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Item 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/0107430829942397This 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.Item 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/5829892160537418This 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.Item Desafios e oportunidades na integração de tecnologias digitais no ensino da educação profissional e tecnológica em contabilidade(2026-03-19) Santos, Ricardo Alexandre Marques de Souza; Conceição, Pablo Fabricio da; http://lattes.cnpq.br/3425482451006743; Rocha, Renata Maria Wanderley da; http://lattes.cnpq.br/0120441094670688; Lima, Wellton Amorim Falcão de; http://lattes.cnpq.br/8617237233293101This study analyzes the challenges and possibilities associated with the integration of Digital Technologies (DTs) in Professional and Technological Education (EPT) in Accounting, considering recent transformations in the labor market and their implications for professional training. The research is guided by the following problem: how can EPT institutions integrate digital technologies into technical accounting education in a critical and sustainable way, overcoming structural, pedagogical and teacher training limitations while promoting the development of competencies aligned with contemporary professional demands? In this context, the study aims to investigate and evaluate the main challenges and opportunities related to the integration of DTs in the educational process and to propose guidelines that may support their implementation at the institutional level. Methodologically, the research adopts a qualitative approach of exploratory and descriptive nature, developed through bibliographic and documentary analysis of scientific studies related to Professional and Technological Education, digital competencies and pedagogical innovation in accounting education. The analysis revealed recurring perceptions among teachers and students regarding the importance of digital technologies for professional training, as well as barriers related to technological infrastructure, teacher preparation and curricular organization. Studies by Rodrigues, Castro and Miranda (2024) highlight the growing demand for digital competencies in the accounting profession, while Melo, Melo Filho and Melo (2024) point to gaps in the incorporation of critical approaches and digital teaching resources specific to this field. The study concludes that the effective integration of digital technologies in EPT accounting education depends on pedagogical planning, periodic curricular revision and institutional investments capable of strengthening professional training in an increasingly digital environment.Item 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/1280322604196844This 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.Item Desafios e perspectivas de acesso ao ensino técnico e profissional para estudantes de Alagoas: uma comparação entre a realidade da capital e do sertão(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-03-24) Silva, José Luciano Gomes da; Macêdo, Dartagnan Ferreira de; https://orcid.org/0000-0003-1545-7153; http://lattes.cnpq.br/2025788330054193; Santos, Diego da Guia; https://orcid.org/0000-0002-1847-1375; http://lattes.cnpq.br/2442362471764000This study analyzes the challenges and perspectives of technical and vocational education in the state of Alagoas, Brazil, establishing a comparison between the capital, Maceió, and the hinterland region of the state. The research is based on the observation that regional inequalities persist and directly affect the availability, access, and quality of professional education, consequently influencing young people's opportunities for qualification and entry into the labor market. The study adopts a qualitative approach, supported by statistical data and document analysis concerning the distribution of technical education institutions, educational infrastructure, and socioeconomic indicators. The investigation seeks to understand the main barriers faced by students in inland regions, such as institutional structural limitations, limited availability of courses, geographic distance, and socioeconomic conditions that hinder access, retention, and completion of professional training. In contrast, the capital shows a higher concentration of institutions, educational resources, and employment opportunities. The results highlight the need to strengthen public policies aimed at expanding and decentralizing technical education in order to reduce regional inequalities and broaden educational and professional opportunities. It is concluded that expanding access to vocational education can contribute to the social and economic development of less favored regions of the state.Item Utilização de metodologias ativas no ensino remoto emergencial na disciplina de agricultura I(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2022-02-15) Ferreira, José Thales Pantaleão; Gusmão, José Lucas de Omena; http://lattes.cnpq.br/7481743502794359; Santos, Augusto Araújo; http://lattes.cnpq.br/2618777170391135; Barbosa, Levy Castelo Brandão; http://lattes.cnpq.br/3556345127291142The pandemic period caused by the new coronavirus, the causative agent of COVID-19, brought enormous challenges for teachers and students. The search for new teaching methodologies was something constant to make classes more attractive, dynamic and that it was possible to maintain learning during emergency remote teaching. In this sense, the present work sought to investigate the use of active teaching and learning methodologies during the emergency remote teaching of the discipline of Agriculture I, in the Integrated Technical Course in Agriculture of the Federal Institute of Education, Science and Technology of Alagoas/Campus Santana do Ipanema . For that, we used the methodology of action research using the flipped classroom, Kahoot!, Padlet and Podcast. In general, it is clear that students liked the use of active teaching and learning methodologies during emergency remote teaching, with emphasis on the use of didactic games with the help of the Kahoot! and building online discussion panels at synchronous and asynchronous times with Padlet. The Podcast has the potential to be used in a didactic way a few times during the school year. The flipped classroom was well evaluated by the students, but they were divided about the continuity of its use in the classes.Item 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(2026-02-26) Oliveira, Ademildo Costa de; Silva , Jailson Costa da; http://lattes.cnpq.br/4481661071361187; Nina , Alex Santiago; http://lattes.cnpq.br/1854863840949256; Pablo Fabricio da; http://lattes.cnpq.br/3425482451006743This 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.Item Desenho universal para o curso técnico em Edificações do IFAL: currículo e inclusão(2026-03-04) Silva, Ewerton Soares da; Souza, Diogo dos Santos; http://lattes.cnpq.br/9547588474173400; Alves, Maria Elisa Moreira; http://lattes.cnpq.br/1737047311411846; Cavalcanti, Manuella Paiva de Holanda; http://lattes.cnpq.br/3621272142177867This article analyzes the Pedagogical Course Project (PPC) of the Integrated High School Technical Course in Buildings at the Federal Institute of Alagoas (IFAL) – Maceió Campus, approved in 2019, with emphasis on the presence — or absence — of accessibility, inclusive education, and Universal Design