PROFEPT - Dissertações
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Item O ensino da língua inglesa no curso de informática no contexto da Educação Profissional Técnica de Nível Médio (EPTNM): um olhar para o currículo integrado(2025-03-31) Bezerra, Cleber de Souza; Frota, Vitor Bremgartner da; http://lattes.cnpq.br/6100146230873494; Frota, Vitor Bremgartner da; http://lattes.cnpq.br/6100146230873494; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Magalhães Netto, José Francisco de; http://lattes.cnpq.br/3958238119785924This research investigates the implementation of the integrated curriculum in the Integrated High School with Technical Education at the Federal Institute of Amazonas (IFAM), with an emphasis on the curricular integration of the English Language in the Information Technology technical course. The study stems from the observation of curricular fragmentation and educational duality between English Language and technical subjects, evidenced throughout the Professional and Technological Education Graduate Program (ProfEPT). Considering the importance of English in the technology field and the need for an omnilateral education, the research analyzes how an instructional material can contribute to the implementation of the integrated curriculum. The methodological approach adopted is qualitative, based on Discursive Textual Analysis (DTA), as proposed by Moraes and Galiazzi (2011), following three stages: 1) unitization, 2) categorization, and 3) metatext production. Data collection was carried out through semi-structured interviews with seven English teachers from IFAM and the analysis of Course Pedagogical Project (PPC). DTA enabled the construction of analytical categories that revealed structural challenges such as the lack of specific training for teaching English for Specific Purposes (ESP), the absence of curricular integration, and the undervaluation of the English Language discipline within the context of Professional and Technological Education (PTE). Furthermore, it was found that curricular fragmentation and the lack of interdisciplinary approaches hinder the potential of English language teaching as a support tool for students’ technical education. In response to these challenges, the Practical Guide to English for Specific Purposes: Guidelines and Suggestions for Teachers of the Information Technology Course in Integrated High School was developed, featuring methodological proposals, pedagogical strategies, and integrative activities to strengthen the connection between the English Language and the technical components of the course. The study concludes that the implementation of the integrated curriculum requires continuous teacher training, student needs analysis, and active methodologies that foster the connection between English content and the specific demands of the Information Technology technical course. This instructional material is expected to contribute to overcoming educational duality and to the development of an integrated and contextualized teaching approach in Professional and Technological Education.Item O papel da CAPNE na educação profissional e tecnológica: uma perspectiva inclusiva para estudantes com deficiência visual(2024-10-31) Santos, Ozivane Monteiro dos; 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; Lemos, Cátia de; http://lattes.cnpq.br/1107294537559745This research is an integral part of the Professional Master's Program in Professional and Technological Education, in the research line: “Educational Practices in Professional and Technological Education-EPT” of the Instituto Federal do Amazonas – IFAM/CMC. The study deals with the role of CAPNE in Professional and Technological Education for students with visual impairment. Its main objective was to investigate the role of CAPNE in the process of inclusion of students with visual impairment in the Technical Course of Secondary Level in the Subsequent form of IFAM/CMC. To this end, the aim was to understand the actions of CAPNE in the inclusion process, identifying assistive technologies that provide education and employability to subsidize material that can contribute to the inclusion of students with visual impairment at IFAM/CMC. The methodological path was based on a qualitative approach, using questionnaires and semi-structured interviews with the help of a script as instruments for data collection, systematizing the results of the analysis through categories. The main results obtained from the research were: assertion that CAPNE plays a relevant role in the inclusion of people with disabilities, as well as providing opportunities for assistive educational technologies to contribute to the process of professional and technological training of students with visual impairment enrolled at IFAM/CMC. As a result of the study generated during the research, the booklet entitled: Good practices for the inclusion of people with visual impairment in secondary level technical courses in the subsequent form-EPT emerged as an educational product. This is the result of a collective work between researcher/researched/advisor, where everyone contributed to the construction of a subsidy that will assist students with visual impairment not only in school life, but also in the world of work. Therefore, it is concluded that the impediments and prejudices present in everyday life possibly still limit the exercise of the right to inclusive education for students with visual impairment. However, despite the various challenges, it was observed that IFAM/CMC, through CAPNE, has been committed to providing specialized educational services, offering effective guidance, support and educational technological resources that seek to ensure inclusion