This research, developed within the Professional and Technological Education Graduate Program (ProfEPT), constitutes a Master's investigation aimed at analyzing, from the perspective of mediation, how institutional conceptions of organizational communication influence the structuring of official Instagram profiles of IFSul in campuses located in the metropolitan area of Porto Alegre. The study intends to provide profile managers with tools that facilitate the dissemination of effective organizational communication. In this study, three fundamental factors are considered essential: organizational communication—taking into account strategic communication guidelines—, mediation, and Instagram as a social media platform for dialogue between the institution and its audiences. All of these aspects are analyzed within the context of Professional and Technological Education (ProfEPT). It is recognized that, despite the importance of communication in organizational development, the reality faced by Federal Institutes, including their organizational structures, is one of limited investment and lack of allocation of qualified professionals for communication processes. This study specifically refers to the Instituto Federal Sul-rio-grandense (IFSul). The research highlights the necessity of providing basic concepts and structures for the development of adequate communication in each campus, aligning with the mission, vision, and values set forth by the Federal Institutes of Education, Science, and Technology (IFs). To bridge the gap between institutional intentions and practical implementation, the study considers the use of bibliographic references that elaborate on the aforementioned concepts within the context of Professional and Technological Education. In this regard, the work draws upon authors such as Ciavatta (2008) and Cury (2000), as well as those specifically addressing communication-related concepts, including Kunsh (2022), Weber (2017), Baldissera (2020), and Ferreira (2021), among others. Regarding the educational product, a manual was developed to facilitate the application of organizational communication on the digital media platform Instagram. Based on an analysis of publications from the profiles @ifsul_sapucaia, @ifsul_nh, @ifsul_gravatai, and @ifsulcampuscharqueadas over the course of one year, as well as interviews conducted with each profile manager and a bibliographic review on the subject, basic guidelines were formulated for institutional staff. These guidelines aim to encourage and educate on the following topics: (1) Institutional context; (2) Organizational communication at IFSul; (3) Instagram and engagement; (4) Instagram and planning; and (5) Instagram and moderation. In this regard, fundamental techniques for the use of organizational communication on digital media, with a specific focus on Instagram, were provided.

This research is linked to the Postgraduate Program in Professional and Technological Education (ProfEPT), in the line of research “Educational Practices in Professional and Technological Education (EPT)” and linked to the macroproject “Methodological proposals and teaching resources in formal and non-formal teaching spaces at EPT”. It is expected to understand how IFRS librarians can contribute to the training of their students, from the perspective of integral human education (FHI); identify the role of libraries in EPT and understand librarians' understanding of EPT concepts. The research is characterized as qualitative in terms of nature, applied in terms of purpose, and exploratory and descriptive research in terms of objectives. The research procedures include field and bibliographic research. The theoretical basis presents the history of EPT in Brazil; FHI; the history of the Federal Network for Professional, Scientific and Technological Education (RFEPCT); an overview of library typologies; and an analysis of the guiding documents of IFRS libraries. This research highlighted the educational and integrative role of multilevel libraries, as essential to FHI. It identified the need for librarians to adapt to the specificities of EPT, witch constitutes the distinctive feature of multilevel libraries, as well as a gap in librarians’ conceptual understanding of FHI and EPT. As an educational product, four vídeos were developed for new IFRS librarians, which focuses on FHI, history of EPT, and multilevel libraries and librarians, providing conceptual support to librarians and enhancing their performance in accordance with the specificities of EPT.

