Dissertação - PROFEPT
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/27
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Resultados da Pesquisa
Thesis A sociologia como caminho para articulação do currículo integrado na EPTNM(2025-09-30) Costa, Amanda Silva Braga da; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Oliveira, Ercivan Gomes de; http://lattes.cnpq.br/7685375634493790; Pinheiro Filho, Carlos Douglas Martins; http://lattes.cnpq.br/0284744290033729O debate sobre a integração curricular na Educação Profissional Técnica de Nível Médio (EPTNM) impõe aos docentes, às instituições e aos pesquisadores o desafio de repensar a prática pedagógica e o papel das disciplinas na formação humana integral dos estudantes, contexto no qual a Sociologia assume relevância por sua capacidade de articular saberes e promover a reflexão crítica. Esta dissertação objetiva compreender como a Sociologia pode contribuir para a articulação de um Currículo Integrado na EPTNM, desdobrando-se nos seguintes objetivos específicos: analisar o processo de construção do currículo de Sociologia na EPTNM; verificar se o currículo praticado corresponde ao currículo prescrito; investigar os conhecimentos e as percepções dos docentes acerca do Currículo Integrado; e propor estratégias pedagógicas e metodológicas que favoreçam a efetiva integração curricular da disciplina de Sociologia. A pesquisa adota abordagem qualitativa, de natureza exploratória e descritiva, buscando compreender as percepções dos sujeitos envolvidos no contexto investigado. Desenvolve-se como uma pesquisa multicampi no âmbito do Instituto Federal do Amazonas (IFAM), envolvendo professores de Sociologia, utilizando o questionário como instrumento de coleta de dados, além da pesquisa bibliográfica e da análise documental como procedimentos complementares. Para a análise dos dados, emprega-se a técnica de análise de conteúdo proposta por Bardin (2016). Os resultados evidenciam que o processo de construção do Currículo Integrado no IFAM apresenta fragilidades, uma vez que não prioriza o trabalho coletivo, sendo frequentemente elaborado de forma individual, isolada ou segmentada. Essa constatação se reforça ao analisar a organização curricular e a relação entre currículo prescrito e praticado, pois alguns docentes demonstram desconhecimento sobre o processo de elaboração curricular, enquanto outros mencionam a existência de comissões sistêmicas e locais. Observa-se que o currículo praticado pela maioria dos docentes difere do currículo prescrito, sendo as adaptações justificadas por fatores como afinidade com determinados conteúdos, padronização, contextualização e atualização, o que caracteriza um trabalho docente predominantemente solitário. Embora os docentes reconheçam as bases conceituais da Educação Profissional e Tecnológica e demonstrem compreensão sobre o conceito de Currículo Integrado, os dados analisados revelam contradições entre essa compreensão e a efetivação de práticas curriculares integradas, indicando que a integração ocorre de forma pontual e não sistêmica. Diante desse cenário, a pesquisa bibliográfica e exploratória busca abrir caminhos para a articulação do Currículo Integrado, resgatando chaves pedagógicas que possam servir como ponto de partida para esse processo, reconhecendo, contudo, que esforços individuais apresentam limites e que a construção de um Currículo Integrado na EPTNM exige um compromisso coletivo. Como desdobramento da pesquisa, desenvolve-se o Produto Educacional intitulado “Guia Didático: Chaves Sociológicas para a Integração Curricular”.Thesis O projeto integrador como fomentador da Educação Profissional e Tecnológica na rede estadual de ensino do Amazonas(2025-03-26) Souza, Bruna Suzane dos Santos; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Pasqualli, Roberta; http://lattes.cnpq.br/6932842326580345; Adria Simone Duarte de Souza; http://lattes.cnpq.br/7915521365617792A pesquisa “O Projeto integrador como fomentador da educação profissional e tecnológica na rede estadual de ensino do Amazonas” está inserida na linha de pesquisa Organização e Memórias dos Espaços Pedagógicos da Educação Profissional E Tecnológica, no Macroprojeto Organização do currículo integrado na EPT, desenvolvido no Curso de Mestrado Profissional do Programa de Pós-Graduação em Educação Profissional e Tecnológica – PROFEPT. O objetivo da pesquisa é investigar as configurações de projetos integradores no itinerário formativo da educação profissional e tecnológica no âmbito do ensino médio da rede estadual de Manaus, apresentando princípios pedagógicos para o planejamento docente que contribuam com a formação omnilateral. Definimos os seguintes objetivos específicos: a) Analisar as relações entre a formação omnilateral e os Projetos Integradores no ensino médio articulado a educação profissional e tecnológica; b) Identificar as concepções de currículo integrado e Projetos