https://arandu.iffarroupilha.edu.br/handle/itemid/10 Tue, 15 Sep 2026 00:13:04 GMT 2026-09-15T00:13:04Z https://arandu.iffarroupilha.edu.br/handle/itemid/1019 Título: Organização e memória institucional: a criação e desenvolvimento do Campus Jaguari do Instituto Federal Farroupilha, as vozes dos ex diretores de ensino em um período histórico (2013-2024) Resumo em Língua Estrangeira: This study is part of the research line Organization and Memories of Pedagogical Spaces in Professional and Technological Education (EPT) of the Professional Master's Program in Professional and Technological Education (ProfEPT), offered by the Federal Institute Farroupilha (IFFar) – Jaguari Campus. It is also linked to Macroproject 4 – History and Memories in the Context of EPT. The research aimed to analyze how the experiences and decisions of current and former directors of education influenced the creation and development of the IFFar Jaguari Campus, from 2013 to 2024, focusing on their contributions to the institutional organization, the pedagogical structure, and the construction of the unit's educational identity. The study sought to document the main phases of the campus's development since its implementation, establishing relationships between institutional documents and the accounts of former and current directors of education. Through their memories, this study sought to understand the importance of the campus's creation and its role in the region, considering the formative and decision-making processes of the Teaching Directorate over time. The methodological approach was qualitative, exploratory, and descriptive, involving documentary research and semi-structured interviews. Data analysis was based on the Content Analysis technique. As a result, the research contributed to strengthening the institutional memory and identity of the campus by highlighting the role of the Teaching Directorate in the constitution and consolidation of the institutional trajectory. The educational product consisted of a documentary, constructed based on the narratives of the participants, valuing the history and institutional memory from the voices of the directors and teaching directors. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT https://arandu.iffarroupilha.edu.br/handle/itemid/1019 2026-01-01T00:00:00Z https://arandu.iffarroupilha.edu.br/handle/itemid/971 Título: Possibilidades do currículo integrado: um olhar para o curso técnico em informática integrado ao ensino médio da Escola Estadual de Ensino Médio Profª Maria Rocha/RS Resumo em Língua Estrangeira: This research, entitled Possibilities of the Integrated Curriculum: A Perspective on the Technical Course in Informatics Integrated with Secondary Education at Professora Maria Rocha State High School (Rio Grande do Sul, Brazil), was developed within Macroproject 3 – Educational Practices in the Integrated Curriculum, Line 1 – Educational Practices in Professional and Technological Education, of the Professional Master’s Program in Professional and Technological Education (ProfEPT). The study aimed to understand the conceptions of the integrated curriculum emerging from the pedagogical practices of teachers working in the Technical Course in Informatics Integrated with Secondary Education at Professora Maria Rocha State High School, in Santa Maria, Rio Grande do Sul, Brazil, in order to promote dialogue, critical reflection, conceptual development, and the strengthening of curriculum integration practices. Specifically, the study examined how teachers’ educational backgrounds and professional experiences shape their conceptions of the integrated curriculum and pedagogical practices in Vocational and Technological Education (VTE); investigated the challenges, possibilities, and constraints associated with curriculum integration; identified pedagogical practices aligned with its principles; analyzed the effects of the National Common Curricular Base (BNCC) and the New High School reform on integrated secondary education; and developed an educational product to support continuing teacher education, building upon Dialogic Circles as collaborative spaces for reflection and professional learning. The theoretical framework addressed the historical duality of Brazilian education (Saviani, 2007; Frigotto, 2010; Moura, 2010); the integrated curriculum as a strategy for overcoming this duality (Silva, 2023; Lottermann & Silva, 2021; Ciavatta, 2012; Ramos, 2010); the development of integrated secondary education within the Rio Grande do Sul state school system; pedagogical practices for curriculum integration (Bandeira & Ibiapina, 2014; Franco, 2016; Araújo & Frigotto, 2015; Machado, 2010); and teacher education in Professional and Technological Education (Tardif, 2014; Charlot, 2014; Corrêa, 2012; Ferreira, 2018; Machado, 2021; Medeiros, 2022). Methodologically, the research adopted a qualitative action research approach. Data were generated through questionnaires and investigative, self-transformative Dialogic Circles (Heinz, Andrade, & Freitas, 2023), involving teachers from both general and vocational education. The data were analyzed using Discourse Analysis based on Orlandi (2012). The findings revealed that teachers conceive the integrated curriculum primarily in terms of comprehensive human development and the articulation of different fields of knowledge. They also highlighted the importance of collaborative planning and continuing teacher education for strengthening curriculum integration. The main challenges identified included the organization of school time, which limits collective planning and ongoing professional development, as well as the restricted institutional autonomy of the state school system. The study further indicates that the recent implementation of integrated secondary education in Rio Grande do Sul, combined with the requirements imposed by the New High School reform and the expansion of the full-time secondary education model, creates uncertainties regarding the future of this educational provision. Finally, the Dialogic Circles proved to be an effective strategy for collaborative professional learning, promoting dialogue, critical reflection, and collective knowledge construction. The educational product resulting from this research, Coffee & Dialogue: A Proposal for Continuing Teacher Education Inspired by Dialogic Circles, systematizes this formative experience and offers a methodological framework for continuing teacher education. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT https://arandu.iffarroupilha.edu.br/handle/itemid/971 2026-01-01T00:00:00Z 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 Thu, 01 Jan 2026 00:00:00 GMT https://arandu.iffarroupilha.edu.br/handle/itemid/957 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 Thu, 01 Jan 2026 00:00:00 GMT https://arandu.iffarroupilha.edu.br/handle/itemid/956 2026-01-01T00:00:00Z