The present dissertation, entitled "Labor Law and the Construction of Civic Awareness: Perspectives and Challenges in Professional and Technological Education", presents the results of a research project aimed at analyzing how a pedagogical practice for teaching labor rights can foster the holistic and civic education of students enrolled in the Technical Course in Internet Informatics Integrated with Upper Secondary Education at IFC – Rio do Sul Campus. The research addressed topics such as Labor Law, Citizenship, and Professional and Technological Education. This study was developed within the scope of the Professional Master's Program in Professional and Technological Education in a National Network (PROFEPT), under the research line Educational Practices in Professional and Technological Education (EPT), Macroproject 1 – Methodological Proposals and Teaching Resources in Formal and Non-formal Educational Spaces in EPT, supervised by Professor Dr. Josiane Carolina Soares Ramos Procasko and co-supervised by Professor Dr. Liliane Madruga Prestes. With a qualitative approach and applied nature, the research adopted an exploratory perspective. The methodological strategy involved bibliographic research, literature review, analysis of dissertations related to the topic, and documentary research on labor legislation and the Pedagogical Project of the Technical Course in Internet Informatics. Field research was conducted through questionnaires applied in person to students of the aforementioned course and virtually to teachers. Data analysis was carried out using content analysis and led to the development of an educational product. The research findings indicated that both participating groups consider the topics to be relevant, and that students demonstrated understanding and interest in expanding their knowledge. In this context, a virtual game was developed with the aim of contributing to the learning process about labor rights and, consequently, to civic education.

This research analyzed the potential of Gorky's Marxist literature as a teaching strategy for promoting omnilateral development through the articulation between education and the world of work, based on the production and listening of students in the secondary technical course in the EJA (Youth and Adult Education) modality offered by the IFRS - Porto Alegre Campus. This is a participatory, qualitative research study using thematic content analysis. The research stages were constituted by the following objectives: the general objective of the work was to investigate the potential of Gorky's Marxist literature for promoting teaching practices that foster the articulation between education and the world of work, as well as for omnilateral development, in particular, based on a study in the context of the EJA (Youth and Adult Education) program offered by the IFRS - Porto Alegre Campus. The specific objectives were to encourage the use of Gorky's Marxist literary works, in particular, the work “Childhood” and Francisco Vilachã's comic strip illustrating Gorky's tales in “Figures of Saint Petersburg and other Gorky tales in comics” and the possible interlocutions with the conceptual bases of EJA-EPT, in particular, in the approach of themes related to education and the World of Work; To produce theoretical and methodological support for the use of Gorky's literature as a literacy teaching strategy for the development of polytechnics in the secondary technical program in the EJA (Educational and Adult Education) modality; to systematize the data produced through the creation of educational videos accompanied by a digital insert focusing on education and work, resulting from listening to students of the secondary technical program in the EJA (Educational and Adult Education) modality based on the reading and reflections generated by Gorky's work. The result obtained for the participating group was a reflection on the training process of the worker who returns to school, permeated with wisdom, yet imbued with the need to relate knowledge of the world of work to formal schooling after a period of absence, valuing their interaction with the world.Reading the representation of a Russian worker's experiences and his literacy process broadens students' reading potential and facilitates discussions with other students about insertion into the world of work through the production and exchange of pedagogical letters, reports, and large-group discussions. Methodologies were adopted to record the subjects' accounts and compose a booklet consisting of a didactic video, a didactic sequence, and the students' artistic production. Furthermore, it provides a research base for further investigations into EJA-EPT students and the reading of Gorkian works. A reflection on experience and social insertion leads students to develop class consciousness and the desire for better living conditions, always identified as workers. An Educational Product was created in the form of a booklet and videos composed of school activities and the production of eight EJA-EPT students, articulated with the world of work and corroborated by Gorkian writings. 

