https://arandu.iffarroupilha.edu.br/handle/itemid/10 2026-07-28T04:05:49Z https://arandu.iffarroupilha.edu.br/handle/itemid/957 Título: Permanência de trabalhadores-estudantes na EJA integrada à educação profissional e tecnológica : um estudo de caso em uma escola da rede municipal parceira do IFFar Resumo em Língua Estrangeira: The present study was developed within the Post-Graduate Program in Vocational and Technological Education (ProfEPT), offered by the Instituto Federal Farroupilha (IFFar) - Jaguari campus, and is linked to research line 1 - Educational Practices in Vocational and Technological Education (EPT), under Macroproject 2 - Inclusion and diversity in formal and non-formal teaching spaces in EPT. The main objective is to verify ways to strengthen student retention actions for the Youth and Adult Education (EJA) modality integrated with Vocational and Technological Education (EPT), contributing to the success of worker-students enrolled in the courses of the EJA-EPT Program offered by IFFar in partnership with the Municipal Government of Santa Maria/RS. To achieve this general objective, the following specific objectives were defined: to identify in databases the scientific production regarding retention and success in EJA-EPT/EF; to understand the reasons and expectations that cause these worker-students to enroll in a professional qualification course in the Youth and Adult Education modality; to know the factors that promote student belonging and strengthen their retention in EJA-EPT/EF; and to develop a support tool based on the interests and needs pointed out after conducting the research, aimed at worker-students of the Youth and Adult Education Course Integrated with Vocational and Technological Education, collaborating with the strengthening of the partnership between IFFar and the Municipal Government of Santa Maria/RS. As a methodological pathway, a systematic literature mapping was initially carried out on the educational practices developed within the scope of EJA-EPT, between 2019 and 2025, in specific databases. Subsequently, a qualitative research of an applied nature was conducted at a Municipal Elementary School that offers the Administrative Assistant course in partnership with IFFar. The research subjects were the students regularly enrolled in the aforementioned course, and data collection was carried out through a field diary, questionnaire, and focus group. The results, analyzed through Content Analysis by Laurence Bardin (2016), resulted in five thematic categories addressing topics directly related to the retention of worker-students. It was revealed that the retention of these students is related to factors such as: Student Assistance Policy; the feeling of belonging fostered by good teaching and management practices; and the empathy of teachers toward the exhaustive routine of the students. It was also noted that the research participants did not know IFFar prior to entering the EJA-EPT/EF Administrative Assistant course. Finally, based on the observation of institutional communication, an Informative Guide for EJA-EPT (ProfEPT - IFFar) was developed as an educational product, aimed at mediating knowledge about the IFFar institution and the modality in the partner school. Tipo: Dissertação 2026-01-01T00:00:00Z https://arandu.iffarroupilha.edu.br/handle/itemid/956 Título: Ensino médio integrado e o componente curricular de informática: limites e possibilidades para a computação na EPT Resumo em Língua Estrangeira: This Master's thesis is linked to Research Line 2, Organization and Memories of Pedagogical Spaces in Professional and Technological Education, of the Professional Master's Program in Professional and Technological Education (ProfEPT), articulating with macro-project 6, Organizations of Pedagogical Spaces in PTE, and the Research Group on Curriculum, Democratic Management, and Educational Policies in PTE (GECPOL). This research has the general objective of investigating the knowledge constructed in the Informatics curricular component in the Integrated High School courses at the Federal Institute Farroupilha – Jaguari Campus, aiming at the integration process with other areas of knowledge. Specifically, the aim was to analyze the informatics knowledge in the Pedagogical Course Projects (PPCs) of Administration, Renewable Energies, and Agriculture; to understand the teachers' conceptions about this knowledge; to discuss the integration of the Basic Education Computing axes: Digital Culture, Computational Thinking, and Digital World; and to develop an Educational Product in a website format. The methodology was a qualitative approach, characterized as a case study. The instruments for data production included documentary analysis of the PPCs of the three courses and semi-structured interviews with the teachers working in the informatics curricular components of the institution. I conducted the data treatment using Bardin's Content Analysis (1979). The results evidenced a tension between the ideal of omnilateral formation in Professional and Technological Education (PTE) and the lived curriculum. I found that, in the Agriculture course, Informatics is restricted to the Basic Core. In the Administration course, despite being allocated to the Polytechnic Core, informatics assumes a strictly instrumental and support role, remaining isolated. On the other hand, in the Renewable Energies course, the strategic presence in the Polytechnic Core allows, in fact, the materialization of the Basic Education Computing axes. Teachers recognize technology as a pedagogical and articulating instrument; however, the integration effort encounters structural barriers, students' learning gaps, and the absence of collective planning. I conclude that the curricular component has proven to be mere operational support, which compromises student emancipation. As an Educational Product, I developed an electronic guide that functions as an asynchronous support and continuing education