http://memoria.ifrn.edu.br/handle/1044/114 2026-07-15T14:50:13Z 2026-07-15T14:50:13Z http://memoria.ifrn.edu.br/handle/1044/3248 2026-07-01T16:00:42Z 2020-07-31T00:00:00Z

A permanência no programa nacional de integração da educação profissional à educação básica na modalidade de educação de jovens e adultos na perspectiva dos estudantes The present Master’s Dissertation analyzes Programa Nacional de Integração da Educação Profissional à Educação Básica embedded in Educação de Jovens e Adultos (PROEJA), developed at Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN), at campuses Ipanguaçu, Mossoró, Santa Cruz e Zona Norte. Its general objective is to analyze the factors that contribute to permanence of students as participants of Programa Nacional de Integração da Educação Profissional à Educação Básica embedded in Educação de Jovens e Adultos (PROEJA) at Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN) from the students’ perspective. The object of study are these factors of permanence from the students’ perspective. The analyzes of this objective considers rise and decline of the Program at IFRN, as well as PROEJA at IFRN campuses of Ipanguaçu, Mossoró, Santa Cruz e Zona Norte. Students were heard in order to try to identify factors to permanence and their dimensions. It is a qualitative and exploratory research. For the data analyzes, a difference was established between extrinsic and intrinsic factors, based on the ideas by Rumberger and Lim (2008), as well as the categories of permanence factors by Sales (2014), with the purpose of identifying which factors are more determinant for permanence. The current reality of IFRN was analyzed, based on laws and documents related to the Program, and specific characteristics of EJA were discussed, analyzing the possible factors of permanence of PROEJA students at campuses Ipanguaçu, Mossoró, Santa Cruz e Zona Norte. The results have shown that there is not only one determinant factor that makes students continue at the Program. Extrinsic and intrinsic factors contribute for permanence. The conclusion is that permanence is related to institutional, socioeconomic and personal factors. The analyses of factors for permanence was made considering all the context in which the students are inserted, going beyond the students’ answers in order to contextualize intrinsic and extrinsic factors and the decisions taken by the students who intended to stay and PROEJA and finish their studies.

2020-07-31T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3240 2026-06-02T13:01:09Z 2024-03-27T00:00:00Z

Práticas pedagógicas na perspectiva inclusiva: educação física e os alunos com transtorno do espectro autista na educação profissional This study aims to analyze the reports of Physical Education teachers at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) regarding the pedagogical practices developed in classes that have students with Autism Spectrum Disorders (ASD). To this end, an expanded case study was developed, with a methodology based on studies by Burawoy (2014), with a qualitative approach in an exploratory research. Data collection was carried out based on institutional documents from the IFRN and semi-structured interviews with Physical Education teachers from the IFRN Campus Natal - Central who are/were with students with ASD in the years 2021, 2022 and 2023. With the data collected, the analysis of the interviews was carried out using Discursive Textual Analysis, worked by Moraes and Galiazzi (2016). Providing a theoretical basis for the reflection and analysis of the theme, a bibliographical research was carried out on Autism Spectrum Disorder, Inclusive Education (historical and legal aspects), Professional and Technological Education, omnilateral training and school Physical Education, with findings from Cavalcante, Albuquerque, (2020), Sassaki (2010), Silva, Souza e Vidal (2008), Moura (2007), Lopes Cabral, Mota e Gomes (2020), Saviani (2003), Kuenzer (1989), Coletivo de Autores (1992) The results found were the approach of Physical Education teachers to Inclusive Education, in order to seek the inclusion of students with ASD in their classes, with emphasis on the participation of these students, especially in practical classes, the involvement of the class to promote inclusion and teacher training as an important resource for inclusive teaching to take place. Teachers have diverse methodologies, so that there is variety in pedagogical practices, allowing inclusion through diversity.

