“O RETORNO DAS ATIVIDADES PRESENCIAIS NO CAMPUS JUIZ DE FORA: as percepções da saúde mental docente"

ARTES NA FORMAÇÃO HUMANA INTEGRAL DE ESTUDANTES DOS CURSOS
TÉCNICOS INTEGRADOS DO IF SUDESTE MG - CAMPUS RIO POMBA

Drawing on qualitative method, case study and techniques of bibliographical,
documentary and legislative research, and extensive direct observation, this thesis
relies on data gathered through a semi-structured questionnaire filled by students
enrolled in the High-School-Integrated Technical Course in Mechanics held by IF
Sudeste MG, Campus Muriaé. It aims at understanding relevant reasons why they
join this course and their relationships with it and the world of work-related
challenges. It pursues to understand the perceptions these young people have to join
this federal education network, identify demands they have related to integral human
formation processes; and provide inputs for design, presentation and delivery of an
educational product. The target public are 22 (twenty-two) students attending the 3rd
year of the course. The findings include remarks and discussions about the
characteristics of youth, its perceptions related to the world of work and demands
related to processes to promote integral and professional formation. The final
educational product – validated by the target students and course professors – is a
didactic/instructional guide drawn up based on collected and analyzed indicators
aiming to contribute to full formation of young students. The findings indicate that one
of the likely objectives the young students have to join and attend the course is to
enter successfully both in the realm of university and labor worlds. This thesis points
out their perceptions about the world of work and motivations for applying, joining
and completing the course. It also recommends that the youth conditions be
increasingly taken into account and respected for those in charge for curriculum,
socio-educational and didactic-pedagogical development practices at IF Sudeste
MG, Campus Muriaé, other federal institutes and all schools that offer High School
integrated with Technical Education, combined with its main objective, that is:
promote comprehensive and omnilateral formation.

In the last century, we are faced with new forms of socialization and the school has been transforming itself into a socializing agency par excellence. The youthful condition depends of the concrete situations of the students, but also of the bonding processes defined in their life paths, where the school form of socialization is enshrined. Thus, undeniable are the influences that all environments of a school exert on the formation of the student, as the spaces that go beyond the classrooms, in the most different aspects. In view of this, the main objective of this research was to investigate the contributions of school spaces of socialization that extend beyond the classrooms, for an omnilateral formation of integrated high school students, inside of the Federal Institute of Education, Science and Technology of Southeast of Minas Gerais –Barbacena Campus. The importance that the theme of socialization has in high school life and the low production of research that tries to explain this phenomenon, indicate the need for this theme to be constantly studied and reviewed. This research also seeks to investigate to what extent the relationships established by young people in spaces or areas of co-living interfere in the meanings of their youthful condition, through the perceptions of students and employees of the IF Sudeste MG – Barbacena Campus. To meet the proposed objectives, it was carried out a research in the form of a case study, with theoretical support in the light of the teachings of authors such as Dayrell (1999, 2003, 2007, 2009), Luckesi (2000), Cabrera and Salvi (2005), Simmel (2006), Durkheim (2007), Brenner, Dayrell and Carrano (2008), Brougère (2010), Martins and Carrano (2011) and Kishimoto (2017). Initially, structured questionnaires were applied to students in the first years of integrated high school. Afterwards, semi-structured interviews were carried out, where the interviewees were employees who uses of the Living Center during the period of its operation. Seeking to cover all the dimensions of the school, the theme of leisure and playfulness was also addressed, since the school spaces ofr socialization only come to life through appropriation and the meanings that are conferred on them, with the school being a fruitful space for the manifestation of the ludic and living of leisure. The results obtained through data analysis point to the interest of the academic community regarding the possibility of reopening the living Center, since, in their perception, the space constitutes an important field of socialization. Considering these results and with the objective of contributing, in case the Center reopens, a Base Document was developed as an educational product, which sought to compile all the informational characteristics related to the functioning of the space. The objective is that this prototype can be used in future regulations, since the Living Center does not have any type of institutional normatization.

