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Item A diferença entre letramento matemático e jogos matemáticos na divisão com frações: a experiência dos jogos pedagógicos dentro de uma organização social(2026-02-03) Silva, Jair Otávio da; Lima , André Suêldo Tavares de; https://lattes.cnpq.br/6019670165528345; Santos, Vívia Dayana Gomes dos; http://lattes.cnpq.br/2740547167333947; Silva, Josivaldo da; https://lattes.cnpq.br/7264988865937486This study aims to analyze the contribution of manipulatives to teaching through games and mathematical literacy. An action research methodology was used, including bibliographic research and data collection. The bibliographic research allowed for the consultation of academic sources and specialized literature, providing relevant information on the importance of using manipulatives in mathematics teaching, especially in the division operation. For data collection, questionnaires were applied to students of the Girassol Institute, a non-profit organization (OSC) in the municipality of Boca da Mata - AL. The expected results of this work indicate that the use of manipulatives in teaching mathematics provides significant benefits. These resources make mathematical concepts more concrete and visual, facilitating student comprehension. Furthermore, they promote interaction and active student participation during activities, contributing to engagement and motivation. By working with manipulatives, students have the opportunity to explore practical contexts and apply their knowledge concretely. These resources provide a playful and challenging learning environment in which students can experiment, make mistakes, and learn from them, thus developing greater confidence in their mathematical abilities. In short, the expected results of this work suggest that the use of manipulatives in teaching division with fractions, for example, brings significant benefits, including an understanding of mathematical concepts, transfer of knowledge to real-life situations, and reduction of anxiety related to mathematics. These findings have the potential to inform educational practices and improve the teaching and learning of mathematics, providing a solid foundation for student success in this area of knowledge.Item A dramatização como indutora da construção de habilidades e competências necessárias ao profissional da hotelaria(2019-04-30) Silva, Gertrudes Magna Sales da; Brasileiro, Regina Maria de Oliveira Brasileiro; http://lattes.cnpq.br/4146119273576569; Limeira , Ana Cristina Santos; http://lattes.cnpq.br/8492241199102646; Oliveira , Elisabete Duarte de; http://lattes.cnpq.br/7781886522973384This article was motivated by a carried out research based on the use of dramatization as a methodological strategy in the teaching-learning process on Hotel Technology Superior Course of the Federal Institute of Alagoas – Campus Maceió, from exercises where students are stimulated to experience and improvise situations involving direct hotel customer service. It presents results that were obtained based on students’ perceptions and the observations made during such dramatizations, wich generated the research, whose objective was to understand how classroom dramatization can stimulate the development of skills and competences necessary for the IFAL's Hotel Technology Superior Course students to perform their professional activity. The action research methodology was applied, using reports of students who participated in the dramatic exercises and the observation in the classroom as data collection method. The students surveyed reported that through dramatization they were able to “experience experiences in advance”, “improve learning and fix contents”, “facilitate the relationship between students and between students and teachers”, “overcome shyness”, “stimulate creativity and improvisation”, “contribute to the performance and insertion of students who are in the professional market”, among other benefits. Therefore, based on the students' perceptions and based on the theoretical studies, it can be concluded that classroom dramatization works as an inducer for the construction of skills required by the hotel professional, and it should be done more frequently and in a more systematized way.Item A educação interdisciplinar e a sustentabilidade na EPT: uma revisão de literatura(2026-02-27) Piccin, Loredana Zanotelli; Barreto, Raphaela Vasconcelos Gomes; https://lattes.cnpq.br/4617213714835536; Rabelo, Emanuelle Fontenele; https://lattes.cnpq.br/8836123183470767; Rodrigues, Maria Vânia de Sousa; https://lattes.cnpq.br/1871769541665914Work and education are specifically human activities. In Brazil, the National Education Guidelines and Framework Law organizes and regulates education, ensuring that it is democratic and inclusive. Education must be humane and comprehensive, that is, it must promote the complete development of students in intellectual, physical, emotional, social, cultural, and ethical dimensions. To this end, researchers advocate, among other principles, interdisciplinarity. Through practical projects related to students' daily lives, interdisciplinarity can be used as a powerful ally in the formation of individuals who integrate the knowledge acquired with the community and society and can deliver processes to the population to improve people's lives. Themes related to the