This study is part of the field of Vocational and Technological Education (VTE) and focuses on Teacher Training in this modality. Thus, it aimed to analyze the specificities of pedagogical work at VTE, in order to contribute to the organization of the Pedagogical Training course for Non-Licentiate Graduates at the Federal Institute of Education, Science, and Technology of Rio Grande do Sul - Sertão Campus, considering the principle of comprehensive human development. To this end, it was methodologically based on applied research with exploratory, descriptive, and explanatory objectives, using a qualitative approach. Data production consisted of bibliographical research, document analysis, and an online questionnaire with open- and closed-ended questions administered to 24 graduates of the aforementioned course who work at VTE. Data analysis was based on the theoretical-methodological foundation of Movement of Senses Analysis and revealed three thematic categories: a) reasons for seeking pedagogical training; b) perceptions of the specificities of comprehensive human development in pedagogical work; c) meanings attributed to pedagogical work by graduates. It was found that initial training did not adequately prepare students for the complexities of teaching in EPT. The need to improve pedagogical work in light of daily challenges was identified, and that training should be a continuous process of reflection, updating, and transformation of teaching. Based on this assessment, the Educational Product was developed: "Pedagogical Work: Specificities in the Context of Vocational and Technological Education," which addresses fundamental aspects related to pedagogical work in this modality. The material was evaluated by faculty and graduates, considering its attractiveness, engagement, comprehension, acceptance, and achievement of objectives. The results show that the fundamentals are relevant and recommended as a reference for pedagogical training, contributing to institutional goals and meeting the legal requirements for teaching in vocational education.

This research aims to investigate the factors that influence the perception of Administrative Education Technicians (TAEs) of the Federal Institute of Rio Grande of the South (IFRS) about its administrative routines and how these activities contribute for the training of students. Furthermore, it seeks to understand whether TAEs see themselves, or not, in the role of educators. Using a qualitative approach, with a questionnaire as the main instrument, the research aims to verify what contributes to the construction of the identity of TAEs as participants in the educational process. As a result of this research and in compliance with the production curricular requirement of an educational product to obtain the title of Master in the Professional and Technological Education – ProfEPT, material will be developed playful training, in digital and video format, which will be made available to technicians, highlighting how the performance of their daily functions contributes to the formation of students. Considering that not all TAEs have a clear perception of their role in education, the project seeks to rescue the identity and feeling of belonging of TAEs within the institution. The project is included in the Line of Research: Organizations and Memories of Pedagogical Spaces at EPT, in Macroproject 6 - Organization of Pedagogical Spaces at EPT.

The research is linked to the Stricto Sensu Graduate Program – Professional Master's in Professional and Technological Education (ProfEPT), thru the Associated Institution, Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS) - Porto Alegre Campus, Research Line Organization and Memories of Pedagogical Spaces in Professional and Technological Education (EPT), Macroproject 6 - Organization of pedagogical spaces of EPT. The study addresses the National Student Assistance Program (Pnaes), which has been developed within the Federal Network of Professional, Scientific, and Technological Education since its approval in 2010. The aforementioned Program has a multiplicity of management, while in the context of IFRS, it is regulated thru the Student Assistance Policy. Therefore, the applied research is characterized by a qualitative approach and aims to analyze the implications and contributions of Pnaes for the retention and success of students who receive student aid and its relationship with the configuration of the Program's management. Methodologically, it is anchored in bibliographic research techniques, document analysis, and field research. The IFRS was chosen as the field, specifically the Alvorada, Caxias do Sul, and Sertão campuses. Semi-structured interviews were conducted with 11 students who receive student assistance from Pnaes, which were recorded and transcribed. Thru content analysis and the listed categories, this study demonstrated the implications of Pnaes in the students' lives, based on the use of student aid resources for paying bus fares, as well as for buying snacks, in achieving the goal of retention. It was also noted that, in addition to the assistance, the receipt of teaching, research, and extension scholarships is fundamental for the material permanence of these students. Furthermore, other demands were highlighted, which allow for a glimpse into student life and, consequently, an understanding of aspects that involve the management of student assistance at IFRS, and also the institution as a whole. As a result, an Educational Welcome and Orientation Event was developed for incoming students, with the purpose of disseminating institutional policies and familiarizing them with the school. This action aims to create conditions for student retention.

