https://repositorio.ifpe.edu.br/xmlui/handle/123456789/556 Tue, 14 Apr 2026 09:02:31 GMT 2026-04-14T09:02:31Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/1993 Os significados do trabalho para docentes da Educação Profissional e Tecnológica do Instituto Federal de Pernambuco This dissertation aimed to analyze the meanings attributed to work by teachers of Professional and Technological Education (EPT) at Instituto Federal de Pernambuco (IFPE), seeking to answer the following question: what meanings do EPT teachers at IFPE attribute to work? Grounded in authors from the historical-dialectical perspective such as Marx (2002), Lukács (1981), Antunes (1995, 2013, 2020), Saviani (2007), and Freitas (2004, 2018), the study adopted a qualitative methodology, using a sociodemographic questionnaire and semi-structured interviews with 12 teachers from Recife, Vitória de Santo Antão, and Afogados da Ingazeira campuses. Data were analyzed based on Bardin (2016). The survey of the state of knowledge showed that the theme of the meanings of work has been addressed by different fields, with diverse theoretical and methodological approaches. It was found that the debate remains current and expanding, since work, as a social and subjective phenomenon, is in constant transformation. The research results revealed that teaching work in EPT constitutes a field of contradictions: a space for personal fulfillment and social commitment, but also one of challenges such as overload, bureaucracy, and difficulties in balancing personal and professional life. From the findings, it is concluded that work experienced with meaning—sustained by identification with the profession, the perception of social usefulness, and the purpose of activities—proves capable of overcoming strain, fostering satisfaction and commitment even in adverse contexts. The implementation of the Educational Product (pedagogical workshop) demonstrated the transversality of these issues, highlighting shared experiences between teachers and technical-administrative staff within the institutional context Thu, 16 Oct 2025 00:00:00 GMT https://repositorio.ifpe.edu.br/xmlui/handle/123456789/1993 2025-10-16T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/1954 Tecituras sobre história e memória da Educação Profissional e Tecnológica: um estudo sobre o centro de história, memória e documentação de um Instituto Federal de Educação, Ciência e Tecnologia The IFPE Recife Campus, a school focused on Professional and Technological Education, whose institutional trajectory dates back to the Pernambuco School of Apprentice Craftsmen in 1909, reflects the history and memory of professional education, which, in turn, can be represented by the collection of the Center for History, Memory, and Documentation (CHMD), created in 2019. Thus, this research aimed to analyze the role of the CHMD and the strategies established in its efforts to preserve and disseminate the history and institutional memory of the IFPE Recife Campus, as well as the history and memory of the EPT. The research's theoretical framework was based on the studies of Fonseca (1961); Halbwachs (1990); Nora (1993); Tessitore (2003); Cunha (2005); Saviani (2003, 2005 and 2007); Bellotto (2006); Ciavatta (2011); LeGoff (2013); Thiesen (2013); Ramos (2014); Camargo and Goulart (2015) and Caires and Oliveira (2016). Regarding the methodological aspects, the research approach adopted a qualitative, exploratory, and descriptive approach. Semi-structured interviews, questionnaires, and simple observation were used as data collection techniques. Content analysis proposed by Bardin (2016) was used to analyze and interpret the collected data. The results demonstrated that, despite the weaknesses identified in the CHMD, the Center was able to develop conservation actions for the collection, as well as use it in cultural, educational, and pedagogical initiatives that, together, contribute to the preservation and dissemination of the history and institutional memory of the IFPE Recife Campus, as well as of the EPT. The educational product developed, a digital brochure, aims to contribute to the dissemination and preservation of the CHMD and its collection. Evaluated both by professionals working at the Center and by representatives of its target audience, the unanimous positive feedback validated the development goals and functionality of the digital brochure as a communication and educational tool, indicating its potential for use not only within the CHMD but also in other educational environments within Professional and Technological Education (EPT). Evaluated by both professionals working at the Center and representatives of its public, the positive and unanimous perception of the evaluators validated the development objectives and functionality of the digital brochure as a communication and educational tool, indicating its potential for use both at CHMD and in other EPT educational environments. Fri, 26 Sep 2025 00:00:00 GMT https://repositorio.ifpe.edu.br/xmlui/handle/123456789/1954 2025-09-26T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/1952 As práticas curriculares sobre a Educação Alimentar e Nutricional no âmbito do Curso Técnico em Meio Ambiente Integrado ao Ensino Médio The adoption of educational strategies related to Food and Nutrition Education (FNE) for adolescents constitutes an important tool for the development of healthy eating habits. Integrated High School (IHS) aims to promote holistic human education, and, to this end, schools play a fundamental role in learning, in the maintenance of healthy habits, in the development of critical thinking, and in strengthening autonomy and local culture. The objective of this professional master’s research was to understand how curricular practices concerning Food and Nutrition Education are characterized with a view to the holistic human formation of students enrolled in the Environmental Technician Program integrated with High School at the Federal Institute of Pernambuco (IFPE), Garanhuns Campus. The specific objectives were as follows: to analyze the discourses on Food and Nutrition Education presented in the Pedagogical Course Project (PCP) of the Integrated Environmental Technician Program; to analyze curricular practices related to Food and Nutrition Education based on the discourses of the teaching staff; and to develop an educational product in the form of a self-instructional minicourse intended