http://memoria.ifrn.edu.br/handle/1044/106 2026-11-10T18:12:26Z 2026-11-10T18:12:26Z http://memoria.ifrn.edu.br/handle/1044/3351 2026-11-09T13:00:46Z 2026-03-27T00:00:00Z

Ensino e formação para o trabalho: a Lei nº 5.692/1971 e a busca por vocações no 1º grau The main objective of this dissertation was to analyze how Law No. 5,692/1971 addressed primary education, specifically regarding the pedagogical techniques suggested by the legislation, focusing on vocational training. To corroborate the relevance of this work, we have listed its specific objectives: to historically contextualize the creation of Law No. 5,692/1971; to analyze Law No. 5,692/1971 based on its content and the relationship established with other legal regulations; and finally, to understand how vocational training was present in teaching materials used in primary education. This research employs documentary analysis as its methodology, conducted through a study of two textbooks from the subject "Education for Work – Aptitude Assessment," 7th grade, and "Education for Work – Professional Choice," 8th grade, both by the author Lurdes de Bortoli, as well as the use of other sources (legislation and media disseminated by the governments at the time), these seen as means to understand the political and socioeconomic scenario of the beginning of the Dictatorship, especially the "Economic Miracle." A literature review was also carried out, using authors such as Dreifuss (1981), Kucinski and Branford (1987), Veloso; Villela and Giambiagi (2008), among others. Nevertheless, the following questions arise: how did this Law address primary education? What practices were used or recommended to educate young people with the goal of preparing them for work, even though it was not yet mandatory at that level? Having established this, we seek to contextualize the Brazilian State taken over by the coup launched by the Military in conjunction with a select group of civilians, thus beginning the Military Dictatorship (1964-1985). This period was marked by significant changes in various areas of society, mainly in the economy and education. The various measures taken led the Brazilian Gross Domestic Product (GDP) to grow, on average, 11% per year, a fact that became known as the "Economic Miracle" (1968-1973), a result of the Government's Economic Action Plan (PAEG), which proved to be a real stain on the national economy, since to sustain such favorable financial indicators, underhanded measures were necessary to sponsor the so-called miracle. With the establishment of multinational companies in Brazil, the qualification of the workforce became necessary. The government needed to create a legal instrument so that young people could work in this growing niche, and for this purpose Law No. 5,692/1971 was enacted, making vocational education compulsory in secondary education, but already instilling the awakening of vocations in primary school students. Therefore, we can infer the relevance of the analysis in this research to corroborate the premise that the vocationalization of education was already happening in the final years of that school level. This point is ratified when we study the content present in the two textbooks of the subject Education for Work. Thus, we hope that this work will be a lasting source for consultations on the subject, aiming for our generation and future generations to understand the impact of the research presented here

2026-03-27T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3339 2026-11-03T14:00:44Z 2024-06-28T00:00:00Z

A canção popular como porta-voz do enfrentamento de tempos sombrios: experiência no ensino de história na comunidade escolar do campus Mossoró-IFRN The aim of this paper is to analyze how popular song, as a historical source, can contribute to the political education of Integrated High School students, conceiving the political condition as a dimension of omnilateral education. The object of this study is popular song as a didactic resource in the teaching of history. The study is based on the following question: How can popular songs, as a historical source, contribute to the political education of Integrated High School students? Its approach is qualitative. For the research, questionnaires of a diagnostic and evaluative nature were used, as well as the method of non-participant observation, recorded in a field diary. To elucidate the issue, an educational product was developed in the form of an activity booklet, which was implemented during History classes focusing on the Civil-Military Dictatorship in Brazil (1964-1985). The research group consisted of a History teacher and students from the 4th year of the Integrated High School Technical Mechanics course at IFRN - Mossoró Campus. The theoretical-methodological framework is supported by contributions related to History education from authors such as Marc Bloch (2002), Marcos Napolitano (2014), and Selva Guimarães (2012), as well as from the field of Brazilian popular music by authors Miriam Hermeto (2012), João Pimentel, and Zé McGill (2021). In addition to these, contributions from Paulo Freire (2019), Maria Ciavatta (2014), Dante Moura (2013), Marise Ramos (2008), and Savianni (2021), among others, were utilized, focusing on themes related to education and omnilateral development. For the substantiation and analysis of the research, the study continued to be based on the work of Gil (2002), as well as Marconi and Lakatos (2003) and Ludk and André (2018), and employed Content Analysis as proposed by Bardin (2016). The findings show that the use of popular music significantly aids in the development of critical and creative individuals, emerging as a valuable resource in contexts dedicated to comprehensive human development.