Sustainable Development Goals (SDGs) the ONU define the priorities for sustainable development. This study seeks to conduct a literature review that emphasizes the importance of interdisciplinarity, worked on with practical projects related to students' daily lives, involving the SDGs. It will address successful experiences of how the SDGs, real-world and interdisciplinary issues can increase students' interest in everyday issues, as well as develop non-cognitive skills such as communication and teamwork. All of these issues are fundamental to an individual's academic, personal, and professional success.Item A ergonomia aplicada aos discentes de Tecnologia da Informação do Instituto Federal de Alagoas: ênfase na conscientização e mudança comportamental no ambiente educativo(2026-03-31) Oliveira, Fábio Fernando; Macêdo, Dartagnan Ferreira de; http://lattes.cnpq.br/2025788330054193; Santos, Diego da Guia; http://lattes.cnpq.br/2442362471764000; Ribeiro, Ricardo Luís Alves de Oliveira; http://lattes.cnpq.br/1280322604196844This study presents a reflective professional memoir coupled with qualitative bibliographic research, developed as a partial requirement for the title of Specialist in Teaching for Professional and Technological Education (EPT). Given the accelerated expansion of the Information Technology (IT) sector, it is observed that students and future professionals face occupational hazards such as Repetitive Strain Injuries (RSI), Work-Related Musculoskeletal Disorders (WMSDs), visual fatigue, and psychosocial risks, exacerbated by precarious environments and a lack of critical ergonomic training. Grounded in the updated NR-17 (MTP Ordinance No. 806/2022) and Technical Note SEI No. 4,655/2024, the investigation adopts an expanded ergonomic perspective, in permanent dialogue with Freirean pedagogy and the concept of omnilateral development. Methodologically, the study combines a systematic literature review with analytical reflection on teaching praxis at the Federal Institute of Alagoas (IFAL). The results indicate that ergonomic misinformation acts as a silent mechanism of academic exclusion and that the curricular transversalization of the theme is imperative. It is concluded that the articulation between technical regulations and problematizing pedagogy promotes student autonomy and sustainable behavioral change, aligning technical training with health preservation and the principles of integral human formation.Item A formação docente na educação profissional e tecnológica: relato de experiência acerca das contribuições do curso de especialização em docência na educação profissional(2026-04-15) Santos, Alexandre Henrique da Silva; Conceição, Pablo Fabricio da; http://lattes.cnpq.br/3425482451006743; Lima, Wellton Amorim Falcão de; http://lattes.cnpq.br/8617237233293101; Silva , Maria Virgínia Gomes da; http://lattes.cnpq.br/7530627276582242This study aims to reflect on teacher training in Vocational and Technological Education (VTE), considering the transformations resulting from digital culture and Distance Education (DE). It is a qualitative research study, described as an experience report, developed from experiences in the Specialization course in Teaching in Vocational and Technological Education at the Federal Institute of Alagoas (IFAL). The study is based on authors such as Freire (1996), Moran (2015), Kenski (2012), and Libâneo (2013), who discuss the relationship between education, technology, and pedagogical practice. The analysis shows that VTE plays a strategic role in the integral formation of individuals, articulating technical, scientific, and humanistic knowledge. In this context, digital culture expands the possibilities of teaching and learning, demanding new teaching competencies and innovative pedagogical practices. Distance education (EaD), in turn, is an important instrument for democratizing access to education, especially in contexts of limited access to face-to-face teaching, provided it is based on consistent pedagogical planning. The formative experience highlighted the importance of teacher mediation, student autonomy, and the critical use of digital technologies in the educational process. Digital literacy is also highlighted as an essential element for teaching practice in contemporary times. It is concluded that teacher training in vocational and technological education (EPT) should integrate pedagogical, technological, and social dimensions, contributing to more critical and inclusive educational practices. As a limitation, the subjective nature of the experience report is noted, indicating the need for further studies in this area.Item A formação técnica dos docentes como diferencial na competência de ensino da educação profissional e tecnológica do Instituto Federal de Alagoas no Campus Maceió(2026-03-18) Silva, Jairo Noé da; Nascimento, Jonatha Lisboa Galvão do; http://lattes.cnpq.br/0102995986643495; Silva, Simonica Maria Rocha da; http://lattes.cnpq.br/7693429771322969; Ferreira, Joyce de Lima; http://lattes.cnpq.br/7756088145729667This Course Completion Work (TCC) presents a research proposal concerning the technical training of teachers focused on Professional and Technological Education (EPT) at the Federal Institute of Alagoas (IFAL), Maceió campus. The objective is to analyze gaps in professional training by examining the need for digital