Trabalhos Acadêmicos e Técnicos

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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 das pessoas com deficiência na perspectiva do gestor público escolar : uma análise da Escola Estadual Manoel de Matos, situada em Santana do Mundaú-AL
(2024-08-16) Silva, Germana Maria da; Silva, Anderson Luiz da; Ribeiro, Ricardo Luís Alves de Oliveira; http://lattes.cnpq.br/1280322604196844; Souza, Bruno Silvestre Silva de; http://lattes.cnpq.br/8296982141032021
This paper addresses the theme the of education for people with disabilities from the perspective of the school manager, where a survey will be conducted in the administration of the Manoel de Matos School, located in Santana do Mundaú/Alagoas, on the social inclusion of students with disabilities. The objective of this study was to promote social inclusion in public education in the city of Santana do Mundaú, aiming to highlight the problem with students with physical and mental disabilities. Iti was necessary to research whether the school administration is able to meet all the rights of people with disabilities, due to the increase in students with disabilities taking part in school life, sharing the same classroom space with other children and adolescents of the same age group, the interested in conducting this research. Three research sources were used for its preparation: bibliography, electronic sources, and field research.. Data collection will be through unstructured interviews and observation. The analysis method will be to organize all the data collected to achieve the research objective.
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 emancipação feminina sob a perspectiva da personagem Ruth, no romance A falência
(2022-08-10) Bernardes, Geraldine de Menezes Ribeiro; Barbosa, Cleusa Salvina Ramos Mauricio; http://lattes.cnpq.br/7243836316721979; Malta, Carla Carolina da Silva; http://lattes.cnpq.br/7728611783048332; Santos , Fábio José dos; http://lattes.cnpq.br/7569516305566259
Júlia Lopes de Almeida was a 19th century Brazilian writer who produced novels, short stories, chronicles and plays, but she is still not mentioned in the history of Brazilian literature, like some of her contemporaries. This study aims to analyze, from the feminist critique, the character Ruth, daughter of the protagonist couple in the novel A falência, the main work of the carioca writer which was first published in 1901. In the first chapter, I address aspects of the lives of women writers of the twentieth century, in particular, Júlia Lopes de Almeida, the oblivion and rescue of the author’s life and work. In the second chapter, I propose a study of the work from the questions of memory and the analysis of the character Ruth from the perspective of feminist criticism. As a result, it can be observed that the character underwent a considerable transformation after her father’s death, ceasing to be a fanciful and an absent-minded girl to become one of the providers of the new family structure. It is also through the character Ruth that Julia Lopes de Almeida voices her ideas on the relevance of formal education for the women of her time. As a theoretical contribution, I used the studies of Muzart (2014), Duarte (2019), Faedrich (2018), Moises (2012), Candido (2013), Zilberman (2020), Le Goff (2019), among others.
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/1280322604196844
This 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.
A formação de leitores/as literários/as no ensino médio: uma experiência em uma escola de ensino em tempo integral no contexto do programa de residência pedagógica
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-08-20) Silva, Maciele Maria da; Correia, Maria Aurineide Profírio Barros; http://lattes.cnpq.br/2373237758198377; Correia, Aurineide Profírio Barros; http://lattes.cnpq.br/2373237758198377; Lima, Antonio Carlos Santos de; http://lattes.cnpq.br/8646424835026554; Silva, Cleide Calheiros da; http://lattes.cnpq.br/7445136004807968
This paper discusses the challenges and possibilities of training literary readers in high school, focusing on an experience carried out under the Pedagogical Residency Program (PRP) at a full-time public high school (EMTI). It starts from the observation that many students complete this stage of basic education without developing the habit of reading literature, highlighting the gap between the objectives of educational guidelines and actual practice in schools. In this context, the study defends the central role of the school as a space for mediation and democratization of reading, especially in situations where access to literary materials outside the school environment is limited. The research, which takes a qualitative approach and is based on a case study, investigates the pedagogical strategies adopted in the PRP, students' perceptions of literary reading, and the role of the teacher as a mediator. The theoretical framework is based on authors such as Candido (1988), Cosson (2014), Colomer (2007), and Cereja (2005), among others. The results indicate that intentional, dialogical, and sensitive pedagogical practices can promote a more meaningful and critical relationship between students and literary texts, contributing to the formation of autonomous and reflective readers. The study also highlights the formative potential of the PRP in articulating theory and practice in teacher training.
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/7530627276582242
This 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.
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/7756088145729667
This 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.