The present study addresses the theme of Autism Spectrum Disorder (ASD) in
Vocational and Technological Education and how insertion into the job market can
contribute to the development of social skills. An analysis was proposed about the
knowledge of the disorder, as well as the deficits in social skills, from the perspective
of the discourses of professors, from the Center for Inclusive Actions (NAI), a graduate
from the Integrated Technical Course in Food of the Rio Pomba campus and his
parents. The reason for carrying out this research is due to the need to create spaces
for dialogue on ableism, prejudice, attitudinal barriers and the importance of building
autonomy, as well as independence in the lives of adolescents and young people with
autism, who yearn for social opportunities that are not only inclusive, but also
egalitarian, both in the educational and labor areas. The research consisted of a case
study carried out through a qualitative analysis, divided into two phases. In the first
phase, a documentary analysis was carried out. In the second phase, individual
interviews were conducted with a graduate diagnosed with ASD and his parents, two
professors from the technical area of the Integrated Technical Course in Food and
with a NAI servant. The content study was carried out using the content analysis
methodology proposed by Bardin (2016). The results of the documentary analysis and
interviews made it possible to identify barriers such as training, knowledge about ASD
and social skills, the need to update the Individualized Teaching Plan (IEP), as well as
associated with the preparation of students with disabilities for insertion into the job
market. The Educational Product originated from this study, entitled Individualized
Transition Plan (ITP), was built with the objective of being a preparation document for
the insertion of the student with ASD and other disabilities in the professional
experience of the internship, a plan that, by contemplating a planning of the
development of both technical and behavioral skills necessary for the activities of the
internship, can contribute to an effective process of inclusion, acquisition of autonomy
and protagonism of the person with disabilities.

This dissertation aims to verify the learning conditions offered to students with
disabilities in professional courses at the IF Sudeste campus Juiz de Fora, addressing
the inclusion of people with disabilities in Professional and Technological Education
(EPT) and highlighting the importance of inclusive policies, accessibility and
appropriate educational practices. The methodology used in this study is a qualitative,
descriptive and exploratory approach, and includes a case study, using a
bibliographical review, survey of typologies and the quantity of would it be with a capital
letter? people with disabilities and analysis of the data obtained. The types of
disabilities with greater quantitative evidence were identified, focusing on Intellectual
and Hearing Disabilities/Deafness. The investigation also evaluated the learning
conditions offered, including issues of architectural, attitudinal, methodological and
communicative accessibility. Data collection was carried out through questionnaires
aimed at different groups of participants, including students with disabilities, parents or
guardians, teachers and members of the Inclusive Actions Center (NAI), seeking to
understand the perceptions, knowledge, beliefs and expectations of these actors. in
relation to inclusion and accessibility in the educational environment. The results
revealed challenges and limitations in promoting Inclusive Education at the IF Sudeste
campus Juiz de Fora, such as the lack of accessibility for people with intellectual or
hearing disabilities, traditional teaching methodologies and poor communication, also
motivating the preparation of the E-book Guide for Inclusive Education: a look at
Persons with Intellectual Disabilities and Hearing Impairments/Deafness, with
guidelines and intervention proposals for teachers, students with disabilities, parents
or guardians and NAI members. Teachers play a crucial role in inclusion, but greater
understanding is needed about the disabilities studied and the needs of people with
these disabilities. Therefore, it is important to emphasize the importance of teachers'
empathy for students with disabilities, the continuity of actions to promote effective
inclusion at the Instituto Federal Sudeste de Minas Gerais, to implement inclusive
policies for all students, regardless of their disabilities. It is expected, therefore, that
the research will offer insights for future actions and studies on Inclusive Education iEPT

This work had the purpose of analyzing the pedagogical practices developed in the BNCC Elective subjects for Enem and Logical Reasoning and Life Project, curricular components of the Full-Time Professional Technical Course in IT for the comprehensive training of students at the Escola Estadual Professor Raymundo Martiniano Ferreira from the municipality of Ponte Nova/MG. Document analysis was carried out regarding the implementation of EMTI in the evaluated school. Qualiquantitative research was also carried out with teachers who teach the aforementioned electives and students from the 1st year EMTI class. The research technique for data collection was the use of semi-structured questionnaires made available through the Google Forms application and sent to participants via email, after a face-to-face conversation with the respondents. It was observed that the work of teachers in Elective subjects and Life Project is recent. Permanent teachers choose to work in subjects that are more comfortable for them and the designated subject was assigned the most challenging subject, such as Life Project. All teachers realize the importance of integrating the content of elective courses and pointed out student problems such as lack of interest, lack of content and poor attendance. It draws attention to the fact that the training required by teachers mainly involves the search for active methodologies. None indicated a demand for training in an integrated curriculum, indicating that this is not a priority. Students pointed out that this type of teaching is a more complete preparation for the future, with technical skills that are highly valued. However, they also raise challenges related to the intensive workload and the balance between the technical and practical aspects of the curriculum. Many mention the need for support and guidance to deal with these challenges. The results obtained supported the development of the educational product: Pedagogical Workshop for the Life Project resulting from the need for integration and greater demand for student participation. The Pedagogical Workshop for the Life Project will be available free of charge in PDF, contributing to the teaching process, integration and protagonism of EMTI students.

