Teses e Dissertaçõeshttp://memoria.ifrn.edu.br/handle/1044/1062026-05-31T08:12:55Z2026-05-31T08:12:55ZA atividades de aprendizagem e a formação humana integral: um estudo nas disciplinas técnicas do curso técnico de nível médio segurança do trabalho na forma subsequente na modalidade EaD do IFRNhttp://memoria.ifrn.edu.br/handle/1044/32332026-05-29T11:30:41Z2020-09-29T00:00:00ZA atividades de aprendizagem e a formação humana integral: um estudo nas disciplinas técnicas do curso técnico de nível médio segurança do trabalho na forma subsequente na modalidade EaD do IFRN
The study presented here aims to understand the relationship between learning activities and
the epistemological foundation of integral human development. In the empirical field, this
relationship seeks to be analyzed in the technical disciplines that are present in the technological
nucleus of the Programa of Studies of the Mid-Level Technician course of Work Safety, in the
subsequent form online [2013], of the Federal Institute of Education, Science and Technology
of Rio Grande do Norte. The study focuses on the learning activities that were elaborated by
the teachers of the technical courses and on the activities proposed in the textbooks, which were
carried out in the virtual environment during the school years 2017 to 2018. The institutional
documents, the Pedagogical Political Project (PPP) of ifrn and pedagogical project of the course
(PPC) were based for the analysis. The theoretical framework was the studies of Marx (2004,
2013, 2018), Gramsci (2019), Vygotsky (2010), Libâneo (2004), Frigotto (2009), Ciavatta
(2009), Saviani (1989, 2004, 2019), Simão Neto and Hesketh (2009), among others, which
epistemologically support integral human development, articulating it to the basic son of
omnilaterality and polytechnics, so dear to professional education centered on the historicalcritical perspective. On the other hand, the theory of activity initiated with Vygotsky's studies
(2010) served to understand, from a theoretical point of view, the nature of learning activities
and analyze whether, in a concrete situation, they contribute to integral human development.
From the methodological point of view, this research is of qualitative approach, with
triangulation methodology (MOREIRA, 2011) from the theoretical basis adopted, from the
classification matrix of learning activities (SIMÃO NETO; HESKETH, 2009) and the discourse
adopted in the activities. A group of 1,343 learning activities of the disciplines was classified
through the matrix: Statistics Applied to Safety at Work; Technical Design; Introduction to
Safety at Work; Safety at Work; Ergonomics; Prevention and Fight against Sinister; Loss
Prevention and Control; and, Instrumentation for Occupational Hygiene. To discuss the
possibility of cognitive development in the light of Vygotsky, a sample of two learning
activities of each discipline was taken, using as a criterion of choice the diversity of classes
found. However, during Instrumentation in Occupational Hygiene, only one activity was taken
for analysis. From the result of the analysis, we conclude that the conceptions of omnilaterality
and polytechnics that converge to the integral human development, as well as the possibility of
cognitive development in students, are present in the sample of the learning activities analyzed,
enabling students to a deeper relationship between the theoretical approaches adopted by
teachers and professional practice.
2020-09-29T00:00:00ZDocentes não licenciados e sem dedicação exclusiva no IFRN: caminhos discursivos entre o trabalho e a educaçãohttp://memoria.ifrn.edu.br/handle/1044/32322026-05-28T13:30:40Z2018-12-20T00:00:00ZDocentes não licenciados e sem dedicação exclusiva no IFRN: caminhos discursivos entre o trabalho e a educação
That study focused on the possibility of intensify the debate about the relation between work
and education in Professional Education's field from a singular perspective of teaching
performance. Therefore we aim to analyze from the teacher' speech the implications / impacts
from the extroverted work experiences in the professional practice of unlicensed teachers and
without Exclusive Dedication who work in the IFRN. The theoretical basis of this research
process were supported in the works of Braverman (1977), Marx (1987, 1997, 2014), Antunes
(2002, 2009, 2014), Gramsci (2011), Ramos (2008, 2013, 2014), Frigotto (1990), Tardif
(2013, 2014), Dominik (2017), and Urbanetz (2011), among others that discuss the a priori
and emerging theoretical categories of our study process that itselves were situated between
work, teaching work, human training, specific knowledge for PE, non-teaching work
experience and relation between theory and practice. The subjects chosen for the
accomplishment of the empirical research were the unlicensed professors, who were not
working in the Exclusive Dedication mode, with more than 2 years of teaching in the IFRN
and that they had another non-teaching work . The research of qualitative especifity counted
on bibliographical and documentary review, besides the realization of semistructured
interviews with seven professors of four IFRN's campus. We noticed that there is a deficit in
the formative trajectory of these teachers that can not get to of an extended formation to act
in the EP. We emphasize that the teachers don't know about of the political and
epistemological bias that underlies the conception of human formation. We understand that
the knowledge that mobilizes most in teaching practice ends up being the knowledge of
experience in their non-teaching work, which is considered as substrate capable of making
them professionals with greater significance among students. We have identified that they see
on the perspective of teaching in PE as possibility and duty to send students to the working
market and that there is a desire for institutional recognition for the knowledge that this work
practice in concomitance can add up to teaching. We emphasize the need to find a equilibrium
between the formative possibilities of the teacher, so that they understand that no knowledge
should overlap with another, and finally, we understand that it is necessary to unmake in the
teaching ideal the idea of the school as a locus of formation for the exercise of work activities
and the teacher as training agent.