competencies within a technological profile for EPT instruction, and how such knowledge impacts teaching quality.The theoretical framework guiding this investigation draws upon authors with prominent publications, such as Araújo (2024), Brasileiro (2019), and Gomes & Gomes (2015). Furthermore, given the advent of current technologies, it is of paramount importance to investigate the technical training required for teachers to conduct activities within this educational modality.Through quantitative bibliographic research, aimed at document analysis and comparative literature review, this study seeks to elucidate how specific technical training affects the performance of teachers at IFAL and the consequences of this performance. Thus, it clarifies that technical training is very important for the training of teachers in VET at IFAL Maceió Campus, but it is not solely because of it that professionals stand out, but rather due to a complex web of knowledge intrinsic to the exercise of the profession and the pedagogical commitment inherent to teachers, such as continuous improvement of potential, curriculum development, and integration between teaching, extension, and research.Item A integração entre teoria e prática no ensino de redes de distribuição de energia elétrica em uma instituição de ensino técnico e profissionalizante de Maceió: estratégias pedagógicas para o engajamento dos alunos na educação profissional e tecnológica(2026-02-26) Oliveira, Ademildo Costa de; Silva , Jailson Costa da; http://lattes.cnpq.br/4481661071361187; Nina , Alex Santiago; http://lattes.cnpq.br/1854863840949256; Pablo Fabricio da; http://lattes.cnpq.br/3425482451006743This study aims to analyze the importance of integrating theory and practice in teaching electrical power distribution networks at a private vocational and technological education institution in Maceió, Alagoas, and its contribution to meaningful learning in promoting safety during interventions in energized and de-energized distribution networks. It starts from the understanding that training in distribution networks requires methodologies that connect theoretical foundations with the concrete experience of professional field activities, articulating knowledge, regulations, operational procedures of the electrical power distribution concessionaire, and attitudes essential to the safe and competent performance of the function of a distribution network electrician. It began with the following question: How do pedagogical strategies that articulate theory and practice contribute to student engagement and improved understanding of theoretical foundations and their correct application in practical activities, in the vocational and technological education of the electrical power distribution networks course at this institution? The work performed by electricians on distribution networks requires advanced knowledge of Regulatory Standard NR10 (which establishes the minimum requirements and conditions for implementing control measures and preventive systems, in order to guarantee the safety and health of workers who, directly or indirectly, interact with electrical installations and services involving electricity), the technical regulations of the utility company, and its standard operating procedures (POP’s), which are a set of step-by-step instructions to ensure that work on electrical networks is carried out with quality and safety. It is concluded that the use of active methodologies that promote the inclusion of students in the learning process, encouraging active participation through research, teamwork, challenges, and practical activities, improves engagement and meaningful learning.Item A política de educação profissional e tecnológica, integrada a Educação de Jovens e Adultos no Instituto Federal de Alagoas - coerência entre documento e prática(2026-03-19) Silva, Maria Nilza da; Silva , Jailson Costa da; http://lattes.cnpq.br/4481661071361187; Torres, Andresso Marques; https://orcid.org/0000-0002-3521-7811; http://lattes.cnpq.br/5767546693723657; Silva , Manoel Santos da; http://lattes.cnpq.br/4935593146997631This paper aims to analyze teaching in Professional and Technological Education (EPT) geared towards the specific public of Youth and Adult Education (EJA), institutionalized in the Federal Network of Federal Institutes of Education through the National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Education Modality (PROEJA), understanding that the emergence of education in Brazil is anchored in the model of the slave-owning society in force at the time and in the development of the duality of schooling. With this aim, the study sought to understand the form of social organization, how social relations develop, and the impact of these relations on the composition and development of education for social classes, especially the working class, seeking to provide this class with inclusive and emancipatory education. This was achieved using bibliographic and documentary research and a qualitative method, based on authors such as Saviani (2007), Frigotto (2001), Ramos (2014), and public documents such as the 1988 Federal Constitution (CF/88) and the PROEJA Basic Document. Some experiences reveal significant progress, such as interdisciplinary projects, strengthened community ties, engagement, and teaching practices committed to an integrated