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Item Linguagem diferenciada na Educação de Jovens e Adultos: efeitos no engajamento e no desenvolvimento profissional no componete curricular de práticas profissionais(2026-04-10) Souza, Oscarlina Peixoto de; Nina, Alex Santiago; http://lattes.cnpq.br/1854863840949256; Barbosa, Wilton Carneiro; http://lattes.cnpq.br/5914808442004353; Santos, Odair José da Silva dos; http://lattes.cnpq.br/0102447684156796This Course Completion Paper analyzes the influence of differentiated language on the engagement and professional development of students in Youth and Adult Education (EJA), especially within the curricular component of Professional Practices. The study emerged from my professional experience as a teacher in Professional and Technological Education (EPT), combining a literature review with pedagogical practices developed in the context of EPT. This research is grounded in authors such as Freire (1986, 1987), Vygotsky (2007), and Saviani (2008), who understand language as a central element in the mediation of knowledge and in the construction of meaningful learning. Methodologically, this is a qualitative study of a descriptive and analytical nature, based on a bibliographic review and a reflective analysis of professional experiences. The results show that the use of accessible, contextualized language aligned with students’ life experiences enhances content understanding, increases student engagement, and contributes to the development of professional competencies. It is also observed that the integration between language and professional practices strengthens the relationship between theory and practice, promoting more meaningful learning. It is concluded that differentiated language constitutes an essential pedagogical strategy in Youth and Adult Education, contributing to the comprehensive development of students, their permanence in school, and their critical insertion into the world of work.Item Evasão escolar no Instituto Federal Goiano campus Morrinhos: causas, consequências e caminhos para a inclusão(2026-03-20) Boêno, Josianny Alves; Nina, Alex Santiago; http://lattes.cnpq.br/1854863840949256; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397; Barbosa, Wilton Carneiro; https://orcid.org/0000-0003-4795-7742; http://lattes.cnpq.br/5914808442004353This study proposes to analyze school dropout at the Federal Institute (IF) Goiano, Morrinhos campus, evaluating the influence of factors such as socioeconomic vulnerability and student assistance policies. To achieve this, between 2017 and 2024, were analyzed on the Nilo Peçanha Platform (PNP) for three sample units: the Federal Network of Professional, Scientific, and Technological Education (RFEPCT), IF Goiano, and the Morrinhos campus of this institution. The analysis shows that the strategic adoption of information technologies and the maintenance of emergency assistance programs were decisive in containing school dropout and protecting the educational trajectories of students in vulnerable situations. As a practical outcome, an action plan is proposed based on infrastructure improvements, expansion of student assistance, learning recovery strategies, and encouragement of student protagonism, aiming to reduce dropout and promote a comprehensive and transformative education.Item O ensino jurídico e sua importância para uma formação ética cidadã no curso técnico integrado ao ensino médio em Agropecuária do Ifal campus Satuba(2026-03-12) Silva, Sérgio Bezerra 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/4935593146997631In Brazil, education plays a strategic role in civic education and in reducing inequalities; however, it still faces limitations related to quality and access. The articulation between quality and inclusive education, respect for legal norms, and effective public policies becomes fundamental for building a more egalitarian society. Thus, Brazil faces the challenge of transforming its education into a foundation for justice and the exercise of full citizenship. In this context, knowledge and the exercise of rights and duties become essential for society, because it is through them that just relationships are established, allowing for the development of constitutional guarantees and legal requirements. Therefore, the general objective of this work was to analyze the importance of including legal education in the Integrated Technical Course in Agriculture at the Federal Institute of Alagoas (IFAL), Satuba Campus, and to discuss how it can contribute to the ethical and civic education of students. The foundations for these reflections came from authors such as Adilson Cesar Araújo (2017), Hans Kelsen (1998), Edgar Morin (2000), Dermeval Saviani (2008), Miguel Reale (2002) and Benedito Ferreira Marques (2019). To this end, a methodology was used through documentary analysis research, with a qualitative nature. Thus, starting from the following question: “What is the importance of legal education for the ethical and civic training of students in the Agricultural Technician course at IFAL Campus Satuba, and what are the benefits for the socially responsible exercise of the profession?”, the results demonstrate