Trabalhos Acadêmicos e Técnicos

URI Permanente desta comunidade

https://repositorio.ifal.edu.br/handle/123456789/29

Inclui trabalhos de conclusão de cursos de especialização e graduação produzidos no IFAL e fora dele

Navegar

Agora exibindo 1 - 20 de 58

A literatura infantil no desenvolvimento cognitivo e social de crianças e adolescentes
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-07-30) Lima, Claudia Silva de; Santos, Herbert Nunes de Almeida; http://lattes.cnpq.br/4602159770025420; Santos, Herbert Nunes de Almeida; Dias, Marcos Antonio de Araújo; http://lattes.cnpq.br; Alves, Suzane Bezerra
Children's and young adult literature plays an important role in the cognitive and social development of children and adolescents, contributing to their well-rounded development. This article analyzes how literary texts aimed at young audiences stimulate cognitive skills such as language, imagination, and critical thinking, while also fostering, when mediated, children's emotional and social development. Through engaging narratives, children's and young adult literature helps build empathy, recognize ethical values, and understand the complexities of human relationships. Furthermore, it proves to be a pedagogical tool, capable of engaging with the experiences and challenges inherent in childhood and adolescence, fostering reflection on identity and cultural issues. Based on theorists such as Cosson (2012) and Orlandi (2005), as well as the National Common Curricular Base (2018), the study emphasizes the importance of educational policies and pedagogical practices that value this literary genre as a central element in the development of critical readers and conscientious citizens.
Administração pública nas comunidades quilombola
(2024-12-21) Silva, Edilene Nunes da; Souza, Bruno Silvestre Silva de; http://lattes.cnpq.br/8296982141032021; Viana, José Leandro Alves; http://lattes.cnpq.br/5185605394484846; Souza, Andréa Vasques Torres de; http://lattes.cnpq.br/4079173424296385
This article aims to investigate the various manifestations about public administration in quilombola communities. Where in a societyalways inacceleratedtransformation. Governments need to face the new demands that arise in this process. Where the role ofpublic management isto monitor andtoregulatethroughpublicofficesandinstitutions. In other words, public administration is always focused on the collective well-being of quilombola communities. In Brazil, over the last decade, two specific programs aimed at black communities were created: the Brasil Quilombola Program (PBQ) and the national plan for sustainable development of traditional communities. Public policies are articulated strategic actions in which the government adoptsthem in searchfor meeting collectiveinterests, in thatwayrecognizing Quilombola Rights. This is how the historical analysis of public policies aimed at Brazilian quilombola communities is carried out.
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.
Análise dos impactos do planejamento estratégico da Escola Estadual do Município de Ibateguara durante a Pandemia da COVID-19: um estudo de caso
(2024-09-05) Silva, Alexsandra Zacarias da; Viana, José Leandro Alves; http://lattes.cnpq.br/5185605394484846; Souza, Bruno Silvestre Silva de; http://lattes.cnpq.br/8296982141032021; Silva, Anderson Luiz da; Ribeiro, Ricardo Luís Alves de Oliveira; http://lattes.cnpq.br/1280322604196844
After an atypical scenario for which the entire world needed to plan, which was the arrival of the Covid-19 pandemic, the educational sector needed to adapt to the changes caused by this pandemic. This article seeks, through exploratory research, to analyze the impacts caused in the strategic planning of the state school in the municipality of Ibateguara, in the state of Alagoas. The methodology to be used will be a semi-structured interview with a qualitative analysis, and also the verification of minutes of the students' final results through quantitative analysis. It is worth highlighting the importance of an analysis of the difficulties that were encountered through the plans prepared, as well as the methods used to try to resolve them, and how education was affected or not due to this. Through this study it was possible to understand the importance of developing strategic planning, in addition to providing strategic visions for a possible future atypical scenario.
Análises agroindustriais a partir da formulação de iogurtes com calda de fruta e sem lactose
