TCC Docência na Educação Profissional

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https://repositorio.ifal.edu.br/handle/123456789/573

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Navegando TCC Docência na Educação Profissional por Programa "Mestrado Profissional em Educação Profissional e Tecnológica/ProfEPT"

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    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.
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    Educação Profissional e Tecnológica e formação docente: um relato formativo
    (2026-02-25) Souza, Fabiano Nunes de; Silva, Kleyfton Soares da; http://lattes.cnpq.br/9040257542465304; Medeiros, Leonardo Guimarães; http://lattes.cnpq.br/9664545457908905; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397
    This Final Course Paper presents a reflective account of the author’s academic and professional trajectory, connecting formative experiences and work-life practice with the theoretical foundations of Professional and Technological Education (PTE). The study aims to understand how the Specialization in Teaching in PTE contributed to the consolidation of the author’s teaching identity and to the re-signification of pedagogical practice. This work is characterized as a formative report with a qualitative approach, based on bibliographic review and reflective analysis of the author’s own trajectory. It engages with scholars who discuss work as an educational principle and integral human development, emphasizing the need to articulate technical knowledge with pedagogical foundations. The paper also presents practical implications for teaching practice, including an action plan and a sample lesson plan in the field of electronics. It concludes that teaching in PTE requires ethical commitment, continuous reflection, and the integration of theory, practice, and the world of work, reinforcing the importance of a critical and socially committed education.