curriculum. However, statistical data reveal challenges to the effectiveness of the relationship between what is advocated in official documents and what is experienced in practice in federal institutes, and point to tensions between guiding principles and their implementation, bringing challenges such as the discontinuity of public policies, infrastructure limitations, lack of specialized teacher training to work in integrated adult education, difficulties in adapting curricula to the realities and heterogeneity of working students, and a high dropout rate.Item A relevância da Educação Profissional e Tecnológica (EPT) na formação dos profissionais de saúde da Atenção Básica(2026-02-18) Oliveira, Juciclécia Andrade; Santos, Odair José Silva dos; https://lattes.cnpq.br/0102447684156796; Pansini, Susamar; https://lattes.cnpq.br/3795987319463479; Valdez, Nataly Lemes; https://lattes.cnpq.br/3674900372251973This training report addresses the relevance of Vocational and Technological Education (VTE) in the training of health professionals working in Primary Care. The research arose from my academic and professional trajectory, marked by experiences in social and educational spaces, which highlighted the predominance of technocratic training in the health field and the need for a more humanized and critical approach. This study begins with the recognition that Primary Care (AB) is the main entry point to the Brazilian Unified Health System (SUS) and requires professionals capable of offering comprehensive and contextualized care tailored to the social and territorial realities of its users. The central problem guiding this study is: what is the relevance of Vocational and Technological Education in the training of primary care health professionals to ensure comprehensive and humanized care? The overall objective is to analyze how Technological and Professional Education (TPE) can contribute to the qualification of these professionals, highlighting its importance in building more critical, reflective practices aligned with the principles of the Brazilian Unified Health System (SUS). This is a qualitative research, of a theoretical and bibliographical nature, based on academic productions, official documents, and references from authors such as Freire, Ciavatta, Ramos, and Gramsci, who advocate for a comprehensive and emancipatory education. The analysis shows that the integration between TPE and Continuing Education in Health (CEH) is essential to strengthen the articulation between theory and practice, promote interdisciplinary work, and stimulate active teaching methodologies. It concludes that TPE, by valuing the dialogue between technical, scientific, and humanized knowledge, contributes to the training of more sensitive, critical professionals committed to social transformation, strengthening the SUS and the provision of comprehensive and humanized care.Item Avaliação processual para efetividade do ensino remoto emergencial na educação de jovens e adultos com base nos indicadores construídos pelo IFAL(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-11-25) Santos, Geraldo Luiz Valle dos; Souza, Diogo dos Santos; http://lattes.cnpq.br/9547588474173400; Silva, Jailson Costa da; http://lattes.cnpq.br/9547588474173400; Lucena, Rodrigo de Melo; http://lattes.cnpq.br/6095168056343998The present work aims at the proportions of indicators evaluated for Emergency Remote Teaching in the Integrated Teaching of Youth and Adult Education in the Accommodation course on the Marechal Deodoro campus of the Federal Institute of Alagoas (Ifal), a modality implemented due to the Covid-19 pandemic. As mandatory, Ifal's institutional rules on the ERE with a focus on the Integrated Course on Youth and Adult Education. In addition, it was a matter of providing subsidies for thinking about new indicators for evaluating the ERE. The work methodology is qualitative. Bibliographic research and studies were carried out on the experiences lived during this pandemic period on the Campus of Marechal Deodoro. However, this work does not illustrate the use of research with the educational community, as the result is drawn from experience-based experience. The result of the study has assorted dimensions and indicators with a degree of favoring education actors in the decisions to be addressed in the process of improving the ERE and the quality of teaching-learningItem Como a educação física pode contribuir, de forma crítica e integrada, para a formação omnilateral dos estudantes na Educação Profissional e Tecnológica(2026-05-21) Marques, Silvânia Ferreira da Silva; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Santos, José Carlos Lima dos; http://lattes.cnpq.br/5328411913838068; Oliveira, Anderson Lima de; http://lattes.cnpq.br/5829892160537418This study critically analyzes the contributions of Physical Education to the omnilateral formation of students in Professional and Technological Education (PTE), in light of the principles of integral human formation and the integrated curriculum. The research is based on the problem related to the persistence of fragmented practices with limited articulation to the technical-professional axis, even in institutions that advocate the integration of work, science, culture, and technology. The general objective was to understand how Physical Education can contribute to the integral formation of