that the integrated curriculum adopted by the Institute in the researched course, where subjects and knowledge are worked on in an articulated way, allows for analysis, if not for the creation of a new subject, then for the insertion of legal content in an interdisciplinary and transversal manner. Therefore, it was concluded that the development of legal education is a suitable instrument to develop skills that help students in the world of work and in the exercise of their profession and citizenship, forming critical awareness in the pursuit of a more just and ethical society.Item Os espaços não formais de ensino e a prática pedagógica do curso técnico integrado do ensino médio de Guia de Turismo do IFAL Campus Marechal Deodoro/AL(2026-03-16) Lôbo, Renato Lucas de Lima; Lima, André Suêldo Tavares de; http://lattes.cnpq.br/6019670165528345; Castilho, Fábio Francisco de Almeida; http://lattes.cnpq.br/1280124410024317; Gomes, Jarbas Maurício; http://lattes.cnpq.br/6712481495574847The present work proposes a reflection on the integration of learning environments in non-formal education spaces into the integrated technical curriculum of Tourism Guide, focusing on the practices of the Federal Institute of Alagoas (IFAL), Marechal Deodoro Campus. The research was guided by a core question, which sought to identify how the pedagogical practices carried out by the teachers of the Technical Course at IFAL – Marechal Deodoro Campus are related to non-formal education spaces. Additionally, it aims to identify the challenges and limitations of these practices, as well as strategies to overcome them and improve academic performance. The general objective is to contextualize the application of non-formal education spaces within the context of professional technological education in the integrated technical secondary education for tourism guides, and the practical activities carried out by teachers, identifying the inherent challenges. The study presented how technical visits are conducted along with other teaching practices as pedagogical strategies for the comprehensive and contextualized training of Tourism Guide technical students at IFAL Marechal Deodoro Campus.Item Ensino bilingue na Educação Profissional e Tecnológica: contribuições para a formação de sujeitos multilíngues e multiculturais(2023-02-21) Moura, Larissa Daniella Belo da Silva; Santos, Odair José Silva dos; https://lattes.cnpq.br/0102447684156796; Barros, Anny Querubina de Souza; https://lattes.cnpq.br/9529937744685213; Freitas, Anna Flávia Lenz; https://lattes.cnpq.br/3999423293399198The need for communication in different languages is an essential competence both in individual life and in contemporary geopolitics. In this context, there has been significant growth in the number of schools adopting bilingual approaches throughout Brazil. The motivation for this study emerged from questions regarding the contributions of bilingual education to the development of multilingual and multicultural subjects. The Integrated Technical High School Programs, which are part of Vocational and Technological Education (VTE), require the articulation between general and specific knowledge. Therefore, this research aims to investigate which practices foster bilingual teaching and learning within VTE. In addition, it presents the proposal of an interdisciplinary didactic unit, with emphasis on the world of work, designed for the teaching of English in this educational context.Item Orientações sobre o uso de inteligência artificial na prática docente da Educação Profissional e Tecnológica (EPT)(2026-02-27) Siqueira, Laura Maria Gomes de; Barreto, Raphaela Vasconcelos Gomes; http://lattes.cnpq.br/4617213714835536; Nina, Alex Santiago; http://lattes.cnpq.br/1854863840949256; Silva, José Marcos da; https://lattes.cnpq.br/5288017613016046This Course Completion Work aims to systematize guidelines for the use of artificial intelligence in teaching practice within Professional and Technological Education (PTE), considering its challenges, possibilities, and ethical implications in the contemporary educational context. It is a qualitative and theoretical-reflective Training Report, based on bibliographic and documentary research, articulated with the formative memorial and the author's professional trajectory. The study discusses the integration of artificial intelligence in education, the ethical, pedagogical and formative challenges associated with its use, and its impacts on teaching practice, highlighting the need for specific training and qualified mediation. The findings indicate that the increasing presence of these technologies in educational environments requires changes in teaching planning, assessment practices, and teacher-student interaction, especially in PTE, where training is closely linked to the world of work. As a result, the work presents practical guidelines aimed at the ethical, critical, and educational use of artificial intelligence in teaching, contributing to teachers' professional practice and to strengthening students' human and professional development.Item 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/3674900372251973This 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.Item