TCC Docência na Educação Profissional

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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.
Ensino remoto emergencial: impactos sobre os estudantes do curso de Meio Ambiente de Penedo
(2021) Nunes, Patrícia Fernandes Santos; Souza, Jairo José de; Souza, Jairo José de; Gama, José Aparecido da Silva; Almeida, Ricardo Santos de
This article looked at the research on the negative impacts that occurred on the implementation of Ordinance No. 544 of June 16, 2020, which provides, in exceptional character, the replacement of classroom classes by classes in digital media, in the socio-educational space of the Federal Institute de Alagoas (IFAL), specifically from the perspectives of students, from the Integrated Technical Course in Environment, 2nd grade high school class, Campus de Penedo. These measures were taken as a result of the World Pandemic caused by a new devastating virus-SARS-COV-2 (Covid-19). This work had its structure established in sections and some subsections, which are: Theoretical Background: Brief history of Professional Education, Technology and Remote Emergency Teaching that was used in this teaching modality. The Methodological Procedures for the research was the qualitative-quantitative method, with the proposal to base the theoretical foundations in the light of the data collected through the applied instruments: questionnaires and moment of conversation circles, having as sample selection the respective students of the aforementioned course . The Result and Discussion brings in its content the link between the theoretical foundation and the data collected on the negative impacts, as well as applicable proposals to overcome them.
Microempreendedorismo individual: capacitação para microempreendedores individuais que fizeram cursos profissionalizantes: uma proposta de pesquisa-ação
(2022) Salgueiro, José Denilson; Paiva, Monikely de Oliveira Silva Paiva; Paiva, Monikley de Oliveira Silva; Oliveira, Natália; Almeida, Ricardo Santos de
This work addresses the theme of Individual micro-entrepreneurship (MEI). Created by LC 128/2008, the aforementioned Law encourages small businesses to leave informality, simplifying bureaucracy and reducing taxes for small entrepreneurs. Currently, one of the simplest ways to make a business formal is to have access to the MEI. Entrepreneurship can be understood as the ability to create a business, product or service in order to meet a society's demand, turning this idea into a profitable business. This is an action-research that aims to locate, diagnose and train individual micro-entrepreneurs who have taken professional training courses in the municipality of Igreja Nova – Alagoas. The project has great economic and social relevance, as it significantly contributes to improving the living conditions of these entrepreneurs and the community in which it operates. The literature review will allow understanding entrepreneurship through publications that address the topic.
A formação profissionalizante em contexto quilombola: entre o desenvolvimento local e a formação para a vida
(2021) Santos, Greice Keli dos; Santos, James Washington Alves do; Santos, James Washington Alves do; Bezerra, Fábio Marques; Santos, Taysa Kawanny Ferreira
The research in question analyzes the potential of the Novos Caminhos program, which promotes initial and continuing training courses for professional qualification, via Federal Institutes of Education. The research space will be the Quilombola Tabuleiro dos Negros community, located in Penedo-Alagoas, which for us is a social space, where individual agents are found who can develop their social, cultural and economic activities, through the promotion of courses in training that improve their practices and also enable innovation in relation to what they already practice. The theoretical method is based on the implicit idea of cultural capital by formal education and the methodology for collecting data in the field (safety protocols and data use authorization) is the focus group, made with young people from the community. Data processing will be via content analysis and the means of intervention, in the case of an action research, the conclusion will be in the formation of a course catalog, together with an analysis of their applicability and importance.