PTE students from a critical and integrative perspective. Methodologically, this is a qualitative study of a bibliographic and documentary nature, grounded in the critical-dialectical perspective and Historical- Critical Pedagogy. Pedagogical Course Projects (PPCs) and institutional documents from the Federal Institute of Alagoas (IFAL) were analyzed in order to identify how Physical Education is incorporated into the curricular organization of integrated technical courses. The results reveal contradictions between the institutional principles of omnilateral formation and their curricular implementation, demonstrating that Physical Education still occupies, in many contexts, a peripheral position with limited integration into the formative practices of PTE. It is concluded that Physical Education has significant potential to contribute to integral human formation, provided that it is critically, interdisciplinarily, and integrally connected to the pedagogical project of Professional and Technological Education.Item Desafios e oportunidades na integração de tecnologias digitais no ensino da educação profissional e tecnológica em contabilidade(2026-03-19) Santos, Ricardo Alexandre Marques de Souza; Conceição, Pablo Fabricio da; http://lattes.cnpq.br/3425482451006743; Rocha, Renata Maria Wanderley da; http://lattes.cnpq.br/0120441094670688; Lima, Wellton Amorim Falcão de; http://lattes.cnpq.br/8617237233293101This study analyzes the challenges and possibilities associated with the integration of Digital Technologies (DTs) in Professional and Technological Education (EPT) in Accounting, considering recent transformations in the labor market and their implications for professional training. The research is guided by the following problem: how can EPT institutions integrate digital technologies into technical accounting education in a critical and sustainable way, overcoming structural, pedagogical and teacher training limitations while promoting the development of competencies aligned with contemporary professional demands? In this context, the study aims to investigate and evaluate the main challenges and opportunities related to the integration of DTs in the educational process and to propose guidelines that may support their implementation at the institutional level. Methodologically, the research adopts a qualitative approach of exploratory and descriptive nature, developed through bibliographic and documentary analysis of scientific studies related to Professional and Technological Education, digital competencies and pedagogical innovation in accounting education. The analysis revealed recurring perceptions among teachers and students regarding the importance of digital technologies for professional training, as well as barriers related to technological infrastructure, teacher preparation and curricular organization. Studies by Rodrigues, Castro and Miranda (2024) highlight the growing demand for digital competencies in the accounting profession, while Melo, Melo Filho and Melo (2024) point to gaps in the incorporation of critical approaches and digital teaching resources specific to this field. The study concludes that the effective integration of digital technologies in EPT accounting education depends on pedagogical planning, periodic curricular revision and institutional investments capable of strengthening professional training in an increasingly digital environment.Item Desafios e possibilidades do uso de tecnologias digitais no ensino de componentes técnicos na Educação Profissional e Tecnológica(2026-02-11) Ferreira, Fabio Romer Nolasco; Silva, Kleyfton Soares da; https://lattes.cnpq.br/9040257542465304; Pidner, Flora Sousa; https://lattes.cnpq.br/0107430829942397; Andrade, Maria Aparecida da Silva; https://lattes.cnpq.br/6046952414628445This work analyzes the challenges and possibilities of using digital technologies in teaching technical components in Professional and Technological Education (EPT), emphasizing engineering-derived tools such as CAD software, structural and electrical simulators, 3D modeling, advanced spreadsheets, and microcontrollers. A qualitative, exploratory approach, bibliographic and documentary in nature, investigates how these technologies can be effectively and pedagogically integrated into technical teaching, considering barriers related to institutional infrastructure, teacher training, and digital exclusion. From a review of EPT legal frameworks (LDB, National Curricular Guidelines, IFs Law), theoretical references on ICT and education (Moran, Kenski, Bacich), and analysis of pedagogical experiences reported in scientific articles, a set of digital resources with high potential to enhance project-based learning, virtual experimentation, and problem-solving close to the world of work was identified. However, barriers such as infrastructure inequalities, insufficient teacher training, and limited digital literacy persist, demanding consistent pedagogical planning and continuous training. Results indicate positive learning impacts such as increased engagement, conceptual understanding, and socio-emotional skills development, especially when linked to active methodologies. A teacher training action plan is proposed, including awareness actions, practical workshops, pilot projects, and communities of practice, aiming to support pedagogical innovation in EPT institutions. It