Desafios e possibilidades do uso de tecnologias digitais no ensino de componentes técnicos na Educação Profissional e Tecnológica(2026-02-11) Ferreira, Fabio Romer Nolasco; Silva, Kleyfton Soares da; https://lattes.cnpq.br/9040257542465304; Pidner, Flora Sousa; https://lattes.cnpq.br/0107430829942397; Andrade, Maria Aparecida da Silva; https://lattes.cnpq.br/6046952414628445This work analyzes the challenges and possibilities of using digital technologies in teaching technical components in Professional and Technological Education (EPT), emphasizing engineering-derived tools such as CAD software, structural and electrical simulators, 3D modeling, advanced spreadsheets, and microcontrollers. A qualitative, exploratory approach, bibliographic and documentary in nature, investigates how these technologies can be effectively and pedagogically integrated into technical teaching, considering barriers related to institutional infrastructure, teacher training, and digital exclusion. From a review of EPT legal frameworks (LDB, National Curricular Guidelines, IFs Law), theoretical references on ICT and education (Moran, Kenski, Bacich), and analysis of pedagogical experiences reported in scientific articles, a set of digital resources with high potential to enhance project-based learning, virtual experimentation, and problem-solving close to the world of work was identified. However, barriers such as infrastructure inequalities, insufficient teacher training, and limited digital literacy persist, demanding consistent pedagogical planning and continuous training. Results indicate positive learning impacts such as increased engagement, conceptual understanding, and socio-emotional skills development, especially when linked to active methodologies. A teacher training action plan is proposed, including awareness actions, practical workshops, pilot projects, and communities of practice, aiming to support pedagogical innovation in EPT institutions. It is concluded that engineering digital technologies represent an opportunity to strengthen EPT as a space for integral formation, provided structural barriers are overcome and critical, contextualized teacher training is invested in.Item 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/1871769541665914Work 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.Item Educação profissional e tecnológica: um caminho de transformação para estudantes da reforma agrária do Projeto de Assentamento Dom Helder Câmara em Murici Alagoas(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-02-26) Santos, José Ronaldo da Silva; Souza, Diogo dos Santos; http://lattes.cnpq.br/9547588474173400; Souza, Diogo dos Santos; http://lattes.cnpq.br/9547588474173400; Souza, Izabel Vieira de; http://lattes.cnpq.br/8785527975315675; Cavalcanti, Manuella Paiva de Holanda; http://lattes.cnpq.br/3621272142177867Professional and Technological Education (PTE) has consolidated itself as a strategic public policy for promoting social inclusion, territorial development, and the emancipation of historically marginalized subjects, especially within the context of Agrarian Reform. This article analyzes the impacts of PTE in the Projeto de Assentamento Dom Helder Câmara, located in the municipality of Murici, Brazil, seeking to understand how extension activities developed by the Instituto Federal de Alagoas (IFAL) – Campus Murici contribute to strengthening productive autonomy and valuing the local knowledge of the settlers. From a methodological standpoint, the study is characterized as qualitative research, based on the analysis of five extension actions carried out in the settlement. Aspects such as student participation, achieved results, and perceived impacts within the territory were considered. The findings demonstrate that when PTE is articulated with the principles of Rural Education and aligned with the concrete demands of the community, it fosters the development of technical skills connected to agroecological practices, production diversification, and income generation. Furthermore, it contributes to strengthening student protagonism and expanding the critical awareness of the individuals involved.Item Integração de programas de humanização na construção civil no currículo dos cursos técnicos em edificações do ifal(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-03-13) Costa, Eugênio Bastos daThe present study investigates the feasibility of integrating Humanization Programs in Construction (PHC) into the curriculum of technical courses in Building Construction at the Federal Institute of Alagoas (Ifal), aiming to contribute to the training of professionals better prepared to promote healthy, safe, and productive work environments in the construction sector. In this context, its general objective is to analyze how this integration can be carried out within the framework of Professional and Technological Education, considering institutional guidelines and the contemporary demands of the sector. The research, based on a qualitative and exploratory approach, relied on a bibliographic review and documentary analysis of Course Pedagogical Projects (PPC), identifying gaps in technical education regarding quality of