Proposta de um programa de educação financeira como complemento a formação discente dos cursos técnicos de nível médio do IFAL/Penedo
(2021) Barbosa , Josilane Paulino; Paiva, Monikely de Oliveira Silva; Paiva, Monikely de Oliveira Silva; Almeida , Ricardo Santos de; Oliveira, Natália Queiroz da Silva
In a society where finances are daily present in people's lives, whether in the home, professional or school environment, we realize how much money is needed, although we often don't see it as essential, it's not possible to put it aside. Regardless of the amount of income, financial education is essential in people's daily routine, so that it is possible to minimize excessive consumption and, consequently, encourage conscious consumption. In this sense, the inclusion of Financial Education in the school environment will certainly help to train adults who are more financially responsible, by enabling an understanding that, regardless of the value of the perceived income, financial education must be present in everyone's daily life. And assuming that the school institution has a very relevant role in educating young people, it is possible that the school allows for an understanding of notions of conscious consumption, as well as notions of savings and investments from an early age. The objective of this work is to propose the inclusion of a financial education program as a complement to the training of students in high school technical courses at IFAL/Penedo. The research is characterized as bibliographic research, which will be converted into an action research proposal, which will use a qualitative approach. The population to be surveyed through questionnaires are students of high school technical courses at the Federal Institute of Alagoas (IFAL), Campus Penedo, at which time data collection will occur through the application of a structured questionnaire, which will be distributed to students through institutional e-mail. In view of the studies carried out so far, there is an urgent need to include topics related to financial literacy in the educational space.
As TIC'S e as práticas docentes no ensino remoto de química
(2021) Santos, José Adriano Andrade dos; Santos, James Washington Alves dos; Santos, James Washington Alves dos; Barros , Amanda Lima; Gusmão , José Lucas de Omena
In this article, a study is carried out on how the use of information and communication technologies (ICT's) can impact teaching practices and how important these technologies are, which even proved to be a practical way to continue the process of teaching and learning, respecting the requirements of health authorities to maintain social isolation. In this scenario, an analysis is made of how digital platforms and different technological resources can contribute to the teaching of Chemistry, in the context of integrated secondary education. And for that, a lesson plan on the topic is proposed: Periodic Table, using the digital platform Google Classroom and its online dating tool, Google Meet, and other technological resources such as Padlet and applications.
Estudo sobre as boas práticas de laboratório nas aulas do IFAL Campus Penedo
(2021) Silva, Carlos Miranda da; Fiori, Ana Paula Santos de Melo; Fiori, Ana Paula Santos de Melo; Lima Filho, Adalberon Moreira de Lima; Barbosa , Amaury Franklin Benvindo
It is known that a laboratory in the educational institution has a promoting the content function practice addressed in the classroom as an essential a pedagogical student development source. Therefore, there are procedures, standards, conducts that need to be performed in these laboratories routines, in order to make this space a safe environment. The main objective about this research was to conduct a study related to good laboratory practices at IFAL Campus Penedo practical classes, based on the demands pointed out by the users of these laboratories. In this context, the laboratory was chosen in a Instrumental Analytical Chemistry at IFAL Campus Penedo. The research began with the existing reagents survey, equipment and glasstiles in that lab. Then, a questionnaire was applied to technicians and teachers involved with practical classes activities in the laboratories at Ifal Campus Penedo, in order to raise their longings, doubts, and suggestions about the laboratories good practices to support the booklet creation. The result pointed to the need to create a booklet that addresses good laboratory practices, to be implemented and carried out within a teaching laboratory, so that the practical classes that are held in this environment do not endanger the physical integrity of its participants.
Elaboração de um material didático sobre climatologia aplicado à disciplina de geografia no Ensino Médio Integrado
(2021) Wanderley, Lucas Suassuna de Albuquerque; Lenz, Tiago de Moraes; Ribeiro, Eberson Pessoa; Gama, José Aparecido; Lenz, Tiago de Moraes
This study aims to develop a teaching material on climatology and submit it for the evaluation of geography professors at the Federal Institute of Alagoas (IFAL). To this end, we first diagnose current teaching materials on climatology, present in the discipline of geography, already used in technical high schools at IFAL. The professors anonymously answered a form and indicated that the main deficiencies they found in current teaching materials are the lack of context of the theme with the reality of the students, non-practical approaches, and outdated content. Considering the pointed deficiencies, we created a new textual teaching material about climatology, tailored for IFAL's students. This material was submitted for evaluation by the institution's faculty using a new anonymous form. As a result of the evaluation process, the new material was considered satisfactory and proper for use as a support for teaching climatology.