This research, part of the Master's program in Professional and Technological Education (ProfEPT) and part of the Educational Practices in Professional and Technological Education research line, sought to understand Peer Tutoring (PT) as a support method for the inclusion of students diagnosed with Autism Spectrum Disorder (ASD) in Professional and Technological Education. The research question is: Is peer tutoring a support method for students with autism spectrum disorder that contributes to their inclusion in professional education? We research academic theory to conceptualize this practice and also to understand other aspects related to the inclusion of autistic students in integrated high school. We analyzed the perceptions of those involved in the tutoring experience linked to Napne, adopted by the two campuses studied. This is an applied research with a qualitative approach. Field research involved semi-structured interviews. Data were interpreted based on the methodology of discursive textual analysis. The literature supporting this study validates Peer Tutoring as a potential supportive method for autistic students in integrated high school, and this understanding can be expanded to all students with special educational needs. The theory about PT presents a variety of models for the practical application of Peer Tutoring; however, they share the common characteristic of structuring these practices, which we summarize as: Planning; Tutor Selection; Tutor Training; Pairing; Supervision; and Ongoing Guidance. Based on this understanding, we conclude that the experiences at both campuses are not characterized as Peer Tutoring, but they do have similarities. Nevertheless, the experiences analyzed were perceived as successful by the participants, and benefits for the students involved were also evident. The research findings supported the formulation of the Educational Product - Peer Tutoring Handbook: Accessibility and Inclusion for Students with ASD - which was developed to assist in the process of structuring peer tutoring at the campuses studied.

This paper is linked to the professional master's degree of the Programa de Pós-Graduação em Educação Profissional e Tecnológica – ProfEPT; integrates the Educational Practices in Professional and Technological Education research line and belongs to the macro project of inclusion and diversity in formal and non-formal teaching spaces at EPT. The research problem is the following question: how to promote the inclusion of students with disabilities through inclusion in mandatory curricular internships, taking into account IFRS institutional policies? Arising from the question presented, this study has the general objective of investigating the challenges and strategies to promote the inclusion of students with disabilities through inclusion in mandatory curricular internships, analyzing the institutional policies of IFRS. Regarding methodology, this study was developed through documentary research, qualitative approach, and applied nature. In this sense, aiming to contribute to the documents analyzed being more inclusive and taking into account the accessibility conditions encountered by students with disabilities during their mandatory curricular internships, the research suggested changes to the texts of the following regulations: Lei No. 11.788 of September 25, 2008; Instrução Normativa No. 213, of December 17, 2019; Normativa Proex/Proen/Dgp IFRS No. 001, of May 5, 2020. The educational product created from this dissertation is an accessibility verification checklist offered to students with IFRS disabilities during their mandatory curricular internships, an instrument designed based on the following dimensions of accessibility thought up by Romeu Sassaki (2020): architectural, attitudinal, communicational, instrumental, methodological and programmatic.

This dissertation describes the research developed in the Professional and Technological Education Master's Program (ProfEPT) of the Federal Institute of Rio Grande do Sul (IFRS) - campus Porto Alegre, in the research line Organization and Memories of Pedagogical Spaces in Professional and Technological Education (EPT) under the macro-project 6 - Organization of Pedagogical Spaces of PTE. The general objective of the investigation was to analyze the contributions of teaching, research and extension projects to the permanence and school success of scholarship students of the Integrated High School (EMI), developed at the Campus Viamão of IFRS, in the period between 2018 and 2023, also developing actions to contribute to the institution, considering the possibilities for students to participate in teaching, research and extension projects. The research is centered in a qualitative and applied approach with exploratory and descriptive goals. Bibliographic research and document analysis have been conducted as methodological procedures. For data collection, we used semi-structured interviews with scholarship students, project coordinators, the coordinator of the Coordination of Student Assistance (CAE) and with the coordinator of the Commission for Monitoring Actions of Student Permanence and Success (CIAAPE). The analysis of the collected data allowed us to identify the reasons that lead students to participate in the selection notices for scholarship projects, as well as the contributions of this participation to their school permanence and success. The thematic content analysis methodology, by Bardin (1977), was applied over the data gathered from the research subjects, parting from categories, related to our theoretical framework, which were previously defined: Polytechnic, being a category that encompasses the subcategories: work as an educational Principle, Research as a pedagogical principle; as well as the permanence and school success category. We identified from the interviews with the scholarship students interviewed, the subcategories that emerged from the analysis, which are related to the a priori categories. Thus, during the analysis emerged themes such as: scholarship, sociability, belonging, integration between theory and practice and experience as a scholar. In the theoretical framework we approach polytechnics, work as an educational principle, research as a pedagogical principle, integrated curriculum and permanence and school success. From the results obtained in the stages of the investigation and after analyzing the data of the interviews conducted, the educational product (PE) was elaborated, resulting in a practical guide for students at Integrated High School. It was possible to verify the need for dissemination and clarification about what are the teaching, research and extension projects, scholarship selection notices, about scholarships, reports, lattes curriculum, as well as about what the student's experience as a scholarship holder means in the training process. At the final stage of the research, the educational product was applied experimentally and evaluated in an online form, where the participants considered it an important instrument to encourage more students to get involved in projects, being able to contribute to their school permanence and success.

