http://memoria.ifrn.edu.br/handle/1044/2345 2026-05-31T11:35:25Z 2026-05-31T11:35:25Z http://memoria.ifrn.edu.br/handle/1044/3230 2026-05-26T12:30:42Z 2026-02-06T00:00:00Z

Formação 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.

2026-02-06T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3185 2026-03-24T16:00:27Z 2025-12-15T00:00:00Z

Economia solidária no contexto da indissociabilidade entre ensino, extensão e pesquisa no Núcleo Catalisador de Empreendimentos Solidários do IFPB: demandas formativas e práxis docentes Federal Institutes (Institutos Federais – IFs) are public educational institutions with the potential to provide comprehensive and emancipatory education for the working class. The inseparability of teaching, extension activities, and research constitute the foundation of the Technological Professional Education (Educação Profissional Tecnológica – EPT) project. In such context, extension—which is popular in nature and promotes social technologies—assumes a central role, being considered a mobilizing, articulating, and integrating force among these three dimensions. Teachers, as integral members of society, are essential for the implementation of this integrated practice. Consequently, discussions regarding their professional development are indispensable, as teacher education is also a key arena of debate in the pursuit of emancipatory education. This thesis argues that the practice of inseparability among teaching, extension, and research constitutes a bidirectional process in teacher formation within the IFs, simultaneously enabling the development of professional knowledge and identifying emerging formative needs. Furthermore, extension activities involving participants from the Solidarity Economy (Economia Solidária – ES) contribute by highlighting specific nuances to the present analysis, as this group embodies counter-hegemonic values that resonate with the principles of the EPT project developed here. Accordingly, this study aimed to analyze teachers’ knowledge, the practices of inseparability among teaching, extension, and research, and the formative demands arising from these practices, drawing on experiences in projects linked to the Solidarity Economy conducted by the Núcleo Catalisador de Empreendimentos Solidários (NUCAES) at the Instituto Federal da Paraíba (IFPB), Guarabira Campus, between 2015 and 2022. This research constitutes a qualitative case study grounded in Historical-Dialectical Materialism. Data collection involved document analysis and a roda de conversa (dialogue circle) with two founding professors of NUCAES. Data were analyzed using Textual Discourse Analysis (TDA). The findings highlight that faculty engagement in extension centers such as NUCAES constitutes meaningful work that facilitates changes in both thought and practice. Their political engagement is nurtured and oriented toward the pursuit of freedom and the promotion of individual and collective transformation. Moreover, popular education aligns with their methodological practices, extending beyond the formal educational environment and becoming embedded in the participants’ daily lives. Teacher knowledge is constructed, reconstructed, and re-signified within these spaces of ongoing professional development, while its ethical, political, aesthetic, epistemological, and technical dimensions are continually enriched by such experiences. Nevertheless, contradictions were observed, particularly concerning the extent of institutional commitment to inseparability and the ideological struggle against the individualism that persists within the IFs. Additionally, several formative needs were identified, including the promotion of continuing education initiatives that foster teacher autonomy based on the methodological and political framework of popular education. Such autonomy is directed toward understanding the institutional commitments of the IFs, recognizing the importance of inseparability practices in responding to popular demands, cultivating a critical perspective on the world of work, and comprehending the Solidarity Economy as an alternative model of work organization and buen vivir (well-being).

2025-12-15T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3103 2026-02-04T19:00:42Z 2025-12-08T00:00:00Z

As práticas pedagógicas em saúde no IFRN como dispositivo de resistência à medicalização do corpo: rompendo os fios da marionete This thesis investigated the relationships between multidisciplinary pedagogical practices in health at the Federal Institute of Education, Science, and Technology of Rio Grande do Norte (IFRN) and the process of body medicalization in contemporary society. The study was based on the understanding that medicalization, by transforming human experiences into objects of biomedical intervention, also permeates the school environment, affecting bodies and subjectivities. In contrast, educational practices in health can act as devices of resistance, creating fissures in hegemonic discourses and producing new modes of subjectivation. The general objective was to analyze the discourses on pedagogical practices in health at IFRN in order to understand how this discursive production, by challenging the functioning of the body medicalization in contemporary times, constitutes a device of resistance. The specific objectives were: to discuss the body medicalization in contemporary times and its possible implications for Professional and Technological Education (EPT); to understand the conditions of possibility that give rise to discourses on pedagogical practices in health in the institutional documents of the IFRN; and to problematize the discourses of the multidisciplinary health team, highlighting the extent to which such practices operate as forms of resistance to medicalization. The research was developed under Foucauldian inspiration, using Discourse Analysis as a methodology. Institutional documents were examined and a hybrid discussion group was held with health professionals working on IFRN campuses. The analysis considered the historical conditions in which the discourses emerged, everyday practices, and the ways in which these practices strain or reinforce the medicalizing paradigm. The results showed that, although institutional documents show signs of a welfare-oriented and medicalizing rationality, they also open up opportunities for health education as a pedagogical practice linked to comprehensive human development. Similarly, the discourses of the multidisciplinary team revealed tensions between the institutional demand for clinical actions and pedagogical initiatives focused on listening, circulation in school spaces, and the promotion of expanded care. Thus, pedagogical practices in health are configured as strategies of resistance, capable of loosening the threads of medicalization and establishing movements of displacement within biopower. These findings allow us to affirm that the objectives were achieved, confirming that the discourses on pedagogical practices in health at IFRN are not outside medicalization, but rather traverse and destabilize it. The thesis, therefore, contributes to broadening the theoretical debate on medicalization and resistance in the field of EPT and to giving visibility to the daily actions of health teams, reinforcing the need for broader institutional articulation, including in selection processes and professional training policies.

2025-12-08T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/2980 2025-08-20T13:30:48Z 2025-06-18T00:00:00Z

Relações entre arte-música e educação profissional: um estudo sobre a representação social de professores de ensino médio do IFRN Jucurutu This Thesis is philosophically inspired by a Historical-Dialectic approach and methodologically based on the Theory of Social Representations. The object of investigation is the integrated curriculum in Music, practiced on a campus of the Federal Institute of Education, Science and Technology of Rio Grande do Norte, which offers the Integrated Technical Course in Musical Instruments. The general objective is to understand the relationships between the curricular component “art-music” in the professional education offered by IFRN based on the social representation of teachers working in high school. The methodological choice used was the qualitative approach, the research of the Theory of Social Representations type and the Nucleus of Meaning as a technique for analyzing the findings. The data collection instruments were the Free Word Association Technique – TALP, questionnaires, interviews, analysis of normative, institutional documents and academic works. The justification for its realization occurs in view of the necessary debate about the presence of Art-Music, formatted by artistic practices from the integrated curriculum, focusing on the integral human formation. The thesis plan presents the foundation of polytechnic and professional education based on the provision of Music teaching. It discusses the texts and devices that regulate the provision of Music Education in Professional Education, with the work category as a structuring axis. It discusses the culture category as an axis of Integrated Education, its relevance within social contexts and material realities. It presents the theoretical-methodological frameworks of Social Representations and the Historical-Dialectical Materialism method necessary for the understanding and discussion of the research object of the thesis. In the conclusion, we found that Music contributes favorably to the human and integral formation of high school students, as long as culture is taken as a structuring axis of the curriculum for professional education. The investigation also showed that the integrated course in musical instrument, offered by the Jucurutu Campus, has a well-qualified teaching staff, pedagogical-musical practices committed to the resignification of the material reality of students, considered citizens capable of building their own social identity and developing their emancipation, having as its main pillar, a potentially transformative professional musical education.

2025-06-18T00:00:00Z