2026-04-012026-04-012025-11-21Santos, Hermes Lucas Padre dos. A concepção de educação profissional e tecnológica e a formação continuada de servidores do Instituto Federal de Alagoas: uma proposta de espaço pedagógico fundamentado na pedagogia histórico-crítica / Hermes Lucas Padre dos Santos. - 2025. 188 p. : il. Orientador: Prof. Dr. Jarbas Mauricio Gomes Dissertação - (Mestrado em Educação Profissional e Tecnológica) Instituto Federal de Alagoas, Campus Avançado Benedito Bentes, Maceió 2025. Educação Profissional - Tecnológica. 2. Formação Continuada. 3. Espaços Pedagógicos. 4. Produto Educacional. I. Título.https://repositorio.ifal.edu.br/handle/123456789/1474This study aimed to analyze and evaluate the organization and contributions of a continuing education course based on Historical-Critical Pedagogy, designed for the qualification of staff at a campus of the Federal Institute of Alagoas. The course focused on the "concept of Professional and Technological Education (PTE)". Its structure was designed to foster a critical-reflective construction of knowledge regarding the theoretical assumptions of this educational concept, whose conceptual foundations underpin the professional activities of the institution's staff. The organized course constitutes the educational product resulting from this research. Following its implementation and evaluation, an informative material detailing the development process was produced to facilitate its dissemination. The research was conducted within the Graduate Program in Professional and Technological Education (ProfEPT) and is linked to the research line "Organization and Memories of Educational Spaces in PTE", under Macroproject 6: "Organization of Pedagogical Spaces in PTE". This is an applied, mixed-methods research with an embedded design and a predominance of qualitative aspects. It is characterized as participant research, employing field procedures, alongside bibliographic, documentary, and descriptive exploration. The investigation was divided into four phases: I) bibliographic and documentary review; II) diagnostic phase; III) development of the course prototype; IV) implementation and evaluation using a semi-structured questionnaire based on the Likert scale, and the creation of informative material referenced from Kaplún (2003). For data analysis, the techniques corresponded to the type of data collected. For qualitative data, we used Bardin's (2016) content analysis technique, supported by Franco's (2018) application. For quantitative data, we employed descriptive and inferential statistics, following the approach of Gil (2008) with support from Levin (1987). The results indicated that the course was very well received, despite an identified issue regarding the workload. It successfully achieved its objective by contributing to the qualification of the participating staff, helping them develop a clear and objective notion of this educational concept—PTE—through a summarized understanding of its conceptual bases, intellectual roots, and social and political mission. This initiative prompted reflection on the educational model guiding their practices, both in teaching and management, aligning with the principles of comprehensive and emancipatory human formation, and showing potential to impact future practices.ptAttribution-NonCommercial-NoDerivs 3.0 BrazilEducação profissional e tecnológicaFormação continuadaEspaços pedagógicosProduto educacionalPedagogia histórico-críticaProfessional and technological educationContinuing educationPedagogical spacesEducational productHistorical-critical pedagogyDissertaçãoCIENCIAS HUMANAS::EDUCACAO