2018-12-20T00:00:00ZFormação docente em educação profissional e tecnológica no Rio Grande do Norte: entre os discursos e sua materializaçãohttp://memoria.ifrn.edu.br/handle/1044/32302026-05-26T12:30:42Z2026-02-06T00:00:00ZFormação docente em educação profissional e tecnológica no Rio Grande do Norte: entre os discursos e sua materialização
This research aimed to analyze the relationship between the official discourse on teacher
education for Professional Education (PE), as established by normative and regulatory
documents, and the materialization of the training of teachers working in Professional and
Technological Education (PTE) in state public schools in the municipality of Mossoró/RN,
Brazil. As specific objectives, the study sought to: conduct a diagnostic survey of teachers’
educational backgrounds, focusing on training directed toward Professional and Technological
Education; carry out a documentary analysis of the legislation guiding teacher education for
PTE at the state level, as well as the possible actions undertaken by the State to provide training
for teachers working in this curricular offering; and analyze teachers’ perceptions and
evaluations regarding the training offered within PTE in parallel with the requirements imposed
by legislation specific to the field of Professional Education. This research is grounded in the
thesis that there is a mismatch between the official discourse on teacher education for PE,
expressed in official documents (PNE, PEE-RN, DCNs, LDB, State Policy for Professional and
Technological Education, decrees, among others), and the actual training practices of teachers
working in Professional and Technological Education in the state of Rio Grande do Norte.
Methodologically, the study employed field research, supported by bibliographic and
documentary research, adopting a qualitative approach. Data were collected through semi-
structured interviews. The research involved five teachers from Professor José Nogueira State
School and five teachers from State Center for Professional Education Professor Francisco de
Assis Pedrosa, both located in Mossoró/RN. The analysis of interview data was conducted using
elements of Thematic Analysis, combined with methodological triangulation. The analysis of
the results revealed the emergence of reflection and critical awareness fostered by the
discussions arising from the training processes, as well as changes in perspectives regarding
formative actions, when compared to the initial diagnostic findings. It was concluded that, in
the investigated context, most teachers working in PTE are hired on a temporary basis, which
hinders the development of solid and continuous professional training. Furthermore, it was
observed that teachers often lack a broader understanding of PTE in connection with a more
comprehensive educational perspective grounded in a Marxian conception of Integral,
omnilateral Education. Instead, the reports tended to align with a market-oriented understanding
of this educational modality. This finding reinforces the notion of a deficient training process
(or even the absence of consistent training, given its occasional and sporadic nature) offered to
these teachers. It can therefore be inferred that the intentions expressed in official documents
and discourse are not fully translated into concrete actions, confirming the gap between what is
prescribed in educational policies and what is implemented in everyday school practice.
Consequently, the thesis that there is a mismatch between the official discourse on teacher
education for Professional Education, as expressed in official documents, and the actual training
practices of teachers working in Professional Education in the state of Rio Grande do Norte is
confirmed.
2026-02-06T00:00:00ZA importância da prevenção no planejamento da gestão ambiental nos municípios do RN: a ação da gestão pública frente aos desastres naturaihttp://memoria.ifrn.edu.br/handle/1044/32272026-05-19T16:00:41Z2026-03-11T00:00:00ZA importância da prevenção no planejamento da gestão ambiental nos municípios do RN: a ação da gestão pública frente aos desastres naturai
2026-03-11T00:00:00Z