A importância da gestão de pessoas no contexto do modelo gerencialista da administração pública
(2024-11-21) Barros, Vianeli Fernandes; Yabe, Marcio; http://lattes.cnpq.br/1355521336350163; Souza, Silier Morais de; http://lattes.cnpq.br/4779784221260092; Assis, Cláudia Cordeiro de; http://lattes.cnpq.br/8140704878243233
This study examined people management in the context of the managerialist model of public administration, particularly now that the principle of efficiency was incorporated into Article 37 of the Federal Constitution by Constitutional Amendment No. 19/1998. The objective of the managerialist model, promoted by the reforms of the FHC government, was to modernize the State, making it more efficient and focused on results. People management is crucial in this situation, requiring a strategic approach to ensure that civil servants are aligned with institutional objectives. The five main conjuncture discussed are working conditions, which ensure a productive environment; performance and competency assessment, which guides the alignment of activities; motivation, which is fundamental for employee engagement; training and staff development, which ensures that employees are always up to date; and emotional intelligence, which helps to create a positive work environment. For public administration to achieve the expected results and meet the demands of society, promoting more efficient and transparent public management, these interconnected components are essential.
A importância da leitura na infância para a formação do leitor
(2024-08-03) Cardoso, Vanessa Sampaio; Silva, Manoel Santos da; http://lattes.cnpq.br/4935593146997631; Lima, Antônio Carlos Santos de; http://lattes.cnpq.br/8646424835026554; Silva, Ana Quitéria Menezes de Oliveira; http://lattes.cnpq.br/6438536384857226
This study highlights the importance of reading from early childhood. It explores the fascination of reading and the need to incorporate it as a daily activity, allowing students to discover a new universe, full of information, wisdom and new opportunities. This strategy empowers students to chart their own path with autonomy and confidence, supported by solid training that prepares them for a lifetime. In this context, the role of the educator in the literacy process and the importance of the habit of reading are central themes discussed in this work. The main objective is to highlight the magic and importance of reading in childhood and the discoveries it provides, also aiming to form critical and reflective students, the discussion about awakening interest in reading and the importance of the teacher and the family in this context. The work addresses the difficulties encountered in the process, especially during the pandemic period, highlighting that it is essential that students acquire the habit of reading from an early age, which opens doors to this world of knowledge and opportunities, allowing them to develop the skills needed to chart your own path and be the author of your own destiny. The methodological path occurred through qualitative research, using bibliography TRENTINI, M.; PAIM L. (1999) MARTINS, G. (2001), MARCONI, M.; LAKATOS, E. (2007), DEMO, P. (2000) that recognize the importance of theoretical references already published as a guide for other studies. To support this study, we resorted to theorists Solé (1998), who outlines different strategies for reading in the classroom, Simões (2022) shows us how the reading process occurred in the middle ages, Nunes et. al., (2012), Roque and Canedo (2021) who emphasize the importance of encouraging reading, Lajolo (1996 and 2004) who deals with training the reader to read the world, Coelho (2015) and Cassiano (2009) also contribute with the discussion of this study. The study demonstrated that the ability to think independently and innovatively is essential for the formation of citizens capable of questioning the world around them, through reading. Furthermore, the search for books and the pleasure found in reading are, perhaps, the most rewarding results of this research. Finally, the positive results observed from the beginning to the end of the research reinforce the need for programs that promote reading among all ages, especially from early childhood.
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
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-02-26) Oliveira, Ademildo Costa de; Silva, Jailson Costa da; http://lattes.cnpq.br/4481661071361187; Nina, Alex Santiago; http://lattes.cnpq.br/1854863840949256; Conceição, Pablo Fabricio da; http://lattes.cnpq.br/3425482451006743
This 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.
A intervenção da gestão pública alagoana em meio a crise econômica causada pela pandemia covid -19
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2024-08-24) Melo, Elayne Christina Oliveira; Antunes, Verônica Nascimento Brito; https://orcid.org/0000-0003-2273-7460; http://lattes.cnpq.br/4398250179191454; Nunes, Verônica Nascimento Brito; Araújo Neto , Zoroasto Pereira de; https://orcid.org/0000-0002-5647-928X; http://lattes.cnpq.br/6333230791654121
The COVID-19 Pandemic has impacted the global economy and job market, leading to increased unemployment and economic challenges. In response, state governments implemented measures to mitigate the crisis, including financial aid, tax incentives and online commerce platforms. The present study aims to analyze the measures adopted by the government of Alagoas to reduce the economic impacts resulting from social distancing during the Pandemic, with a focus on public policies. The mapping of state public policies aimed at combating the economic effects of the Pandemic shows that the state of Alagoas was a pioneer in implementing policies to support artisans, micro and small businesses and has the largest number of public policies on this topic. The state demonstrated resilience in collecting ICMS. Compared to other states, Alagoas stood out for its proactivity and specific measures for local sectors. However, challenges such as per capita income and unemployment persist, requiring continued public policies to promote the state's economic and social development. Keywords: covid-19 pandemic; economic crisis; government intervention; public
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/4935593146997631
This 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.
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.
