Trabalhos de Conclusão de Curso de Especialização

URI Permanente desta comunidade

https://repositorio.ifal.edu.br/handle/123456789/30

Navegar

Agora exibindo 1 - 20 de 22

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/7264988865937486
This 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.
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/7781886522973384
This 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.
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/1871769541665914
Work 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.
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/3674900372251973
This 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.
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/6095168056343998
The 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-learning
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/6046952414628445
This 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.
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/2776939893721016
Inclusive 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.
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/2483360833627564
Financial 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.
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/9543720469592160
Conteúdo indisponível.
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/3999423293399198
The 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.
Estrutura organizacional e modelo de gestão: uma análise sobre o Instituto Federal de Alagoas (IFAL) em relação ao setor de fiscalização de contratos
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 22-12-12) Silva, Jorge Fernando dos Santos; Santos, James Washington Alves dos; https://orcid.org/0000-0002-5491-3716; http://lattes.cnpq.br/1497163644785616; Candeias, Cezar Nonato Bezerra; http://lattes.cnpq.br/2138600190152396; Santos, Odair Jose Silva dos; http://lattes.cnpq.br/0102447684156796
The general objective of this research is to identify the organizational structure model, as well as the management model and the way in which the decision-making process is carried out, at the Federal Institute of Alagoas - IFAL, specifically in the contract inspection sector, based on the adaptation of the models indicated by Burns and Stalker (1960) and Silva (2005). The study sample was collected through an interview with the Adjunct Dean of Administration and its collaborators. Therefore, it was concluded, as a result, that the organization manifested through the factors of the division of work, specialization and standardization, are attributes of the mechanical structure. With regard to the factors centralization, decision-making process and organizational identity, the institution has characteristics common to its organic and mechanical structure. Regarding organizational identity, the interviewees perceived that the institution has typical elements of bureaucracy, however, they also indicate a certain flexibility in ensuring that the institution seeks to act proactively, in an innovative way, even with the accumulation of work and lack of servers in certain sectors. It is concluded that the institution, even with its bureaucratic nature, aims to achieve its objectives and goals, seeking to implement a more flexible posture, characteristic of the organic structure and compatible with the reference of the management management model of modern administration practices.
Evasão escolar na Educação Profissional e Tecnológica
(2026-02-25) Correia, Nivaldo Barbosa; Silva, Kleyfton Soares da; https://lattes.cnpq.br/9040257542465304; Medeiros, Leonardo Guimarães; https://lattes.cnpq.br/9664545457908905; Pidner, Flora Sousa; https://lattes.cnpq.br/0107430829942397
This Final Course Paper analyzes school dropout in Professional and Technological Education (PTE) through the articulation between the formative trajectory experienced in the postgraduate program in Teaching in PTE, the theoretical frameworks on work, curriculum, youth, and student retention, and the author’s professional experiences in the context of public education. Based on a qualitative approach, the study understands dropout as a multifactorial phenomenon resulting from the interaction between socioeconomic inequalities, institutional weaknesses, and pedagogical practices with limited educational meaning. The reflections developed throughout the course components enabled a critical analysis of student retention, highlighting the central role of integrated curriculum, student assistance policies, inclusive educational practices, and the strengthening of pedagogical bonds as strategies to address school dropout. As a practical outcome, an action plan is presented with pedagogical and institutional proposals aimed at promoting student retention and success in PTE, articulating theory and teaching practice. It is concluded that critical and contextualized teacher education is a fundamental element for understanding the challenges of PTE and for building educational interventions capable of contributing to the reduction of school dropout.
Impacto do ensino complementar de microbiologia de alimentos na percepção de estudantes do ensino médio integrado
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2018-12-22) Souza, Luana Cypriano de; Souza, Carlos Alexsandro de Carvalho; Souza, Carlos Alexsandro de Carvalho
The purpose of this study was to evaluate the main limitations in the learning of food microbiology in the technical course in Agroindustry in the modality integrated to high school and, from this analysis, propose alternatives to optimize the teaching and learning process of the students. To do this, tools proposed by the action-research methodology were used, where the researcher is inserted in the exploratory process seeking ways to effectively intervene in the research developments. It was possible to verify that most of the students interviewed, in fact, presented a lot of insecurity and little mastery in the accomplishment of fundamental analytical techniques in the quality control of a food industry. Based on this, it was proposed the elaboration of teaching projects concomitant with the technical course, in order to complement the student's training, preparing it better for future internship opportunities, research projects and the labor market. The proposed teaching project was executed with great success, presenting great adhesion and satisfaction on the part of the students and teachers of the area. In this sense, the realization of courses of this nature presented itself as a very interesting strategy to complement the formation of the future technical professional in Agroindustry.