This study deals with the theme of Industry 4.0 (I4.0) and its reflection in technical courses. As part of the "Organization and Memories of Pedagogical Spaces in Vocational and Technological Education" research line of the Graduate Program in Vocational and Technological Education (ProfEPT), the question was: what are the effects of Industry 4.0 on the world of work, according to the perception of the graduates of the Technical Courses of the Mesquita Technical School in Porto Alegre/Rio Grande do Sul? The aim of this research is to understand the meanings attributed to I4.0 by the graduates of the José César de Mesquita Technical School in Porto Alegre, in order to propose an educational product that contributes to the integral human formation of the working class. It is classified as applied, with a qualitative approach and is theoretically and methodologically based on the Analysis of the Movements of Meanings (AMS), and the data was produced through bibliographical and field research. Its locus was the José César de Mesquita Technical School and its universe encompassed 2,635 graduates from the Industrial Mechanics, Electronics and Industrial Automation Technical Courses, from 2014 to 2022. In order to produce the data, a documentary analysis of the Pedagogical Course Projects (PPCs) of the Technical Courses in Mechanics, Industrial Automation and Electronics at the José César de Mesquita Technical School was carried out and a semi-structured interview based on a 17-question script was applied to 24 graduates. The AMS revealed an understanding of the technological advances associated with I4.0 and the need for qualifications to understand the subject. However, the perspectives did not indicate explicit consideration of the opposing aspects of these advances, such as the concept of dead work, job insecurity and the possible adverse consequences that I4.0 can have. As a result of the analysis, an educational product was developed in the form of a vocational training course for vocational education students. The course was developed on the Moodle platform and also in workbook format and is divided into three modules, plus a presentation. The aim of the course is to encourage reflection on the I4.0 theme in relation to Technology, Work and Education, in order to help ensure that the pedagogical work carried out enables the integral human formation of the working class.

This dissertation proposes an analysis of knowledge management in the context of Federal Institutes (IFs), with a focus on the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS). IFs seek to integrate and vertically integrate basic, professional, and higher education. For this, knowledge management is essential to enhance teaching, research, and extension activities. The objective was to understand the mechanisms of knowledge management in the formal spaces of IFRS, aiming at expanding institutional collective learning. For this, the following specific objectives were considered: A) Systematize the creation of knowledge from formal spaces; B) Evaluate the implementation of a tool for organizing knowledge from formal spaces; and C) Investigate tools that promote knowledge management and organization, focusing on strategies aimed at institutional self-learning. The research hypothesis is that the appropriate use of Information and Communication Technology (ICT) and stimuli to active student participation can accelerate the organization of knowledge in the formal spaces of IFRS-POA, thus fostering organizational learning. The theoretical framework was based on the conceptuais bases of ProfEPT, on the main authors of knowledge management. Additionally, Robert Gagné's principle (1980) was used as a strategy for developing a student service catalog as an educational product that could enhance knowledge management. The value of this study for the institution lies in the promotion of alternatives to organize the workflow and knowledge generated in the formal spaces of IFRS-POA. This research was developed within the scope of the Professional Master's Program in Professional and Technological Education (ProfEPT) at IFRS, in the research line Organization and Memories of Pedagogical Spaces in EPT, under the guidance of Prof. Dr. Sérgio Wesner Viana.

