http://memoria.ifrn.edu.br/handle/1044/1708 Sat, 03 Oct 2026 20:42:20 GMT 2026-10-03T20:42:20Z 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 http://memoria.ifrn.edu.br/handle/1044/3319 A poética de Brecht e seus contributos pedagógicos para a formação humana integral na educação profissional e tecnológica The art is a balm to soften our days darkened by the harshness of capitalist modes of production, it brings us closest to ourselves! In addition, the art emerges our sensitivity, empathy and knowledge, lead us to reflect on our trajectory as social beings. In view of this, the present research aims to analyze if the Bertolt Brecht's poems could contribute pedagogically to the political formation of Integrated High School (IHS) students through the dialectical thinking. To this end, we will start with a brief immersion in his work to understand the context of the german playwright's life, Bertolt Brecht, the theory of Augusto Boal, Koudela, Saviani, Frigotto, among others, so we will understand a little bit about the theater/education' theories. In this sense, the historicization of Bertolt Brecht was initially undertaken, with the aim of understanding the influence of Karl Marx's work on his writings and the way of his poetries was and still are important in the critical formation of the working masses and in the capitalist mode of production. Later, we elaborate a counterpoint between the pedagogical contributions in his poems and how they could be incisive for integral human formation. Thus, the bases of professional and technological education and historical-critical pedagogy were used in a theoretical-pedagogical perspective. In this way, we went through the stages of collecting bibliographic information to structure the pedagogical proposal in a workshop format to be developed with IHS students, which could be extended to non-professional High School as well. The workshop production and application process are anchored in theoretical-methodological interpretations, and in the conceptual bases of Professional Technological Education (PTE), fundamentally: work, political formation and citizenship. This research pointed to a certain absence of publications on Brecht's poetics in the area of PTE, mainly about the human and integral formation. Finally, as an educational proposal, a pedagogical workshop based on conversation circles was produced to reflect the Brecht's poems and their importance as a guiding thread for the construction to dialectical, human and integral education. Due to the immense potential and social influence of Brecht's poetry, it was concluded that his poetic work through his poems is vital for the development of students' political formation, allowing, if discussed, an important contribution for students to reflect about his importance as an opinion former and a professional person aware of his historical and social context. Mon, 31 Jul 2023 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3319 2023-07-31T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3318 Formação docente e educação profissional e tecnológica no IFCE: experiência com a licenciatura em ciências biológicas no Campus Jaguaribe This study was developed through the line of research entitled Organization and Memories of Pedagogical Spaces in Professional and Technical Education (PTE), of the Postgraduate Program in Professional and Technical Education (PROFEPT), of the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), at Mossoró’s campus. Its objective was to contribute to initial and continuing education of current and egress students of the Licentiate Course in Biological Sciences of the Federal Institute of Education, Science and Technology of Ceará (IFCE), in Jaguaribe’s campus, through the implementation of a mini-course focused on the theoretical basis that guide PTE’s teaching practices. This course was developed after the acknowledgement, through the analysis of the institutions’ documents, that discussions on this topic are not part of the licentiate’s course curriculum. Therefore, a mini-course focused on the theoretical basis that guide PTE’s teaching practices was elaborated and its target audience were the students of the Licentiate Course in Biological Sciences of IFCE/Jaguaribe. Thus, this is a qualitative study performed through an action research, since it aimed to minimize the aforementioned problem. A number of twenty-two current and egress students took part in the course. The data was obtained through a diagnostic evaluation, with the application of a questionnaire and the activities that were developed throughout the course, which evidenced the lack of knowledge related to the conceptual basis of PTE and the elements related to the teaching practice in this modality. After the planned meetings, the students exposed their impressions about the course. Despite the positive feedback, they pointed out that there is the need of reading more about the studied themes. Our self-evaluation led us to understand that this was a motivating and innovative proposal to IFCE. However, we also understand that the workload and the proposed activities need some adjustments. In what comes to IFCE, we suggest a reformulation of the Course Pedagogical Project of the Licentiate Course of Biological Sciences and the other teacher training courses, in order to contemplate teaching in PTE, since this modality has been on the rise in Brazil in the last decades. Thu, 12 Jan 2023 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3318 2023-01-12T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3317 Pedagogia histórico-crítica no ensino de língua inglesa em um curso técnico integrado: uma análise dialógica do discurso contra a cultura do fast food English Language Teaching in Brazilian public schools has found ways to reframe pedagogical practices in a social context that puts subjects in contact with the world through technological resources. In this research, we aimed to analyze the discourse of EPT students about fast food culture, after have an English class in the light of Historical-Critical Pedagogy. Therefore, the pedagogical basis that guided both the action plan of this action-research, having a Teaching Proposal as an Educational Product, and contributed to the creation of intelligibility about the social problem that is teaching-learning English in public schools was the Historical-Critical Pedagogy. To this end, theoretical foundations developed by Dermeval Saviani and other researchers who, like him, anchor their studies in dialectic-materialism were addressed. The methodology used in this investigation was of a qualitative nature through action research. The locus of the research was an integrated high school, in a Technical Course of Nutrition and Dietetics, in a third-grade class. In this research, we adopted the Dialogic Discourse Analysis in two perspectives: both as a guide for the language conception with which we plan the reading and production of texts in the English language class, therefore present in our action plan; as a delimiter of the theoretical concept that becomes a methodological perspective of data analysis, as the corpus is taken as a statement in Bakhtin's perspective. As fast food is the guiding principle of the proposed activities for the students, the research corpus was composed of posts for Instagram created by the students, as a proposed activity to contemplate the fourth moment of Historical-Critical Pedagogy. The analysis of the participants' posts showed a discourse against the consumption of fast food consisting predominantly of the discourse of the consequences of fast food, which causes serious damage to the health of individuals; the technical discourse on fast food, which shows knowledge arising from the students' technical training; the alternative discourse on fast food, in which we verified options for replacing fast food with healthier foods; and, the discourse of advertising and fast food, in which we captured the verbal-visual sales strategies used in fast food advertisements. Bearing in mind the result of the analysis of the posts and the students' opinion regarding the realization of the teaching proposal, we consider that the development of educational plans that refer to the use of Historical-Critical Pedagogy, can contribute significantly to the teaching of the English language. Tue, 20 Dec 2022 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3317 2022-12-20T00:00:00Z