https://arandu.iffarroupilha.edu.br/handle/itemid/17 Thu, 09 Jul 2026 14:47:07 GMT 2026-07-09T14:47:07Z https://arandu.iffarroupilha.edu.br/handle/itemid/945 Título: Educação de jovens e adulos (EJA-EPT) no Instituto Federal Farroupilha – Campus Jaguari, permanência e êxito Resumo em Língua Estrangeira: This dissertation is linked to the Professional Master’s Program in Professional and Technological Education (ProfEPT) and is situated within the research line focused on Educational Practices in Professional and Technological Education (EPT), Macroproject 2. The study aims to investigate the factors that influence the retention and success of students in Youth and Adult Education integrated with Professional and Technological Education (EJA/EPT) at the Federal Farroupilha Institute, Jaguari Campus. It seeks to understand the challenges and conditions that shape these students’ educational trajectories, as well as to identify pedagogical and institutional practices that contribute to academic success and continuity of studies. The research is characterized as descriptive, with a qualitative approach, and is structured as a bibliographic, documentary, and case study. Data production occurs through a literature review and document analysis, the application of semi-structured questionnaires to EJA/EPT students and teachers, as well as the analysis of the Course Pedagogical Project (PPC) and documents related to the Retention and Success Plan (PPE), considering its implementation process and effectiveness on campus. The study involves 16 students and 11 teachers working in the two PROEJA/EPT classes. Data analysis is carried out based on Content Analysis procedures, according to Bardin (2016). Based on the results obtained, an educational product is developed in the form of an Individualized Monitoring Protocol, aimed at supporting students in Youth and Adult Education. The material is evaluated by research participants, with seven of the eight invited evaluators analyzing it and providing entirely positive assessments of the developed product. The documentary analysis indicates that institutional documents still reflect an understanding of EJA predominantly linked to the logic of professional training for the labor market, to the detriment of a perspective centered on integral education and work as an educational principle. The analysis of student responses shows that retention and success in the course are strongly associated with pedagogical support, the work of the course coordinator, institutional welcoming practices, and the relationships built within the school environment—elements that align with the conception of education as a dialogical and emancipatory practice.The analysis of teachers’ responses indicates that student retention and success are related to multiple pedagogical, institutional, and social dimensions, which are directly connected to the development of pedagogical practices committed to integral education and to recognizing the life trajectories of EJA students. It is therefore concluded that student retention and success should be understood as part of institutional pedagogical management, articulating monitoring actions and retention policies tailored to the specificities of Youth and Adult Education students. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT https://arandu.iffarroupilha.edu.br/handle/itemid/945 2026-01-01T00:00:00Z https://arandu.iffarroupilha.edu.br/handle/itemid/944 Título: Trabalho pedagógico num curso de licenciatura em matemática: implicações na evasão e permanência Resumo em Língua Estrangeira: This study aims to analyze the conceptions of pedagogical work held by professors in the Mathematics Licentiate Degree program at the Federal Institute of Education, Science and Technology Farroupilha (IFFar) - Alegrete campus, in order to understand the possible implications for student dropout or permanence. The research is linked to the Professional Master's Program in Professional and Technological Education – ProfEPT – at IFFar, Jaguari campus, within the Research Line Organization and Memories of Pedagogical Spaces in Professional and Technological Education - Macroproject 6 – Organization of pedagogical spaces in Professional and Technological Education. The research question is: What conceptions of pedagogical work held by professors interfere with dropout or permanence in the Mathematics Licentiate Degree program at the Federal Institute Farroupilha - Alegrete Campus? The objective is to analyze how teachers' conceptions of pedagogical work, developed in the Higher Education Course in Mathematics at the Federal Institute Farroupilha - Alegrete campus, interfere with student dropout or permanence in the course. This is a qualitative, applied, exploratory research. Regarding methodological procedures, bibliographic research, document analysis, and field research will be adopted. To obtain the data, seven professors from the Mathematics Licentiate course were interviewed, referred to in the text by the codenames "Professor 1" to "Professor 7". Data analysis was performed using Discursive Textual Analysis. Through the analysis of the data collected, it was possible to understand the main reasons that lead students to remain in or drop out of the course, from the perspective of the teachers' work. The interviews and discursive textual analysis revealed the following categories: Conception of Pedagogical Work; Relationships between Personal Pedagogical Work and the Institutional Pedagogical Project; Intentional and Reflective Pedagogical Work for Emancipation; Naive Pedagogical Work and Critical Pedagogical Work; and Limits of Pedagogical Work in the Face of Structural Factors. Among the reasons identified by teachers in developing their pedagogical work, the main factors contributing to dropout include: lack of identification with the course, learning difficulties, frustration with subjects, transportation, commuting time, difficulty balancing study and work, financial difficulties, and assessments. Regarding permanence, they highlight a sense of belonging to the course and the institution, a welcoming environment, motivation, and meaningful classes. As a result, we hope