Nowadays, human beings, in order to be autonomous and independent, need to have knowledge of technological resources that are increasin present in their daily lives. Not everyone has digital autonomy, with the necessary knowledge to use these technologies. The present researc inserted in the line of research of “Educational practices in professional and technological education” of the Master course in Professional and Technological Education (ProfEPT), focuses on digital autonomy from the perspective of students of the Technical Course in Apparel, by Dista Learning at SENAI Porto Alegre-RS. This research aims to identify what are the necessary knowledge, so that the student can have her digita autonomy, aiming to map and develop the digital competences necessary for the learning of the students of the technical course in apparel E learning of SENAI-POA. About methodological aspects, it is classified as qualitative, applied research, with an exploratory approach and is theoretically and methodologically based on action research. Data production will be based on bibliographical and documentary research, in a to the application of a questionnaire, which will be answered by students of the technical course in apparel. The research locus will be the Professional Training Center SENAI Porto Alegre. From the answers with the students, based on competence as praxis, a course will be creat hybrid format, which will serve as a basis for the development of basic knowledge in digital technologies for students. Through this research, expected that the students of the Technical Course in Apparel-E-learning of SENAI-Porto Alegre-RS, present a significant improvement in the development of digital autonomy.

The present study aims at historically rescuing integrated secondary education before Decree nº 2.208/97 and after Decree nº 5.154/04 by, today, Instituto Federal Sul-rio-grandense. Inserted in the Research Line Organization and Memories of Pedagogical Spaces in Professional and Technological Education, of the Graduate Program in Professional and Technological Education (ProfEPT), it will have the IFSul Campus Pelotas as its research location. Based on the historical recovery of contexts and normative guidelines experienced by professional education in the periods immediately prior to Decree No. 2208/97 and after Decree No. 5154/04, it will analyze the perspectives of curricular integration envisaged by the Institution in these two moments. With the elements provided by the research carried out, it will propose an instrument to encourage the reflective analysis of the academic community of this Campus on the course in Integrated Secondary Education currently carried out by the institution. This is a research with a qualitative approach of a descriptive and exploratory nature. The methodological path for data collection and production will be through bibliographic and documentary research and semi-structured interviews. The interviews will be carried out with professors, students and civil servants who had some experience of Integrated High School and who had a link with the institution in the period that preceded Decree nº 2.208/1997, when it was called Cefet RS, as well as in the period after Decree nº 5.154/2004, after which it was titled as IFSul. The purpose of the interview is to establish an interlocution about the theoretical-methodological frameworks and the empirical reality, thus contributing to meet the objectives defined for the research. From the analysis of the data and the syntheses carried out, it is envisaged to produce a documentary compiling the narratives and memories of the interviewed subjects, whose experiences allow understanding and reflecting on the course in Integrated Secondary Education carried out by the institution, according to the established time frames. . Through this study, we hope to contribute to the reflection on the historical dualism that characterizes the Brazilian educational system and that directs policies aimed at the organization of professional education in the country. In this way, from the historical recovery, the memories and the experiences lived in the context of Integrated Teaching, it is intended to obtain elements that allow to subsidize the reflection on the setbacks and advances that occurred in this teaching modality, so that it can indicate its social importance, the effects on public professional education as an integral part of basic education and as a right of all citizens.

