Trabalhos de Conclusão de Curso de Especialização

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Navegando Trabalhos de Conclusão de Curso de Especialização por Assunto "Active Methodologies"

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    Metodologias ativas na educação profissional e tecnológica: o saneamento ambiental na formação do técnico em meio ambiente
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-10-09) Fiori, Ana Paula Santos de Melo; Souza, Diogo dos Santos; http://lattes.cnpq.br/9547588474173400; Gama, José Aparecido da Silva; http://lattes.cnpq.br/7413041757828843; Castilho, Fábio Francisco de Almeida; http://lattes.cnpq.br/1280124410024317
    Professional and Technological Education presents itself as an area of Education that aims to provide training for the exercise of professions. However, over the years, the need to provide students with teaching methods aimed at human development has been perceived, seeking not only to train a professional, but a citizen. In this context, there are active methodologies that consist of a student-centered teaching method, with the teacher as mediator. Therefore, students are provided with the development of skills and abilities in order to make them protagonists of their own knowledge, contributing to academic, professional and social training. In this way, this work aims to develop a proposal for intervention in the process of teaching content related to the curricular component “Environmental Sanitation”, present in the curriculum of the 2nd year of the Integrated Technical Course for Secondary Education in the Environment of the Federal Institute of Education, Science and Technology of Alagoas, Marechal Deodoro Campus. The activity aims to develop skills and competencies that can establish a link between work and human development. To this end, exploratory field research was carried out using the intervention research method, guided by active methodologies: problem-based activities, project-based activities and case studies. As a result, it was observed that the intervention process developed enabled cooperative work between the participants involved, a space in which they sought to solve problems and carry out projects of great relevance to their communities. At the end of the study, it was noted that the proposed activities were of considerable relevance to the learning process.
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    Um relato de experiência com o Clube de Astronomia Isaac Newton
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2024-02-15) Silva, Cassio Fagundes da; Claudino, Elder de Souza; http://lattes.cnpq.br/4002114603054127; Silva Júnior, Manoel Pereira da; http://lattes.cnpq.br/7261766909005536; Silva, Rodrigo Oliveira Ferreira da; http://lattes.cnpq.br/9079269033055248
    The curiosity and fascination with astronomical knowledge dates back to Prehistory, evidence of this is the cave paintings of constellations found in caves, another strong indication that there was an interest in astronomy is the megalithic monument “Stonehenge” located in the south of England used to allow observations of the summer and winter solstices. In Brazil, the teaching of astronomy was brought by the Jesuits in 1534, but it was not a teaching based on experimentation, only from the 16th century onwards, with the aid of the telescope, did the search for an explanation of the relationship between astronomical phenomena with the dynamics of life, of earth and the cosmos. Nowadays, the teaching of astronomy is present in natural science books for primary school students, but the big challenge for science teachers is how to teach this science to students in the classroom. Thus, the objective of this article is to show that the “Astronomy Club” can be used by teachers as a great astronomical teaching tool, full of active methodologies whose main objectives are: developing and awakening students' critical and scientific sense; awaken youth protagonism; disseminate the teaching of astronomy and astronautics among society; develop the skills necessary to understand life and the cosmos.