Campus Olindahttps://repositorio.ifpe.edu.br/xmlui/handle/123456789/5552024-03-29T13:06:41Z2024-03-29T13:06:41ZPráticas de letramento no PROEJA Mulheres: o uso de gêneros textuais como contribuição para o desenvolvimento da aprendizagem dos discenteshttps://repositorio.ifpe.edu.br/xmlui/handle/123456789/11892024-02-28T06:02:32Z2023-10-24T00:00:00ZPráticas de letramento no PROEJA Mulheres: o uso de gêneros textuais como contribuição para o desenvolvimento da aprendizagem dos discentes
This dissertation aimed to understand and investigate how literacy practices are
experienced in PROEJA classrooms, with reading and writing as a guiding thread
consolidated by the us e of textual genres presented for the success of students in
activities involved in critical reading. The research problem addressed in this work
originated from the fragility of literacy practices in everyday PROEJA classrooms. To
conduct the theoretical framework, a systematic literature review protocol was
designed and implemented, in order to analyze and delimit the existing literature on
literacy practices in PROEJA. Through this systematic review, it was possible to
identify a set of initial actions t hat can be explored in the context of literacy in
PROEJA for Professional and Technological Education (EPT). Not referring to literacy
concepts and practices, the presence of literacy events is identified, such as reading
texts and oral or written interpre tation, oral exposition of specific content, the use of
oral and written genres and spelling activities. Furthermore, with regard to literacy
practices on the part of teachers, observing effective changes taking place in the
classroom, they provide learnin g to read and write in a significant way. The method
outlined and applied consisted of exploratory research with a qualitative approach
that corresponded to this investigation. The methodological procedure was structured
in 3 (three) stages, namely: docume nt analysis, teachers' perception, and students'
perception. To carry out these steps, a specific instrument was used, such as
interviews, structured in 4 (four) stages, covering 4 (four) dimensions. The scope
investigated was the Dr. Luiz Cabral de Melo S tate Technical School in partnership
with the Federal Institute of Pernambuco (IFPE) Campus Paulista. Data analysis
used the content analysis approach, which was divided into the three phases of the
research: document analysis, teachers' perception and s tudents' perception. Each of
these steps was carefully examined and discussed, with the aim of identifying and
analyzing the elements proposed in the research objectives. Next, the Educational
Product and its development process resulting from the constitu ent phases of the
methodological process were presented. The EP followed planning in the form of a
didactic sequence based on the perspective of Dolz, Noverraz and Schneuwly.
Finally, the PE was evaluated in 05 (five) dimensions, being evaluated by 04 (fou r)
professionals specializing in education. The results of the PE evaluation and its
adherence to the PROEJA Mulheres context indicated that it was aligned with its
fundamental purpose, providing possibilities for skills that allowed the necessary
adjust ments to be made to further improve the Educational Product.
2023-10-24T00:00:00ZPermanência escolar de estudantes cotistas no Ensino Médio Integrado à Educação Profissional: o que revelam os documentos e os sujeitos?https://repositorio.ifpe.edu.br/xmlui/handle/123456789/11852024-02-27T06:01:46Z2023-10-24T00:00:00ZPermanência escolar de estudantes cotistas no Ensino Médio Integrado à Educação Profissional: o que revelam os documentos e os sujeitos?
This research analyzes the factors that favor the retention of quota students in High School Integrated with Professional and Technological Education (EPT) at the Federal Institute of Education of Pernambuco (IFPE). The theme of permanence is important for the development of research and the formulation of educational policies and programs. With the implementation of Law No. 12,711/2012 and Law No. 13,409/2016, called the Quota Law, admission to federal universities and federal secondary-level technical education institutions for black students from public schools was expanded. , brown and indigenous people and people with disabilities. The research problem raises the following question: What are the external and internal factors that contribute to the academic retention of quota students in IFPE's Integrated High School Technical Courses? We opted for a qualitative, descriptive and explanatory approach; as a data collection instrument, bibliographical research, documentary research and field research were used. The bibliographical approach addressed the academic production of the Center for Access and Permanence in Education, using the State of the Art to map the academic production on School Permanence in Secondary Education Integrated with Professional Education. In the documentary analysis, research was carried out based on educational legislation at national and institutional level, placing emphasis on the regulations that regulate Secondary Education Integrated with Professional Education and establish the permanence of young students as a right. The documents that guide the programs, teaching projects, research and extension of IFPE were consulted. Questionnaires with open and closed questions were used, applied to students who entered through the quota system. It was concluded that young students relate their stay to personal effort, interaction with colleagues, teachers and staff, Student Assistance programs and resources, and family support. They recognize the importance of teaching, research and extension programs, although few had the opportunity to effectively participate in the activities, as these students started courses during the pandemic. As a result of the research, the Educational Product “Project and Prototype of the Observatory of Permanence in Integrated High School Site” was created, being evaluated and approved by staff, students, researchers and the external community.
