https://repositorio.ufba.br/handle/ri/18396 2026-05-03T23:43:54Z 2026-05-03T23:43:54Z Soares, Amanda de Almeida https://repositorio.ufba.br/handle/ri/44402 2026-04-22T13:19:17Z 2026-02-23T00:00:00Z

Título: Entre fios de saberes e trilhas de inovação: formação docente e o uso de metodologias ativas no ensino médio técnico integrado do Ifes campus Ibatiba Autor(es): Soares, Amanda de Almeida Primeiro Orientador: Vieira, Fábio Pessoa Abstract: This research report presents an investigation conducted in the Integrated Technical High School program at the Federal Institute of Espírito Santo - Ibatiba Campus, regarding the use of Active Learning Methodologies in the classroom. The objective of this work is to analyze the perceptions and training needs of teachers regarding active learning methodologies, in order to provide a basis for the development of a training action proposal for the Integrated Technical High School program, highlighting the potential of these methodologies in overcoming the pedagogical challenges faced within the Campus. The study adopted a qualitative approach, being of an interventional nature. Data collection was carried out using a structured online form and analysis of information obtained from the Nilo Peçanha Platform. Eight teachers from the Ibatiba campus of the Federal Institute of Espírito Santo participated in this research. We describe the steps involved in the intervention proposal, its planning, and subsequent availability as a MOOC course, which will be institutionalized and offered through the platform of the Federal Institute of Espírito Santo. This work was written inspired by the phases of Pinar's (2017) currere method and is based on authors who have researched and published works focused on the needs for change in Education in the 21st century, such as Morin (1999), Perrenoud (2000), Nóvoa (2009), and others who have sought to reflect on the teaching of new generations, such as Meirieu (2013) and Illeris (2013). The main active methodologies are described, and their use in vocational high school education was researched based on experience reports from teachers at Federal Institutes. The research suggests the need to modify teaching strategies so that students can be engaged in the learning process. Editora / Evento / Instituição: Faculdade de Educação Tipo: Dissertação

2026-02-23T00:00:00Z Lepaus, Alessandra Marcia dos Santos Morandi https://repositorio.ufba.br/handle/ri/44327 2026-04-01T11:14:19Z 2025-11-12T00:00:00Z

Título: Mediações pedagógicas na intercomunicação surdo-interpréte de libra : estratégias e práticas para facilitar à comunicação Autor(es): Lepaus, Alessandra Marcia dos Santos Morandi Primeiro Orientador: Uzêda, Sheila de Quadros Abstract: The lack of term signs for translating technical concepts is one of the main challenges faced by Libras and Portuguese Language Translators and Interpreters (TILSP) in the context of Professional and Technological Education. In this scenario, the present study aimed to understand how Libras interpreters create term signs in technical courses offered by the Federal Institute of Espírito Santo (Ifes). This is an exploratory study with a qualitative approach, conducted through a semi-structured questionnaire targeted at Libras interpreters working at the institution. The collected data were organized and analyzed using content analysis, categorized into various categories and subcategories. Ten Libras interpreters participated, all holding higher education degrees (three specialists, six with master’s degrees, and one with a doctorate). Most participants had over ten years of experience in education, with a primary age group between 24 and 50 years. From the questionnaire analysis, three main categories emerged: (a) Institutional challenges; (b) Pedagogical barriers; and (c) Language challenges. The institutional challenges extend beyond education, involving public policies and management issues. Notably, the lack of specific regulations governing TILSP performance at Ifes, absence of hiring policies, and infrequency of competitions contribute to professionals’ overload. Regarding pedagogical barriers, issues such as poor communication between teachers and interpreters, lack of content preparation before classes, and educational disparities between deaf and hearing students were observed. Additionally, many interpreters believe their initial training does not sufficiently prepare them for translating technical content effectively, highlighting the need for continued education tailored to different technical fields. Lastly, linguistic challenges include the absence of established terminologies in Libras for technical subjects and the consequent need to create term signs. To address this, interpreters employ strategies like classifiers and contextual adaptations to facilitate communication and provide deaf students access to technical content. It is concluded that there is no standardization in the development and use of term signs within this context, as each TILSP relies on personal experience, practice, and prior knowledge. The findings emphasize the importance of ongoing, collaborative efforts involving interpreters and the deaf community to develop, validate, and disseminate term signs that reflect the specific needs of technical fields. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação

2025-11-12T00:00:00Z Taquini, Sérgio https://repositorio.ufba.br/handle/ri/44326 2026-04-01T11:04:38Z 2025-12-08T00:00:00Z

