http://memoria.ifrn.edu.br/handle/1044/192 Sun, 19 Apr 2026 02:10:48 GMT 2026-04-19T02:10:48Z http://memoria.ifrn.edu.br/handle/1044/3179 Instalação de uma estação BRAMON: limites e potencialidades no ensino interdisciplinar This study analyzes the process of implementing a meteor monitoring station of the Brazilian Meteor Observation Network (BRAMON) at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), Caicó Campus, examining its technical, scientific, and pedagogical aspects, as well as its potential contributions to inquiry-based teaching and scientific literacy in Integrated Secondary Education. The research adopts a qualitative approach with a descriptive and analytical character, based on document analysis, a survey of the network’s technical requirements, and a detailed description of the planning, acquisition, and initial configuration of the equipment and computational environment. The study discusses the criteria used for camera selection, the organization of the physical and logical infrastructure, and the operational challenges encountered during implementation. Although time constraints and configuration issues prevented the full operation of the station and the collection of observational meteor data during the period analyzed, the results indicate significant progress in structuring the project and strengthening the integration between teaching and research. The analysis demonstrates that, even in its initial phase, the implementation process presents strong pedagogical potential by enabling the integration of Physics, Astronomy, and technical fields, as well as fostering inquiry-based and interdisciplinary practices. It is concluded that the BRAMON station represents a promising tool for promoting scientific literacy, citizen science, and investigative learning, while also outlining concrete perspectives for the continuation of the project within the IFRN. Fri, 30 Jan 2026 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3179 2026-01-30T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3098 Ensino de química ao aluno cego: um estudo sobre as barreiras de inclusão Inclusive education is a fundamental right for individuals with disabilities. However, accessibility is not always guaranteed, and attitudinal barriers are challenging. This study investigates the attitudinal barriers of a blind student in both basic and higher education. The research was conducted through observations, interviews, and conversational dynamics with the students, teachers, administrators, and colleagues at the educational institutions where she attended high school and began higher education. Our findings show that the attitudinal barriers promoted by teachers, classmates, and the student's family (albeit unconsciously) hindered her inclusion process. We concluded that, in addition to architectural accessibility, institutions need to take action to promote awareness and reduce prejudice against people with disabilities so that their inclusion can be effective. Thu, 01 May 2025 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3098 2025-05-01T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/2851 ALFABETIZAÇÃO CIENTÍFICA E TECNOLÓGICA NO CURSO DE TECNOLOGIA EM GESTÃO AMBIENTAL DO IFRN Scientific and Technological Literacy (STL) is an important objective that, in one of its interpretations, aims to foster understanding of the modern world. Thus, its role in correlating influences within the educational context—where STL is regarded as a necessity across various fields of knowledge—has frequently been highlighted in the literature as a potential pathway for shaping socially critical and autonomous agents. This article aims to analyse the STL provided to students in the Higher Education Technology course in Environmental Management at the Federal Institute of Education, Science and Technology of Rio Grande do Norte, with the objective of identifying potential issues affecting the process. Upon evaluating the data obtained from the research, it is noticeable that the majority of respondents show evidence of a critical education in STL, acknowledging the role of Science and Technology (S&T) in socio-environmental threats. Wed, 18 Dec 2024 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/2851 2024-12-18T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/2635 De escola de aprendizes artífices aos Institutos Federais: a transformação na educação profissional brasileira This work aims to discuss the evolution of the Brazilian professional education, based on the changes in institutionality of the Federal Network of Professional and Technological Education, since the founding of the School of Apprentices and Artisans, to the current Federal Institutes of Education, Science and Technology. The research in question is characterized as documentary and qualitative, and has, as first results, the change in these institutions' objectives, that go from an assistentialist mission with a "mechanical" character, to institutions offering various modalities and levels of education, starting to understand professional education as a strategy of national development, and not as just a tool for labor professionalization. Wed, 01 Jan 2020 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/2635 2020-01-01T00:00:00Z