultaneously address these elements highlights the need to promote a paradigm shift in educational research, encouraging interdisciplinary collaboration between researchers and overcoming resistance to change in traditional structures. This approach can contribute to a deeper understanding of the educational process and prepare students for the challenges of the 21st century.
O ensino de frações por meio de jogos: uma revisão sistemática da literatura
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-01-29) Araujo, Lívia Danielle da Silva; Silva, Ewerton Roosewelt Bernardo da; http://lattes.cnpq.br/8543155357044958; Castro, Diogo Meurer de Souza; http://lattes.cnpq.br/6863749871487154; Santos, Vívia Dayana Gomes dos; http://lattes.cnpq.br/2740547167333947
It is known that rational numbers are the basis of various mathematical content and understanding these numbers, in their fractional form, is essential for the mathematical development of students at different levels of education. While games present themselves as an alternative in teaching mathematics, the low rates presented in the last IDEB of 2021 in relation to mathematical knowledge, more specifically about fractions, was the starting point for the development of this study. As a methodology, this research focused on work developed at national level, so the CAPES catalog of theses and dissertations was used as a research source, where a systematic review of the literature was carried out, having adopted the protocol according to Kitchenham ( 2004), all with the aim of verifying whether and which mathematical games are being inserted in the process of teaching and learning fractions and the results obtained. According to the works analyzed, teaching fractions through concrete or digital games presents satisfactory results. Thus, it was concluded that this methodology must be considered in teaching activities.
O ensino de língua materna na perspectiva dos letramentos e das metodologias ativas: um estudo sociodiscursivo da linguagem na educação básica
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-09-05) Souza, Natália Oliveira de; Souza, Carlos Alexsandro de Carvalho; http://lattes.cnpq.br/9543720469592160; Menezes, Lucianne Michelle de; http://lattes.cnpq.br/1354199519304107; Silva, Maria Viviane de Melo; http://lattes.cnpq.br/8752941221356373
The mother language teaching has been the focus of debates and reflections that take the practices and theories that underlie it as an object of analysis. Therefore, this research problematizes the implications of language teaching from the study of official educational documents such as the National Common Curricular Base (BNCC) and the National Curricular Parameters (PCN). The objective is to understand the relationship between teaching based on practices that emphasize literacy and the different literacies and didactic proposals based on the use of active methodologies in the classroom. This study is related in the field of Applied Linguistics, which comprises language from a perspective of social interaction (BAKTHIN, 1997), literacy studies (KLEIMAN, 1995), language teaching based on the objective of developing students' communicative competence. students (BORTINI-RICARDO, 2004) and approaches that depart from language teaching in a critical and reflective way, considering educational realities and meaningful learning (GERALDI, 2012; FARACO, 2017; MENDONÇA, 2006; NEVES, 2011; OLIVEIRA, 2010 ; FREIRE, 2019). The work is characterized by bibliographical research to understand the state of the art on the subject and, then, its methodology is complemented by the collection of primary data, accessed through the application of an online questionnaire, with the objective of reflecting on the understandings about teaching Portuguese with basic education teachers. In view of the proposed reflections, we emphasize that, in fact, considerations on language teaching are necessary, mainly, to contribute to quality educational training that is based on a study based on dialogue, on concepts of language and language that promote an understanding the diversity of language and the variety of language.
Estratégias online para a docência do Curso Técnico de Agroindústria durante a Pandemia da Covid-19 no Campus Satuba-IFAL
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-02-21) Feijó, Maria Fabiana de Melo; Gomes, Maria Amábia Viana; http://lattes.cnpq.br/9432338329387792; Lima Filho, Adalberon Moreira de; http://lattes.cnpq.br/5204293561529304; Gama, José Aparecido da Silva; http://lattes.cnpq.br/7413041757828843
This research discusses about online strategies for teaching the agribusiness technical course during the covid-19 pandemic at Campus Satuba-IFAL. The aim was identifying the online strategies used by teachers in remote teaching in the pandemic period. A qualitative approach through a quiz about remote teaching and the use of online strategies for students was answered by 10 teachers and 21 students. The highlighted result was the use of online strategies by 60% of professors and 95,2% of students took them. Ergo, it was clear when professors faced the pandemic challenges, they searched ways to use online teaching strategies.
Ética em tempos de pandemia na educação profissional
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-12-27) Anjos, José Hyoark Lopes dos; Rocha, Paula Rejane Lisboa da; http://lattes.cnpq.br/9170949640305247; Medeiros, Juliane dos Santos; http://lattes.cnpq.br/0615087723489332; Ramos, Maria Jeane Bomfim; http://lattes.cnpq.br/8119008875795017
This work aimed to identify how ethics has manifested itself in the face of the pandemic scenario in the work environment involving professional education and how it is applied by employees and others involved in the teacher's view, according to what the new scenario had presented. The research was carried out in two stages: in the first, a literature review was carried out and, in the second, a quantitative research, using a questionnaire with six questions as a data collection instrument, prepared according to a survey of information on Professional Ethics , and applied to seven (7) volunteers, who work in a school of the Regional Management of Education in the southern agreste of Pernambuco. To arrive at the final results, the answers were collected and tabulated on the Google form platform. Questionnaires were filled out at the time of greatest convenience for employees and treated confidentially. The results largely demonstrate the predominance of ethical conduct on the part of the school staff, indicating knowledge and empathy in the face of the pandemic scenario. teachers during the transition period from face-to-face teaching to emergency remote teaching.
Explorando a análise combinatória com o sageMath: uma abordagem ativa de aprendizado em matemática
(2024-03-25) Santos, Genilton Ferreira dos; Nascimento, Arlyson Alves do; http://lattes.cnpq.br/9395417554768580; Lima, Leon Cavalcante; http://lattes.cnpq.br/7616688310117461; Lopes, Rafael do Sacramento; http://lattes.cnpq.br/2775224211896509
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