2024-06-28T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3331 2026-10-19T20:00:46Z 2024-05-29T00:00:00Z

Guia didático-pedagógico: recurso para a preparação dos estudantes do ensino médio integrado para o estágio supervisionado This dissertation aims to develop a didactic-pedagogical guide to support the process of preparing integrated high school students from the state professional education network in the state of Ceará for the supervised internship, a mandatory stage of professional training. This is justified after verifying that subsidies and teaching materials for internship preparation for integrated high school technical courses are scarce. A specific teaching plan that defines the syllabus, objectives, programmatic content, methodology, evaluation, basic and complementary bibliography of the curricular component is essential. The theoretical foundation discusses technological professional education, full-time integrated secondary education in the state professional education network in the state of Ceará, in addition to the approach to supervised internships in secondary technical professional education. Methodologically, a research with a qualitative approach, of the action research type, was developed, with the elaboration of a didactic-pedagogical guide and application in a pedagogical workshop divided into five meetings, with students in the 3rd year of the Technical Administration course at State School of Professional Education (EEEP) Avelino Magalhães. As well as forwarded for consideration by teachers of the technical base of the Technical Administration courses at EEEPs located in the Baixo Jaguaribe microregion. To collect data, semi-structured interviews were carried out with internship grantors and a semi-open questionnaire was carried out with teachers of Technical Administration courses. The evaluation took place later, at the end of the process, in which the thematic analysis method was used through a conversation with students and a semi-open questionnaire with teachers. The data collected during this stage was analyzed, allowing the guide to be validated by both teachers and students. The research findings were reflected in the light of the thematic analysis technique. The results obtained were positive, highlighting the relevance and effectiveness of the material as an instrument to support the Internship Preparation discipline.

2024-05-29T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3329 2026-10-19T19:30:46Z 2024-06-06T00:00:00Z

Cultura corporal de movimento na educação profissional e tecnológica: tessituras de saberes da teoria à prática With the expansion and internalization of Professional and Technological Education in Brazil, in the state of RN, the state education network is being equipped to provide Professional and Technological Education integrated with high school, a race begins to create state education centers and institutes in order to meet the demands of Professional and Technological Education in the interior of the state, being offered in the form of full-time education. In view of the above, our general objective is to analyze the performance of Physical Education Teachers in Professional Education in the state network of RN in Professional and Technological Education in the Municipality of Assú/RN. Our study is an exploratory study, with a qualitative approach. Our data collection instrument is a questionnaire with open and closed questions comprising ten questions. Our sample is made up of 32 students from the high school technical course in computer maintenance and support in the form integrated with full-time high school at the Juscelino Kubistchek State School, and two Physical Education teachers linked to Professional and Technological Education in the municipality of Assú/RN, invited to contribute to our educational product, reaching a total of 34 participants. After analyzing the data, we found that body culture in Vocational Education is understood in the form of games, sports and play, often associated with self-performance sport, in the sense that it is a form of physical activity. This makes it difficult to deepen the content in Physical Education classes. These results corroborate the reality presented by the teachers in our educational product, a podcast: Body Culture in EFA, which is a round table discussion between Physical Education teachers, and the knowledge linked to pedagogical experience, contributing significantly to a reflection on the time and space of Physical Education and body culture, in professional and technological education, offered by the state education network of RN.

2024-06-06T00:00:00Z