2023-10-24T00:00:00ZSentidos da gestão escolar no âmbito do Ensino Médio Integrado do Instituto Federal de Pernambucohttps://repositorio.ifpe.edu.br/xmlui/handle/123456789/11812024-02-25T06:00:56Z2023-12-18T00:00:00ZSentidos da gestão escolar no âmbito do Ensino Médio Integrado do Instituto Federal de Pernambuco
The main objective of the master's research was to understand the educational meanings of teaching managers at the Federal Institute of Pernambuco regarding secondary education. To achieve this, we had specific objectives: to understand the responsibilities of education managers who offer integrated secondary education into IFPE; identify the knowledge and skills necessary for school managers for integrated secondary education; learn about the training of school managers; analyze the meanings of school management at IFPE in the discourse of school managers; develop an educational product that helps to present the meanings of school management at IFPE. The methodology used in this research is based on a qualitative approach, with field, documentary and bibliographical research carried out. Consisting of exploratory research by collecting information from institutional documents from IFPE and the Brazilian Ministry of Education, in addition to bibliographical research on the topic studied. Semi-structured interviews were carried out with the teaching managers of the IFPE campuses that offer integrated secondary education in the 3rd expansion. Data analysis was carried out based on discourse theory (BURITY, 2014). We analyzed how the senses of school managers are influenced in relation to their management practice in relation to integrated secondary education in EPT. The data presents managers who do not have training in school management, and did not receive initial training to carry out the role. It also indicates the need for greater documentary detail regarding the responsibilities of school managers in the institution. The results also point to the need for greater investment in resources to provide the integrated secondary education courses into the IF network. We also highlight that despite feeling the weight of responsibility that the role requires, those surveyed present their roles as relevant and important for the development of school actions. Based on data analysis, an educational product was produced in the form of a digital booklet that presents the meanings of school management
2023-12-18T00:00:00ZAs práticas docentes vinculadas à diversidade étnico-racial no Ensino Médio Integrado à formação técnica em Segurança do Trabalhohttps://repositorio.ifpe.edu.br/xmlui/handle/123456789/11782024-02-21T06:01:29Z2023-10-30T00:00:00ZAs práticas docentes vinculadas à diversidade étnico-racial no Ensino Médio Integrado à formação técnica em Segurança do Trabalho
The main objective of the master's research is to analyze teaching practices for ethnic-racial diversity in Integrated High School (EMI) to technical training in Occupational Safety, at the Federal Institute of Pernambuco (IFPE) Campus Caruaru. The purpose of this research was to answer the following guiding question: How are teaching practices on the topic of ethnic-racial diversity in EMI configured? The theoretical framework is based on several authors who speak about ethnic-racial diversity and teaching practice, in dialogue with omnilateral training and integrated curriculum, such as Paulo Freire and Nilma Lino Gomes. This is research with a qualitative approach that involved the following steps: State of the Art research; document analysis; the application of a questionnaire to all teachers of the Occupational Safety Technician course Integrated into High School at IFPE Campus Caruaru; and carrying out a narrative interview (EN) with teachers in the areas of knowledge of Languages and their Technologies and Applied Human and Social Sciences. EN followed the steps proposed by Jovchelovitch and Bauer (2008). Data analysis was carried out using the narrative analysis method, according to Schutze (1992).The bibliographic survey aimed to investigate the academic works published in the last three editions of the Congress of the National Association of Postgraduate Studies and Research in Education (Anped), in the years 2017, 2019 and 2021, published in Working Groups 09, “Education and Work ”, and 21, “Education and Ethnic-Racial Relations”. What stands out in the composition of these texts is the agreement with the proposal that a pedagogy be developed that provides anti-racist education. The analysis of documents, such as the Guidelines and Curricular Parameters, the National Common Curricular Base, in addition to institutional documents, such as the IFPE Pedagogical Political Project and the course, revealed several conceptual gaps regarding ethnic-racial diversity, and that the direction for anti-racist education must be well described in order to promote libertarian teaching practice. The analysis of the questionnaire and the EN with the teachers revealed a critical perception about ethnic-racial diversity, the recognition of the importance of approaching this topic in different educational scenarios and the discernment about the role and importance of the Center for Afro-Brazilian Studies and Indigenous people at IFPE. However, teaching practices for the education of ethnic-racial relations are specific, with actions that are still little publicized, in addition to teacher training and teaching resources that are still scarce. Given this dialogical relationship, the results support inclusive education and supported the development of an Educational Product (EP) entitled “Guide for a Didactic Approach to Ethnic-Racial Diversity”. This guide was designed from an interdisciplinary perspective to enable the expansion of the discussion about education for diversity in Professional Technological Education. The EP presents reasons for the inclusion of different ethnic groups at school. Suggestions for interdisciplinary didactic sequences are also available to approach the topic in everyday life at EMI. This guide is intended to contribute to overcoming exclusionary practices and to the promotion of pedagogical practices committed to anti-racist education in the Brazilian educational system
2023-10-30T00:00:00Z