http://memoria.ifrn.edu.br/handle/1044/107 2026-09-30T15:22:32Z 2026-09-30T15:22:32Z http://memoria.ifrn.edu.br/handle/1044/3321 2026-09-24T14:00:45Z 2026-07-20T00:00:00Z

Práticas docentes na educação profissional: o uso da tecnologia assistiva pelos professores de estudantes com deficiência visual no IFRN - Campus Natal Central This research aimed to understand the teaching practices of professors at IFRN – Campus Natal-Central focused on the inclusion of visually impaired students through the use of Assistive Technologies. To achieve this goal, the following specific objectives were proposed: to analyze the specific learning strategies used by teachers with visually impaired students and to research the use of assistive technologies by teachers in the classroom, evaluating and relating it to the Brazilian Law for the Inclusion of Persons with Disabilities (LBI), the Law of Guidelines and Bases of National Education (LDB), laws and decrees on inclusive education at the state level, identifying in teaching practice the conception of teachers in regular classes in relation to inclusion when faced with visually impaired students, reflecting on the practices of these teachers. The research methodology used was exploratory, with a qualitative, descriptive approach, through bibliographic review, document analysis, using laws and decrees on inclusive education, and field research, using as data collection instruments, interviews with four professors from the Natal Central Campus who work or have worked with students with visual impairments. The results showed that inclusion is still under construction, requiring continuous efforts from the State, the institution, managers, and teachers at IFRN - Natal Central Campus.

2026-07-20T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3320 2026-09-22T14:30:33Z 2025-03-06T00:00:00Z

Uma proposta didática interativa para o ensino de energia cinética de rotação e energia cinética de rolamento mediada pelo uso do software algodoo The Basic Education in Brazilian schools is very outdated, being carried out to prepare students only to answer exercises without worrying about the acquisition learning focused on citizenship, even if with the legislation which aims at this goal. The lack of teachers' proficience; the poor working conditions and the devaluation of those professionals, as well, end up triggering this chaotic scenario, what unmotivates consequently the students' interest for the knowledge of science, especially in the teaching of Physics. Considering the needs for teachers to qualify themselves to meet current educational demands, this abstract presents an interactive didactic proposal for teaching the kinetic energy of rotation and rolling. For this matter, it was necessary to develop a didactic sequence (DS: Didatic Sequence) based on the Potentially Significant Teaching Units (PSTU), by Marco Antonio Moreira, which is influenced by the Meaningful Learning Theory (MLT) by David Paul Ausubel for a teaching approach related to this topic, using a digital book which presents free educational software for virtual simulations of the physical phenomena in progress herein. The DS was developed by being conducted for the students' classes of a 1st Grade level, group “A”, during the morning shift at the Professor Eliah Maia do Rêgo public high School in Parnamirim, Rio Grande do Norte State, from May to July 2024. For that class activity, the e-book “Algodoo and the Rotational Dynamics” was achieved by addressing not only the contents that were used in the DS, but also all the rotational dynamics with an adaptable language, mainly, for High School series, which use the mentionable program as a resource to mediate the desirable learnability process. During the application of the SD, it was essential to investigate the students' prior knowledge regarding the kinetic energies of rotation and rolling for promoting the evolution of learning through the practical use of the software by stimulating the students' interest in the subject through a significant learning experience by also evaluating the application of the didactic sequence as an instrument for knowledge formation. To construct the research data, which had a qualitative nature, the procedures used were: application of individual questionnaires; a handbook for creating a virtual laboratory using Algodoo; and critical observations related to the students' participation during the activities assignment for classroom activities. These data were analyzed according to the steps for constructing a PSTU and, from this analysis, it was possible to identify the development of the proposed objectives, mainly regarding to the perceptions of learning focused on the social context of the students, such as the importance of the conscious use of the energy produced for the development of today's society, especially those that use, in some part of their production, the concepts of rotational energy. So, we conclude that the didactic proposal was successful, as it was able to provide evidence of capture of meanings, understanding, ability to explain and apply knowledge to solve problem situations, characteristics that summarize the concept of meaningful learning, making this proposal provide them the capacity for critical thinking and decision-making before society, based on scientific knowledge.