2024-03-27T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3239 2026-06-02T12:00:40Z 2018-12-04T00:00:00Z

Narrativas de si: memórias entrecruzadas da pós-graduação e da prática pedagógica de professores de língua portuguesa e literatura This research is part of the field of knowledge production related to training of teachers to work in Professional Education, in Integrated Secondary School (ISS). We aimed to investigate the relationship between the stricto sensu formation of Portuguese Language and Literature Teachers (PLL) and their pedagogical conceptions and practices, from the perspective of integral human formation in ISS. This study presents a qualitative, bibliographical and empirical nature. These outlines enabled the demarcation of the theoretical and political contribution necessary to the analysis of the narratives of the six teachers who made their memories available to this investigation. We therefore follow the life histories as a methodological approach, which has the (auto)biographical method based on the studies of Abraão (2012), Delory-Momberger (2012), Minayo (2014) and Passeggi (2013). Due to this approach, we discussed two categories: memory, under the theoretical orientation of Bosi (1994) and Halbwachs (2013); and narrative, based on Catroga (2001) and Ricoeur (1994). We performed the analytical course using the techniques of comprehension and interpretation of the Discursive Textual Analysis (DTA), under the theoretical support of Moraes and Galiazzi (2016). We relied on the bibliographical research in order to build the following categories: the ISS as a crossing for the integral, omnilateral and polytechnical human formation, based on the authors, Frigoto and Ciavatta (2011), Frigotto, Ciavatta and Ramos (2005), Moura 2013), Saviani (2003) and normative documents referring to ISS; and the training required for teachers who work in this modality, from the authors Araujo (2008), Giroux (1997), Moura (2008), Saviani (1997), Severino (2009) and Tardif (2014), and finally, the presuppositions involved in the teaching of PLL, directed to the integral human formation, anchored in Antunes (2007, 2009), Bakhtin (2006), Faraco (2001, 2008, 2016), Geraldi (2012), Possenti 2012), Soares (2002) and Travaglia (1997). The analysis of the narratives led us to a conclusive synthesis, structured from four phenomena that indicate the relationship among the post-graduation and pedagogical conceptions and practices narrated by the interviewees: 1) consolidation of a theoretical framework to reflect on the relationship between theory and practice; 2) a critical rationality about the role of the PLL, as a discipline, in ISS; 3) the constitution of the researcher professor; 4) collective experiences: thinking, planning and producing integrally. In this analysis, we based upon the teachings of Demo (2000), Pimenta (2012), Shön (2000), besides those mentioned previously. We emphasize that, despite the importance of masters and doctorates degrees in the qualification of transformational intellectuals, there is a difficultyamong teachers regarding the development of disciplinary and transdisciplinary pedagogical practices, that combine general and specific knowledge.

2018-12-04T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3238 2026-06-02T11:00:41Z 2025-03-06T00:00:00Z

Saberes e práticas pedagógicas na educação profissional: conceitos e fundamentos epistemológicos The main objective of this dissertation is to discuss the epistemological foundations that constitute the concepts of knowledge and pedagogical practices in Professional Education (PE). In this sense, we clarify that the knowledge and practices mentioned here refer to the set of knowledge of teachers, therefore, we are talking about an epistemological aspect. Therefore, we assume that the knowledge and practices developed in professional education contribute to the delimitation of its field of knowledge. Therein lies the importance of analyzing which epistemology underlies the concepts of knowledge and pedagogical practices in professional education and which societal project these epistemologies serve. As a methodology, basic theoretical research of a qualitative nature with bibliographical support was adopted. As for the objectives, the research is descriptive and exploratory in nature. As a technical procedure, a bibliographic survey was used. In this way, based on the recognition of theoretical references already published in written and electronic media, such as books, scientific articles, dissertations and theses, information on the research topic was collected in the literature already produced. The collection was carried out on the CAPES Periodicals Portal, with the adoption of criteria that delimited the universe of study, guiding the selection of the material. From the analysis of the selected works, we seek to understand the epistemological foundations that constitute the concepts of knowledge and pedagogical practices in professional education. As results, the research demonstrates that the concepts of teaching knowledge have their epistemological foundations in the epistemology of practice and are constituted based on the assumption of practical experience in the classroom as a basis for teaching. In the context of professional education, this reality presents itself in a latent form, when we observe the prevalence of knowledge from work experience assuming greater relevance and recognition compared to knowledge from pedagogical training. Regarding pedagogical practices in professional education, we observed the predominance of the foundations of the epistemology of practice in its concepts. In this way, practical experience as a basis for teaching is reproduced in pedagogical practices in professional education, favoring the separation between theory and practice and distancing from social reality through teaching activities without social criticism, aimed at training labor for the job market. Even in this scenario, the concepts of integrated curriculum and integrative pedagogical practices appear as an alternative to the foundations of the epistemology of practice in PE. Regarding the epistemology of praxis as an epistemological foundation, we realize that this theoretical precept has been little used in work on teaching knowledge.

2025-03-06T00:00:00Z