principles in the curricular organization. This is a qualitative study of documentary and bibliographic nature, grounded in legal frameworks of inclusive education and theoretical references on curriculum, Professional and Technological Education, and Universal Design for Learning. The analysis of the PPC and course syllabi reveals that, although the course presents an institutional discourse aligned with comprehensive education and social inclusion, accessibility and Universal Design are not systematically incorporated as structuring curricular principles, nor is there explicit articulation with the Center for Assistance to People with Specific Educational Needs (NAPNE). The findings indicate that several curricular components show strong potential for addressing these themes, particularly those related to architectural drawing and design; however, such approaches remain implicit. It is concluded that the lack of pedagogical intentionality in this area may limit the critical, ethical, and socially committed professional training of graduates, while the integration of Universal Design into the PPC represents a concrete possibility for strengthening technical and civic education within Professional and Technological Education.Item Entre o técnico e o superior: a educação profissional e tecnológica na construção da identidade profissional em enfermagem(2026-02-23) Santos, Romilda dos; Nina, Alex Santiago; http://lattes.cnpq.br/1854863840949256; Sacramento, Rodrigo Quaresma; ttp://lattes.cnpq.br/3458932899615819; Silva, Erick José Gomes da; http://lattes.cnpq.br/4926620156207732The present study aims to report two academic experiences in the field of nursing: the first experienced in a technical course carried out in the interior of the country, and the second developed during undergraduate nursing studies in a large capital city. These two trajectories, although distinct in their geographic context, reveal important transformations in the way of studying, especially with regard to access to technology, digital culture, and training practices in the health field. The technical course was completed during a period in which technological resources were limited, and training was based predominantly on face-to-face classes, direct practical activities, and printed materials. The experience of internships in different hospital institutions allowed the student to develop fundamental skills for care, improving the understanding of care routines, professional ethics, and social responsibility in the practice of nursing. This initial stage of training consolidated essential values for work in health and represented a milestone in entering the professional universe. The undergraduate program was carried out in a capital city, where the educational scenario presented an expanded set of possibilities, marked by a more evident presence of educational technologies, emerging digital culture, and diversification of practice fields. The use of virtual platforms, equipped laboratories, and active methodologies enabled more dynamic and critical learning aligned with the contemporary demands of the Unified Health System (SUS). In addition, participation in supervised internships in large hospitals contributed to deepening technical competencies, strengthening autonomy, and broadening the perspective on comprehensive care. The results, supported by the accumulated experiences, demonstrate that nursing education—both technical and higher—requires commitment, responsibility, continuous updating, and the ability to adapt to technological and social changes. It is concluded that vocational and technological education (EPT), articulated with digital culture and innovative pedagogical practices, significantly transforms the way of studying and acting in the health field, promoting critical, well-prepared, and socially committed professionals.Item 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/7530627276582242This 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.Item O papel da Educação Profissional e Tecnológica (EPT) na formação de profissionais para a indústria 4.0(2026-03-28) Silva, Keffson de Lima; Barreto, Raphaela Vasconcelos Gomes; http://lattes.cnpq.br/4617213714835536; Nina, Alex Santiago; http://lattes.cnpq.br/1854863840949256; Santos, James Washington Alves dos; https://orcid.org/0000-0002-5491-3716; http://lattes.cnpq.br/1497163644785616Professional and Technological Education (PTE) plays a strategic role in preparing professionals to meet the demands of Industry 4.0, characterized by automation, digitalization, and the integration of intelligent technologies. This study addresses the specific challenges and opportunities in the state of Alagoas, considering both its economic development potential and the structural inequalities that impact access to quality education. The paper emphasizes the need for innovative pedagogical practices, such as active learning methodologies and integration with the productive sector, as well as the strategic management of PTE institutions, aiming to develop professionals who are technically and socio-emotionally qualified. In this context, the Technical Course in Electrotechnics at Instituto Federal de Alagoas (IFAL), Campus Palmeira dos Índios, is analyzed as an agent of social inclusion and regional development, seeking to align its technical programs with contemporary market demands and the competencies required by Industry 4.0.Item 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/7756088145729667This 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.Item 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/4935593146997631This 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.Item O uso de tecnologias digitais como recurso didático na educação profissional e tecnológica(2026-03-27) Santos, Patrícia dos; Conceição, Pablo Fabricio da; http://lattes.cnpq.br/3425482451006743; Conceição, Pablo Fabrício da; http://lattes.cnpq.br/3425482451006743; Silva , Jailson Costa da; http://lattes.cnpq.br/4481661071361187; Rocha, Renata Maria Wanderley da; http://lattes.cnpq.br/0120441094670688This Course Completion Work analyzes the use of digital technologies as a teaching resource in Professional and Technological Education (EPT). Considering the social transformations resulting from the technological revolution and the expansion of Digital Information and Communication Technologies (DIT), the study aims to understand how such resources can contribute to improving the teaching-learning process in EPT. The research is theoretically based on authors such as Kenski (2007), Moran (2015), Lévy (1999) and Freire (1996), articulating concepts of technology, pedagogical innovation and comprehensive training. This is qualitative research, with a bibliographic and documentary approach. The results indicate that the pedagogical use of digital technologies favors active learning, student autonomy and integration between theory and practice, as long as it is linked to a critical and contextualized pedagogical proposal. It is concluded that digital technologies, when used in a planned and reflective way, constitute important mediators of knowledge in Professional and Technological Education. It is concluded that technology, when combined with critical teaching mediation, breaks with the traditional model and brings the classroom closer to contemporary productive reality.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.