https://repositorio.ifpe.edu.br/xmlui/handle/123456789/503 2026-07-06T22:53:19Z 2026-07-06T22:53:19Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/1290 2024-05-22T06:00:48Z 2021-12-15T00:00:00Z

Uso de Tecnologias Digitais de Informação e Comunicação por Docentes do Instituto Federal de Pernambuco – Campus Barreiros: Da formação à atuação docente The aim of this study was to verify whether initial or continuing teacher education prepares teachers for the proper use of TDIC in the classroom. The study used the field research technique, of an exploratory nature. The data collection procedures included the application of a semi-structured questionnaire and documental analysis of the lattes curriculum to 29 teachers from the IFPE-Campus Barreiros. In this investigation, it was found that universities still do not prepare (initial training) teachers for the use of TDIC. It was found that most teachers have limitations regarding the use of TDIC, in particular, the use of podcasts, educational software and social networks. Additionally, the professors recognize the importance of using TDIC, and claim to be available to carry out ongoing training courses.

2021-12-15T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2225 2026-07-04T06:01:00Z 2025-12-06T00:00:00Z

Agroecologia e compostagem de resíduos orgânicos : uma alternativa na produção de alimentos saudáveis e redução dos impactos ambientais Brazil produces approximately 35 million tons of organic waste annually, accounting for about half of the country’s urban solid waste. The vast majority of this volume is disposed of in landfills, where it is not properly treated, resulting in the generation of greenhouse gases and leachate. In this context, the present study emerged from a reality inventory developed during the community-time phase of the Escola da Terra program, carried out at São Jorge Municipal School, a rural school located in Engenho Manhoso, in the rural area of the municipality of Amaraji, Pernambuco, Brazil. During the development of this inventory, inadequate disposal practices of organic waste produced by the school and its surroundings were observed, highlighting the need for educational actions aimed at environmental awareness. In light of this reality, the idea arose to develop a study and propose the practice of composting using PET bottles as a low-cost, easily accessible alternative suited to the school community’s context. Thus, the objective of this work was to plan and propose a sequence of didactic activities, using composting as a generative theme to promote environmental and agroecological awareness among students and other actors involved in the school and community. The study is characterized as exploratory research with a qualitative and propositional approach, as it sought to understand the investigated educational reality in order to develop a contextualized didactic sequence, without the practical implementation or evaluation of the proposal. The didactic sequence was designed for a multigrade class of fourth- and fifth-grade students in Elementary School I, also involving families and school collaborators, and was structured into the following stages: awareness-raising; diagnosis of prior knowledge; implementation of composting; follow-up and monitoring; evaluation; use of the final product; and the socialization, exhibition, and dissemination of results. The implementation of these stages would make it possible to contextualize classroom content in practice, while also promoting principles of cooperation, respect, and collective construction. The construction of compost bins using PET bottles, in addition to enabling the reuse of disposable materials, stimulates children’s curiosity and fascination with the transformation of plant waste into fertilizer for plants. In this sense, composting is not limited to a waste management technique but is revealed as a pedagogical tool capable of strengthening values such as care, responsibility, respect, and solidarity, constituting an accessible, sustainable, and deeply educational practice.

2025-12-06T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2224 2026-07-04T06:00:35Z 2025-12-06T00:00:00Z

Impactos causados com o fechamento da escola: nossa senhora das Graças no assentamento Cícero Gomes no município de Amaraji- PE In Brazil, the closure of rural schools occurs, generating impacts on peasant communities, as evidenced by the Nossa Senhora das Graças School in the Cicero Gomes Settlement in Amaraji-PE. Education in rural areas continues to be highlighted as an important tool for valuing the countryside. The work in question demonstrates the negative impacts of closing rural schools and how the violation of the right to education in rural areas can affect territorial development. The methodology employed was qualitative in nature through the application of questionnaires and in-person interviews with real characters from the community's history and school staff up until its closure. During the research, it was found that this reality permeates other Brazilian territories, affecting not only access to education but also the cultural identity of rural peoples as well as their quality of life. The scenario that would allow for a satisfactory change would be the implementation of public policies aimed at rural areas.

2025-12-06T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2223 2026-07-02T06:01:43Z 2025-12-12T00:00:00Z

Brincadeiras do passado :um resgate cultural e identitário no assentamento Bueno Ayres e Santa Rita em São José da Coroa Grande - PE. Considering that the field has been historically marked by struggles and resistance, it is evident that peasant culture has been profoundly impacted by social transformations, especially by the advancement of technologies. Traditional games, previously experienced collectively, are fundamental for the preservation of memory, socialization, and peasant identity. In this scenario of changes, the following question arises: How do social transformations and the advancement of digital technologies affect the transmission and continuity of traditional games in the Buenos Ayres and Santa Rita communities, and what strategies can be implemented to mitigate these impacts while ensuring the appreciation of local cultural heritage? In this context, the present work aims to awaken interest and encourage the continuous practice of old games as a way of recognizing and valuing the intangible cultural heritage of the Buenos Ayres and Santa Rita communities, in the municipality of São José da Coroa Grande–PE. The rationale for this study lies in the importance of preserving and promoting local culture, ensuring that future generations have access to the rich legacy of traditional games, which play a crucial role in the formation of identity and in strengthening community bonds. The research, with a qualitative approach and based on action research, used semi-structured interviews conducted with five local residents. The results show that playing in the countryside is part of the intangible cultural heritage and contributes significantly to the holistic development of children. It is concluded that the recovery of these practices is essential to strengthen community bonds and value local culture in the face of the increasing use of digital technologies.

2025-12-12T00:00:00Z