As condições de acesso e permanência dos alunos de cotas raciais no Instituto Federal de Alagoas
(2021) Silva, Valdineide Maria da; Santos, James Washington Alves dos; Santos, James Washington Alves dos; Candeias , Cezar Nonato Bezerra; Santos, Odair José Silva dos
This article analyzes the affirmative action policies claimed by black movements in the fight against racism and social inequalities in the 1990s and how this resulted in the drafting, in 2012, of law 12.711, sanctioned by then President Dilma and approved by the national congress (the so-called racial quotas law). This directly connects us to the conditions of access within the Federal Institute of Alagoas, through the places reserved for declaring students from Afro-descendant groups and also the initiatives of one of the work sectors of this institution, which allows conditions of permanence, namely: o student assistance sector. We also bring to the debate, at a historical level, the reflections of authors such as Garcia (2000), Almeida (2019), Kuenzer (2000), Kuenzer; Grabowski (2006) and Pierre Bourdieu (2009), among others, which will be used in order to understand how professional training has progressed, and how it has been focused, since its inception, on the formation of the so-called working class and can, in together with affirmative action policies, establish itself as a public educational institution, which not only inserts people into its training frameworks, but ensures their permanence with quality.
Educação ambiental para povos e comunidades tradicionais no ensino técnico integrado: como ensinar para quem nos ensina?
(2021) Lima, Maira Egito Alves de; Fiori, Ana Paula Santos de Melo; Fiori, Ana Paula Santos de Melo; Brasileiro, Regina Maria de Oliveira; Bezerra, Selma Silva
Professional Education has, among many challenges, training citizens with a critical awareness of the social and environmental plurality of the territories. The municipality of Penedo-AL, in the construction of its identity, is formed by peoples and communities remaining from quilombos. In this context, it was observed a lack of instruments, in the Penedo Campus of the Federal Institute of Alagoas, needed to achieve the didactic objectives regarding the specificities of students from these groups. Therefore, the general aim of the research was to propose an improvement in the teaching process that dialogues with the reality of quilombola students from the Integrated Technical Course on Environment at the Penedo Campus, in order to promote environmental education in an effective and transversal way, respecting traditional knowledge. The action-research was the applied methodology, with the teachers from the course as the main subjects. From the diagnosis made, an interdisciplinary didactic sequence was constructed and applied in the context of emergency remote teaching, which was later evaluated by the teachers and students involved. The evaluations showed that the use of a specific educational product to present and debate issues close to the reality of students was well accepted by both teachers and students, with a need for improvement in relation to identity issues and student involvement.
Scratch como ferramenta pedagógica para o ensino de programação no curso Técnico Integrado de Meio Ambiente no Instituto Federal de Alagoas Campus Penedo
(2021) Cavalcanti, Guilherme José de Carvalho; Lenz, Tiago de Moraes; Lenz, Tiago de Moraes; Pereira , Fabrícia de Almeida Cortez; Santos, Mayra Tais Albuquerque
Computer programming was introduced in the most recent syllabus of the discipline of Informatics, given in the first year of the Environment technical high school at the Federal Institute of Alagoas (IFAL), Campus Penedo. Historically, however, researchers have documented several difficulties that students face in learning basic programming concepts. To overcome these difficulties, visual programming environments emerge as an alternative for teaching programming to these novices and they have proven to be successful. Scratch is one of those visual programming environments that are widely used for this purpose. In this study, therefore, we investigate the use of Scratch in teaching programming to students at IFAL, Campus Penedo. Students took programming classes with Scratch as well as with a traditional textual programming language. Then, they had to develop a programming project using Scratch. Finally, they were invited to answer a survey about their experiences and perceptions. Our results show that Scratch made it easier for students to understand basic programming concepts. In addition, most students claimed that they felt motivated to study programming and stated that they would be interested in a complete and in-depth programming course. Finally, when comparing Scratch and textual language, Scratch presented results suggesting that it is a better choice for teaching programming.