A inclusão da cultura maker no ensino médio como ferramenta didática
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-10-06) Farias, José Lucas; Dias Júnior, Maurício Vieira; https://orcid.org/0000-0003-4567-7974; http://lattes.cnpq.br/7559926762884507; Barros, Emmanuella Farias de Almeida; https://orcid.org/0000-0001-5434-5723; http://lattes.cnpq.br/4993497631882133; Ataide, Walker Araújo; http://lattes.cnpq.br/6633919671327276
This work refers to how to introduce maker culture in high school, which brings with it the concept of DIY (do it yourself), which encourages people to take responsibility for their own constructions, repairs and projects, allowing them to learn new skills, express creativity and promote a more conscious lifestyle. Exploratory research into maker culture is a comprehensive and stimulating study that aims to understand and analyze this innovative and growing movement. This study aims to explore and investigate the main aspects of maker culture, including its origins, practices and implications when applied in secondary schools. With this exploratory research, we hope to gain a deeper understanding of the debate and identify the different ways in which maker culture is influencing areas such as education. The maker culture brings several benefits to students who use this tool, such as: improvements in creativity, agility in problem solving, interdisciplinary learning, increased logical reasoning and teamwork. In order to include maker culture in high school as a teaching tool, we must go through some specific objectives such as: using computational tools, building prototypes based on theoretical disciplines and enabling the inclusion of maker culture in education by contributing with manuals, tools and research that provided the basis to explore the hypothesis that if maker culture is used in high school it will bring significant benefits to these students. The research application methodology was carried out using samples of high school students, data collection took place through questionnaires about the benefits brought by the maker culture in their academic life and the student's personal perception of the learning generated. With the qualitative data collected through questionnaires, it was possible to analyze them and observe the results that were significant, highlighting the efficiency of the maker culture introduced in education and the benefits brought by its application.
Intervenção pedagógica com aplicação de projeto de extensão com alunos de um curso de ciências contábéis
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-09-02) Lopes, Heliane Maria Santos da Guia; Gama, José Aparecido da Silva; http://lattes.cnpq.br/7413041757828843; Gama, José Aparecido da Silva; http://lattes.cnpq.br/7413041757828843; Ataide, Walker Araújo; http://lattes.cnpq.br/6633919671327276; Santos, Jose Roberto Nunes dos; http://lattes.cnpq.br/2776939893721016
This Final Course Completion Work carried out a pedagogical intervention through the application of an extension project with graduating students from the accounting sciences course at a college in Maceió, where this work was carried out with the idea of being able to support small entrepreneurs, with the intention of minimizing doubts and non-compliance with government regulations, this form of activity was developed together with students through face-to-face and remote meetings, students learned to explore government platforms to have all the capabilities to develop For this task, the students who participated in the development of the project had to understand that by practicing the theory that was studied in the classroom, they were able to absorb content in an even more effective way. The results obtained were excellent, since it was possible to meet the demand on the project's culmination day, the activities carried out were issue of guides, simulation of installments, survey of debts, tax consultations, among others It is concluded that putting into practice the learned knowledge is fundamental for the growing professional development, the students feel motivated to learn and develop an activity with great responsibility, since they understand the importance of this project in their academic life.
Intervenção pedagógica: apresentando o curso técnico em secretário escolar
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-09-02) Albuquerque Junior, Francisco Carlos de; Gama, José Aparecido da Silva; http://lattes.cnpq.br/7413041757828843; 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/2776939893721016
The National Catalogue of Technical Courses (CNCT) lists several courses in a wide range of areas, including the Technical Course in School Secretarial, which has been growing in demand from a wide range of people: students who are still finishing high school, undergraduates and postgraduates, workers in public and private schools, liberal professionals, workers in general, as well as people who have been out of school for some time and are looking for qualifications to enter the world of work. In 2022, the Alagoas State Department of Education (SEDUC/AL) launched a selection process with vacancies on a number of courses, including the School Secretary Technician course, where 250 (two hundred and fifty) students were selected. Because of this great demand for the course, a pedagogical intervention proposal was drawn up, the aim of which is to introduce the technical school secretarial course to the students of this course in order to clarify the main points of professional performance. This pedagogical intervention proposal presents a detailed description of how to achieve its objective
O uso das metodologias ativas no ensino remoto em Educação Profissional e Tecnológica em tempos de pandemia baseado na pesquisa-ação
(2021-12-27) Lima, Rosângela Ferreira Souza de; Rocha, Paula Rejane Lisboa da; http://lattes.cnpq.br/9170949640305247; Silva, Maria Jeane Bomfim da; Ferreira, Danielle da Silva; http://lattes.cnpq.br/7027017204663432