that respects individual differences and human dignityItem Educação para o trânsito na educação profissional técnica de nível médio: contribuições para a formação cidadã(2024-10-18) Fragoso, Daniel de Sousa; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Cruz, Rodrigo Andrade da; http://lattes.cnpq.br/1217168298015818This study addresses the importance of integrating Traffic Education (TE) into Secondary Technical Professional Education (EPTNM) as a means of promoting citizenship development. The research is motivated by the need to address the high rates of traffic accidents in Brazil, especially among young people. In addition, the study is based on the premise that an educational approach that combines technical knowledge with awareness of traffic safety can significantly contribute to the development of more responsible and conscious citizens. Therefore, the objective of this study was to analyze the contributions of a teaching proposal, in the form of a free traffic education course, to the citizenship development of these students. The work was structured and developed in three chapters. Methodologically, the research was based on a qualitative approach based on action research, using document analysis, questionnaires, participant observation and field diary records as data collection instruments. The first chapter presents a theoretical framework on Traffic Education and its importance for citizenship development. The second chapter analyzes how this topic is addressed in the guiding documents for Brazilian basic education. The third chapter describes the development of a teaching proposal in the form of a free course and the creation of an educational product. The course was held at the Manaus Centro Campus of the Federal Institute of Education, Science and Technology of Amazonas (IFAM), with EPTNM students, and was developed with the collaboration of educators from this institution. The evaluation of educators and students indicates positive results, increasing awareness about traffic safety and emphasizing the importance of traffic education in the formation of responsible citizens. Furthermore, the results obtained point to a significant gap in pedagogical practices for the effective integration of Traffic Education in the curricula of technical secondary education, highlighting the need for a pedagogical proposal that addresses the topic in a transversal and interdisciplinary manner. The educational product developed systematized the free course entitled Seeking to live in harmony: a proposal for traffic education at EPTNM, with guidelines for teachers and trainers to coordinate teaching activities with Traffic Education. This material covers everything from raising awareness about traffic risks to appropriate conduct and current legislation, highlighting the importance of an education that transcends technical knowledge and contributes to the formation of conscious and responsible citizens. By proposing a differentiated approach for the integration of traffic education into the high school curriculum, the research points to paths for future research and pedagogical practices that promote safety and respectful coexistence in traffic, contributing to the formation of citizens.Item Entraves na finalização do percurso formativo no curso Técnico Subsequente em Serviços Públicos do IFRR/CBVZO(2024-10-30) Oliveira, Hudson do Vale 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/9141036625325746The study aims to analyze the main challenges faced by students of the Technical Course in Public Services Subsequent to High School at IFRR/CBVZO and the possible alternatives and pedagogical strategies that can be implemented to enable the completion of the course. The specific objectives are: a) to understand the challenges faced and the students' perception regarding possible solutions for completing the course; b) to analyze how students who dropped out perceive such challenges from the perspective of overcoming them, with a focus on its completion; c) to map, in light of the perception of students who dropped out and others involved in the phenomenon, in what way(s) the completion of the course could be made possible; and d) to present as an educational product a manual with alternatives for the “rescue” of students who dropped out. The study, aligned with the research line “Organization and Memories of Pedagogical Spaces in Professional and Technological Education” and centered within the macroproject “Organization of Pedagogical Spaces of EPT” by ProfEPT, presents a qualitative approach, of an applied, exploratory and descriptive nature, using bibliographical and documentary research and case study as procedures. It was carried out at IFRR/CBVZO, specifically with students who dropped out of classes of the Technical Course in Public Services subsequent to high school, also considering the teachers and administrative technicians who worked with the course, as well as managers. In data collection, the following techniques were considered: a) application of forms to the students; b) conducting interviews with the teachers who worked in the course, as well as with the technical team that supported its implementation and, also, with the managers; and, c) the analysis of the guiding documents for the creation of the technical courses offered by IFRR/CBVZO, focusing on aspects related to the research in question. The research was submitted to the Research Ethics Committee (CEP), following the procedures required for conducting research with human beings. The information collected was analyzed qualitatively, using content analysis (Bardin, 2016). As an outcome of the research, with regard to the elaboration of the educational product, a