work life (QWL), ergonomics, interpersonal relations, and occupational safety. The results indicate that training students in humanized team management and fostering a safer and more inclusive work environment are essential to meet contemporary industry demands. The analysis of PPCs revealed that, although some content addresses workplace safety, there is still a lack of focus on worker well-being and humanization in construction sites. Additionally, the absence of specific curricular guidelines for topics such as motivation, organizational climate, and professional appreciation compromises the comprehensive education of construction technicians. The research also highlights that implementing PHC in technical courses can help reduce workplace accidents, improve communication among teams, and increase productivity on construction sites. As a recommendation, the study suggests the inclusion of complementary modules in technical courses covering ergonomics, humanized management, and interpersonal relations, as well as promoting partnerships with companies in the sector to reinforce the practical application of the studied concepts. It is concluded that curricular reform can play a strategic role in training professionals who are more aware and prepared to work in environments that prioritize safety, inclusion, and quality of life in the construction industry.Item A importância da adaptação de materiais didáticos para estudantes do ensino médio com deficiência intelectual(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-03-03) Silva, Cátia Maria Souza da; Souza, Diogo dos Santos; http://lattes.cnpq.br/9547588474173400; Souza, Diogo dos Santos; http://lattes.cnpq.br/9547588474173400; Santos, Fernanda Lays da Silva; https://orcid.org/0000-0001-9023-0886; http://lattes.cnpq.br/4302359083900893; Cavalcanti, Manuella Paiva de Holanda; http://lattes.cnpq.br/3621272142177867When examining the principles of the inclusive paradigm, Universal Design for Learning, and legal frameworks such as the Brazilian Inclusion Law, it becomes clear that inclusion is not limited to students who are the target audience, of Special Education, but rather concerns the full participation of all people in various social spaces. Thus, this article aims to analyze the importance of adapting teaching materials for students with intellectual disabilities in high school. This research is characterized as qualitative, of a bibliographic and documentary nature, as it is based on the analysis of academic productions, legislation, official documents, and scientific texts that address the themes of social inclusion, inclusive education, and special education. The findings of this research indicate that, despite advances in adaptation practices, there are still gaps that need to be addressed. Continuous reflection on pedagogical practices and the pursuit of new approaches are essential for the improvement of inclusive education. The implementation of public policies that ensure adequate training and the availability of resources is crucial to ensure that all students, regardless of their particularities, have access to a quality education.Item A transformação de conteúdos em conhecimento: a aprendizagem significativa por meio de tecnologias informacionais na educação profissional e tecnológica(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-03-13) Silva, André Felipe Barros da; Conceição, Pablo Fabricio da; http://lattes.cnpq.br/3425482451006743; Conceição, Pablo Fabricio da; http://lattes.cnpq.br/3425482451006743; Silva, Jailson Costa da; https://orcid.org/0000-0001-5078-3603; http://lattes.cnpq.br/4481661071361187; Rocha, Renata Maria Wanderley da; http://lattes.cnpq.br/0120441094670688The paper, structured as a training report, analyzes the articulation between information technologies and the Meaningful Learning theory as a strategy to transform content into knowledge within the scope of Professional and Technological Education (PTE). The main objective was to investigate how the intentional use of ICTs can promote more effective pedagogical practices, overcoming the merely transmissive teaching model. The theoretical framework was based on Ausubel's concepts of subsumers, Moreira's meaningful and critical learning, and Freire's emancipatory pedagogy. The methodology followed a theoretical-propositive approach, grounded in Donald Schön's perspective of the reflective practitioner, integrating the theoretical framework with the author's practical experiences in teaching applied technology courses in technical training for the fields of administration, healthcare, and information technology. The praxis, combined with the researcher's technical expertise, supported the pedagogical intervention proposal presented. The results indicate that technology, when used as a cognitive tool rather than a merely instrumental one, acts as a structured support that favors student autonomy and strategic teacher mediation. It is concluded that the management of technical knowledge requires a balance between technological innovation and pedagogical rigor, with human mediation being the central element to ensure that digital culture contributes to the integral and critical training