Título: Tessituras na construção de uma pesquisa de intervenção pedagógica: a avaliação da aprendizagem em pauta Autor(es): Taquini, Sérgio Primeiro Orientador: Lima, Tatiana Polliana Pinto de Abstract: This dissertation, entitled “Weavings in the Construction of an Educational Intervention Research: Learning Assessment in Focus,” linked to the Graduate Program in Curriculum, Languages, and Pedagogical Innovations of the Professional master’s in education at the Federal University of Bahia, investigated the perceptions of faculty at the Federal Institute of Espírito Santo (IFES) – Viana Campus regarding learning assessment in the Technical Course in Logistics Integrated with High School. Among the challenges analyzed, the central problem consisted of inquiring, based on the faculty perceptions, about the existing gaps in the assessment process, especially concerning ensuring an assessment that truly encompasses the comprehensiveness of education. This meant going beyond verifying strictly cognitive aspects to also include the socio-emotional development of students and the specific technical competencies inherent to professional education. Faced with this scenario, the study adopted a proactive stance, materialized in the development of an extension course as a Technical-Technological Product (PTT). The proposal was configured as a pedagogical intervention aimed at addressing the identified limitations, fostering assessment practices aligned with the principles of a comprehensive and emancipatory professional education, and contributing to the continuing education of IFES faculty. The research, qualitative in nature according to Minayo (2014) perspective, used the semi-structured interview as the main data production instrument, which, according to Gil (1991), allows for obtaining information about the opinions, beliefs, feelings, and values of the participants. Interviews were conducted with six teachers, divided between the propaedeutic and technical areas. The theoretical framework, based on classic and contemporary authors on assessment such as Perrenoud (1999), Hadji (2001), Luckesi (2011), Hoffmann (2005), and Freire (1996), provided support for data analysis and the development of the pedagogical intervention. As an educational product (Technical-Technological Product – PTT), a hybrid extension course was developed, entitled “Integrating Knowledges: Training in Learning Assessment for Professional Education Teachers.” The course embodies the principles of mediating and emancipatory assessment, constituting a concrete tool for intervention and support for the continuing education of faculty at IFES Viana Campus. It is concluded that overcoming assessment models with classificatory perspectives requires a change in the assessment culture at IFES Viana Campus, with the creation of permanent spaces for collective reflection and a commitment to assessment understood as a dialogical, welcoming process at the service of student learning and emancipation. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação

2025-12-08T00:00:00Z Zanchetta, Ana Paula Meneghelli https://repositorio.ufba.br/handle/ri/44180 2026-03-03T17:54:32Z 2025-10-13T00:00:00Z

Título: O Núcleo de Estudos e Pesquisas em Gênero e Sexualidades (Nepgens) do Ifes Campus Itapina como espaço de (re)conhecimento, diversidade e resistência na comunidade acadêmica. Autor(es): Zanchetta, Ana Paula Meneghelli Primeiro Orientador: Reis, Leonardo Rangel dos Abstract: The objective of this research was to understand the Center for Studies and Research in Gender and Sexuality (Nepgens) at Ifes Campus Itapina as a space of (re)cognition, diversity, and resistance within the academic community. In this sense, the study sought to identify Nepgens' actions that contribute to an inclusive education focused on valuing sexual and gender diversity, which is non-sexist and non-LGBTphobic. To this end, the Center's initiatives were mapped to understand their relationship with the promotion of diversity and respect for differences. The study also aimed to identify actions related to gender and sexuality promoted by Nepgens, as well as to describe their impacts and reverberations in the academic community. This research is a case study with a qualitative approach, which used semi-structured interviews and observation as its main investigation techniques. The results showed that, even with still discrete actions, Nepgens is recognized by its collaborators as a relevant space within the institution, being perceived as a "space-time" for welcoming, listening, and dialogue, with initiatives that have the potential to promote transformations in the school environment, making it more inclusive and emancipatory. On the other hand, the testimonies also highlighted resistance to the inclusion of these themes in the daily school life, as well as the need to strengthen the Center through greater institutional support and the engagement of the academic community in general. It is concluded that Nepgens plays a fundamental role in promoting an inclusive, equitable education committed to human rights, contributing to the emancipation and appreciation of diversity. However, for its actions to be more effectively consolidated, it is necessary that the themes of gender and sexuality be inserted more progressively, planned, and continuously into pedagogical and institutional practices, with the involvement and commitment of the entire school community. As an educational product, the development of a "permanent educational panel" is proposed, to be built collectively and collaboratively with the interested academic community, in order to disseminate Nepgens' activities among the school community, spread knowledge about gender and sexuality, and foster a non-sexist and non-homophobic education. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação

2025-10-13T00:00:00Z