Manual of Alternatives for Assistance to Students Who Drop Out Of the Technical Course Following High School in Public Services of IFRR/Boa Vista West Zone Campus was produced, therefore considering the different perceptions and suggestions of the actors involved in the study. We found that, in relation to not completing the course, the greatest difficulty presented by the students who dropped out was the demands related to the curricular internship. When we analyzed this result, we identified that the biggest problem for students who dropped out was related to writing the report, and some even indicated that they felt blocked when faced with the need to write down their reports about their internshipItem O processo de verticalização do ensino na perspectiva de gestores do IFAM - Campus Manaus Centro(2024-10-29) Silva, Ádila Marta da Silva e; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Pinho, Luis Antonio de; http://lattes.cnpq.br/3400177111775428The research presented here addressed the process of verticalization of education from the perspective of school managers, focusing on Federal Institutes (IFs), which have undergone significant transformations since their inception. Verticalization refers to the integration of different levels of education, from basic to higher education, including vocational and technological education, providing students with continuity within the same institution. The objective was to analyze how IFAM managers understand the implementation of this process, highlighting the challenges and advances observed. The investigation was based on a qualitative approach using a case study method, with interviews conducted with staff who have served or are currently serving as managers at IFAM, along with document analysis. Discursive Textual Analysis (DTA), as proposed by Moraes and Galiazzi (2007), was used to analyze the data produced. The results indicate that, although verticalization has brought advances, such as the optimization of institutional resources, there are still challenges related to the articulation between different educational levels and the administrative structure required to support this process. As part of the study, an educational product titled "Protocol for Promoting the Effectiveness of Verticalization in Federal Institutes" was developed, offering practical guidelines for school managers to help them overcome challenges and strengthen the verticalization process in Federal Institutes. This material aims to support the resolution of challenges related to school management and strengthen verticalization in IFs, taking into account their multi-curricular nature and the organizational challenges faced by managers. It is concluded that the verticalization of education in IFs, especially in IFAM, is still under development, although it represents a significant advancement for vocational and technological education in Brazil. It is hoped that the protocol developed will assist managers in overcoming these challenges and in the effective implementation of verticalization in Federal Institutes.Item Uma proposta didática para o ensino de geometria no ensino médio integrado em agropecuária com uso do Geogebra(2024-09-30) Barbosa, Ivaldo Rodrigues; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Lacerda Júnior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Moraes, Nadime Mustafa; http://lattes.cnpq.br/4822173026595958This dissertation addresses the need to improve the teaching of Geometry in the Mid Level Technical Course in Agriculture in an integrated format, exploring the integration of digital technologies, with an emphasis on the use of GeoGebra software as a tool in the teaching-learning process. The teaching of mathematics in integrated technical courses crosses different moments of the curricular proposal and, therefore, requires teaching processes that enable the contextualization and articulation between general training knowledge and technical-scientific training. The contextualization of the problem is based on the observation of recurring difficulties in teaching Geometry within a professional technical context, such as the Agriculture course. These difficulties are amplified by the lack of interactive methodologies that dialogue with the specific demands of this area, being essential to promote pedagogical approaches that articulate mathematical content with agricultural practice. The general objective is to analyze the contributions of the elements and functions of the Geogebra application in the teaching of Plane and Spatial Geometry in the integrated technical course in agriculture, with a view to developing the educational product related to the master's research. The research was carried out at the Manaus Zona Leste Campus (CMZL) of the Federal Institute of Education, Science and Technology of Amazonas (IFAM). Five teachers who work in the integrated technical course in agriculture participated in the research, as well as the collaboration of the first-year students of the Agriculture course. The methodological path used was the qualitative approach and field research in which the data were obtained through the application of a questionnaire and interview for data collection. The results obtained demonstrated that the teachers are unaware of the potential of the Geogebra software in teaching geometry as well as being an articulating tool in the curricular proposal of the course with a view to polytechnic training. The Educational Product developed aims to contribute to teaching practice during theoretical and practical classes in the Intermediate Level Technical Course in Agriculture in an Integrated Form, containing guidelines for using the GeoGebra software.Item Campus Corrente