http://memoria.ifrn.edu.br/handle/1044/114 Tue, 01 Sep 2026 07:40:59 GMT 2026-09-01T07:40:59Z http://memoria.ifrn.edu.br/handle/1044/3300 A formação continuada de professores propiciada pelo Instituto de Corresponsabilidade pela Educação no Centro Estadual de Educação Profissional Professor João Faustino Ferreira Neto-RN Theme of this study is the Continuing Education of Teachers. The objective is to investigate how continuing education promoted by ICE to teachers CEEP-PJFFN took place in the perspective implementing the integrated curriculum. Methodologically, the study makes use of historical-dialectical materialism, considering conditions of human life in a historical and transformative perspective through scientific research, promoting a critical reflection on social and political reality. The investigation is based on a qualitative approach, as it allows unveiling little-known social processes and enables the construction new approaches during the investigation. The research is also characterized as exploratory, as it aims to provide more information on the subject that is to be investigated. The sources analysis is the DCNEM, the DCNEPTNM, the PIEP/RN, the Cadernos do Escola da Escolha from ICE and the semistructured interviews applied to the pedagogical technical subjects of the SEEC/RN, the vice manager, and teachers CEEP-PJFFN. The results show that the Continuing Education of Teachers promoted by ICE did not include teachers from the technical base, which weakens conception an integrated curriculum, highlighting the need for a broad education that overcomes the hybridity conceptions that guide the curricular guidelines Model of ICE and the absence materialization principles an integrated curriculum (labor, science, technology, and culture), which also weakens the students' integral human formation. Mon, 23 Aug 2021 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3300 2021-08-23T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3295 A gestão escolar em tempos de burocracia eletrônica: um estudo em centros estaduais de educação profissional do Rio Grande do Norte This dissertation aims to analyze the interrelations between the use of digital platforms, school bureaucracy, and the autonomy of school management in the State Centers for Professional Education of Rio Grande do Norte Professora Djanira Brasilino de Souza and Professora Lourdinha Guerra (2023–2024). The research was based on the perspective of historical-dialectical materialism. For data collection and production, bibliographic and documentary research was conducted, as well as semi-structured interviews. The interviews were carried out with three subjects from the management teams elected for the 2023–2025 triennium of the two CEEPs studied, in order to discuss the interviewees’ work in relation to the use of digital platforms. In the scope of Professional Education in Rio Grande do Norte, such use occurs mainly through official systems, such as Sistec, SIGEduc, and PDDE Interativo, which structure school management and administrative processes. The results show that there are contradictions regarding the role of technological innovations in the field of school management; that the interviewees point to elements of hyperbureaucratization, materializing capital strategies aligned with neoliberal trends; that, although platforms are tools that support management, they also reinforce the individualization, control, and centralization of decision-making processes; and that the difficulties reported by the managers of the schools studied reflect the principles of New Public Management (NPM) and neoliberal globalization, which prioritize results-based management to the detriment of more humanized and emancipatory educational practices. The study concludes that the interrelations between digital platforms and school bureaucracy have occurred under the dominant logic of capital, under the principles of NPM, which compromises the already limited autonomy of school management in the studied CEEPs; and that the tension between the discourse of modernization and the reality of centralization and control of administrative processes affects the assurance of valuing collective participation, the continuous professional development of managers from a democratic-participatory perspective, and the strengthening of school autonomy, which are essential for a truly democratic management aligned with the principles of emancipatory education. Mon, 03 Mar 2025 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3295 2025-03-03T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3248 A permanência no programa nacional de integração da educação profissional à educação básica na modalidade de educação de jovens e adultos na perspectiva dos estudantes The present Master’s Dissertation analyzes Programa Nacional de Integração da Educação Profissional à Educação Básica embedded in Educação de Jovens e Adultos (PROEJA), developed at Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN), at campuses Ipanguaçu, Mossoró, Santa Cruz e Zona Norte. Its general objective is to analyze the factors that contribute to permanence of students as participants of Programa Nacional de Integração da Educação Profissional à Educação Básica embedded in Educação de Jovens e Adultos (PROEJA) at Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN) from the students’ perspective. The object of study are these factors of permanence from the students’ perspective. The analyzes of this objective considers rise and decline of the Program at IFRN, as well as PROEJA at IFRN campuses of Ipanguaçu, Mossoró, Santa Cruz e Zona Norte. Students were heard in order to try to identify factors to permanence and their dimensions. It is a qualitative and exploratory research. For the data analyzes, a difference was established between extrinsic and intrinsic factors, based on the ideas by Rumberger and Lim (2008), as well as the categories of permanence factors by Sales (2014), with the purpose of identifying which factors are more determinant for permanence. The current reality of IFRN was analyzed, based on laws and documents related to the Program, and specific characteristics of EJA were discussed, analyzing the possible factors of permanence of PROEJA students at campuses Ipanguaçu, Mossoró, Santa Cruz e Zona Norte. The results have shown that there is not only one determinant factor that makes students continue at the Program. Extrinsic and intrinsic factors contribute for permanence. The conclusion is that permanence is related to institutional, socioeconomic and personal factors. The analyses of factors for permanence was made considering all the context in which the students are inserted, going beyond the students’ answers in order to contextualize intrinsic and extrinsic factors and the decisions taken by the students who intended to stay and PROEJA and finish their studies. Fri, 31 Jul 2020 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3248 2020-07-31T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3240 Práticas pedagógicas na perspectiva inclusiva: educação física e os alunos com transtorno do espectro autista na educação profissional This study aims to analyze the reports of Physical Education teachers at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) regarding the pedagogical practices developed in classes that have students with Autism Spectrum Disorders (ASD). To this end, an expanded case study was developed, with a methodology based on studies by Burawoy (2014), with a qualitative approach in an exploratory research. Data collection was carried out based on institutional documents from the IFRN and semi-structured interviews with Physical Education teachers from the IFRN Campus Natal - Central who are/were with students with ASD in the years 2021, 2022 and 2023. With the data collected, the analysis of the interviews was carried out using Discursive Textual Analysis, worked by Moraes and Galiazzi (2016). Providing a theoretical basis for the reflection and analysis of the theme, a bibliographical research was carried out on Autism Spectrum Disorder, Inclusive Education (historical and legal aspects), Professional and Technological Education, omnilateral training and school Physical Education, with findings from Cavalcante, Albuquerque, (2020), Sassaki (2010), Silva, Souza e Vidal (2008), Moura (2007), Lopes Cabral, Mota e Gomes (2020), Saviani (2003), Kuenzer (1989), Coletivo de Autores (1992) The results found were the approach of Physical Education teachers to Inclusive Education, in order to seek the inclusion of students with ASD in their classes, with emphasis on the participation of these students, especially in practical classes, the involvement of the class to promote inclusion and teacher training as an important resource for inclusive teaching to take place. Teachers have diverse methodologies, so that there is variety in pedagogical practices, allowing inclusion through diversity. Wed, 27 Mar 2024 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3240 2024-03-27T00:00:00Z