2025-03-06T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3319 2026-09-21T14:00:41Z 2023-07-31T00:00:00Z

A poética de Brecht e seus contributos pedagógicos para a formação humana integral na educação profissional e tecnológica The art is a balm to soften our days darkened by the harshness of capitalist modes of production, it brings us closest to ourselves! In addition, the art emerges our sensitivity, empathy and knowledge, lead us to reflect on our trajectory as social beings. In view of this, the present research aims to analyze if the Bertolt Brecht's poems could contribute pedagogically to the political formation of Integrated High School (IHS) students through the dialectical thinking. To this end, we will start with a brief immersion in his work to understand the context of the german playwright's life, Bertolt Brecht, the theory of Augusto Boal, Koudela, Saviani, Frigotto, among others, so we will understand a little bit about the theater/education' theories. In this sense, the historicization of Bertolt Brecht was initially undertaken, with the aim of understanding the influence of Karl Marx's work on his writings and the way of his poetries was and still are important in the critical formation of the working masses and in the capitalist mode of production. Later, we elaborate a counterpoint between the pedagogical contributions in his poems and how they could be incisive for integral human formation. Thus, the bases of professional and technological education and historical-critical pedagogy were used in a theoretical-pedagogical perspective. In this way, we went through the stages of collecting bibliographic information to structure the pedagogical proposal in a workshop format to be developed with IHS students, which could be extended to non-professional High School as well. The workshop production and application process are anchored in theoretical-methodological interpretations, and in the conceptual bases of Professional Technological Education (PTE), fundamentally: work, political formation and citizenship. This research pointed to a certain absence of publications on Brecht's poetics in the area of PTE, mainly about the human and integral formation. Finally, as an educational proposal, a pedagogical workshop based on conversation circles was produced to reflect the Brecht's poems and their importance as a guiding thread for the construction to dialectical, human and integral education. Due to the immense potential and social influence of Brecht's poetry, it was concluded that his poetic work through his poems is vital for the development of students' political formation, allowing, if discussed, an important contribution for students to reflect about his importance as an opinion former and a professional person aware of his historical and social context.

2023-07-31T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3318 2026-09-10T16:30:29Z 2023-01-12T00:00:00Z

Formação docente e educação profissional e tecnológica no IFCE: experiência com a licenciatura em ciências biológicas no Campus Jaguaribe This study was developed through the line of research entitled Organization and Memories of Pedagogical Spaces in Professional and Technical Education (PTE), of the Postgraduate Program in Professional and Technical Education (PROFEPT), of the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), at Mossoró’s campus. Its objective was to contribute to initial and continuing education of current and egress students of the Licentiate Course in Biological Sciences of the Federal Institute of Education, Science and Technology of Ceará (IFCE), in Jaguaribe’s campus, through the implementation of a mini-course focused on the theoretical basis that guide PTE’s teaching practices. This course was developed after the acknowledgement, through the analysis of the institutions’ documents, that discussions on this topic are not part of the licentiate’s course curriculum. Therefore, a mini-course focused on the theoretical basis that guide PTE’s teaching practices was elaborated and its target audience were the students of the Licentiate Course in Biological Sciences of IFCE/Jaguaribe. Thus, this is a qualitative study performed through an action research, since it aimed to minimize the aforementioned problem. A number of twenty-two current and egress students took part in the course. The data was obtained through a diagnostic evaluation, with the application of a questionnaire and the activities that were developed throughout the course, which evidenced the lack of knowledge related to the conceptual basis of PTE and the elements related to the teaching practice in this modality. After the planned meetings, the students exposed their impressions about the course. Despite the positive feedback, they pointed out that there is the need of reading more about the studied themes. Our self-evaluation led us to understand that this was a motivating and innovative proposal to IFCE. However, we also understand that the workload and the proposed activities need some adjustments. In what comes to IFCE, we suggest a reformulation of the Course Pedagogical Project of the Licentiate Course of Biological Sciences and the other teacher training courses, in order to contemplate teaching in PTE, since this modality has been on the rise in Brazil in the last decades.

2023-01-12T00:00:00Z