ALMEIDA, João Paulo Fonseca de. O ensino de direitos humanos mediado pela obra de Graciliano Ramos “Vidas secas”: uma proposta de sequência didática
(2025-06-27) Almeida, João Paulo Fonseca de; Santos, Vanusia Amorim Pereira dos; http://lattes.cnpq.br/0841641614487512; Silva, Ana Quitéria Menzes de Oliveira e; http://lattes.cnpq.br/6438536384857226; Araújo Neto, Zoroastro Pereira de; http://lattes.cnpq.br/6333230791654121
This work proposes the use of the literary work Vidas Secas, by Graciliano Ramos, as a pedagogical tool for teaching Human Rights in Basic Education. Based on the Brazilian National Common Curricular Base (BNCC), the study develops a didactic sequence composed of five thematic lessons, using selected chapters from the novel to promote a critical reading of Brazilian social reality. The methodology is grounded in the didactic sequence model proposed by Schneuwly, Dolz, and De Araújo, combining literary analysis with reflections on the violation of fundamental rights. The choice of the novel is justified by its character of social denunciation and its portrayal of the marginalization of the sertanejo (inhabitant of Brazil’s arid backlands), allowing connections with contemporary issues such as human dignity, social inequality, child exclusion, and justice. The work aims to foster critical thinking, broaden students’ sociocultural repertoire, and encourage their civic engagement. The proposal is flexible for implementation in different educational contexts, especially in Basic Education.
Análise das demonstrações contábeis: balanços patrimoniais do Instituto Federal de Alagoas IFAL no período de 2017 - 2022
(2024-10-09) Lima Sobrinho, Marcial de Araújo; Macêdo, Dartagnan Ferreira de; http://lattes.cnpq.br/2025788330054193; Santos, Diego da Guia; http://lattes.cnpq.br/2442362471764000; Macêdo; Ribeiro, Ricardo Luís Alves de Oliveira; http://lattes.cnpq.br/1280322604196844; Calheiros, Elder Soares da Silva
The study analyzed the financial statements of the balance sheet of the Federal Institute of Alagoas (IF-AL), a secondary and higher education institution located in the state of Alagoas, during the period from 2017 to 2022. In the midst of this period, the world faced the Covid-19 pandemic, which made these accounting analyses even more relevant. The study, of a quantitative nature, employed the statistical method of horizontal accounting analysis using publicly available accounting data from the institute. This allowed for the assessment and quantification of the impact of the Covid-19 pandemic on assets and liabilities, considering the situations before, during, and after the event. The study utilized the horizontal analysis method, which compares financial data across different periods to identify changes and trends, thereby revealing growth or decline in assets and liabilities. Among the study's objectives was a specific focus on accounting evolution, considering the challenges posed by the pandemic and previous revenue constraints. Notably, there was an abrupt decrease of -7.90% in current assets during the pandemic period from 2019 to 2020. Additionally, non-current assets showed gradual growth, ranging from 1.41% (2017-2018) to 74.14% (2021-2022). Regarding the evolution of liability accounting, current liabilities exhibited a significant variation—from 610.73% (2017-2018) to 14.56% (2021-2022). Non-current liabilities, although showing no variation between 2017 and 2018 (0.00%), experienced a considerable decrease of -92.19% from 2021 to 2022. The data analysis confirmed that the Federal Institute of Alagoas (IF-AL), despite the challenges posed by the pandemic, achieved satisfactory results in its assets and liabilities during different study periods.
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
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/5829892160537418
This 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.
Currículo integrativo no PCC do Curso Técnico de nível médio subsequente em Enfermagem no Ifal campus Maceió
(INTITUTO FEDERAL DE ALAGOAS - Ifal , 2026-06-26) Silva, Carlos Eduardo Menezes; Santos, José Carlos Lima dos; http://lattes.cnpq.br/5328411913838068; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Oliveira, Anderson Lima de; http://lattes.cnpq.br/5829892160537418
This study analyzes the curricular organization and pedagogical assumptions of the Course Pedagogical Project (PPC) of the Subsequent Technical Course in Nursing at the Federal Institute of Alagoas (IFAL), Maceió Campus. The general objective of the research is to analyze how the integrative curriculum materializes in the PPC and in the curricular matrix of the aforementioned course, seeking to understand how technical training and integral human formation articulate within the context of Professional and Technological Education (EPT). Methodologically, this is a qualitative research of a bibliographic and documentary nature, with a descriptive and exploratory approach, developed through the cross-analysis of the institutional course plan and the theoretical framework of Historical-Critical Pedagogy and polytechnic education. The results show that the curricular proposal seeks to overcome the historical duality between intellectual and manual labor, establishing Professional Practice and Supervised Internships as integrating and articulating axes of technical- scientific knowledge with the social determinants of the health-disease process, although the documentary analysis also reveals a gap regarding the methodological devices that would secure this integration in the daily practice of the disciplines. It is concluded that the integrative curriculum of IFAL Maceió Campus acts as a tool for social inclusion and critical citizenship development, preparing graduates who are aware of and prepared for the challenges of the Unified Health System (SUS).

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