is concluded that engineering digital technologies represent an opportunity to strengthen EPT as a space for integral formation, provided structural barriers are overcome and critical, contextualized teacher training is invested in.Item Desenho universal para o curso técnico em Edificações do IFAL: currículo e inclusão(2026-03-04) Silva, Ewerton Soares da; Souza, Diogo dos Santos; http://lattes.cnpq.br/9547588474173400; Alves, Maria Elisa Moreira; http://lattes.cnpq.br/1737047311411846; Cavalcanti, Manuella Paiva de Holanda; http://lattes.cnpq.br/3621272142177867This article analyzes the Pedagogical Course Project (PPC) of the Integrated High School Technical Course in Buildings at the Federal Institute of Alagoas (IFAL) – Maceió Campus, approved in 2019, with emphasis on the presence — or absence — of accessibility, inclusive education, and Universal Design principles in the curricular organization. This is a qualitative study of documentary and bibliographic nature, grounded in legal frameworks of inclusive education and theoretical references on curriculum, Professional and Technological Education, and Universal Design for Learning. The analysis of the PPC and course syllabi reveals that, although the course presents an institutional discourse aligned with comprehensive education and social inclusion, accessibility and Universal Design are not systematically incorporated as structuring curricular principles, nor is there explicit articulation with the Center for Assistance to People with Specific Educational Needs (NAPNE). The findings indicate that several curricular components show strong potential for addressing these themes, particularly those related to architectural drawing and design; however, such approaches remain implicit. It is concluded that the lack of pedagogical intentionality in this area may limit the critical, ethical, and socially committed professional training of graduates, while the integration of Universal Design into the PPC represents a concrete possibility for strengthening technical and civic education within Professional and Technological Education.Item Educação e escola inclusiva(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-09-22) Batista, Carlos Augusto; Gama, José Aparecido da Silva; : http://lattes.cnpq.br/7413041757828843; Ataide, Walker Araújo; http://lattes.cnpq.br/6633919671327276; Santos, José Roberto Nunes dos; http://lattes.cnpq.br/2776939893721016Inclusive education is a relevant and challenging topic in contemporary educational discussions. This study deals with a proposal for a pedagogical intervention that aims at the importance of inclusion. The paper also highlights that promoting inclusion can lead to a more fair, tolerant and egalitarian society. The overall goal of this paper was to develop a pedagogical intervention proposal to work on inclusive education and school with students of technical education in administration. It's concluded that the inclusive school is an important path to providing education quality for adults and young people; allowing that all individuals have equal opportunities to access knowledge and personal development. In that respect, the proposed pedagogical intervention highlights the importance of public policies that support and strengthen inclusive education, as well as the main role of students and educators in making welcoming and inclusive educational environments.Item Educação financeira: utilização do excel como ferramenta de controle financeiro na educação profissional e tecnológica(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-09-20) Silva, Renilson Carlos da; Almeida, Ricardo Santos de; http://lattes.cnpq.br/5955679764505968; Gama, José Aparecido da Silva; http://lattes.cnpq.br/7413041757828843; Souza, Jairo José de; http://lattes.cnpq.br/2483360833627564Financial Education is not just about distributing information, but about developing skills and competencies to deal with finances. Provides better financial decisions, resulting in well-being and quality of life. It can be promoted in school and out-of-school environments, through lectures, courses and extension programs. It has become a central theme in several countries, contributing to public policies and programs for the dissemination of financial culture. Lack of financial knowledge has led to problems such as unplanned loans, uncontrolled use of credit cards and lack of financial control. Financial control plays a fundamental role in people's lives, allowing adequate management of personal and professional finances. In this sense, this qualitative and quantitative study carried out in 2023 contributes and highlights the facilitation and optimization of this process, through the use of Microsoft Excel, offering numerous advantages, allowing efficient and accurate management of personal and professional finances. Therefore, the main benefits of Excel for financial control are problematized, emphasizing its versatility and advanced features.Item Educação Profissional e Tecnológica e formação docente: um relato formativo(2026-02-25) Souza, Fabiano Nunes de; Silva, Kleyfton Soares da; http://lattes.cnpq.br/9040257542465304; Medeiros, Leonardo Guimarães; http://lattes.cnpq.br/9664545457908905; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397This Final Course Paper presents a reflective account of the author’s academic and professional