A formação docente no âmbito da Educação Inclusiva:os currículos dos cursos de licenciatura do IF Sudeste MG- campus Juiz de Fora

O LETRAMENTO INFORMACIONAL DOS ESTUDANTES DO ENSINO MÉDIO INTEGRADO: a pesquisa científica como princípio pedagógico na formação do discente.

Mathematics education is essential for the academic development of young people, and
geometry, one of the main areas of mathematics, is an important tool for understanding the
mathematical elements that make up everyday life. Technology, when added to this discipline,
can facilitate teaching and bring new perspectives to learning. This research aimed to analyze
the possibilities of using the GeoGebra software to integrate mathematical knowledge involving
volume calculation and professional training disciplines of the Technical Course in Animal
Science in order to promote the effective implementation of the integrated curriculum. As a
methodology, the investigation was based on action research, documentary analysis of the
National Common Curriculum Base (NCCB), Pedagogical Project, and course teaching plans,
and semi-structured interview with the course coordinator. After the analysis of these data, an
educational product was developed that aims to contribute to the teaching-learning process of
spatial geometry in the Technical Course in Animal Science integrated into high school: the
ZOOMAT. This educational product is composed of three didactic sequences for teaching
spatial geometry using GeoGebra on the smartphone. The application of the educational product
was carried out with 26 students of the Technical Course in Animal Science of the Federal
Institute of Education, Science, and Technology of Rio Pomba-MG, and the results pointed out
by them indicate that the material helps in learning and in the integration of the course. The
results showed that the use of GeoGebra favored the understanding of the mathematical
concepts involved in volume calculation, as well as the integration between mathematical
knowledge and professional training disciplines. It is concluded that technology and
mathematics are tools that can contribute significantly to the effective implementation of the
integrated curriculum and, consequently, to the learning of spatial geometry in high school.

Teaching-Learning Strategies in Professional and Technological Education of the Concomitant Technical Courses of the Federal Institute of Southeast Minas Gerais - Campus Juiz from Fora:

antecedents and consequences of the pandemic 

Bullying in the Federal Institute of Education, Science and Technology of the Southeast of Minas Gerais: Confronting documents and realities.

Extension in Integrated High School: challenges of its consolidation in the Federal
Institute of the Southeast of Minas Gerais – Campus Rio Pomba

SCIENTIFIC INITIATION IN INTEGRATED HIGH SCHOOL: on research as a pedagogical principle in Vocational and Technological Education at IF Sudeste MG – Campus Juiz de Fora

CONTRIBUTION TO OMNILATERAL FORMATION: minimization of math learning gap.

APPROACH TO GENDER VIOLENCE IN TRAINING FOR WORK

PEDAGOGY OF ALTERNANCE AND INTEGRAL TRAINING: A case study of the Agricultural Family School Puris de Araponga

THE ADMINISTRATIVE TECHNICIAN IN EDUCATION IN THE PROCESS OF IF SUDESTE MG´S STUDENT ASSISTANCE SCHOLARSHIPS GRANTING

The role of the library of the federal network of professional, scientific and
technological education in training for work: a study at CEFET/MG, campus
Leopoldina

THE TECHNICAL COURSE IN REAL ESTATE TRANSACTIONS AT THE FEDERAL INSTITUTE OF THE SOUTHEAST OF MINAS GERAIS - JUIZ DE FORA CAMPUS: A CASE STUDY

Access to technical courses at the IF Southeast of Minas Gerais - Rio Pomba Campus: communication as a key tool

The Problem-Based Learning method for content integration applied in the Integrated High School and Technical Course in Informatics.

THE VOICES OF FREEDOM: teaching narratives about active methodologies at

the Instituto Federal Sudeste Minas Gerais, Campus Muriaé

The role of Dance as a curriculum component of the Art school subject in High School Integrated at Instituto Federal Sudeste MG

English Language Teaching, Youth and Adult Education, Vocational Education, Critical Literacy

O impacto da Extensão na formação acadêmica dos futuros técnicos da Educação Profissional e Tecnológica: uma análise do Programa Institucional de Apoio à Extensão no IF Sudeste - Campus Rio Pomba.