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-12-06) Leão, Lívia Cavalcante Tenório; Andrade, Victor Hugo Oliveira de; http://lattes.cnpq.br/4718983315200733; Menezes, Lucianne Michelle de; http://lattes.cnpq.br/1354199519304107; Silva, Luiza Márcia de Melo; Gomes, Márcia Andréa; http://lattes.cnpq.br/6993563702350222
Nenhum
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).
Bactérias ácido láticas isoladas de resíduos de frutas e hortaliças: potencial antimicrobiano e probiótico
(2024-12-10) Silva Neto, José Joaquim da; Nascimento, Nataly Miranda do; http://lattes.cnpq.br/9422964387706003; Moraes, Juliana de Oliveira; http://lattes.cnpq.br/0249683112485476; Machado, Neide Aparecida Ferreira; http://lattes.cnpq.br/4550107141680738; Silva, Géssika Cecília Carvalho da; http://lattes.cnpq.br/5829131072769426; Gomes, Márcia Andréa; http://lattes.cnpq.br/6993563702350222
Nenhum
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.
A contribuição das histórias em quadrinhos na formação de leitores
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-12-17) Silva, Ana Paula da; Silva, Ana Quitéria Menezes de Oliveira; http://lattes.cnpq.br/6438536384857226; Santos, Vanusia Amorim Pereira dos; http://lattes.cnpq.br/0841641614487512; Santos, Sandra Sebastiana dos
This work intends to discuss the importance and contribution of the Comic book’s genre in the instruction of readers and in encouraging the practice of reading in Portuguese language classes, in the final grades of elementary school. The research was realized in a municipal public school, located in the Rocha Cavalcante district, União dos Palmares-AL, in which results were collected through questionnaires and observation in the classrooms of the 6th grade “B”, 7th grade “A", 8th grade "A" and 9th grade "A". After all the information collected, there was analysis and discussion of the results,it was possible to see that the comic book really is in a great tool that can qualitatively contribute to the teaching and learning process and to the development of reading practice, through the fact of being a very rich textual genre, involving text and image, capable of awakening in the subject the pleasure of the act of reading, making the student a competent reader. Therefore, for there to be motivation in classes and participation of students, it is necessary that teachers involve activities in their methodologies that lead them to relate the class to their reality, because when working with elements that are part of their daily lives, learning becomes meaningful. Thus, it is possible to affirm that the comic books must be present in the educational environment, contributing to the formation of readers.
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.
Diretor pedagógico e a atividade compromissora no ambiente escolar
(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2021-11-25) Silva, Alexandra Alves da; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Araújo, Antônio Cícero de; http://lattes.cnpq.br/4716895949004675; Soeira, Elaine dos Reis; http://lattes.cnpq.br/2699971179132910
The role of the pedagogical director in Brazil was linked to different historical and educational political moments, going through many obstacles until achieving his true role in education. Today he is at the head of the school's work, observing the difficulties, reflecting on them and devising strategies to sanction the problems. The main objective of this work is to understand the commitment of the pedagogical director as a function in the school environment, therefore, a state public school system in the city of São José da Laje - AL was analyzed. The methodology used for the research was: bibliographic and field, for bibliographical research information was sought in books and articles referring to the authors' theory: Alarcão (2001), Freire (1998), Libaneo (2001) and Medel (2008), Pimenta (2004), Saviani (2002), among others. The field work was based on the application of questionnaires, one for the pedagogical director and another for the teachers. The data collected showed that although the director has shown performance in the pedagogical process, there is still a lot to be done, there needs to be more commitment in monitoring teaching and learning and in the democratization of the PPP (pedagogical political project). Therefore, the pedagogical director must know their true role, and constantly monitor, evaluate, think and rethink, giving new meaning to their performance in teaching practice and in the students' learning.
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.

Navegar

Navegando Trabalhos Acadêmicos e Técnicos por Departamento "Campus Murici"

Resultados por página

Opções de Ordenação