Integradores circulantes nos discursos de docentes e membros da equipe técnico-pedagógica do ensino médio da rede pública estadual do Amazonas; c) Elaborar um curso de formação aos docentes que subsidie o planejamento dos professores na consecução dos Projetos Integradores no itinerário formativo EPT da rede estadual de ensino. Para isso, como caminho metodológico assumimos a abordagem qualitativa tendo como procedimentos a análise documental e a pesquisa participante por meio de entrevistas semiestruturadas e roda de conversa. O corpus documental consistiu na Proposta Curricular e Pedagógica para Ensino Médio SEDUC-AM, Documento Orientador de Unidades Curriculares – Projetos Integradores SEDUC-AM e Termo de Cooperação Técnica SEDUC-AM/CETAM. As entrevistas e grupo focal foram realizados com professores de projetos integradores, professores de disciplinas técnicas e supervisor que atuam no ensino médio integrado de uma instituição de ensino médio da rede estadual do Amazonas, situada no bairro Morro da Liberdade, que em parceria com CETAM oferta o Curso Técnico em Logística pelo itinerário EPT. A categorização e as inferências utilizaram a análise de conteúdo de Bardin (2016). Como produto educacional desenvolveu-se o curso “Formação de professores e coordenadores do itinerário formativo EPT para a consecução de projetos integradores”. O curso foi desenvolvido na plataforma Moodle, contendo carga horária de 40 horas e incorporou o conceito de formação omnilateral com foco no planejamento de estratégias para a consecução de projetos integradores no itinerário formativo EPT. Os resultados indicam que os Projetos Integradores (PI) podem promover a formação omnilateral na EPT, desde que articulem disciplinas técnicas e propedêuticas, fortaleçam a formação docente e evitem a redução da educação à mão de obra. A proposta de um curso para professores é um passo, mas depende ainda de políticas que garantam recursos, condições de trabalho e diálogo institucional.Thesis Ciclos biogeoquímicos e a Amazônia: propostas de atividades práticas para o ensino de química(2025-12-17) Borges, Caroline de SouzaOs Ciclos Biogeoquímicos (CB) são processos naturais responsáveis pela manutenção de todos os organismos vivos na Terra e é por meio deles que ocorre a ciclagem dos elementos químicos, entre os meios bióticos e abióticos, mas se o desmatamento das floretas continuarem se agravando essa circulação fundamental para garantir a estabilidade dos ecossistemas sofrerá impactos irreversíveis. As atividades antrópicas estão gerando consequências para o meio ambiente como o desequilíbrio dos CB, mudanças climáticas, secas extremas e enchentes, eventos esses que se tornam cada vez mais frequente nas diferentes regiões do Brasil e do mundo, sendo esse um dos tópicos mais discutidos da atualidade. Dessa forma, percebendo a importância dos CB para manutenção da vida e como educadores nos convêm inserir essa discussão no âmbito escolar voltado para as Ciências da Natureza e suas Tecnologias (CNT). Percebe-se que a escola é um espaço de formação que desenvolve competências e habilidades, que podem ser aprendidas em sala de aula e empregadas ao cotidiano pelos alunos. Nesse contexto o objetivo geral desta pesquisa foi desenvolver uma proposta didática fundamentada na Aprendizagem Baseada em Problemas (ABP) a partir de aulas teóricas e atividades práticas para abordar de forma contextualizada os CB articulado com os processos naturais e às ações antrópicas características da região amazônica. A pesquisa foi desenvolvida na Escola Estadual Manuel Rodrigues de Souza. Os sujeitos da pesquisa foram 4 professores e 31 alunos do 2º ano do Ensino Médio. A metodologia utilizada seguiu as quatro fases estabelecidas pela ABP de acordo com Leite e Afonso (2001) e Leite e Esteves (2005): identificação do problema, contexto problemático, investigação, e discussão e reflexão. As atividades realizadas foram avaliadas de forma contínua com intuito de elucidar as dúvidas dos alunos sobre o ciclo da água, do carbono e do nitrogênio. A coleta de dados ocorreu a partir de entrevistas com professores, diagnóstico inicial com os alunos, roda de conversa, aplicação de questionários e questões-problema. A análise dos dados foi realizada a partir da comparação inicial e final, com base nos questionários, nas rubricas de aprendizagem e na socialização das questões-problemas. As respostas objetivas foram tabuladas, analisadas e representadas com o auxílio do software Microsoft Execel e as respostas subjetivas foram submetidas à análise de conteúdo, a partir da metodologia proposta por Bardin (2016). Esse percurso metodológico resultou na elaboração de um produto educacional, caracterizado como guia didático intitulado ―Amazônia em Movimento: uma proposta didática sobre os ciclos biogeoquímicos‖. Os resultados obtidos na pesquisa indicaram que a proposta didática atuou como uma estratégia pedagógica