for Integrated High School teachers. This qualitative research, descriptive and exploratory in nature, is linked to the macroproject Educational Practices in the Integrated Curriculum, within the research line Educational Practices in Professional and Technological Education. The study was conducted at IFPE, Garanhuns Campus. Data collection involved documentary research-which included analysis of the Pedagogical Course Project-as well as the administration of a mixed questionnaire containing open and closed questions to 11 general education teachers and 8 technical teachers from the program. The analysis of the documentary corpus was carried out using the Discursive Textual Analysis (DTA) method; closed-ended questions were examined through descriptive statistics, and open-ended responses were analyzed using Bardin’s (2016) thematic categorical content analysis technique. The results revealed that FNE is not explicitly incorporated into the course curriculum. Consequently, some discourses related to FNE were identified in only 32.56% of the general education subjects, among which the category “FNE and holistic education” stood out, representing 71.43% of them. In the technical subjects, 93.33% presented discourses concerning FNE, particularly within the category “FNE and sustainability.” For 57.89% of the teachers, FNE is neither included in the curriculum nor connected to their subjects, and therefore is not addressed in their curricular practices. Finally, an educational product (EP) was developed in the form of a self-instructional minicourse entitled “Food and Nutrition Education and Teaching Practice in Integrated High School”, intended for IHS teachers at IFPE, Garanhuns Campus. The EP was administered to seven teachers and evaluated by them. The assessment was conducted using a questionnaire comprising six analytical dimensions (aesthetics/organization, modules, writing, content, didactic proposals, and criticality of the EP). The product was deemed satisfactory by all participants and subsequently revised based on their suggestions. Thus, the development of this research fostered greater awareness of the importance of FNE in the curricular practices of IHS, and the educational product, in addition to serving as a methodology for teachers’ continuing education, encouraged reflection on integrative and interdisciplinary curricular practices aimed at promoting healthy and sustainable eating habits Mon, 29 Sep 2025 00:00:00 GMT https://repositorio.ifpe.edu.br/xmlui/handle/123456789/1952 2025-09-29T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/1950 Formação continuada nos Institutos Federais: os Encontros Pedagógicos e suas contribuições didático-pedagógicas para a prática docente no Ensino Médio Integrado nas percepções de professores/as do IFPE – Campus Garanhuns Federal Institutes (IFs) aim to offer Professional and Technological Education (EPT), including Secondary Level Technical Professional Education, primarily in the form of Integrated Secondary Education (EMI) courses, with a view to providing students with a comprehensive education. To achieve this goal, it is necessary to provide continuing education processes for public servants who are part of these institutions, especially teachers. Within the scope of the Federal Institute of Education, Science, and Technology of Pernambuco (IFPE), Pedagogical Meetings are frequently held. In this context, the general objective of this study is to analyze the Pedagogical Meetings and their didactic-pedagogical contributions to teaching practice in EMI as perceived by teachers at IFPE – Garanhuns Campus. We have constructed three theoretical categories: “Integrated Secondary Education: conceptual bases and structuring principles,” based on authors such as Gramsci (2001), Moura (2012), and Ramos (2008); “Continuing education for teachers as a dialectical relationship between theory and practice,” based on authors such as Santos (2010), Kuenzer (2011), and Machado (2021); and “Continuing education and the knowledge necessary for teaching in Professional and Technological Education: a focus on Integrated Secondary Education,” based on authors such as Moura (2014), Araújo (2010), and Machado (2011). The study is qualitative in nature and was developed in two stages. In the first stage, we used the Free Word Association Technique (FWAT) with 37 teachers who work at EMI and have already participated in the Meetings. In the second stage, we used semi-structured interviews with 14 teachers who participated in the previous stage. For analysis, we used Bardin's (2016) Thematic Categorical Content Analysis Technique. The results showed multiple perceptions of the Pedagogical Meetings: a space for returning to work, continuing education, school planning, or even as an unproductive space. However, the prevailing understanding is that the Meetings have educational potential. In relation to didactic-pedagogical contributions, we identified that, for teachers, the Meetings contribute to the improvement of teaching methodologies and tools, to the inclusion of students, and to the encouragement of lesson planning. However, we observed silence regarding the contributions of the Meetings to the implementation of integrative practices in the EMI curriculum, considering the conceptual bases that sustain it in the IFs. Based on these results, we developed, as an Educational Product, a proposal for continuing education, in digital book format, on EMI in IFs. To evaluate this Product, we used an open questionnaire with seven teachers participating in the research. To analyze the evaluation, we used Categorical Content Analysis, based on the evaluation axes proposed by Kaplún (2003). The evaluation was positive, highlighting the theoretical-methodological coherence, the use of dynamic teaching strategies, the clarity and appropriateness of the language, as well as the aesthetics of the material. This research, in addition to contributing to the production of knowledge about the continuing education of IF EMI teachers and the development of an Educational Product aimed at strengthening this training, can collaborate with the processes of developing educational and institutional policies in IFs, in a context marked by high school reforms that run counter to the EMI project and its proposal for comprehensive training. Fri, 10 Oct 2025 00:00:00 GMT https://repositorio.ifpe.edu.br/xmlui/handle/123456789/1950 2025-10-10T00:00:00Z