https://arandu.iffarroupilha.edu.br/handle/itemid/6 Mon, 13 Jul 2026 21:40:51 GMT 2026-07-13T21:40:51Z https://arandu.iffarroupilha.edu.br/handle/itemid/947 Título: Protagonismo juvenil e práticas educativas: o papel do grêmio estudantil na gestão democrática e participativa de uma escola pública estadual Resumo em Língua Estrangeira: This dissertation is part of Research Line 1 – Educational Practices in Professional and Technological Education, linked to Macroproject 3 – Educational Practices in the Integrated Curriculum, of the Professional Master's Degree in Professional and Technological Education at the Instituto Federal Farroupilha (IFFar), Jaguari Campus. The study aimed to analyze the effects of the creation, electoral process, and performance of the Student Union of a state public school as an educational practice on school culture, the development of youth leadership, and the democratic and participatory management of the institution. The research is based on theoretical references that discuss educational practices, youth leadership, and democratic management, articulated with educational legislation that ensures student organization, in particular Law No. 7,398/1985, known as the Free Student Council Law. Methodologically, a qualitative, empirical approach was adopted, structured as action research, conducted at a state public high school located in the municipality of Santa Maria/RS, which offers secondary education and vocational training. The data were produced through a semi-structured interview, conducted in the form of a roundtable discussion, with the participation of eight students who are members of the Student Union, belonging to different educational modalities of the institution. The data were analyzed using Discourse Analysis (DA), which made it possible to understand the meanings attributed by the students to their participation in the Student Council and the practices experienced in their daily school life. The results show that the Student Union is a relevant educational space, promoting student participation, the exercise of citizenship, the development of autonomy, and the strengthening of more dialogical relationships within the school, contributing to the consolidation of a culture of democratic management. As an educational product of the research, a pedagogical booklet entitled “How to set up a Student Council” was developed, presented in a narrative form, whose protagonist is a teacher, Maria Rocha, who guides students and administrators on student organization, the functioning of the Student Council, and the legal aspects that underpin it. The booklet serves as support material for public schools interested in promoting youth leadership and democratic participation in the school environment. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT https://arandu.iffarroupilha.edu.br/handle/itemid/947 2026-01-01T00:00:00Z https://arandu.iffarroupilha.edu.br/handle/itemid/946 Título: Memórias da implantação dos cursos binacionais no IFSUL campus Santana do Livramento: a partir de relatos do comitê gestor e dos registros documentais Resumo em Língua Estrangeira: This research was developed within the Professional Graduate Program in Vocational and Technological Education – ProfEPT- IFFAR Campus Jaguari. It is part of Research Line 2 — Organization and Memories of Pedagogical Spaces in VTE — under Macro-project 4 — Histories and Memories in the context of VTE. The study sought to investigate the factors and objectives that influenced the implementation of Binational Courses at IFSul, Santana do Livramento Campus. Methodologically, it was organized through a qualitative approach, designed as a case study and divided into: documentary, bibliographic, and field research, utilizing semi-structured interviews to record the participants' oral history. The data were analyzed in light of Bardin's Content Analysis. As results, the bibliographic research found a lack of scientific works related to binational matters in the educational field due to the limited offer of binational courses in the country. The documentary research, in turn, mapped and analyzed legal instruments dating from 1956 to 2011, demonstrating that they progressively consolidated the foundations for the implementation of Binational Courses. The documents revealed that relations between Brazil and Uruguay strengthened over the years, expanding the number of people served by the signed agreements and increasing social inclusion at the border. Field research recovered the interviewees' memories, evidencing that the partnership between IFSul Santana do Livramento and the University of Labor of Uruguay (UTU) met a Federal policy objective, the teaching needs at the border, and that Binational Courses were also created from the will of local and institutional actors. As an educational product, an instructional/didactic material was developed in a Digital Guide format, presenting the laws mapped in the documentary research. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT https://arandu.iffarroupilha.edu.br/handle/itemid/946 2026-01-01T00:00:00Z 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