to trigger a reflective process that will improve teacher training and, consequently, minimize course dropout. The results show that dropout and permanence cannot be understood in isolation, but as complex, dynamic, and cumulative phenomena involving pedagogical, institutional, social, economic, and personal dimensions. In this scenario, intentional, contextualized, dialogical, and committed pedagogical work focused on the integral formation of individuals strengthens bonds and promotes permanence. Based on the conclusions, an educational product in the form of a guide was developed, entitled "Practical Guide for Strengthening Pedagogical Work, Permanence, and Student Success," with the aim of providing information about the course, the main bottlenecks related to dropout and permanence, as well as guidelines for improving pedagogical work. The product was evaluated and approved by the teachers participating in the research. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT https://arandu.iffarroupilha.edu.br/handle/itemid/944 2026-01-01T00:00:00Z https://arandu.iffarroupilha.edu.br/handle/itemid/943 Título: Biblioteca: autonomia no hábito de pesquisa dos estudantes do IFFAR Campus Santa Rosa Resumo em Língua Estrangeira: This thesis aimed to analyze the contribution of the library at the Instituto Federal Farroupilha – Campus Santa Rosa to the autonomy of research habits within the context of Professional and Technological Education (EPT, in Portuguese). The research is linked to the Professional Post-Graduate Program in Professional and Technological Education (ProfEPT), under the research line "Organization and Memories of Pedagogical Spaces in EPT". The investigation focused on the perceptions and memories of students in the Bachelor’s degree in Architecture and Urbanism, who are alumni of integrated technical courses at the same institution, regarding the contribution of library resources and services to the construction of research habits. This was a qualitative study conducted through a case study, using semi-structured interviews as a data collection tool and Discursive Textual Analysis (Moraes; Galiazzi, 2020) for corpus analysis. The results showed that the library is recognized by students as a pedagogical environment that supports study, research, and the qualified use of information, although this support is perceived differently across physical space, collection, and digital information resources. Furthermore, the results indicate that autonomy in research habits is linked not only to the existence of these resources but also to institutional mediations, access conditions, and the modes of appropriation built throughout the formative journey, especially in the context of integrated education and the verticalization of teaching. It was concluded that the library occupies a strategic place in EPT by favoring formative practices linked to research as an educational principle, an understanding that grounded the development of a library guide as an educational product. Tipo: Dissertação Wed, 01 Jan 2025 00:00:00 GMT https://arandu.iffarroupilha.edu.br/handle/itemid/943 2025-01-01T00:00:00Z https://arandu.iffarroupilha.edu.br/handle/itemid/942 Título: Do modelo tecnicista das escolas técnicas federais ao ensino médio integrado dos Institutos Federais Resumo em Língua Estrangeira: This dissertation, developed within the scope of ProfEPT (Professional Master's Degree Program in Professional and Technological Education), is situated in the Educational Practices in EPT research line and is linked to Macroproject 3 – Educational Practices in the Integrated Curriculum. The research is guided by the following central question: how does the Integrated High School modality, with its polytechnic and omnilateral proposal implemented in the Federal Institutes since 2008, impact the social mobility of its alumni compared to the neo-technicist model of the former Technical and Agrotechnical Schools? To answer the proposed question, the following general objective was established: to investigate the Integrated High School modality, grounded in the polytechnic and omnilateral principles that guide the Federal Institutes since 2008, and to analyze its impact on the social mobility of alumni, in dialectical comparison with the neo-technicist model of the Technical and Agrotechnical Schools. The study analyzed the trajectory of the formative project of EPT in Brazil, comparing the pedagogical model of the Federal Technical School of Pelotas (ETFPEL) in the 1990s, of a technicist and instrumental nature, with the Integrated High School (EMI) proposal of the Farroupilha Federal Institute (IFFar) in the 2010s and 2020s, which proposes to be omnilateral, polytechnic, and integrated. The methodology consisted of a multiple case study with a qualitative approach, using semi-structured interviews with 12 alumni and the analysis of institutional documents, with data interpretation performed through the Content Analysis of Bardin (2016). The investigation sought to understand the influence of these models on professional training and the social mobility of the students. The results demonstrate that the purpose of the training shifted from an emphasis on immediate employment (ETFPEL) to the prioritization of verticalization and academic insertion (IFFar), with a focus on the quality of Propaedeutic High School for Higher Education. The main conclusion of this study is that, although the IFFar project has fulfilled the promise of a broader and more humanistic training (Omnilaterality), it faces the challenge of reconciling technical excellence with academic excellence, in a context of external pressures. The study contributes to critical reflection on educational policies, indicating that Integrated Training, while expanding possibilities, has intensified student effort and must resist tendencies that limit its emancipatory potential. Finally, an audiovisual documentary was developed as an educational product, aiming to promote access to quality Professional and Technological Education for less privileged classes. Tipo: Dissertação Wed, 01 Jan 2025 00:00:00 GMT https://arandu.iffarroupilha.edu.br/handle/itemid/942 2025-01-01T00:00:00Z