http://memoria.ifrn.edu.br/handle/1044/107 Wed, 21 Oct 2026 16:11:58 GMT 2026-10-21T16:11:58Z http://memoria.ifrn.edu.br/handle/1044/3331 Guia didático-pedagógico: recurso para a preparação dos estudantes do ensino médio integrado para o estágio supervisionado This dissertation aims to develop a didactic-pedagogical guide to support the process of preparing integrated high school students from the state professional education network in the state of Ceará for the supervised internship, a mandatory stage of professional training. This is justified after verifying that subsidies and teaching materials for internship preparation for integrated high school technical courses are scarce. A specific teaching plan that defines the syllabus, objectives, programmatic content, methodology, evaluation, basic and complementary bibliography of the curricular component is essential. The theoretical foundation discusses technological professional education, full-time integrated secondary education in the state professional education network in the state of Ceará, in addition to the approach to supervised internships in secondary technical professional education. Methodologically, a research with a qualitative approach, of the action research type, was developed, with the elaboration of a didactic-pedagogical guide and application in a pedagogical workshop divided into five meetings, with students in the 3rd year of the Technical Administration course at State School of Professional Education (EEEP) Avelino Magalhães. As well as forwarded for consideration by teachers of the technical base of the Technical Administration courses at EEEPs located in the Baixo Jaguaribe microregion. To collect data, semi-structured interviews were carried out with internship grantors and a semi-open questionnaire was carried out with teachers of Technical Administration courses. The evaluation took place later, at the end of the process, in which the thematic analysis method was used through a conversation with students and a semi-open questionnaire with teachers. The data collected during this stage was analyzed, allowing the guide to be validated by both teachers and students. The research findings were reflected in the light of the thematic analysis technique. The results obtained were positive, highlighting the relevance and effectiveness of the material as an instrument to support the Internship Preparation discipline. Wed, 29 May 2024 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3331 2024-05-29T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3329 Cultura corporal de movimento na educação profissional e tecnológica: tessituras de saberes da teoria à prática With the expansion and internalization of Professional and Technological Education in Brazil, in the state of RN, the state education network is being equipped to provide Professional and Technological Education integrated with high school, a race begins to create state education centers and institutes in order to meet the demands of Professional and Technological Education in the interior of the state, being offered in the form of full-time education. In view of the above, our general objective is to analyze the performance of Physical Education Teachers in Professional Education in the state network of RN in Professional and Technological Education in the Municipality of Assú/RN. Our study is an exploratory study, with a qualitative approach. Our data collection instrument is a questionnaire with open and closed questions comprising ten questions. Our sample is made up of 32 students from the high school technical course in computer maintenance and support in the form integrated with full-time high school at the Juscelino Kubistchek State School, and two Physical Education teachers linked to Professional and Technological Education in the municipality of Assú/RN, invited to contribute to our educational product, reaching a total of 34 participants. After analyzing the data, we found that body culture in Vocational Education is understood in the form of games, sports and play, often associated with self-performance sport, in the sense that it is a form of physical activity. This makes it difficult to deepen the content in Physical Education classes. These results corroborate the reality presented by the teachers in our educational product, a podcast: Body Culture in EFA, which is a round table discussion between Physical Education teachers, and the knowledge linked to pedagogical experience, contributing significantly to a reflection on the time and space of Physical Education and body culture, in professional and technological education, offered by the state education network of RN. Thu, 06 Jun 2024 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3329 2024-06-06T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3328 Catálogo-guia de filmes e documentários como ferramenta pedagógica de apoio didático aos docentes da área de ciências humanas e sociais aplicadas no Ensino Médio Integrado Educational processes are multiple and continuous, so that numerous proposals encompass old and new technologies for education. In educational spaces, educators are looking for different strategies for teaching and producing knowledge in the classroom, with a view to improving the teaching and learning processes of school content. In this sense, they use tools that can help teachers in this process, and the use of cinematographic productions is one of these strategies used from an educational perspective. Given the need to (re)think pedagogical and educational practices that favor the teaching process in EFA, it is necessary to seek to introduce resources as a didactic-pedagogical strategy. In this context, the aim of this research was to develop a Catalog-guide of films and documentaries as a pedagogical tool to support teachers in the area of applied human and social sciences in Integrated High School. This study is part of the line of research Educational Practices in Professional and Technological Education; it takes a qualitative