Ser mulher, mãe e professora em tempos de pandemia: tecendo sentidos a partir de narrativas
(2021) Santos, Erianne Gomes dos; Santos, Taysa Kawanny Ferreira; Santos, Taysa Kawany Ferreira
In this article, we will discuss the impacts of the pandemic triggered by the new coronavirus (SARS-CoV-2) on the daily lives of teachers/mothers of school-aged daughters, who are employees of one of the campuses of the Federal Institute of Alagoas (IFAL). Considering this scenario, we seek to reflect on the problem-situation that emerges from the work-maternity relationship in times of pandemic. Specifically, we seek to conceptualize how the scientific literature has approached this theme; identify how the teachers adapted their intellectual activities to the home environment. Furthermore, we seek to contribute to the implementation and strengthening of institutional policies aimed at the performance of teachers in this pandemic period. The methodology adopted to achieve the objectives of this study was action research, a research strategy that has a political-social dimension, mainly due to the ability to involve the researcher and the interlocutors/responsors in a cooperative and implied manner. in the construction of solutions to collective problems of small social groups. We chose the virtual Conversation Wheel, as a methodological tool, as we believe that such method would be viable to reach the research objective, due to its mobilizing potential. Through the analysis process, we identified two thematic axes - the first thematic axis “We didn't have an organization to work in the home environment with our children at home”; and the second thematic axis “We are not treated differently because we are mothers” – which showed in an expressive way, how remote teaching showed the difficulties faced by teachers/mothers to remain in academic spaces engendered by gender discriminatory mechanisms.
Os desafios do ensino de Língua Portuguesa na Educação Profisssional: uma proposta de pesquisa ação
(2021) Silva, Daniela dos Santos; Paiva, Monikely de Oliveira Silva; Paiva, Monikely de Oliveira Silva
The realization of this research is due to the need to establish a relationship between the teacher's pedagogical practice and the way in which the learning process takes place, which enables the development and training of the student, with the objective of raising some questions about the teaching of Portuguese language and the social role of the school teacher in vocational courses subsequent to High School. We know that the Portuguese language is present in the school curriculum of all schools and is one of the most important contents for the formation of the student, since it has a huge workload; however, in subsequent courses it is not so. The subject is placed as Instrumental Portuguese (technical axis) and distributed in a workload of 60h to 80h, during the first period of each course. This work aims to contribute to a reflection on the proposal of teaching Portuguese Language (LP) in a Vocational Education School, based on the analysis of the learning of students graduating from High School and entering Vocational Education. An action research was chosen, with a qualitative emphasis, and based on authors who discuss the teaching of Portuguese language today. It was found that in general terms, the school adheres to its pre-established curriculum, the guidelines of the official documents of education and contributions of Linguistics to the teaching of PL, as it favors and contemplates the general objectives of learning for Professional Teaching, however, It is advisable to adopt strategies that favor, even more, the learning process, since many students present a significant gap, especially in Portuguese, thus causing difficulties in the development of specific subjects of the courses, as well as, and mainly, for the elaboration of the Final Paper (TCC) of the same.
