https://repositorio.ifpe.edu.br/xmlui/handle/123456789/8 2026-08-19T12:07:52Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2287 Sinais do silêncio e a biblioteca inclusiva: cartografia das bibliotecas do IFPE na perspectiva da inclusão da pessoa com surdez no cenário da EPT This study aims to analyze the context of accessibility and inclusion in the libraries of the Federal Institute of Pernambuco (IFPE), focusing on the perspective of people with hearing loss. In this regard, it sought to understand how access to the materials and services offered is established, as well as to identify the specific barriers that exist and the initiatives currently in place to serve deaf individuals in IFPE libraries. A qualitative, exploratory approach was adopted, within the context of a field survey. A questionnaire was applied to professionals working in six IFPE campus libraries in order to identify the accessibility resources available and those lacking. We also interviewed four deaf students from the institution, aiming to understand how IFPE libraries can include deaf individuals in professional and technological education. The collected data covered aspects such as staff training, communication capacity, collections, available assistive technologies, and initiatives to engage the deaf community. Data analysis followed the Content Analysis method, in the categorical modality, proposed by Bardin (2011), highlighting attitudinal, communicational, and methodological barriers. This discussion was grounded in authors in the field of inclusion and in the IFLA (2000) guidelines for library services aimed at deaf people, in light of the perceptions expressed in the interviews, which revealed difficulties and limitations in using libraries as pedagogical spaces. As an educational product, a cartography was developed to allow the spatial visualization of the investigated scenario, providing input to understand the social dynamics that impact the inclusion of deaf students in IFPE libraries. By addressing issues related to accessibility and inclusion, this study contributes to promoting a more equitable and inclusive education for the deaf community in the institution’s campuses 2025-09-19T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2285 O frevo e a sua escuta por estudantes do Conservatório Pernambucano de Música: uma abordagem discursiva This research aimed to analyze students' discourses about their relationship with frevo within the teaching-learning conditions of the Pernambuco Conservatory of Music. We analyzed the presence of frevo teaching in normative and institutional documents. We sought to understand students' discourses regarding their relationship to listening to frevo. We developed an educational product in the form of a digital book (including a teaching sequence)—based on frevos by the composer Capiba—to foster understanding of frevo listening practices from different eras and contribute to a humane and comprehensive education. We assume that frevo is an artistic expression constructed through a socio-historical process. The research was qualitative, exploratory, and descriptive in nature. Regarding the technical procedures, the research consisted of three stages: literature review, document analysis, and action research. Regarding the literature review, we found that numerous researchers investigate frevo from different perspectives. However, the research located does not focus on the teaching and listening of frevo from a perspective that considers the socio-historical-discursive aspects of the compositions and, at the same time, the french materialist Discourse Analysis. As for the composition of the documentary corpus, we analyzed some curricular documents from the institution, both general and related to technical courses. The results indicate that the prescribed curriculum should include theoretical and practical approaches to frevo in the program content, which, in turn, already occurs in the curriculum shaped by teachers and management. We found that frevo remains quite alive, whether through the offering of subjects, the performance of repertoire, and artistic presentations by representative groups. The action research was conducted in the Frevo Practice class through four lessons, where frevo listening activities were developed from a socio-historical-discursive perspective. The theoretical-methodological framework used was Materialist Discourse Analysis, based on Orlandi and Pêcheux. Regarding the themes related to Vocational and Technological Education, our theoretical framework consisted of classic categories, such as Ramos's integral human development and Kuenzer's understanding of work as an educational principle. In the listening category, we drew on Machado and Pêcheux's concept of social listening. The results demonstrated that the students' statements regarding frevo are marked by affective memories linked to Carnival and the musical ideology inherent in a variety of musical genres, such as choro, classical music, manguebeat, jazz, and rock. However, they also demonstrated, through their words, that there was a change in perspective in the way of thinking, starting from the frevo listening classes, under a discursive approach, towards a holistic human formation 2025-12-09T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2283 A função do letramento informacional no enfrentamento do plágio em uma era de Inteligência Artificial: um estudo exploratório no Instituto Federal de Pernambuco The aim of the research was to understand how librarians at the Federal Institute of Pernambuco (IFPE) implement collaborative educational initiatives with student researchers regarding plagiarism, in light of the opportunities and challenges