do Instituto Federal de Educação, Ciência e Tecnologia do Piauí: investigação narrativa de sujeitos(2024-09-26) Silva, Marcone Pereira da; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Souza, Ana Cláudia Ribeiro de; http://lattes.cnpq.br/7472602272780097; Rythowem, Marcelo; http://lattes.cnpq.br/5061712494939723; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746This dissertation aimed to conduct a narrative investigation of subjects from the Corrente Campus of the Federal Institute of Education, Science and Technology of Piauí, seeking to understand the historical trajectory of this campus through narrative investigation with some historical subjects, investigating the social impact, due to the need to record its historical trajectory, analyzing its role in local and regional education, its institutional identity and the social impact it has caused for the municipality of Corrente/PI. To this end, bibliographic research guided by qualitative research was adopted, which allows for a thorough reading of the data, due to the interpretative richness, the contextualization of the studied environment (Gil, 2007), also offering a recent, natural and holistic perspective of the phenomena, as well as a flexibility of data acquisition and interpretation methods. As a data analysis procedure, we used Dircursive Textual Analysis (Moraes and Galiazzi, 2016). This study is based mainly on the works of Maurice Halbwachs (1990), Paul Ricoeur (2007), Ecléa Bosi (1994; 2003) and Le Goff (1990) in addition to the German theorist Walter Benjamin (1994). The implementation of the IFs and the Extension Plans of the Federal Network go against the established neoliberalism, resulting in opportunities for working-class youth to obtain quality education, through an educational system that inserts these youth into society as fully self-aware and autonomous individuals, so that they can participate in the construction of a new society based on equality (social, political and economic). The results of this investigation highlight the historical trajectory of the Corrente/IFPI Campus, evidencing the significant impact of the institution in the city of Corrente/PI. The assessment of the social impact demonstrated that the Corrente/IFPI Campus has played a crucial role both in the lives of its graduates, by providing educational and professional opportunities, and in the socioeconomic development of the city of Corrente. As an educational product, an e-book was developed that compiles and narrates the history of Campus Corrente/IFPI through the voices of its protagonists, offering a comprehensive and humanized view of the institutional trajectory.Item Inclusão de alunos surdos na educação profissional e tecnológica: a comunicação em Libras entre discentes ouvintes e discentes surdos do ensino médio integrado do IFAM/CMC(2024-10-17) Alves, Edilson Gomes; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Araújo, Mônica Dias; http://lattes.cnpq.br/5538217836402363This master's research arose during my experience as a professor in the teacher training programs at the Federal Institute of Education, Science, and Technology of Amazonas (IFAM), Manaus Centro Campus (CMC), when I encountered the inclusion of deaf students regarding the communication that occurred between deaf students and hearing students at the school. This experience was further shaped by the doubts and concerns expressed by fellow educators and also by integrated high school teachers. Thus, the objective of this investigation was to understand how communication in Brazilian Sign Language (Libras) occurs between hearing students and deaf students in the integrated high school at IFAM CMC. The research is structured into three chapters with the following sections: Chapter 1. Special education and the inclusion of people with disabilities, which contains three subsections: 2.1 - Legal foundations for the inclusion of people with disabilities; 2.2 - Paradigms for the inclusion of people with disabilities; and 2.3 - The inclusion of students with disabilities in the school environment. Chapter 2. Specific education for deaf students in professional and technological education, divided into three subsections: 3.1 - Legal foundations concerning Brazilian Sign Language (Libras); 3.2 - Communicational aspects of Libras; and 3.3 - Myths and curiosities about Libras. Chapter 3. The use of assistive technology for the deaf, including subsection 4.1 - Applications or tools for translation and interpretation to facilitate communication, which unfolds into seven tertiary sections: 4.1.1 – Hand Talk; 4.1.2 – Primeira Mão; 4.1.3 – Instant transcription; 4.1.4 – AVA: valuing communication; 4.1.5 – V Libras; 4.1.6 – Communication Mediation Center (CIC); and 4.1.7 – The ICOM. To achieve this, we chose to conduct a qualitative study through a case study at the Federal Institute of Amazonas, Manaus Centro Campus (IFAM CMC). The target population for this investigation will be the deaf students of the integrated high school, their teachers, educators, and Libras interpreters. The data collection instruments we will use include interviews, observation, questionnaires, and field diaries. For data analysis, we will use Discursive Textual Analysis (ATD). The outcome of this research will be an Educational Product - a Manual of Communication in Libras: Eyes that see, hands that speak. The proposal is to present to the school community of the regular education system a Libras manual with basic notions and tips on how to communicate with deaf students, aiming to facilitate communication among hearing students, deaf students, teachers of deaf students, and educators who maintain contact with everyone. Additionally, it will serve