Ensino remoto emergencial: experiências no curso Técnico em Agroindústria de um Instituto Federal
(2021) Oliveira, Bruno Sales de; Santos, Nádson Araújo dos; Santos , Nádson Araújo dos; Silva, Jailson Costa da; Santos , Wiltron Petrus dos
The present study, developed within the scope of the Specialization Course in Teaching in Professional Education of the Federal Institute of Alagoas, had as a general objective to analyze how the Emergency Remote Teaching (ERE) affects or not the learning processes of students in the Technical course of Agroindustry, subsequent modality, of a Federal Institute. The theoretical basis of this research is supported by authors in the field of education, such as: Paulo Freire, Marconi and Lakatos, Weller and Pfaff and Saviani. As for the methodological aspects, this is a qualitative and quantitative research that had the case study approach. Regarding data collection instruments, online questionnaires and semi-structured interviews were used. Qualitative data were analyzed according to the content analysis proposed by Bardin and quantitative data were analyzed using descriptive statistics. The results found showed that remote teaching brought several problems in student learning, which is why we highlighted in the research through study categories: Absence of practical classes in emergency remote teaching; Lack of teacher interaction to clarify doubts; Practical knowledge in the use of technologies used in emergency remote education, which made it possible to know the problems generated by remote education and from there to propose reflections. These results reinforced the importance of creating an educational product as a possibility to promote dissemination and its deepening with students as a way to minimize the impacts generated.
A disciplina de desenho técnico na formação do técnico em Meio Ambiente do IFAL: uma abordagem sobre a integração curricular
(2021) Dória, Bruna Maria Ferrari Machado; Fiori, Ana Paula Santos de Melo; Fiori, Ana Paula Santos de Melo
The environmental technical high school course at the Federal Institute of Alagoas (IFAL), in the campi of the Penedo and Marechal Deodoro, has the subject of Technical Drawing in its curriculum whose goal is the domain, identification, development, reading and interpretation of common elements and geometric tracings necessary for the language and graphic representation of technical drawings. With a single syllabus for practically all courses and campi, and disjointed from other curricular components, especially those from professional training, Technical Drawing does not attend to curricular integration. Its contents are taught isolated and not directly related to other subjects. In this sense, a survey was conducted with other teachers with the aim of investigating subjects that are related to Techinical Drawing, and evaluate the contents that can be adapted to integrate the curricular components of these subjcts to optimize the teaching-learning process. There was a need to develop an Educational Product, in the form of teaching material that make it possible to accomplish the necessary curricular adaptations and also help teachers to teach the appropriate content, linking it to technical areas. This material intends to incorporate pedagogical practices that meet the specifics needs of the course, contributing to the comprehensive training of students
Percepções de discentes acerca do curso de especialização em docência na Educação Profissionalizante o IFAL 2020/2021
(2022) Lira, Janiely dos Santos; Conceição, Sheilla Silva da; Conceição, Sheilla Silva da; Ferreira, Lilian Franciele Silva
The text aims to understand, through the perception of course participants of the specialization course in teaching in professional distance education offered by the Federal Institute of Alagoas (IFAL) 2020/2021, its execution. As well as highlighting the positive aspects and points to be analyzed for possible adjustments necessary to improve the execution of the course in other classes that may be contextualized in future courses. To carry out this work, the methodology used is based on the qualitative method of the descriptive type. For the findings, an interview with the students was used, carried out online, through a questionnaire prepared through the Google Forms platform. Then, the diagnosis was elaborated that gave subsidy to the elaboration of the work. After identifying the diagnosis, it became possible to perceive aspects that declare positive points and to be analyzed what condition to suggest a proposal for improvement.
Estratégias pedagógicas na Educação Profissional Técnica de Nível Médio
(2022) Moraes, Sérgio Oliveira de; Gomes, Maria Amábia Viana; Gomes, Maria Amábia Viana; Lima Filho, Adalberon Moreira de Lima; Gama, José Aparecido da Silva
Students graduating from the elementary level in high school face difficulties in learning Curricular Components at a technical level, where more in-depth knowledge about the topics involved is required, revealing a situation that cannot be relegated, nor exempted from its importance. The objective of this work is to identify the difficulties of teaching integrated to professional and technological education, providing more quality and ownership to the guidelines already established in the Brazilian educational system. The qualitative approach was chosen to carry out the work, so that the use of these types of approaches together allows to collect more information and determine a better result. An online questionnaire with objective and subjective questions was applied, voluntarily, through the Google Forms platform, to high school students, aged between 14 and 17 years old, all attending high school, in which 58 students participated. The research results showed that students have difficulties in approaching technical content and in learning together with the components of general knowledge, and that the teacher is not the main reference when they are faced with this situation. However, the results also showed that 72.4% considered that they had a good elementary education and 78.9% think that teachers satisfactorily use resources to teach and the proposed pedagogical strategies are being implemented and reformulated the Pedagogical Projects of the Courses (PPC's) , bringing a more concomitant teaching with a more integrative practice.