presented by Artificial Intelligence (AI). The research problem focused on the absence of collaborative Information Literacy (IL) educational initiatives implemented by librarians aimed at guiding students and teachers in Integrated Secondary Education, with a view to preventing plagiarism and addressing the growing concern regarding plagiarism facilitated by the use of AI. To this end, a literature review was conducted to understand the current state of IL, the competence of ethical information use, and to evaluate IL models, as well as the concept of plagiarism and its detection technologies. To understand the context of Vocational and Technical Education (VTE) and plagiarism, a Systematic Literature Review (SLR) was conducted, a process aimed at identifying in the literature the factors influencing the practice of plagiarism, educational strategies for prevention, and the impacts of plagiarism within the VTE context. The methodological procedure consisted of an exploratory study with a qualitative approach, carried out in five stages, namely: (i) Documentary research; (ii) Exploratory stage with the IFPE institutional manager; (iii) Exploratory stage with librarians from the Integrated Library System (SIBI-IFPE); (iv) Exploratory stage with students; (v) Exploratory stage with teacher-researchers. The data collection instruments used were a questionnaire and interviews. The research population was the IFPE, Recife Campus, involving the participation of the research manager, librarians, teacher-researchers and students. For data processing, a descriptive technique was used, and for the analysis of the open-ended questions from the interviews, content analysis was adopted. The results obtained informed the planning and development of an Educational Product (EP), structured in the form of a Digital Book, aimed at training librarians to implement collaborative educational initiatives related to guidance and the prevention of plagiarism. In the next stage, a workshop proposal forming part of the Digital Book was implemented and tested; organized into six stages, it was to be delivered by librarians to students or lecturers. The workshop included activities ranging from the use of quizzes (interactive games) to discussions on the use of Artificial Intelligence to support academic writing and plagiarism detection. The workshop proposal was implemented and evaluated by the librarians participating in the research, which enabled an analysis of its relevance, applicability and pedagogical potential within the institutional context. The results of the implementation and evaluation indicate that the workshop proposal can contribute to the training of these professionals, enhancing the institution’s Information Literacy educational initiatives and strengthening the collaboration between librarians and teachers in promoting the ethical use of information. It is evident that IL, facilitated by technology and collaborative work, can contribute significantly to the prevention of plagiarism at IFPE, preparing professionals to face the challenges posed by Generative Artificial Intelligence and enhancing the quality of academic research at VTE 2025-12-18T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2281 O ensino da história da África e dos afro-descendentes: um olhar a partir dos docentes do IFPE This dissertation aimed to analyze the teaching of the History of the Black population in Brazil based on the conceptions and pedagogical practices of History teachers working within Professional and Technological Education (PTE) at the Federal Institute of Pernambuco (IFPE). The research problem focused on understanding how this subject has been implemented in teachers’ pedagogical practices within PTE, considering their perceptions, experiences, and challenges in the institutional context. The relevance of the study is grounded in the persistence of gaps in the implementation of Law No. 10,639/2003, which made the teaching of Afro-Brazilian History and Culture mandatory in basic education, even more than two decades after its enactment. The research examined how Afro-Brazilian History content has been addressed in light of current educational legislation, as well as how this education is perceived and practiced by teachers. Furthermore, the study discussed the contribution of Black Movements to the achievement of rights, highlighting their struggle from the Colonial period to the present day. It also considered the intersectionalities of race, gender, and class, as well as contributions from Marxist thought to a critical understanding of racial and social inequalities in Brazil. As an applied outcome of the research, an Educational Product was developed in audiovisual format, consisting of a sequence of video lessons and a methodological guide addressing the knowledge historically produced by the Black Movement. These materials are articulated with the legal foundations established by Law No. 10,639/2003 and the National Curriculum Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of AfroBrazilian and African History and Culture, using structured teaching sequences. The investigation was characterized as qualitative research with a descriptive and exploratory approach, based on a literature review, questionnaires, and interviews conducted with teachers. Data analysis was carried out using content analysis, as proposed by Bardin (1977). The results showed that the teaching of the History of the Black population within the PTE context still occurs in a sporadic and fragmented manner, indicating the need for investment in continuing teacher education, as well as the strengthening of institutional policies that promote genuinely anti-racist pedagogical practices 2026-01-30T00:00:00Z