of the future professional.Item Evasão escolar na Educação Profissional e Tecnológica(2026-02-25) Correia, Nivaldo Barbosa; Silva, Kleyfton Soares da; https://lattes.cnpq.br/9040257542465304; Medeiros, Leonardo Guimarães; https://lattes.cnpq.br/9664545457908905; Pidner, Flora Sousa; https://lattes.cnpq.br/0107430829942397This Final Course Paper analyzes school dropout in Professional and Technological Education (PTE) through the articulation between the formative trajectory experienced in the postgraduate program in Teaching in PTE, the theoretical frameworks on work, curriculum, youth, and student retention, and the author’s professional experiences in the context of public education. Based on a qualitative approach, the study understands dropout as a multifactorial phenomenon resulting from the interaction between socioeconomic inequalities, institutional weaknesses, and pedagogical practices with limited educational meaning. The reflections developed throughout the course components enabled a critical analysis of student retention, highlighting the central role of integrated curriculum, student assistance policies, inclusive educational practices, and the strengthening of pedagogical bonds as strategies to address school dropout. As a practical outcome, an action plan is presented with pedagogical and institutional proposals aimed at promoting student retention and success in PTE, articulating theory and teaching practice. It is concluded that critical and contextualized teacher education is a fundamental element for understanding the challenges of PTE and for building educational interventions capable of contributing to the reduction of school dropout.Item Segurança do Trabalho na EPT: da formação técnica à realidade do mercado(2026-02-26) Machado, Carlos Alberto Soares; Almeida, Lúcia Guiomar Basto Fragoso de; http://lattes.cnpq.br/8222242007069284; Mello, Antônio José Plácido de; http://lattes.cnpq.br/0309790016077124; Santos, Beroaldo Rodrigues dos; http://lattes.cnpq.br/3386731437865631This paper analyzes technical training in Occupational Safety within the scope of Vocational and Technological Education (VTE), investigating its relationship with contemporary labor market demands. The study aims to understand the extent to which the training offered in technical courses meets the practical requirements and competencies required by organizations. To this end, a qualitative literature review methodology was adopted, based on classic and recent authors, as well as official documents and relevant legislation. The results demonstrate that technical courses offer solid training in regulatory standards, accident prevention, and risk management, contributing to occupational health and safety. However, gaps were identified related to the development of transversal competencies, such as leadership, communication, and teamwork, as well as the need for curricular updating in light of technological and social transformations. The challenges of teaching in VTE, which involve pedagogical updating, professional development, and the integration of innovative practices, are also highlighted. The conclusion is that EPT plays a strategic role in the training of Occupational Safety Technicians, but it needs to advance the connection between theory and practice and the dialogue with the market. Continuous curricular updating, strengthening professional practice, teacher training, and school-industry integration are recommended as paths to more critical, effective training aligned with current requirements.Item 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/7264988865937486This 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.Item O ensino híbrido e a acessibilidade: ferramentas digitais para a inclusão de estudantes com deficiência no contexto da educação profissional e tecnológica(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-02-27) Silva, Gilson de Souza; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397; Silva, Kleyfton Soares da; https://orcid.org/0000-0002-8526-961X; http://lattes.cnpq.br/9040257542465304; Andrade, Maria Aparecida da Silva; http://lattes.cnpq.br/6046952414628445This study aims to analyze blended learning and accessibility as strategies for promoting the inclusion of students with disabilities within the context of Professional and Technological Education (PTE). This research is grounded in examining how digital technologies can contribute to the construction of more inclusive, participatory, and equitable educational environments. Thus, it highlights the importance of diversity and inclusion through the strengthening of blended learning, fostering effective personalized learning and enhancing student autonomy through the integration of teaching and learning tools. The use of digital technologies has the potential to contribute to overcoming physical, pedagogical, and communicational barriers. Furthermore, the blended learning model presents distinctive characteristics that significantly enhance the integration between digital technologies and pedagogical practices, thereby strengthening inclusion in Professional and Technological Education.Item O incentivo à inclusão de pessoas com deficiência no programa