space, democratizing Basic Education Computing concepts and enhancing transversal curricular integration in PTE. Tipo: Dissertação 2026-01-01T00:00:00Z https://arandu.iffarroupilha.edu.br/handle/itemid/955 Título: A representatividade feminina na gestão do Instituto Federal de Educação, Ciência e Tecnologia Farroupilha Resumo em Língua Estrangeira: This dissertation, developed within the Graduate Program in Professional and Technological Education, under the research line “Organization and Memories of Pedagogical Spaces in Professional and Technological Education,” examines female representation in the administration of the Federal Institute of Farroupilha, considering the gender relations that permeate institutional spaces and influence women’s access, retention, and recognition of women in leadership positions. The general objective of the research was to analyze the configuration of female participation in institutional management, identifying challenges, advances, and possibilities for promoting gender equity, with specific objectives to map the gender composition of management positions from 2012 to 2025, examine institutional policies related to gender equality, identify the main challenges faced by female managers, and propose strategies to strengthen female representation. This is justified by the social and academic relevance of the topic, especially in the context of EPT, where historically constructed inequalities are still observed, even in institutions committed to principles of inclusion and social justice. The methodology adopted a qualitative-quantitative analytical approach, combining the collection and analysis of institutional data, a documentary analysis of institutional regulations and policies, as well as the administration of a questionnaire to female employees, whose narratives were examined through content analysis. The narratives revealed challenges related to work overload, the gendered division of labor, and the persistence of practices associated with structural sexism. It was found that, although institutional initiatives aimed at equity exist, they still have limitations regarding their effectiveness. As a contribution, the study enabled the systematization of strategies aimed at strengthening female representation, as well as the development of an educational resource in the form of a booklet, with a view to raising awareness and providing institutional training. Thus, the research contributes to deepening discussions on gender and management in EPT, offering insights for the development of more inclusive and equitable institutional practices. Tipo: Dissertação 2026-01-01T00:00:00Z https://arandu.iffarroupilha.edu.br/handle/itemid/954 Título: Leitura crítica na EJA/EPT : contribuições da análise de discurso crítica Resumo em Língua Estrangeira: This dissertation is linked to the Professional Master's course in Professional and Technological Education – ProfEPT of the Federal Institute of Education, Science and Technology – IFFAR Jaguari campus, in the Research Line Organization and Memories of Pedagogical Spaces in Professional and Technological Education, to the Group of Research and Studies in “Educational Management, Curriculum and Public Policies for Professional and Technological Education – GECPOL”, the Research Group “Emancipation without borders: initial and continuing teacher training” and the Research Group “Proeja Observatory in the Federal Network of Basic, Technical and Technological Education”. It is argued that reading is an essential activity to have access to information, culture, historically constructed and accumulated knowledge, helping the subject to become equipped for democratic, civic participation and social transformation. The problem is to understand how critical reading works in the formation of Young People and Adults. This question is justified by the need to reflect on the importance of critical reading in the training of young people and adults, since this activity is the basis for building knowledge in all subjects in the curriculum. The central purpose of this study is to understand the discursive conceptions of reading, from a critical perspective, and their relationship with the training of Young People and Adults on the Technical Course in Gastronomy integrated with EPT at the Instituto Federal Farroupilha, in the São Borja Campus. The specific objectives aim to: relate existing perspectives/conceptions of reading with the reading conceptions of teachers and students, analyzing how they produce meanings for the pedagogical practices developed; understand the concept and meaning of CDA and investigate its contributions as a theoretical and methodological field for critical reading practices in the classroom; build a training booklet, as an educational product, with the aim of helping young people and adults have access to this knowledge and to the basic theoretical-methodological instruments of CDA, with a view to their intellectual emancipation. The methodological procedures used were bibliographical research, with a qualitative approach. Also, through field research, open questionnaires were administered to teachers and students, in addition to free observation of classes. The analysis of the collected data had the theoretical and methodological foundation of Critical Discourse Analysis. This research is theoretically based on some authors such as: Coracini (2001, 2005), Fairclough (2016), Foucault (1971), Freire (1984, 2011, 2017, 2013), Frigotto, Ciavatta and Ramos (2005), Pacheco (2010 ), Ramalho (2012), Ramos (2008, 2010), Saviani (1989), Wittgenstein (1996). As a result, it was verified, through the state of knowledge, bibliographical research, and field research, that the reading, if carried out from a critical perspective, is fundamental in the formation and intellectual emancipation of EPT Young People and Adults, demonstrating for this purpose the significant contributions of Critical Discourse Analysis. Tipo: Dissertação 2024-01-01T00:00:00Z