Trabalhos Acadêmicos e Técnicos
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Item A formação do técnico em hospedagem na perspectiva do currículo integrado e na verticalização do ensino: um estudo sobre o Instituto Federal de Alagoas, no campus Maragogi(2026-02-25) Ramos, Anderson Gonçalves; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397; Andrade, Maria Aparecida da Silva; http://lattes.cnpq.br/6046952414628445; Silva, Kleyfton Soares da; https://orcid.org/0000-0002-8526-961X; http://lattes.cnpq.br/9040257542465304The training of the Hospitality Technician from the perspective of an integrated curriculum and the verticalization of education constitutes a fundamental strategy for promoting comprehensive human development within the scope of Professional and Technological Education (EPT). This study aims to analyze the training of the Hospitality Technician offered by the Federal Institute of Alagoas (IFAL), Maragogi Campus, considering the articulation between technical and scientific knowledge, as well as the curricular organization guided by the foundations of work as an educational principle. The research is based on the relevance of tourism as a predominant economic activity in the region of Maragogi, Alagoas, and on the need for qualified professionals capable of acting critically, ethically, and contextually in the hospitality sector. Grounded in classical theoretical frameworks and in the field of Professional and Technological Education, particularly in the contributions of Gramsci, Engels, and Frigotto, Ciavatta, and Ramos, the study understands the integrated curriculum as a structuring axis of pedagogical practice and the verticalization of education as a possibility for educational continuity. Methodologically, the research adopts a qualitative approach, characterized as a case study, using bibliographic review and documentary analysis of the Course Pedagogical Project and institutional documents. The results indicate advances in the course’s curricular conception aligned with comprehensive education, while also revealing challenges related to the effective implementation of integrative practices, teacher education, and articulation with the local productive sector. It is concluded that strengthening the integrated curriculum and the verticalization of education can contribute to the consolidation of an emancipatory technical education. In this context, the proposed action plan represents a strategy for integrating teaching, research, and extension, fostering student retention, academic success, and social inclusion.Item Educação profissional inclusiva: uma análise dos documentos institucionais do IFAL sobre inclusão de Pcds(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-02-07) Lima, Késily Izabela da Silva; Pinto, Charridy Max Fontes; http://lattes.cnpq.br/4139562888411167; Moura, Alan César Vanderlei; http://lattes.cnpq.br/4694250536444026; Moura, Alan César Vanderlei; http://lattes.cnpq.br/4694250536444026; Gama, José aparecido da Silva; https://orcid.org/0000-0002-9082-6564; http://lattes.cnpq.br/7413041757828843; Correia, Aurineide Profírio Barros; http://lattes.cnpq.br/2373237758198377Access to education is a fundamental human right; however, some marginalized groups are denied this access, as is the case with people with disabilities. Inclusive education becomes necessary to promote equity and empowerment for these individuals in society, despite the challenges of effectively implementing policies. This work aims to analyze whether the institutional documents of the Federal Institute of Alagoas (IFAL) promote the inclusion of people with disabilities (PwDs) in accordance with national and international legal guidelines. To achieve this objective, the study: 1) mapped the international and national legal frameworks that ensure the right to education and work for PwDs; 2) analyzed the institutional documents of IFAL to verify the presence and structuring of guidelines on disability, inclusion, and accessibility in vocational education; and 3) verified the conformity and/or dissonance of the institutional guidelines with the legal frameworks. In the legislation, a transformation in the perspective on disability was observed, moving from the individual integration model to the social model of disability. Institutional documents show progress in operationalizing the Individualized Education Plan and teacher support, but fail to maintain medicalizing terminology and focus predominantly on physical barriers. A review of institutional policies is recommended so that inclusion can be effectively implemented in practice.Item O ensino híbrido e a acessibilidade: ferramentas digitais para a inclusão de estudantes com deficiência no contexto da educação profissional e tecnológica(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-02-27) Silva, Gilson de Souza; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397; Silva, Kleyfton Soares da; https://orcid.org/0000-0002-8526-961X; http://lattes.cnpq.br/9040257542465304; Andrade, Maria Aparecida da Silva; http://lattes.cnpq.br/6046952414628445This study aims to analyze blended learning and accessibility as strategies for promoting the inclusion of students with disabilities within the context of Professional and Technological Education (PTE). This research is grounded in examining how digital technologies can contribute to the construction of more inclusive, participatory, and equitable educational environments. Thus, it highlights the importance of diversity and inclusion through the strengthening of blended learning, fostering effective personalized learning and enhancing student autonomy through the integration of teaching and learning tools. The use of digital technologies has the potential to contribute to overcoming physical, pedagogical, and communicational barriers. Furthermore, the blended learning model presents distinctive characteristics that significantly enhance the integration between digital technologies and pedagogical practices, thereby strengthening inclusion in Professional and Technological Education.Item O incentivo à inclusão de pessoas com deficiência no programa de aprendizagem profissional – jovem aprendiz(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-03-25) Lima, Vanessa Antônia de; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Santos, José Carlos Lima dos; http://lattes.cnpq.br/5328411913838068; Santos, Francisca Luana da Costa; http://lattes.cnpq.br/2440570431863041This work aims to discuss the inclusion of people with disabilities (PWDs) in professional apprenticeship programs, especially within the context of the Young Apprentice program. As a relevant theme in public policies and vocational education, due to its potential to promote equity, social inclusion, and human emancipation, PWDs have been excluded from educational processes and the labor market for years, reinforcing social inequalities and limiting the development of their potential. Professional apprenticeship is a strategic instrument that articulates theoretical and practical training, enabling the development of technical, social, and civic skills. From an inclusive perspective, disability is understood as a result of the interaction between the individual and social, pedagogical, and attitudinal barriers, and not as an exclusively individual limitation. In this way, professional apprenticeship contributes to the autonomy, construction of professional identity, and productive inclusion of people with disabilities.Item O lúdico no ensino de biologia na EPT: relato de experiência na residência pedagógica no IFAL Campus Penedo(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-03-06) Fradique, Eloyza dos Santos Santana; Nina, Alex Santiago; http://lattes.cnpq.br/1854863840949256; Nina, Alex Santiago; https://lattes.cnpq.br/1854863840949256; Silva, Jailson Costa da; https://orcid.org/0000-0001-5078-3603; http://lattes.cnpq.br/4481661071361187; Marins, Élida Fernanda Cavalcanti; http://lattes.cnpq.br/5169972835746750The paper discusses how the use of playful methodologies in Biology teaching, applied in the context of the Pedagogical Residency Program (PRP), strengthens learning and student engagement in Integrated High School. The main objective is to analyze how playful methodologies in Biology teaching influence the learning and engagement of students at the Federal Institute of Alagoas (IFAL), Penedo-AL campus. To this end, an account of the experience in the PRP and the application of playful activities in high school classes at the institution was made, from which a structured action plan was proposed to improve the teaching-learning process. The results indicate that playful activities are effective pedagogical strategy tools in the teaching and learning process in High School Biology.