Trabalho de Conclusão de Curso - TCC https://repositorio.ifpe.edu.br/xmlui/handle/123456789/457 2026-05-02T17:39:04Z 2026-05-02T17:39:04Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2120 2026-04-24T06:00:39Z 2025-09-10T00:00:00Z

As práticas pedagógicas no ensino da educação de jovens e adultos do ensino médio da escola estadual Maria Amália em Recife/PE Youth and Adult Education (EJA) is made up of a diversity of subjects and, therefore, constitutes a teaching modality that requires specific pedagogical practices in the educational setting. Given this context, this study aims to highlight the main pedagogical practices and their impact on students' experiences, contributing to their learning and retention in the educational setting. With a qualitative approach, was used in this work semi-structured interviews and participant observation with educators, as well as a closed-ended questionnaire with high school students at the EJA modality (EMEJA) as methodological data collection procedures. The research subjects were three teachers and 35 students enrolled in the EMEJA program at Escola Estadual Maria Amália, located in Recife, Pernambuco. It was noted that the educators' pedagogical practices are diverse, but traditional resources, such as writing on the whiteboard and lectures, still present in the teaching process, are what most assist students in the learning process in this modality. Therefore, it is important to reflect on the dynamics of EJA participants in their educational experience. Therefore, it is estimated that this type of education provides young people and adults with the knowledge and skills necessary to fully realize the rights and responsibilities of citizens and to seize all opportunities for professional, personal, and social growth.

2025-09-10T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2068 2026-03-21T06:00:51Z 2024-10-10T00:00:00Z

Análise da evolução espaço temporal de áreas susceptíveis formação de voçorocas na bacia hidrográfica do rio Jaboatão- PE Soil degradation is a phenomenon that has been intensifying in several regions of the world, with the erosion process being one of the biggest responsible for the changes that have been promoted in the landscape over time. The gully represents the most advanced process of linear erosion, causing great social, environmental and economic damage. In this sense, this work aimed to characterize the spatio-temporal evolution of areas susceptible to the formation of gullies in the Jaboatão river basin – PE (BHRJ). To carry out the analysis, the following environmental attributes were evaluated: soils, geology, land use, slope, slope shapes and erosivity, using Geoprocessing tools. All of these conditioning factors were programmed together with land use data from 1986, 2004 and 2018, and three erosion susceptibility maps were generated. The results indicate a predominance of soils of the Argisol order, representing 14.89% of the area, which have a high erosion susceptibility. Geological units considered moderately stable predominate in the area. The slope proved to be of great importance, as it was found that 79.93% of the BHRJ area has slopes with high potential for the formation of gullies, due to the predominance of undulating reliefs. In relation to the shape of the slopes, 58.57% of the BHRJ area presents a morphology with aspects of water convergence and, therefore, with greater potential for the formation of linear erosion. Around 74.98% of the basin has levels of erosivity that concern very high susceptibility. In relation to land use, activities such as pasture, which increased by 5.05% in 30 years, and urban areas stand out, which rose from 7.39% to 13.42% in the period of analysis (1986-2018). With the integrated analysis of the parameters, the BHRJ area presents potential for the formation of gullies ranging from medium to high. Likewise, a predominance of the greatest susceptibilities was identified in the upper course, but with significant points in the low and medium course. The results presented are a strong indication of the need for public policies that seek alternatives to mitigate socioeconomic and environmental problems related to the formation of gullies in BHRJ.

2024-10-10T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2051 2026-03-12T06:02:18Z 2025-09-10T00:00:00Z

Residência Pedagógica : contribuições na formação inicial do professor de geografia The initial training of teachers is a fundamental process for strengthening basic education, as it is during this period that future educators have the opportunity to articulate theoretical knowledge with pedagogical practices. This process is marked by challenges ranging from the critical understanding of specific content to the development of didactic skills aimed at classroom realities. In this context, the Pedagogical Residency Program (PRP), established by the Coordination for the Improvement of Higher Education Personnel (CAPES), represents an important instrument for bridging the gap between university and school. The present study aims to understand the main challenges and contributions of the Pedagogical Residency Program in the initial training of undergraduate Geography students at IFPE (Recife Campus). This research is configured as a field study with a qualitative and descriptive approach, carried out through the application of a semi-structured questionnaire. The target group consisted of eight undergraduate Geography students, active participants in the PRP. The choice of this group allowed for the collection of concrete experiences and individual perceptions regarding the training process experienced. The results revealed that the Pedagogical Residency provides a space for the articulation between theory and practice, enabling pre-service teachers to engage more closely with school realities and contributing to the development of pedagogical, reflective, and critical skills. Among the positive aspects highlighted are practical classroom experience, mentoring by experienced teachers, and the strengthening of professional identity. As negative aspects, challenges related to infrastructure, workload, and organization of activities were reported. It is concluded that the PRP plays a fundamental role in the initial training of Geography teachers, as it provides meaningful experiences that assist in the construction of teaching practice and in the improvement of Geography education, despite the limitations pointed out by the participants.

2025-09-10T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2011 2026-02-27T21:24:24Z 2025-09-10T00:00:00Z

As práticas pedagógicas no ensino da educação de jovens e adultos no ensino médio da escola estadual Maria Amália em Recife /PE Youth and Adult Education (EJA) is made up of a diversity of subjects and, therefore, constitutes a teaching modality that requires specific pedagogical practices in the educational setting. Given this context, this study aims to highlight the main pedagogical practices and their impact on students' experiences, contributing to their learning and retention in the educational setting. With a qualitative approach, was used in this work semi-structured interviews and participant observation with educators, as well as a closed-ended questionnaire with high school students at the EJA modality (EMEJA) as methodological data collection procedures. The research subjects were three teachers and 35 students enrolled in the EMEJA program at Escola Estadual Maria Amália, located in Recife, Pernambuco. It was noted that the educators' pedagogical practices are diverse, but traditional resources, such as writing on the whiteboard and lectures, still present in the teaching process, are what most assist students in the learning process in this modality. Therefore, it is important to reflect on the dynamics of EJA participants in their educational experience. Therefore, it is estimated that this type of education provides young people and adults with the knowledge and skills necessary to fully realize the rights and responsibilities of citizens and to seize all opportunities for professional, personal, and social growth.

2025-09-10T00:00:00Z