eficaz para a compreensão conceitual e contextualizada dos CB. Além disso, promoveu o desenvolvimento crítico dos alunos aos problemas reais provocados pela ação humana, incentivando a investigação e reflexão em sala de aula sobre causas, consequências e possíveis soluções voltadas ao meio ambiente.Dissertação Clube do silêncio: promovendo a cultura de paz para a formação humana integral na educação profissional e tecnológica(2025-08-25) Lima, Erison Soares; Aride, Paulo Henrique Rocha; http://lattes.cnpq.br/9087696929404160; Aride, Paulo Henrique Rocha; http://lattes.cnpq.br/9087696929404160; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Gomes, Roberilton de Souza; http://lattes.cnpq.br/1098531935442556This study, part of Research Line 1 of ProfEPT, focused on Educational Practices in Professional and Technological Education (EPT) and linked to Macroproject 1, investigates the benefits of the Silence Club (CS), a school support group, in promoting a Culture of Peace. Conducted at CETI Eng. Prof. Sérgio Alfredo Pessoa Figueiredo in Manaus, the main objective was to analyze how the CS contributes to Integral Human Formation (FHI), fostering a more welcoming and peaceful school environment. The research adopted a qualitative case study approach, using participant observation and semi-structured interviews conducted from June to August 2024 with 23 participants in the pilot test. Content analysis, based on Bardin (2016), categorized responses into dimensions such as welcoming, empathy, and resilience. The evaluation of the CS Implementation Guide was expanded in July 2025, with 8 additional participants, totaling 31. Results indicated that the CS, through activities like conversation circles, guided meditation, and free hugs, reduced bullying reports by 30% and strengthened socioemotional skills, such as emotional self-regulation and a sense of belonging. Participant testimonies highlighted impacts on resilience and self esteem. The integration of Amazonian cultural elements promoted inclusion, aligning with the ethics of care and Freirean praxis. The initiative proved counter-hegemonic, addressing symbolic violence and fostering a more supportive school environment, particularly in peripheral contexts marked by violence. The Silence Club Implementation Guide offers practical guidance for educators, featuring activities like guided meditation and conversation circles based on Nonviolent Communication. Structured in 12 sections, it incorporates Amazonian narratives, ensuring simplicity and adaptability to diverse contexts. The Silence Club demonstrated effectiveness in promoting a Culture of Peace and FHI, with potential for replication in public schools. Its integration into educational policies, such as the SEDUC AM program, is recommended to enhance its impact on mental health and school coexistence, reinforcing education as an act of care and transformation.Dissertação Gênero na organização do currículo integrado dos cursos técnicos de nível médio na forma integrada(2025-08-29) Gusmão, Lucy Lany Ribeiro; Trindade, Deilson do Carmo; http://lattes.cnpq.br/0602516200714965; Trindade, Deilson do Carmo; http://lattes.cnpq.br/0602516200714965; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Paixão, Shigeaki Ueki Alves da; http://lattes.cnpq.br/0325797446283826This study investigated the presence of gender issues in the integrated mid-level building construction technical course at the Federal Institute of Amazonas (IFAM), Manaus Centro Campus (CMC). Given the scarcity of academic literature on this topic at the institution and recognizing its crucial role in integrated human development, this research aims to analyze gender issues in the integrated curriculum, focusing on the Building Construction Technical Course at IFAM – Manaus Centro Campus. By identifying and exploring opportunities for discussing gender relations in the Course Pedagogical Project (CPP), and in the understanding and conception of teachers, it is essential to develop an educational product that includes gender issues in Vocational and Technological Education (VTE). This research is qualitative in nature; data were collected through eight interviews with teachers who currently and have previously worked in the building construction technical course. Data were analyzed using Moraes and Galiazzi's (2020) Discursive Textual Analysis (DTA). The research findings revealed that gender issues manifest themselves in the institution's daily life in a variety of ways, highlighting the need for ongoing training to empower professionals to address emerging issues. In this context, we developed a guide as an Educational Product titled "Guide to Possible Worlds: Teacher Training and Gender in the IFAM Mid-Level Technician Program," for use by teachers and educators to critically reflect on these issues and develop more inclusive curricular planning. The material provides a theoretical