This research paper addresses a relevant topic in society, especially in the post-pandemic context: the professional insertion of women in the world of work, focusing on the field of administration and the contributions of professional and technological education (EPT) in this process. It is assumed that EPT plays a crucial role in preparing for the constant changes in the job market, developing essential technical knowledge and skills for various occupations. With technological evolution and new professional demands, EPT becomes an important means of updating and preparing workers. In the case of women, the challenges are even more significant, due to salary inequalities, discrimination and difficulties in career progression. Therefore, understanding how women enter areas traditionally dominated by men, such as administration, is essential to promote gender equality and female empowerment. The research examines the perspectives of women who graduated from the Technical Course in Administration offered by the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS) – Porto Alegre Campus. The participants were graduates who graduated between 2017 and 2022, as well as the two coordinators of the course, which is offered in the morning and evening shifts, both in the subsequent modalities and integrated with high school, through the National Program for the Integration of Professional Education with Basic Education (Proeja). With a descriptive and exploratory nature, the research adopts a mixed approach, combining qualitative and quantitative analyses. To collect data, questionnaires were applied to the 62 graduates, interviews with the course coordinators and document analysis. The results showed that, although the participants recognize the value of public education and see it as an opportunity for access to work, they face great difficulties in entering the market, related to factors such as gender inequality, structural prejudices, disproportionate family responsibilities and economic limitations. In the field of social sciences, research on gender must consider the complexity and dynamics of the structural and cultural factors that affect human movement in society. A gap identified in the research is the feeling of unpreparedness for the world of work, even after completing the course, and that a career development plan would be an essential tool to promote the integration of graduates into the world of work, ensuring that the technical training obtained is used effectively in their professional careers.

This final paper was developed in the Professional Master's Degree in Professional and Technological Education of the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS), which belongs to the Postgraduate Program in Professional and Technological Education in a national network (ProfEPT). It is linked to the research line Organization and Memories of Pedagogical Spaces in Professional and Technological Education (EPT) and belongs to the Macroproject of Organization of Pedagogical Spaces of EPT. It aimed to analyze the asset management of the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFSul), highlighting tools and forms of control regarding the asset incorporation of permanent movable assets in the Institution, originating from teaching, research and extension projects involving EPT. This is an applied research, descriptive in nature, with an exploratory dimension, which was developed through a qualitative approach, accompanied by a quantitative treatment. To this end, document analysis, bibliographic research and field study were used, in which those responsible for the management and control of the aforementioned assets of each campus and the Rectory of IFSul participated, totaling 14 subjects, since the Gravataí Campus was not involved because the researcher is responsible for the Coordination of Warehouse and Assets. Also involved were pro-rectors, directors, department heads and coordinators responsible for the teaching, research and extension sectors of the 14 campuses and the Rectory. Data collection was carried out by applying a questionnaire to those responsible for the management and control of movable assets and conducting semi-structured interviews with the pro-rectors, directors, department heads and teaching, research and extension coordinators. With this investigation, it was possible to highlight the importance of the asset management of movable assets, considering the current legislation, as an integral part of educational management. Through the control and conservation of these assets, the academic community has adequate objective conditions for the development of the integral education of students, effectively contributing to the improvement of the quality of teaching. The results obtained provided essential support for the production of the dissertation and the educational product that are part of the master's degree course. In addition, the findings contributed to facilitate the understanding of the main concepts and procedures in the execution and reporting of research and extension projects, improve asset management and promote greater efficiency and clarity in the administrative procedures of IFSul, providing useful guidance for both extension workers and researchers. As a direct result, it is expected that such improvements will contribute to the achievement of the educational objectives of educational institutions that offer EPT.