This article aims to present an analysis on the use of active methodologies in remote teaching in professional and technological education in times of the COVID 19 pandemic. The Emergency Remote teaching was a strategic solution for the maintenance of the calendar in pandemic time and still meet the prevention and coping requirements regulated by the World Health Organization (WHO) maintaining the social isolation. However, it is a great challenge to adapt to the teaching praxis, whether for institutions, students and teachers since it had occurred immediately. Active methodologies have been the proposal of many educators to achieve student engagement, class participation and learning achievement in this challenging context. With this reflective look, some concerns arose for mobilizing this work, questioning whether the teachers of professional education of the researched school knew and used the methodologies active in their praxis in remote education. From there then check which methodologies they would like to know and what objectives they intend to achieve through them. The study was carried out through action-research in a vocational school in the state education network of Pernambuco, where active methodologies were presented in the form of workshops as an educational product.
Orientações sobre o uso de inteligência artificial na prática docente da Educação Profissional e Tecnológica (EPT)
(2026-02-27) Siqueira, Laura Maria Gomes de; Barreto, Raphaela Vasconcelos Gomes; http://lattes.cnpq.br/4617213714835536; Nina, Alex Santiago; http://lattes.cnpq.br/1854863840949256; Silva, José Marcos da; https://lattes.cnpq.br/5288017613016046
This Course Completion Work aims to systematize guidelines for the use of artificial intelligence in teaching practice within Professional and Technological Education (PTE), considering its challenges, possibilities, and ethical implications in the contemporary educational context. It is a qualitative and theoretical-reflective Training Report, based on bibliographic and documentary research, articulated with the formative memorial and the author's professional trajectory. The study discusses the integration of artificial intelligence in education, the ethical, pedagogical and formative challenges associated with its use, and its impacts on teaching practice, highlighting the need for specific training and qualified mediation. The findings indicate that the increasing presence of these technologies in educational environments requires changes in teaching planning, assessment practices, and teacher-student interaction, especially in PTE, where training is closely linked to the world of work. As a result, the work presents practical guidelines aimed at the ethical, critical, and educational use of artificial intelligence in teaching, contributing to teachers' professional practice and to strengthening students' human and professional development.
Os espaços não formais de ensino e a prática pedagógica do curso técnico integrado do ensino médio de Guia de Turismo do IFAL Campus Marechal Deodoro/AL
(2026-03-16) Lôbo, Renato Lucas de Lima; Lima, André Suêldo Tavares de; http://lattes.cnpq.br/6019670165528345; Castilho, Fábio Francisco de Almeida; http://lattes.cnpq.br/1280124410024317; Gomes, Jarbas Maurício; http://lattes.cnpq.br/6712481495574847
The present work proposes a reflection on the integration of learning environments in non-formal education spaces into the integrated technical curriculum of Tourism Guide, focusing on the practices of the Federal Institute of Alagoas (IFAL), Marechal Deodoro Campus. The research was guided by a core question, which sought to identify how the pedagogical practices carried out by the teachers of the Technical Course at IFAL – Marechal Deodoro Campus are related to non-formal education spaces. Additionally, it aims to identify the challenges and limitations of these practices, as well as strategies to overcome them and improve academic performance. The general objective is to contextualize the application of non-formal education spaces within the context of professional technological education in the integrated technical secondary education for tourism guides, and the practical activities carried out by teachers, identifying the inherent challenges. The study presented how technical visits are conducted along with other teaching practices as pedagogical strategies for the comprehensive and contextualized training of Tourism Guide technical students at IFAL Marechal Deodoro Campus.
Práticas pedagógicas com metodologias ativas na educação profissional em enfermagem: impactos e desafios para além do ensino remoto
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022-02-11) Florêncio, Patrícia Cavalcante de Sá; Bezerra, Fábio Marques; http://lattes.cnpq.br/0554084996494650; Santos, Taysa Kawanny Ferreira; http://lattes.cnpq.br/6539961953503590; Torres, Roberta Carozo; http://lattes.cnpq.br/9403750351171985
Brazilian and world education has undergone intense transformations since the beginning of the coronavirus pandemic. Schools had to adopt remote teaching very quickly, as well as the use of active methodologies in synchronous and asynchronous classes. In this sense, this work aims to analyze the students' perception of innovative didactic-pedagogical strategies and practices, with the use of the inverted classroom in the subsequent Nursing Technician course at IFAL, to evaluate the impacts and challenges of remote teaching in technical education and proposes a didactic sequence in the Nursing and Women's Health curriculum component in addition to remote teaching. Through action research, the situational diagnosis was carried out through an online questionnaire with 16 participants. Then, web conferences were held and it was found that teachers needed to pay more attention to all the difficulties presented by students to plan and organize classes in the remote context and beyond the remote context. The perspective is that of omnilateral and quality technical training in order to train students able to develop their student and professional activities in a critical way and aware of their importance in society.

Navegar

Navegando Trabalhos de Conclusão de Curso de Especialização por Departamento "Diretoria de Educação a Distância"

Resultados por página

Opções de Ordenação