and pedagogical foundation for ongoing training, enabling the appropriation of theories and suggested activities for addressing gender issues.Dissertação As práticas de acolhimento como estratégia de integração e permanência no ensino médio integrado: uma investigação à luz da teoria fundamentada nos dados(2025-06-18) Viana, Herleide Batista; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Cabral, Hiléia Monteiro Maciel; http://lattes.cnpq.br/2809503718860401The present study, within the research line “Educational Practices in Professional and Technological Education”, follows the guidelines of the macro-project “Educational Practices in the Integrated Curriculum”, which is grounded on the pillars of work, science, technology, and culture in the context of Professional and Technological Education (PTE), in accordance with the directives of the Professional Master’s Program in Professional and Technological Education (ProfEPT). In this context, the aim was to develop an explanatory theory regarding the welcoming practices directed at students entering Integrated Secondary Education with Professional and Technological Education, in such a way that it could contribute to their integration and retention at Campus Manaus Centro – IFAM. The research was based on a qualitative approach due to the nature of the research problem, enabling the capture of intricate details of the phenomenon, such as feelings, thought processes, and emotions. To collect the data, we conducted semi-structured interviews with 15 (fifteen) first-year students in the 2024 academic year, including class representatives and vice-representatives from the integrated technical high school courses. Data analysis, carried out through Grounded Theory, in the Constructivist perspective of Kathy Charmaz (2009), encompassed initial coding, focused coding, and theoretical coding. The investigation had the following specific objectives: a) To understand the welcoming practices implemented by Campus Manaus Centro, from the students’ perspective, aimed at the process of integration and the development of institutional identity, fostering a sense of belonging as a strategy for integration and retention; b) To identify the welcoming practices that contribute to the integration and retention of incoming students in Integrated Secondary Education with Professional and Technological Education at Campus Manaus Centro; c) To construct a Guide for New Students in Integrated Secondary Education, with guidelines for the process of integration and retention in this educational modality. The main outcome of this research was the understanding of the newcomers’ perceptions regarding the process of integration and retention in Integrated Secondary Education, expressed through the Substantive Theory: “Welcoming in Integrated Secondary Education is a continuous and multidimensional process that directly influences students’ integration, sense of belonging, and retention, depending on the interaction between institutional strategies and networks of academic and emotional support.”Dissertação Aprendizagem Tecnológica Ativa (ATA): um elo de dialogicidade para a formação humana integral no ensino médio integrado(2025-03-28) Araújo, Gilmara Silva de; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Santos, Marivan Tavares dos; http://lattes.cnpq.br/9141036625325746Active Technological Learning (ATA) is a methodological teaching process that aims to articulate so-called active methodologies with resources from Digital Communication and Information Technologies (TDICs). From this perspective, we adopt this process based on Freire’s (1996; 2020) dialogic educational conception, which we believe contributes to the field of Professional and Technological Education (EPT), considering the Integral Human Formation of students with a focus on the teacher-student relationship. In light of this, we structured this investigation within a qualitative approach, encompassing documentary research linked to field research, with the locus being the Manacapuru Campus of the Federal Institute of Education, Science, and Technology of Amazonas (IFAM). Thus, the general objective of this research was to analyze the contributions of Active Technological Learning (ATA), articulated with the teaching and learning process, aiming to promote the Integral Human Formation of students in the Integrated High School (EMI) in Administration at IFAM Manacapuru Campus. To achieve this, questionnaires were applied to 20 participating students, and semi-structured interviews were conducted with seven teachers. Consequently, we collected a set of data analyzed through thematic and interpretative analysis (Severino, 2013) and content analysis (Bardin, 2020), using as a theoretical lens the studies of Leite (2018; 2020), Moran (2018), Ciavatta (2014), Moura (2015), Kuenzer (2015), among others. The results indicated that Active Technological