Influência da aulas práticas e visitas técnicas para a permanência e êxito dos discentes do curso subsequente em Meio Ambiente do IFBA, Campus Jacobina
(2022) Prado, Leandro Rafael; Silva, Jailson Costa da; Silva, Jailson Costa da; Reis, Divanir Maria de Lima
This article is based on an account of the experience of the pedagogical practice of a teacher who works as a teacher and coordinator of the subsequent high-level technical course in the environment of the Federal Institute of Education, Science and Technology of Bahia — IFBA, in the municipality of Jacobina/ BA. The qualitative approach was used as a methodology for this research, in the form of participatory research based on the unsystematic individual participant observation of the professor/coordinator of the course in question. The study aimed to show the experience of the practical experience of a teacher and coordinator of the subsequent high school environment technical course at the IFBA campus Jacobina, the need to adopt practical classes and technical visits to encourage the permanence and success of students of the course. Finally, it was possible to conclude that the students feel more encouraged to complete the course through pedagogical actions such as: practical classes and technical visits, it is also concluded that there is a need to reformulate the Pedagogical Project of the Course - PPC in order to to insert practical classes in the disciplines and suggest with the teachers the insertion of practices in the disciplines and the promotion of technical visits, in addition, it was found that the Federal Institute of Education, Science and Technology of Bahia needs a strategic plan of permanence actions and student success.
Sequência Didática (SD) sobre ictiofauna do Rio São Francisco para o curso Técnico em Agropecuária Integrado ao Ensino Médio
(2022) Calazans, Elíne Monteiro; Lima Filho, Adalberon Moreira de; Lima Filho, Adalberon Moreira de; Gama, José Aparecido da Silva; Araújo, Daniel de Magahães
The São Francisco River basin and fish have economic, social and environmental importance, representing the main resource that guarantees the survival of communities. Therefore, studies and actions are needed that can contribute to the preservation and conservation of this ichthyofauna. Considering that teaching practice needs to be increasingly driven to the diversity of approaches and expansion of methodological strategies. In this context, we sought to integrate the different knowledge about fish, basin and ichthyofauna, from a didactic sequence that brought together different strategies as alternatives for the effective practice and promotion of scientific knowledge and help the teacher to develop diversified activities in the course of their practice. The didactic sequence was applied in a 1st year class of the Technical Course in Integrated Agriculture to High School of the Federal Institute of Education, Science and Technology of Alagoas (IFAL), targeting 20 students. The research has a qualitative focus, with the methodological contribution of action research and we adopted the use of a questionnaire as a data collection instrument, structured to contemplate information in three major approaches: I. Profile of the interviewee; II. Knowledge about the river; III. Knowledge about fish; IV. Knowledge on environmental problems. Some steps were adopted, which formed a sequence that included four established phases: diagnosis, planning, intervention and verification of learning. The sequence included: (1) Exhibition and dialogued classes, (2) Didactic game and (3) Textual production. During the initial activities, great ignorance about fish, ichthyofauna and the São Francisco River (its economic, social, cultural and environmental aspects) was identified. However, the latest activities contributed to increase the students' knowledge about the points addressed during the application of DS and the comparison of questionnaires (initial and final) made it clear that the learning process through this resource was efficient.
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.

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