DSpace Coleção:https://arandu.iffarroupilha.edu.br/handle/itemid/172026-04-16T06:17:25Z2026-04-16T06:17:25ZLetramento Digital Crítico por meio do Trabalho Pedagógico no curso técnico em Sistemas de Energia Renovávelhttps://arandu.iffarroupilha.edu.br/handle/itemid/7642025-12-23T12:57:10Z2025-01-01T00:00:00ZTítulo: Letramento Digital Crítico por meio do Trabalho Pedagógico no curso técnico em Sistemas de Energia Renovável
Resumo em Língua Estrangeira: The enhancement of Critical Digital Literacy (CDL) through pedagogical work (PW) within
the context of integrated education aims to foster the development of skills for understanding,
using, and critically and responsibly evaluating the digital technologies available in
cyberculture. This study aimed to analyze the conceptions of pedagogical work necessary for
the development of CDL in the integrated education of the Technical Program in Renewable
Energy Systems at the Federal Institute Farroupilha – Jaguari Campus. The research adopts a
qualitative methodological approach, characterized as a descriptive study with an exploratory
dimension for the development of a case study. The sample consists of 10 teachers from the
Technical Program in Renewable Energy Systems (SER), integrated into Upper Secondary
Education at the Federal Institute Farroupilha – Jaguari Campus. Data were produced through
semi-structured interviews, recorded on video and later transcribed, in which teachers’
conceptions regarding the contributions of pedagogical work to the development of CDL, as it
unfolded throughout the historical trajectory of the program, were analyzed. Data analysis
was conducted using Discursive Textual Analysis (DTA). The study contributes to Research
Line 2, Organization and Memories of Pedagogical Spaces in Professional and Technological
Education (PTE), within Macroproject 6 – Organization of Pedagogical Spaces in PTE,
through a case study of the SER Technical Program.The findings indicate that teachers hold a
complex understanding of CDL, seeking to transcend the merely technical use of digital tools.
Despite intentional pedagogical practices, the development of CDL is affected by challenges
such as unequal access, insufficient technological infrastructure, and certain curricular
limitations. Nevertheless, educators strive to address these challenges by integrating CDL into
PW, generating a dialectical movement involving social, political, pedagogical, and
technological dimensions, fostering critical analysis of reality and aiming at integrated
education and student autonomy. The research concludes that the curricular transversality of
CDL is a fundamental pillar for enabling the development of pedagogical work and the
integral education of students, materializing through collaborative pedagogical practices that
overcome knowledge fragmentation and pursue an omnilateral and polytechnical education.
As a product of this research, an educational guide in e-book format was created to support
the development of PW and promote CDL within integrated education. The e-book is
organized into four chapters that sequentially address: the epistemological foundations of
PTE, the historical conception of the Integrated SER Program, the conceptual bases for
integrating CDL through PW, and, finally, an analysis of teachers' understanding of this
integration. This study invites PTE educators to understand and reflect on their mediating role
in integrating CDL with pedagogical work. It seeks to foster dialogue and inspire further
investigations into this crucial yet still underexplored topic, which is essential for the
development of PTE in light of the continuous global technological evolution.
Tipo: Dissertação2025-01-01T00:00:00ZEntre história e memória: olhares sobre a implementação do Instituto Federal de Ciência e Tecnologia Farroupilha, Campus São Borjahttps://arandu.iffarroupilha.edu.br/handle/itemid/7552025-12-05T16:41:08Z2025-01-01T00:00:00ZTítulo: Entre história e memória: olhares sobre a implementação do Instituto Federal de Ciência e Tecnologia Farroupilha, Campus São Borja
Resumo em Língua Estrangeira: This research was developed within the scope of the Professional Master's Degree in Vocatio-
nal Education (ProfEPT) at the Farroupilha Federal Institute (IFFar) – Jaguari Campus. It is
part of the Research Line "Organization and Memories of Pedagogical Spaces in Vocational
and Technological Education", and linked to Macroproject 4: "History and Memory in the
Context of Vocational and Technological Education". The objective was to explore the me-
mories of the first staff members involved in the implementation of the IFFar São Borja Cam-
pus between 2010 and 2011. This is a qualitative research project, designed as a case study,
which includes reflections based on oral evidence provided through interviews, as well as
document and literature analysis. The interviewees shared their memories regarding aspects
inherent to the implementation dynamics of the campus, revealing a sense of belonging and
the importance of collective actions in overcoming obstacles. They also highlighted feelings
of pride, resilience, and emotional bonds, as well as the learning that arose from improvisatio-
nal situations. In addition, research was conducted in the city’s largest-circulation newspaper,
as well as in public and private archives. As an educational product, a documentary video was
produced, composed of documents, Oral History records, news reports, and other historical
traces from this period. The documentary was applied and evaluated by the school community
of IFFar – São Borja Campus.The study made it possible to bring to light the experiences of
some of the pioneering staff members, allowing them to highlight points they considered im-
portant and to recall experiences and perceptions from a time marked by both challenges and
achievements.
