http://memoria.ifrn.edu.br/handle/1044/114 Sun, 19 Apr 2026 08:52:02 GMT 2026-04-19T08:52:02Z 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. Fri, 30 Jan 2026 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3205 2026-01-30T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3181 Nossas preciosas: violência de gênero, práticas pedagógicas e acolhimento de mulheres estudantes no ensino médio integrado no IFRN This research has as its object of study women students in situations of gender violence in Integrated High School of the Instituto Federal de Ciência e Tecnologia do Rio Grande do Norte (IFRN). Its general objective is to understand the articulations between the pedagogical practices of IFRN and the processes of subjectivation of female students in situations of gender violence enrolled in Integrated High School. Thus, as specific objectives we seek to identify the relationships between gender violence and the pedagogical practices of Professional Education; investigate the limits and possibilities of pedagogical practices related to gender violence in IFRN and unveil the processes of subjectivation of students in situations of gender violence in the face of integral human formation advocated by the pedagogical practices of Integrated High School. The research methodology follows a qualitative and exploratory approach. Initially, we did a state of knowledge, exploratory interviews with a social worker and a pedagogue from Natal-Central Campus and analysis of the Political Pedagogical Project of IFRN and the Institutional Development Plan of IFRN. Afterwards, we scanned IFRN's research and extension projects to investigate those that were in line with the object of study, thus diagnosing how the faculty's actions go beyond the classroom. Our research sample included three female students and former students distributed in the campi Natal-Central and Ceará-Mirim. To have access to the experiences of the students we adopted the diary method requested via WhatsApp. And we analyzed our corpus using the Textual Discourse Analysis. As a methodological strategy and resource for textual construction we will resort to the movie Preciosa: A Story of Hope. We emphasize that we use scenes from the films, the poems and short stories of Conceição Evaristo, and our own feelings as methodological and epistemological choices to construct a sensitive writing. Thus, we found that in the documents analyzed there is a silencing about gender violence and the pedagogical practices focused on this theme. We obtained information that there is no normative to support students who are victims of gender violence. Besides there is a scarcity of research and extension projects on the theme. We also concluded that the violence suffered inside and outside the Institute affects the students' school performance, generating demotivation. It also has consequences on their mental health, professional life and insertion in a University. Despite this, our students have sought ways to resist either through protests, such as drumbeats, making posters, moments of sharing experiences and awareness, organizing events or denouncing. Tue, 04 Oct 2022 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3181 2022-10-04T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3056 A trajetória da inclusão de pessoas com necessidades educacionais específicas na educação profissional do Rio Grande do Norte: do CEFET ao IFRN (2000 a 2018 El estudio tiene como objetivo analizar la trayectoria de la inclusión de personas con necesidades educativas específicas (NEE) en la Educación Profesional de Rio Grande do Norte, en el período de transición del Centro Federal de Educación Tecnológica de Rio Grande do Norte (CEFET-RN) al Instituto Federal de Educación, Ciencia y Tecnología de Rio Grande do Norte (IFRN), entre los años 2000 y 2008. La investigación parte del reconocimiento de la importancia de las políticas públicas de inclusión y de las prácticas institucionales orientadas a la promoción del derecho a la educación para todos, especialmente en el ámbito de la educación profesional y tecnológica. Con base en un enfoque cualitativo y bibliográfico, anclado en el campo empírico, el análisis se centra en documentos institucionales, como reglamentos y resoluciones, además de la legislación relacionada con el tema de la inclusión en la Educación Profesional, con el fin de comprender las acciones inclusivas en el IFRN, como la implementación de la Acción TEC NEP y la creación de los Núcleos de Apoyo a las Personas con Necesidades Educativas Específicas (NAPNEs). A partir de esta trayectoria, se busca comprender los avances atribuidos a la inclusión en el contexto de la educación profesional, considerando el papel de las instituciones federales en la consolidación de una educación más democrática y accesible. Se concluye que tales iniciativas representan hitos fundamentales para la construcción de prácticas inclusivas en el IFRN, aunque permeadas por desafíos, contribuyendo al fortalecimiento del paradigma de la educación inclusiva en el ámbito de la Educación Profesional y tecnológica. Fri, 29 Aug 2025 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3056 2025-08-29T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3027 Caminhos da formação profissional docente: sentidos atribuídos por licenciandos do IFRN ao programa Residência Pedagógica This research is part of an expanded approach within the scope of Line 02 of the Graduate Program in Professional Education (PPGEP) at the IFRN, dedicated to teacher training. The aim of the study is to analyze how the approximations and distances between the Pedagogical Residency Program (PRP) and the Supervised Internship (ES) at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) Santa Cruz campus influence the initial training of Mathematics teachers, considering the official guidelines and the meanings attributed to the experiences lived. Methodologically, the research was based on a systematic theoretical survey with the support of software, combined with the analysis of documents and educational guidelines. The study is of a basic, qualitative nature, with exploratory objectives, and adopted the Meaning Nuclei technique based on the categories of Historical-Dialectical Materialism (HDM). The analysis, guided by the socio-historical perspective, made it possible to understand that the meanings attributed by the participants are not static, but dynamic and historically constituted. The Nuclei of Meaning were constructed based on the dialectical interdependence between the meanings attributed by the subjects and the historical and social contexts in which they are inserted, making it possible to identify contradictions, historicities and the complexity of the experiences lived. The results show that while the Supervised Internship offers a limited introduction to the school context, the PRP provides prolonged immersion, favoring the construction of a more solid teaching identity and a deeper understanding of teaching practices. The participants highlighted that the PRP at the IFRN is perceived as a more complete training experience, mainly due to the time spent in the classroom and the continuous interaction with the field school. However, the analyses also reveal challenges, such as the lack of integration between initial and continuing training policies, and contradictions in official guidelines, which are often influenced by a dominant ideological framework. It is hoped that this study will contribute to the debate on initial teacher training policies and practices, offering reflections on the need for training models that are more integrated and sensitive to the historical, social and cultural realities of undergraduates. The research reinforces the importance of programs like the PRP in strengthening the relationship between theory and practice, pointing the way towards a more inclusive and transformative teacher training. Wed, 26 Feb 2025 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3027 2025-02-26T00:00:00Z