http://memoria.ifrn.edu.br/handle/1044/107 2026-04-19T06:01:55Z http://memoria.ifrn.edu.br/handle/1044/3205 História e memória da constituição do serviço social escolar na educação profissional federal Norte-Rio-Grandense (1962-1974) This study examines the process through which School Social Service was constituted and institutionalized within Professional Education in the state of Rio Grande do Norte between 1962 and 1974. It highlights the social, cultural, and historical factors that shaped this process, encompassing the institutional trajectories of the Industrial School of Natal, the Federal Industrial School of Rio Grande do Norte, and the Technical Federal School of Rio Grande do Norte, institutions that preceded the current Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN). The dissertation is structured into two main analytical moments. The first investigates the historical and cultural formation of the Social Service professional who came to work in the school context, based on a bibliographical study. The second analyzes institutional documents, legislation, newspaper articles, and historical sources in order to examine and describe the implementation and institutionalization of School Social Service within the institution. The research adopts a historiographical approach grounded in the theoretical perspectives of Cultural History, the History of Educational Institutions, and School Culture. Methodologically, the study is based on the framework proposed by Rüsen (2015), drawing on Droysen’s systematic stages of heuristics, criticism, interpretation, and narrative construction. Data collection was conducted at the IFRN Natal-Central Campus Archive and included draft regulations, internal regulations, meeting minutes, ordinances, reports, and documentary files of former staff members from the period, with approval from the IFRN Research Ethics Committee. The study problematizes the assistentialist roots of the Social Service profession and the development of professional practices aimed at student assistance during the period, giving visibility to the main actors involved in this process. The findings indicate that, initially, student assistance was carried out not only by social workers but predominantly by educational counselors, both of whom were aligned with a school culture focused on student disciplinarization and assistentialism. From 1967 onwards, with the entry of new professionals, Social Service began to adopt a more critical and systemic approach, influenced by broader analytical perspectives and the modernization of the profession. The study also shows that changes in the school’s organizational structure gradually attributed to social workers the professional role of rights guarantors and administrators of social assistance benefits. It concludes that School Social Service became a fundamental component of student retention and student–family–school integration and that its institutionalization involved a transition from an assistentialist practice to one centered on the guarantee of rights, consolidating Social Service as an integral part of the historical memory and identity of Professional Education in Rio Grande do Norte. 2026-01-30T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3191 Diagnóstico ambiental de propriedades rurais: um estudo na comunidade Malhada, município do Crato - CE Coexistence with the Brazilian Semiarid region demands the guarantee and permanence of people in rural activities with dignity. Thus, small rural properties become the protagonists of the scenario for the development of family farming, based on sustainable development. However, it is necessary to see that the traditional agricultural system is still predominant. The objective for this study was then defined as the environmental diagnosis of four rural properties in the Malhada community, in Crato – CE. The methodology involved literature review; photographic records, and field observations. Data were obtained from field research with application of interviews having as a sample the four representatives of family properties. The results identified that the practices and actions adopted in rural family farming activities contribute to the contamination of surface and underground waters, and to the decrease in the productive capacity of soils, with regard to the use of chemical inputs. It was found that the conduct of farmers regarding the purchase, handling and application of agrochemicals, as well as the final destination of packaging and solid waste in general is a failure. Domestic sewage is released into the ground in a precarious way and susceptible to contamination. Surface water reservoirs such as the Rio Carás and dams were identified to help during the dry season. It is concluded that the diagnostic data revealed the need for a fundamental environmental planning to guide strategies to minimize the effects of degradation of the local ecosystem on the behavior and anthropic interferences, in the perspective of the human-nature relationship. 2021-11-30T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3190 Plataforma online de caráter didático destinada ao dimensionamento de sistemas de microgeração fotovoltaica This study presents the development of a web-based software designed to automate the sizing of photovoltaic microgeneration systems. The tool features intuitive interfaces and accessible language, aiming to enable users without prior technical knowledge to carry out the sizing process, while also serving as a didactic resource. The software development was grounded in both technical and practical knowledge of photovoltaic technology, as addressed in specialized literature and scientific publications, which provided the theoretical foundation – especially regarding the mathematical models employed and the educational approach adopted in the project. The methodology is characterized as applied, qualitative-quantitative, and bibliographic research, focused on the educational automation of photovoltaic system sizing, based on technical, scientific, and academic sources. As a result, a fully functional version of the software was developed, capable of automating the sizing process through responsive and user-friendly interfaces, suitable for both desktop and mobile devices. The application seeks to convey the sizing process in an educational and accessible manner, reaching a broad audience and promoting photovoltaic technology along with its social and environmental benefits. Through interactive interfaces, illustrative visual elements, and clear language, the software has the potential to be used as a didactic tool in academic contexts, while also contributing to the feasibility of residential photovoltaic microgeneration, encouraging distributed generation as a sustainable alternative. Given that similar software solutions currently available require specialized technical knowledge, the developed software stands out as innovative by combining automated sizing with an integrated learning experience and high usability, thereby expanding access to users of diverse profiles. 2025-09-12T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3185 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