trajectory, connecting formative experiences and work-life practice with the theoretical foundations of Professional and Technological Education (PTE). The study aims to understand how the Specialization in Teaching in PTE contributed to the consolidation of the author’s teaching identity and to the re-signification of pedagogical practice. This work is characterized as a formative report with a qualitative approach, based on bibliographic review and reflective analysis of the author’s own trajectory. It engages with scholars who discuss work as an educational principle and integral human development, emphasizing the need to articulate technical knowledge with pedagogical foundations. The paper also presents practical implications for teaching practice, including an action plan and a sample lesson plan in the field of electronics. It concludes that teaching in PTE requires ethical commitment, continuous reflection, and the integration of theory, practice, and the world of work, reinforcing the importance of a critical and socially committed education.Item A educação profissional integrada e o papel da sociologia na visão dos estudantes do Ifal - Batalha(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2018-11-03) Farias, Tarcísio Fagner Aleixo; Castilho, Fábio Francisco de Almeida; http://lattes.cnpq.br/1280124410024317; Santos, Eduardo Lima; Souza, Carlos Alexsandro de Carvalho; http://lattes.cnpq.br/9543720469592160Conteúdo indisponível.Item Ensino bilingue na Educação Profissional e Tecnológica: contribuições para a formação de sujeitos multilíngues e multiculturais(2023-02-21) Moura, Larissa Daniella Belo da Silva; Santos, Odair José Silva dos; https://lattes.cnpq.br/0102447684156796; Barros, Anny Querubina de Souza; https://lattes.cnpq.br/9529937744685213; Freitas, Anna Flávia Lenz; https://lattes.cnpq.br/3999423293399198The need for communication in different languages is an essential competence both in individual life and in contemporary geopolitics. In this context, there has been significant growth in the number of schools adopting bilingual approaches throughout Brazil. The motivation for this study emerged from questions regarding the contributions of bilingual education to the development of multilingual and multicultural subjects. The Integrated Technical High School Programs, which are part of Vocational and Technological Education (VTE), require the articulation between general and specific knowledge. Therefore, this research aims to investigate which practices foster bilingual teaching and learning within VTE. In addition, it presents the proposal of an interdisciplinary didactic unit, with emphasis on the world of work, designed for the teaching of English in this educational context.Item Entre o técnico e o superior: a educação profissional e tecnológica na construção da identidade profissional em enfermagem(2026-02-23) Santos, Romilda dos; Nina, Alex Santiago; http://lattes.cnpq.br/1854863840949256; Sacramento, Rodrigo Quaresma; ttp://lattes.cnpq.br/3458932899615819; Silva, Erick José Gomes da; http://lattes.cnpq.br/4926620156207732The present study aims to report two academic experiences in the field of nursing: the first experienced in a technical course carried out in the interior of the country, and the second developed during undergraduate nursing studies in a large capital city. These two trajectories, although distinct in their geographic context, reveal important transformations in the way of studying, especially with regard to access to technology, digital culture, and training practices in the health field. The technical course was completed during a period in which technological resources were limited, and training was based predominantly on face-to-face classes, direct practical activities, and printed materials. The experience of internships in different hospital institutions allowed the student to develop fundamental skills for care, improving the understanding of care routines, professional ethics, and social responsibility in the practice of nursing. This initial stage of training consolidated essential values for work in health and represented a milestone in entering the professional universe. The undergraduate program was carried out in a capital city, where the educational scenario presented an expanded set of possibilities, marked by a more evident presence of educational technologies, emerging digital culture, and diversification of practice fields. The use of virtual platforms, equipped laboratories, and active methodologies enabled more dynamic and critical learning aligned with the contemporary demands of the Unified Health System (SUS). In addition, participation in supervised internships in large hospitals contributed to deepening technical competencies, strengthening autonomy, and broadening the perspective on comprehensive care. The results, supported by the accumulated experiences, demonstrate that nursing education—both technical and higher—requires commitment, responsibility, continuous updating, and the ability to adapt to technological and social changes. It is concluded that vocational and technological education (EPT), articulated with digital culture and innovative pedagogical practices, significantly transforms the way of studying and acting in the health field, promoting critical, well-prepared, and socially committed professionals.