Teses e Dissertações não defendidas no IFAL

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Navegando Teses e Dissertações não defendidas no IFAL por Departamento "Campus Maragogi"

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    As ferramentas virtuais não exclusivas à aprendizagem e suas implicações nos saberes e na inter-relação professor-aluno : uma investigação a partir da ótica docente no IFAL Campus Maragogi
    (UNIVERSIDADE ESTÁCIO DE SÁ - RIO DE JANEIRO , 2026-02-27) Ferreira, Jairo Santos; Saldanha, Luís Cláudio Dallier; https://orcid.org/0000-0003-3822-1477; ttp://lattes.cnpq.br/6177663314282321; Pedrosa, Stella Maria Peixoto de Azevedo; https://orcid.org/0000-0002-8844-2043; http://lattes.cnpq.br/6986927279922334; Gomes, Nataniel dos Santos; https://orcid.org/0000-0003-3911-1552; http://lattes.cnpq.br/6180920530799182
    This qualitative research, conducted as a case study, sought to investigate the use of Virtual Tools Not Exclusive to Learning (VTNExL) as a didactic-pedagogical strategy by professors at the Federal Institute of Alagoas (IFAL), Maragogi campus, from the perspective of the educators themselves. To this end, a survey was conducted on the use of VTNExL for didactic mediation through the implementation of teaching and research activities/projects aimed at the development and learning of various subjects offered at IFAL Campus Maragogi. The study identified the professors' degree of familiarity with VTNExL, the knowledge acquired and shared through its use, and the influence of these tools on the teacher-student relationship, in order to detect which VTNExL are most frequently used and to understand their scope and effectiveness for the intended purposes. This research project is justified by its academic contribution regarding the development of the didactic-pedagogical application of different technological resources for teaching and learning, and as an influential means of connection between teachers and students. The research involved the application of semi-structured questionnaires, provided via Google Forms and composed of both closed and open-ended questions, to collect information from the participating subjects (professors from the Maragogi campus). Additionally, non-directive interviews were conducted to gather more elucidative information from their free discourse while minimizing risks of embarrassment or discomfort to the research subjects. Through this research, a consolidation of the use of platforms such as YouTube, WhatsApp, and Artificial Intelligence was identified, which have been re-signified by professors as teaching tools. The study concludes that the teacher is the essential "agent" in the transformation of an ItemNet into a VTNExL, acting as a critical mediator who balances generational proximity with the ethical and pedagogical boundaries of technology. It was also found that while VTNExLs enhance student autonomy and engagement, their implementation requires vigilance against the limiting structures of digital tools and algorithms.
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    Espaço 4.0: contribuições para a aprendizagem dos discentes no ambiente Maker do Instituto Federal de Alagoas
    (2025) Albuquerque, Cassiano Henrique de; Cavalcante, Patrícia Smith; Cavalcante, Patrícia Smith; Carvalho, Ana Beatriz Gomes Pimenta de; Lopes, Andiara Valentina de Freitas e; Castro, Juscileide Braga de; Pereira, Renata Imaculada Soares
    This thesis analyzes the contributions of the “Espaços 4.0” at the Federal Institute of Alagoas (IFAL) to students' Maker Learning, with a focus on the role of monitors in this innovative educational context. The study investigates how innovative environments that integrate Fourth Industrial Revolution technologies with active methodologies contribute to the teaching-learning process. The central question is: How do IFAL’s Espaços 4.0 contribute to the initial and continuing education of young people through Maker Learning? The research aims to understand the effects of these spaces on student development, highlighting the relationship between Maker practices and the acquisition of skills essential for Society 4.0. The FE Classification (Purpose and Structure) was developed, introducing a new categorization for Brazilian Maker Spaces, along with the TMI-E Model (Think, Make, Improve, Explore), which expands the traditional TMI model (Think, Make, Improve) by including the "Explore" phase. The methodology followed a mixed approach, including a Systematic Literature Review and field research conducted in six IFAL campuses, involving students aged 15 to 29 and the monitors of the Espaço 4.0 project. Data collection was carried out through questionnaires and reports, and analyzed using descriptive and inferential statistics, as well as coding cycles. The results indicate that the Espaços 4.0 foster autonomy, creativity, technical and collaborative skills, as well as critical reflection and continuous exploration. Students showed significant progress in problem-solving and practical engagement, with active support from monitors who played a key role in knowledge mediation and project facilitation. Despite the positive outcomes, challenges related to infrastructure and limited resources were reported, affecting motivation and performance. Gender, racial, and income disparities also highlight the need for more inclusive educational policies. The experience of the Espaços 4.0 demonstrated a significant contribution to communities with limited access to innovation, helping to broaden the democratization of knowledge and reduce social inequalities. It is concluded that IFAL’s Espaços 4.0 plays a transformative role in the education of young people in Alagoas, preparing them for Society 4.0 and helping to reduce educational inequalities. The research offers replicable models for institutions, suggesting future investigations into the long-term impacts of these spaces.