Learning, aligned with the principles of Integral Human Formation and Freirean student centered learning, represents an innovative and viable pedagogical approach in the Integrated High School (EMI) at IFAM Manacapuru. We also identified that, despite the structural and methodological challenges revealed, there is collective recognition of ATA’s potential to overcome the limitations of traditional teaching and foster more dynamic and meaningful pedagogical practices. Furthermore, we found that although the participating teachers already incorporate active methodologies and digital technologies in their practices, there is a lack of theoretical systematization of these practices. Finally, the research presented an educational product proposal for EMI teachers, offering guidelines on how to integrate ATA into their pedagogical practices. The material included theoretical support, practical activities, examples of TDICs applications and active methodologies, suggestions for formative and diagnostic assessment, always in line with the principles of ATA. Given this, we emphasize the relevance of this material, applied and positively evaluated by the teachers at IFAM Manacapuru, as it aligns with the guidelines established by the Professional and Technological Education Master's Program (ProfEPT), considering the research line on Educational Practices in Professional and Technological Education (EPT).Dissertação Literatura amazonense no ensino médio integrado: uma proposta didática para a formação omnilateral(2025-03-31) Jesus, Suelen Souza de; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Nogueira, Jocélia Barbosa; http://lattes.cnpq.br/0459825752592236The research titled "Didactic Proposals for Teaching Amazonian Literature in the Integrated High School at the Manaus Zona Leste Campus of the Federal Institute of Amazonas" contributes to the discussions on teaching Amazonian literature within the context of integrated high school education, focusing on holistic education and the development of an educational proposal aimed at supporting teachers in this process. The central question that guided the study was: how to create didactic material that would assist Portuguese Language teachers in addressing Amazonian literature while promoting holistic education in Integrated High School (EMI)? The main objective was to investigate the process of teaching Amazonian literature in the 3rd-year Integrated High School classes at the Federal Institute of Amazonas (IFAM) - Manaus Zona Leste Campus (CMZL), targeting Portuguese Language teachers. The research adopted a qualitative approach, appropriate for educational field studies, with data collection through documentary research and semi structured interviews, using questionnaires before and after the application of the Educational Product at IFAM CMZL and IFAM Manaus Center Campus. The data analysis followed content analysis methodology (Bardin, 2011), with an interpretative focus (Gunder, 2000). The results indicate that including regional literature in the school curriculum strengthens students' Amazonian identity, broadens their literary repertoire, favors their comprehensive development, and promotes the appreciation of local productions. The Educational Product generated is a didactic material focused on teaching Amazonian literature, designed to provide support to teachers on topics covered in the entrance exams of public universities in Amazonas.Dissertação Uma narrativa histórica do Campus Maués/IFAM: as tessituras do ensino médio integrado e a formação omnilateral no contexto amazônico (2010-2019)(2025-03-25) Coelho, Mariana de Oliveira; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Diógenes, Antônia Mara Raposo; http://lattes.cnpq.br/8412404224155459This research investigates the memory of the Maués Campus of the Federal Institute of Education, Science and Technology of Amazonas, located in the interior of Amazonas, with the aim of recording and preserving institutional memory. The theme emerged during the Postgraduate Program in Professional and Technological Education (ProfEPT), based on reflections on the History of Professional Education, its conceptual bases and how this modality arrived in Maués-AM. The study aimed to investigate the historical process of the Maués/IFAM Campus (2010-1019) based on the fabric of Integrated High School and omnilateral training in documents and practice, with an emphasis on preserving the memory of a Professional and Technological Education institution. The theoretical contribution was made by authors such as Manacorda (2007), Frigotto (2018), Della Fonte (2020) Ciavatta (2005), Ramos (2014), among others, who address topics such as Professional and Technological Education, Vocational High School and omnilateral training. The discussion involving memory and oral history as a source of research was based on Magalhães (2004), Le Goff (1990), Santos (2018), Halbwachs (2003), Silva and Barbosa (2022), Freitas ((2006), among others. This research was submitted to and approved by the Human Research Ethics Committee (CEPSH). The research site was the Maués/IFAM Campus and the participants included ten teachers who taught classes for Integrated High School and nine graduates who served as student representatives in the Integrated Technical courses in Agriculture, Information Technology and Administration. The methodological approach was qualitative, with an exploratory character. Data collection techniques involved documentary research and semi-structured interviews, based on thematic oral history. For data analysis, based on Moraes and Galiazzi (2020), Discursive Textual Analysis was chosen, which emphasizes the subjectivity, anchored in the world of experience and everyday life, resulted in the metatext entitled: “Campus Maués/IFAM as a place of memory and identity: a watershed for the Maués community regarding comprehensive human development”. The investigation revealed that the implementation of the Instituto Federal do Amazonas (IFAM) in Maués, with the proposal of Vocational High School Education, represented a crucial milestone for the community, by expanding access to free, quality public education, promoting social inclusion and contributing to the integral human development of students, articulating technical, scientific and cultural knowledge. The research highlights the importance of preserving institutional records, both physical and digital, to ensure that significant milestones are not lost, as well as the legacies of achievements of the people (teachers, technicians and students) who are part of the institution. All this safeguarding helps future generations to have knowledge of the past, understand the present and, at the same time, project the future more accurately, establishing a bond between generations and strengthening the identity of the institution. Based on this information, an Educational Product was developed in e-book format, entitled “The Tree of Knowledge: Maués/IFAM Campus as a Place of Memory and Identity”, a material that uses an analogy to tell the story of the Maués/IFAM Campus, correlating the constituent parts of a plant (guarana) with the fundamental parts of a successful school.Dissertação A aprendizagem baseada em projetos como instrumento de formação para o mundo do trabalho na EPTNM(2025-03-26) Xavier, Adriane Campos Dinelly; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Weil, Andreza Gomes; http://lattes.cnpq.br/5253723857077661The present dissertation aimed to investigate how Project-Based Learning (PBL) can contribute to the preparation of students in Secondary Technical and Vocational Education (EPTNM) for the world of work. The research objectives included understanding the socioeconomic reality of the students, identifying their perceptions of the world of work, examining institutional strategies aimed at fostering comprehension of this field, and developing an educational product based on PBL. The research was conducted using a qualitative approach, employing a multimethod strategy in the investigated field. The study was carried out with third-year students of the Integrated Technical High School Program in Mechatronics at the Federal Institute of Education, Science, and Technology of Amazonas (IFAM), Manaus Distrito Industrial Campus (CMDI). Throughout the year 2024, various data collection instruments were applied, including questionnaires, brainstorming sessions, mind maps, and workshops. The data analysis technique used was Bardin’s (2011) content analysis, which enabled the exploration of meanings within communications. The findings indicate that most students come from low income families, with a diversity of characteristics, personalities, and aspirations, perceiving the institution as a means for academic and personal development. The analysis also emphasized that work, as an educational principle, is a central axis in the training offered by EPTNM. Students’ perceptions indicated a multifaceted understanding of the world of work, encompassing dimensions such as personal fulfillment, competitiveness, and precarious conditions. In this context, the results showed that PBL fostered a collaborative and reflective learning environment in which students took active roles in knowledge construction. The creation of practical outputs—such as podcasts, videos, and graphic materials—demonstrated students' engagement and ability to link theoretical content to real-world demands. Furthermore, PBL proved to be an effective instrument in fostering an understanding of the complexities of the labor market. As a result of the research, an educational product was developed: a didactic guide titled “The Project-Based Learning and the World of Work”, offering pedagogical guidance and strategies to support the implementation of PBL in the context of EPTNM.