de aprendizagem profissional – jovem aprendiz(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-03-25) Lima, Vanessa Antônia de; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Santos, José Carlos Lima dos; http://lattes.cnpq.br/5328411913838068; Santos, Francisca Luana da Costa; http://lattes.cnpq.br/2440570431863041This work aims to discuss the inclusion of people with disabilities (PWDs) in professional apprenticeship programs, especially within the context of the Young Apprentice program. As a relevant theme in public policies and vocational education, due to its potential to promote equity, social inclusion, and human emancipation, PWDs have been excluded from educational processes and the labor market for years, reinforcing social inequalities and limiting the development of their potential. Professional apprenticeship is a strategic instrument that articulates theoretical and practical training, enabling the development of technical, social, and civic skills. From an inclusive perspective, disability is understood as a result of the interaction between the individual and social, pedagogical, and attitudinal barriers, and not as an exclusively individual limitation. In this way, professional apprenticeship contributes to the autonomy, construction of professional identity, and productive inclusion of people with disabilities.Item O lúdico no ensino de biologia na EPT: relato de experiência na residência pedagógica no IFAL Campus Penedo(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-03-06) Fradique, Eloyza dos Santos Santana; Nina, Alex Santiago; http://lattes.cnpq.br/1854863840949256; Nina, Alex Santiago; https://lattes.cnpq.br/1854863840949256; Silva, Jailson Costa da; https://orcid.org/0000-0001-5078-3603; http://lattes.cnpq.br/4481661071361187; Marins, Élida Fernanda Cavalcanti; http://lattes.cnpq.br/5169972835746750The paper discusses how the use of playful methodologies in Biology teaching, applied in the context of the Pedagogical Residency Program (PRP), strengthens learning and student engagement in Integrated High School. The main objective is to analyze how playful methodologies in Biology teaching influence the learning and engagement of students at the Federal Institute of Alagoas (IFAL), Penedo-AL campus. To this end, an account of the experience in the PRP and the application of playful activities in high school classes at the institution was made, from which a structured action plan was proposed to improve the teaching-learning process. The results indicate that playful activities are effective pedagogical strategy tools in the teaching and learning process in High School Biology.Item A formação do técnico em hospedagem na perspectiva do currículo integrado e na verticalização do ensino: um estudo sobre o Instituto Federal de Alagoas, no campus Maragogi(2026-02-25) Ramos, Anderson Gonçalves; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397; Pidner, Flora Sousa; http://lattes.cnpq.br/0107430829942397; Andrade, Maria Aparecida da Silva; http://lattes.cnpq.br/6046952414628445; Silva, Kleyfton Soares da; https://orcid.org/0000-0002-8526-961X; http://lattes.cnpq.br/9040257542465304The training of the Hospitality Technician from the perspective of an integrated curriculum and the verticalization of education constitutes a fundamental strategy for promoting comprehensive human development within the scope of Professional and Technological Education (EPT). This study aims to analyze the training of the Hospitality Technician offered by the Federal Institute of Alagoas (IFAL), Maragogi Campus, considering the articulation between technical and scientific knowledge, as well as the curricular organization guided by the foundations of work as an educational principle. The research is based on the relevance of tourism as a predominant economic activity in the region of Maragogi, Alagoas, and on the need for qualified professionals capable of acting critically, ethically, and contextually in the hospitality sector. Grounded in classical theoretical frameworks and in the field of Professional and Technological Education, particularly in the contributions of Gramsci, Engels, and Frigotto, Ciavatta, and Ramos, the study understands the integrated curriculum as a structuring axis of pedagogical practice and the verticalization of education as a possibility for educational continuity. Methodologically, the research adopts a qualitative approach, characterized as a case study, using bibliographic review and documentary analysis of the Course Pedagogical Project and institutional documents. The results indicate advances in the course’s curricular conception aligned with comprehensive education, while also revealing challenges related to the effective implementation of integrative practices, teacher education, and articulation with the local productive sector. It is concluded that strengthening the integrated curriculum and the verticalization of education can contribute to the consolidation of an emancipatory technical education. In this context, the proposed action plan represents a strategy for integrating teaching, research, and extension, fostering student retention, academic success, and social inclusion.