http://memoria.ifrn.edu.br/handle/1044/1708 2026-09-13T17:12:05Z 2026-09-13T17:12:05Z 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 http://memoria.ifrn.edu.br/handle/1044/3317 2026-09-10T16:00:27Z 2022-12-20T00:00:00Z

Pedagogia histórico-crítica no ensino de língua inglesa em um curso técnico integrado: uma análise dialógica do discurso contra a cultura do fast food English Language Teaching in Brazilian public schools has found ways to reframe pedagogical practices in a social context that puts subjects in contact with the world through technological resources. In this research, we aimed to analyze the discourse of EPT students about fast food culture, after have an English class in the light of Historical-Critical Pedagogy. Therefore, the pedagogical basis that guided both the action plan of this action-research, having a Teaching Proposal as an Educational Product, and contributed to the creation of intelligibility about the social problem that is teaching-learning English in public schools was the Historical-Critical Pedagogy. To this end, theoretical foundations developed by Dermeval Saviani and other researchers who, like him, anchor their studies in dialectic-materialism were addressed. The methodology used in this investigation was of a qualitative nature through action research. The locus of the research was an integrated high school, in a Technical Course of Nutrition and Dietetics, in a third-grade class. In this research, we adopted the Dialogic Discourse Analysis in two perspectives: both as a guide for the language conception with which we plan the reading and production of texts in the English language class, therefore present in our action plan; as a delimiter of the theoretical concept that becomes a methodological perspective of data analysis, as the corpus is taken as a statement in Bakhtin's perspective. As fast food is the guiding principle of the proposed activities for the students, the research corpus was composed of posts for Instagram created by the students, as a proposed activity to contemplate the fourth moment of Historical-Critical Pedagogy. The analysis of the participants' posts showed a discourse against the consumption of fast food consisting predominantly of the discourse of the consequences of fast food, which causes serious damage to the health of individuals; the technical discourse on fast food, which shows knowledge arising from the students' technical training; the alternative discourse on fast food, in which we verified options for replacing fast food with healthier foods; and, the discourse of advertising and fast food, in which we captured the verbal-visual sales strategies used in fast food advertisements. Bearing in mind the result of the analysis of the posts and the students' opinion regarding the realization of the teaching proposal, we consider that the development of educational plans that refer to the use of Historical-Critical Pedagogy, can contribute significantly to the teaching of the English language.

2022-12-20T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3316 2026-09-10T15:00:29Z 2023-08-04T00:00:00Z

Alfabetismo e cultura visual: uma abordagem multidisciplinar do ensino da linguagem visual na EPT With the development of digital graphic reproduction technologies, visual language has become a form of communication widely present in urban spaces. From then on, cities became the “natural” place for images. In turn, the image is an instrument of intercession between the subject and the world, essential in the formation of awareness about reality. Therefore, it is essential to know and interpret it so that each person can form their own convictions. However, to fully understand the image, it is necessary to master the codes and syntactic components of visual language, as is equally necessary to know the concepts and methodologies of Visual Culture so that its layers of meanings become evident. The theme of visual language was related to visual arts by the National Curricular Parameters (PCN) of 1999, with the inclusion of the arts discipline in the area of Language studies, however, in high school, this area of knowledge has a history of devaluation and pedagogical ambiguities that is reflected in the curricula, positioning it as an isolated subject, with the lowest workload. Considering that the general objective of the research is to analyze the space for the insertion of the educational practice of Visual Literacy combined with Visual Culture, in the Visual Arts discipline of High School Professional and Technological Education (EPT), the question is: what are the real spaces of the educational practice of Visual Literacy combined with Visual Culture, in the Visual Arts discipline of High School Professional and Technological Education? The research focuses on this issue, with the exploratory analysis of bibliographical sources from structuralist and post-structuralist authors concerning the themes of Literacy, Language, Visual Culture and the history of teaching visual arts in Brazil, contemplating the studies of Noam Chomsky, Karl Marx, Pierre Bordieu, Cloud Levi Straus, Donis A. Dondis, Rudolf Arnheim, Nicholas Mirzoeff, Fernando Hernandez, Arnold Hauser, Ana Mae Barbosa, Ferraz and Fusari, Fayga Ostrower, Demerval Saviani, among others. To achieve the specific objectives, the research analyzed the Integrated High School Pedagogical Projects (EPT); analyzed a sample of textbooks from the latest National Textbook Plans (PNLD); and administered a questionnaire to visual arts teachers on IFCE campuses. At this point, the research presents a proposal for a Didactic Unit Program (PUD) that encompasses the practice of visual literacy combined with visual culture. The Educational Product of this project is the course “Visual Literacy and Visual Culture: an approach to teaching Visual Language”, aimed at high school visual arts teachers. The present research methodologically followed a qualitative approach of an exploratory-descriptive nature. The proposal to include the topic of Visual Literacy in the agenda of high school visual arts teachers at EPT not only envisages the enrichment of their lectures, but also addresses the contemporary need for visual emancipation of individuals.

2023-08-04T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3310 2026-09-10T11:00:28Z 2023-08-04T00:00:00Z

Reflexões acerca da origem, da trajetória e da identidade do curso de comércio no Rio Grande do Norte In the context of educational professionalization of the twentieth century, commercial education in Brazil has taken a turn towards the perspective of modernization of legislation related to this teaching mode, with Decree No. 1,339 of January 9, 1905 as the main milestone. Accordingly, in an attempt to meet the demand for professional training for new jobs that have emerged with the economic growth of the state, the Technical Course in Commerce of Instituto Federal de Educação, Ciência e Tecnologia do Rio grande do Norte emerged in 2008 at Campus Natal - Zona Norte in the area of Management and Business. However, despite the good structuring and presentation of the course, evidenced in its Pedagogical Project, there are reports which indicate that the program is not understood by society, by the job market and not even by the academic community. Thus, this research carries such problem as the motivator of the present study. Therefore, from this scenario, and aiming to contribute to professional education in Rio Grande do Norte, this dissertation proposes, through the search for the identity of the student of the Technical Course in Commerce of IFRN Campus Natal - Zona Norte, the construction of an identity of the course, culminating in the conception of an educational product that highlights the origin, trajectory and importance of the professional trained in that area. To this end, as a methodological apparatus, initial questionnaires were applied on its history, training, professional education and commercial education with students from the 1st and 4th grades of the Technical Course in Commerce at IFRN. In addition, documents such as commercial education legislation in Brazil and Portugal, laws and decrees, were cross-referenced with the theoretical framework, allowing the analysis and evaluation of the repercussions of this work in view of the hypotheses raised. The results of this research focus on the lack of knowledge of the history of the course by the students and the devaluation of the profession, since there is no social identity that promotes its professionals economically, socially and commercially, which will seek to be mitigated from the use of the educational product, the result of this research, as an instrument to be worked on in the campus History classes.

2023-08-04T00:00:00Z