Tipo: Dissertação2025-01-01T00:00:00ZConcepções de tecnologia em um curso integrado de informática: cultura do software livre na formação humanahttps://arandu.iffarroupilha.edu.br/handle/itemid/7542025-12-05T13:38:12Z2024-01-01T00:00:00ZTítulo: Concepções de tecnologia em um curso integrado de informática: cultura do software livre na formação humana
Resumo em Língua Estrangeira: This research is linked to Research Line 2, Organization and Memories of Pedagogical Spaces in
Professional and Technological Education (EPT) of the Graduate Program in Professional and
Technological Education in the National Network - ProfEPT of the Federal Institute of Education,
Science and Technology Farroupilha. The aim was to understand conceptions of technology and their
implications for the possibilities and limits for the development of Free Software Culture (CSL) in the
Integrated High School Computer Science Technical Course (EMI) at the Professora Maria Rocha
State High School, considering a study on the Philosophy of Technology. To this end, a bibliographical
survey was carried out on Álvaro Vieira Pinto's concept of technology as a backdrop, identifying
characteristics of the CSL that enhance greater autonomy in technological production. CSL as an
open educational resource is necessary (although not sufficient) for building autonomy in the
production of knowledge, given that Free Software (FS) has its source code available to the student to
make any modifications they deem necessary to a system. In this way, students produce technological
knowledge according to local needs and can understand that technology is Work, as it goes far
beyond the consumption of proprietary software. Semi-structured interviews were therefore carried out
with teachers of the subjects that make up the EMI Computer Science modality at the Professor Maria
Rocha School. As this was a qualitative study, the results obtained were analyzed using Textual
Discourse Analysis, which aimed to understand the relationship between CSL and the concepts of
technology in AVP. The educational product of the work was a website, which contains material on
Álvaro Vieira Pinto and, finally, content on SL. The final considerations include an analysis of the main
results of the research, such as the use of SL in EMI, the revision of EMI's PPC and the validation of
the educational product by the participants, as well as the continuation of this study.
Tipo: Dissertação2024-01-01T00:00:00ZResponsabilidade ambiental na formação acadêmica: práticas educativas de um núcleo ambiental em um Instituto Federal de Educação, Ciência e Tecnologiahttps://arandu.iffarroupilha.edu.br/handle/itemid/7532025-12-04T14:19:19Z2024-01-01T00:00:00ZTítulo: Responsabilidade ambiental na formação acadêmica: práticas educativas de um núcleo ambiental em um Instituto Federal de Educação, Ciência e Tecnologia
Resumo em Língua Estrangeira: This study was developed in conjunction with the Postgraduate Program in Profes-
sional and Technological Education – ProfEPT, master’s level, in the line of research
Educational Practices in Professional and Technological Education (EPT), at the In-
stituto Federal Farroupilha (IFFar). The research is based on the assumption that,
within the scope of the Federal Institutes of Education, an education based on theo-
retical assumptions with an emphasis on integration and transversality of the curricu-
lum prevails. In this sense, teaching is developed not only in the classroom, but
through research, extension and the work of Study Centers and Support to the Aca-
demic Community. At IFFar, one of these Centers in Action is the Center for Envi-
ronmental Management and Education (NUGEA), whose responsibility is to execute
the Institutional Environmental Policy. In this sense, the research problem investigat-
ed was “What concepts of integrated curriculum permeate the practices involving En-
vironmental Education developed within the scope of NUGEA, at the Instituto Federal
Farroupilha?”. The general objective of the research is to “Investigate the actions of
the Environmental Education and Management Centers of the Instituto Federal Far-
roupilha, with a view to understanding the practices developed and the perspective of
curriculum integration.” The methodology used was bibliographical research and the
analysis of guiding documents on Environmental Education at the institution and the
Informative News produced and published on the institutional website and social
networks. The data analysis was carried out using Bardin’s (1977) content analysis.
As main results, an effort can be seen to develop activities that involve Environmen-
tal Education from an omnilateral and interdisciplinary perspective, with a view to
propaedeutic and professional training. However, the action strategies are still incipi-
ent and focused on activities that involve the development of less complex action
strategies in terms of short-term organization, such as: lectures, workshops, courses
open to the community; implementation of interdisciplinary projects, recreational ac-
tivities, school gardens, awareness campaigns, and visits to the school space. The
social communication and mobilization strategies basically involve the dissemination
of information about the NUGEAs' activities through different means of communica-
tion, with a view to raising awareness about issues related to environmental educa-
tion. On some IFFar campuses, the study did not identify NUGEA activities/action
strategies. The educational product was organized in the form of a script for a dis-
cussion group, focusing on critical, reflective, and sustainable Environmental Educa-
tion, aimed at students in Integrated High School. Finally, the importance of NUGE-
A's work at an institutional level is clear; however, the core's action policies are still
incipient and require support and understanding of the importance of developing
them for human and integral development.
Tipo: Dissertação2024-01-01T00:00:00Z