as support to facilitate the school inclusion of deaf students, as the Educational Product can be utilized in various sectors of the institution, contributing to basic communicational accessibility between the personnel in the sector and the deaf student.Item Projeto integrador no curso técnico subsequente de enfermagem do CETAM: possibilidades para a formação politécnica(2024-03-15) Gomes, Márcia Fernanda Izidorio; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Trindade, Deilson do Carmo; http://lattes.cnpq.br/0602516200714965; Gomes, Salatiel da Rocha; http://lattes.cnpq.br/4733917438143300This work is based on the line of research “Organization and Memories of Pedagogical Spaces in Professional and Technological Education”, the bases of which are presented in the macroproject “Organization and management of pedagogical spaces in EPT”. The objective is to understand the guidelines and principles in pedagogical planning that can support the implementation of the integrative project in Cetam's subsequent technical nursing course based on polytechnic training. As specific objectives, we indicate: a) discuss polytechnic training as the basis of the integrative project in subsequent education; b) analyze the guidelines and principles that underlie the pedagogical planning of the integrative project in the subsequent technical course; and c) prepare a guide containing guidelines to assist the pedagogical planning of the Integrator Project in a technical course subsequently. The research intention when entering the Professional Master's Program in Professional and Technological Education was to develop a study on the possibility of adopting interdisciplinary strategies in planning educational actions, which enhance students' experiences, collaborative construction, identification and solving problems inherent to their professional choice, as well as student leadership in the learning process. To this end, we delimited as the locus of study the Escola de Formação Profissional Enfermeira Sanitarista Francisca Saavedra, a teaching unit at Cetam, and we defined as research subjects 15 professionals who work directly in the subsequent technical nursing course. The methodological approach adopted was qualitative, using documentary research techniques, literature review, interviews and content analysis. As the final stage of the research, we built an educational product whose objective was to guide the pedagogical planning of the integrative project in the subsequent technical Nursing course, from a polytechnic training perspective. Thus, we found that the implementation of the integrative project is a possible path, despite some institutional limitations highlighted in the research. Furthermore, we reinforce the importance of PI in the teaching-learning process, as an integrated interdisciplinary practice that enhances subject knowledge in all its dimensions.Item O pensamento matemático no ensino médio integrado: uma iniciativa educativa para a formação politécnica(2024-04-24) Pessoa, Ângela Paula da Silva; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Silva, Cirlande Cabral da; http://lattes.cnpq.br/3405754239635541; Sousa, Jeanne Moreira de; http://lattes.cnpq.br/3452575521411050; Rodrigues, Jorge de Menezes; http://lattes.cnpq.br/4086151519369862This study aimed primarily to understand how mathematics teachers in the Integrated High School (EMI) at the Federal Institute of Amazonas (IFAM) manage to integrate the teaching of mathematics with technical subjects in an interdisciplinary way, in order to foster the awakening of mathematical thinking contributing to the polytechnic formation of students at the Federal Institute of Amazonas (IFAM). This qualitative study used Textual Discursive Analysis (TDA) to analyze the experiences and perceptions of students and teachers involved in EMI, focusing on the dynamics of teaching and learning Mathematics. Tools such as interviews and diaries allowed for a deep dive into pedagogical practices and educational experiences. The results revealed that effective integration of Mathematics in EMI requires not only innovative and interdisciplinary teaching methods but also strong institutional support. Motivational strategies were identified, along with the importance of student resilience, the applicability of mathematical logic, and the need for a strengthened curriculum to promote continuous advances in mathematical learning. The research pointed to the implementation of active methodologies, the use of educational technologies, and the execution of interdisciplinary projects as means to arouse students' interest in Mathematics and improve academic performance. Furthermore, the analysis highlighted the need to overcome barriers related to curricular integration and collaboration between technical subjects and mathematics to solidify interdisciplinarity. The dissertation also emphasizes the relevance of developing teaching competencies aimed at pedagogical innovation and interdisciplinarity, suggesting continuous training for teachers to face the challenges of integrated teaching. The resistance of some educators to interdisciplinary approaches and the lack of time allocated to collaborative projects were identified as obstacles that need to be overcome. This work contributes to the educational field by providing practical and theoretical insights that can assist in improving the teaching of Mathematics in the context of EMI. It proposes a critical reflection on current pedagogical practices and suggests directions for future educational interventions, with the goal of enriching the teaching and learning experience of Mathematics at IFAM, aligning with contemporary demands for technical and academic training.