Formação docente na perspectiva inclusiva: um estudo de caso do IF Sudeste MG - campus Rio Pomba

CONTRIBUIÇÕES DO PROGRAMA NACIONAL DE ALIMENTAÇÃO ESCOLAR (PNAE) PARA A CONSTRUÇÃO DE UMA EDUCAÇÃO OMNILATERAL NOS CURSOS TÉCNICOS INTEGRADOS DA ÁREA DE AGRÁRIAS E SEUS IMPACTOS LOCAIS

Desafios e Perspectivas de um Estudante Trabalhador do IF Sudeste MG-campus Barbacena:Um Estudo de Caso nos Cursos Subsequentes

As percepções dos técnicos administrativos em educação do Campus Rio Pomba do IF Sudeste MG sobre educação profissional e tecnológica e os objetivos dos Institutos Federais de Educação, Ciência e Tecnologia.

Abandono escolar no curso Técnico em Serviços Jurídicos do IF Sudeste MG, Campus Rio Pomba.

Supervised internship: Space for training professional and technological education students

Memories of Professional Education at IF Sudeste MG - Campus Santos Dumont: a proposal for a virtual museum as a contribution to integral human formation

Virtual connectivity tool in non formal learning spaces: an experience at the Science Center of the Federal University of Juiz de Fora

TEACHING KNOWLEDGE AND CONTINUED EDUCATION OF TEACHERS FROM TECHNICAL COURSES FROM INTEGRAL INTEGRATED HIGH SCHOOL AT ESCOLA ESTADUAL PROFESSOR BOTELHO REIS

APROXIMAÇÕES ENTRE EDUCAÇÃO JURÍDICA E ENSINO MÉDIO INTEGRADO: PROPOSTA DE SEQUÊNCIAS DIDÁTICAS PARA UMA FORMAÇÃO CIDADÃ E ÉTICA

A Educação Profissional e Tecnológica tem como possibilidade a formação integrada baseada nas dimensões do trabalho, da ciência, da tecnologia e da cultura. Considerando as características e a missão das instituições da Rede Federal, torna-se imprescindível a abertura do diálogo com os docentes que atuam diretamente neste processo. Este trabalho foi desenvolvido no Mestrado Profissional em Educação Profissional e Tecnológica (ProfEPT) e teve como objetivo analisar as percepções dos docentes sobre a integração curricular e propor ações/atividades que possam contribuir com a efetivação do currículo integrado. A pesquisa foi desenvolvida no Curso Técnico Integrado em Agroecologia do Instituto Federal do Sudeste de Minas Gerais/ Campus Muriaé. A percepção dos docentes foi avaliada por meio de questionário semiestruturado, disponibilizado em formato eletrônico. A partir dos resultados, foi propiciado um espaço de interlocução virtual e formação presencial, na busca de práticas integradoras para a construção do currículo integrado do curso. Os resultados mostraram que os docentes têm sedimentada formação acadêmica em sua respectiva área de atuação e possuem concepção bastante consistente sobre a integração no que diz respeito aos pressupostos, sentidos, finalidades e características. Além disso, compreendem e aprovam a necessidade de uma reorganização curricular na realidade em que atuam. Apontou também a necessidade de revisão do PPC, principalmente nas ementas, e maior detalhamento das práticas integradoras já existentes e vivenciadas no currículo do curso. O produto educacional foi materializado em um guia orientador, contendo os primeiros passos para a integração, em que foi detalhado o movimento inicial rumo ao planejamento de práticas integradoras que podem constituir o currículo integrado através da figura de um articulador, do conhecimento e levantamento de informações sobre o grupo, da formação permanente do grupo, da utilização de um Ambiente de Interlocução Permanente (AIP) para finalmente ser possível planejar meios práticos de integrar as disciplinas.

Website de bases conceituais da EPT: ampliando a formação docente no IF SUDESTE MG, Campus Muriaé

INTERDISCIPLINARIDADE NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA: Uma proposta de trabalho auxiliada pelas TDICs

Processes of elaboration and implementation of the Individualized Educational Plan in Professional and technical education of medium level. 

Conhecendo o curso técnico em metalurgia do IFMG - Campus Ouro Preto: reconstrução histórica do curso como ação motivacional para permanência e êxito discente.

Direitos Humanos e Sociabilidade no Ensino Médio: diálogos transversais e tecnológicos.

Ninguém é superior a ninguém": Sobre a importância de ensinar e aprender pensamento
crítico social e cooperação humana