approach, considering the line of reasoning adopted for the research process presented here. The method chosen to provide the logical basis for the investigation is dialectical. As for its nature, applied research was adopted. The following data collection instruments were used: bibliographical, documentary, field and survey research (with a view to selecting films and documentaries to make up the catalog) and interviews with teachers in the area of CHS at the State School of Professional Education - EEEP - Elsa Porto (subjects and locus of the research). The data collected was submitted to the thematic- categorical content analysis technique. In the theoretical framework, we used authors such as Moura (2007), Ciavatta (2014), Frigotto (2012) and Ramos (2008), the main references in the field of Professional and Technological Education. Reflections on educational practices, ICTs and the use of films and documentaries as a pedagogical strategy were based on Saviani (2003), Freire (1977), Sacristan (1995), Mercado (1999), Dantas (2005), Napolitano (2018), Morrin (2003), among others. As an educational product, a Catalog-guide of films and documentaries was developed as a pedagogical support tool for teachers in the area of applied human and social sciences in Integrated High School, consisting of 41 productions linked to the learning categories of culture and ethics, politics and work.From the data obtained in the research, it was also found that cinematographic art in the school environment offers possibilities for teaching and learning the categories of the CHS area and is a tool to help teachers in the educational process; the use of the Film Catalog, based on the validation obtained from the teachers who were the subjects of the research, represents an appropriate tool for teaching and incurs critical intercultural practices from an interdisciplinary perspective, as well as being able to enhance the student's sociocultural repertoire, given that cinematographic productions such as films and documentaries portray and connect to diverse sociocultural expressions. We would also point out that cinematographic productions, such as films and documentaries, can be an important tool for promoting knowledge and reflections that have an impact on the integral human formation of both the student and the teacher. Fri, 15 Dec 2023 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3328 2023-12-15T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3326 Abordagem da matemática financeira no livro didático:elaboração de uma proposta de ensino e aprendizagem baseadana teoria sócio-histórica de Vygotsky From the recognition of the problems related to the teaching and learning of Mathematics in basic education, it is assumed as an assumption that the Mathematics textbook constitutes a valuable instrument in the educational process to face this problem. The mathematics textbook is a pedagogical resource that plays an undeniable role in the teaching and learning process of students, especially in Brazilian public schools, providing access to systematized knowledge. In the current context of the National Common Curricular Base, the mathematics textbook must contribute to promoting the development of general competencies, specific competencies and skills to be developed in the teaching and learning process. Thus, the main objective of this study is to analyze the pedagogical approaches present in the National Common Curricular Base and in the mathematics textbook of secondary education, approved within the scope of the National Book and Teaching Material Program, year 2021, with regard to the development or not of specific skills and competencies, regarding the contents of simple interest and compound interest, as well as developing a teaching proposal in the light of Vygotsky's Socio-historical Theory.This is an applied research, of a qualitative, exploratory nature, developed from the documentary analysis of the mathematics textbook of the National Book and Teaching Material Program 2021 and the National Common Curricular Base, and embodied in a field study, developed in Integrated Secondary Education to Professional Education, at the Maria Ângela da Silveira Borges State School of Professional Education, located in the municipality of Fortaleza, in the state of Ceará; Mathematics teachers and second-year students of the institution's IT Technical Course participated as research subjects. The participation of these subjects supported the development, application and evaluation of the Educational Product entitled “Didactic sequence for teaching simple interest and compound interest in the light of Vygotsky's Socio-historical Theory”. The data collection instruments used were questionnaires, interviews, documentary research and field studies. For data analysis, the Content Analysis technique of Laurence Bardin (2011) was used. ). Among the main results achieved, it was found that the National Book and Teaching Material Program 2021 mathematics textbook analyzed, adopted by the school, presents the cognitivist and behaviorist pedagogical approaches, also present in the National Common Curricular Base. It was also found that these approaches favor the development of specific skills and competencies prescribed in the curricular base, regarding the contents of simple interest and compound interest. However, based on the documents analyzed, the results reveal the absence of teaching objectives and organization of content that favor integral human formation, according to the theoretical references of Professional and Technological Education used in the study. The aforementioned educational product consists of an alternative teaching proposal to the use of the analyzed mathematics textbook, and favors the integral human formation of students. The evaluation of this product, carried out with the students participating in the research, demonstrated its effectiveness in achieving the objectives proposed in it. Wed, 20 Dec 2023 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3326 2023-12-20T00:00:00Z