This dissertation was developed within the scope of the Professional Master's Degree in Professional and Technological Education in a National Network (ProfEPT), offered by the Federal Institute of Education, Science, and Technology of Rio Grande do Sul (IFRS), Porto Alegre Campus. The research is linked to the research line of Educational Practices in Professional and Technological Education and is part of the macroproject Methodological Proposals and Teaching Resources in Formal and Non-Formal Learning Spaces in Professional and Technological
Education. The study’s theme, focused on promoting self-regulated learning, emerged from the researcher’s professional experience as an Educational Affairs Technician in the Student Guidance Sector within the Teaching Management Department at IFRS, Restinga Campus. The objective was to identify knowledge about self-regulated learning that contributes to the retention and success of high school students in integrated technical education programs, based on the context and reality of students at the IFRS Restinga Campus. This is a qualitative study with an applied and exploratory nature. Data collection was conducted through documentary analysis, and the Discursive Textual Analysis (DTA) methodology was used to analyze qualitative data. The educational product, a didactic material in the form of a teaching sequence entitled “Teaching Sequence for the Promotion of Self-Regulated Learning,” was developed based on data analysis, results obtained, and discussions in light of the theoretical framework. This product aims to provide school staff with a practical tool to promote self-regulated learning among Federal Institute students. The positive evaluation of the educational product, conducted via a questionnaire with open and closed questions given to Teaching Management staff at IFRS campuses, demonstrated that the educational product represents an appropriate response to the research problem. It is concluded that promoting self-regulated learning can contribute to preventing individual factors leading to student dropout and retention in Federal Institutes, thus supporting retention and success in Professional and Technological Education.

This research project, called "Youth insertion in the world of work in contemporary society: difficulties and perspectives", aims to analyze the main alternatives (paths) available in contemporary society for the insertion of young people in the world of work, as well as difficulties and perspectives that are encountered in this process in order to produce a guide (printed or available on the Internet, in a website) that contributes to clarify issues relevant to the theme and promote more effective participation of young people in society and contribute to the development of Professional and Technological Education (PTE) that contemplates an integral human training. This is a descriptive research, with an exploratory dimension, which will be developed following an approach predominantly based on a qualitative and dialectic perspective, accompanied by a quantitative treatment, following the movements and contradictions of the educational spaces and the different contexts of contemporary youth considering their multiple aspects. It will be carried out based on bibliographic research that underlies and guides the work, taking into account materials already published on the themes of youth, the world of work and PTE (books, journal articles and materials available on the Internet), document analysis, as well as through a field research, taking the form of a case study, which will involve young high school students who live in the southern part of the city of Porto Alegre - RS, focusing on two distinct groups: students who work in the "Young Apprentice Program" and students who develop activities in "Non-obligatory Curricular Remunerated Internships", as well as managers of internship integration agencies. The data will be collected through the application of a questionnaire to 100% of the students who work in the "Young Apprentice Program" at the Clube Professor Gaúcho and 40% of a total of 105 students who do non-mandatory curricular paid internships (42 students) and who attend the Colégio Estadual Odila Gay da Fonseca, interviews with managers of the internship integration agencies, and analysis of documents related to these programs. The data obtained from the field research will be analyzed in an interconnected and interdependent way in comparison with the references obtained from the bibliographic research and with the documents analyzed. With these procedures it is expected to contribute to produce an educational product that contributes to clarify issues relevant to the theme and to promote the participation of young people in contemporary society, as well as to contribute to the planning, definition and feedback of educational policies aimed at technical high school professional education, as well as to the educational institutions that offer this kind of education, strengthening the development of the PTE that contemplates an integral human formation. Finally, it is hoped that this research work will help young people to critically understand the process of professional insertion in the world of work and to participate more effectively in society. Moreover, the research will be of great value for my own professional/personal training as well as for my academic career.

This study aims to investigate which conceptions and practices permeate the performance of members of the Affirmative Actions Centers, analyzing the extent to which they affect the consolidation of IFRS institutional policies, thus producing theoretical and methodological subsidies that enhance and promote initial and continuing education. For this, we will adopt a qualitative approach through participatory research and in data collection we will use documentary research. The study will also have the participation of members of NAFFS, through the application of a questionnaire to be made available through sharing through google forms. The data produced will be used to prepare a guide with theoretical support aimed at improving and/or resizing the practices developed by the teams that make up the NAAF's. It also aims to promote the implementation and/or consolidation of institutional policies for affirmative action and for the development of actions aimed at initial and continuing education on issues affecting the nucleus.

The present investigation was developed in the course of the Professional Master's program in Professional and Technological Education (ProfEPT) and is linked to the research line of Educational Practices in Professional and Technological Education, in Macroproject 2 - Inclusion and diversity in formal and non-formal teaching spaces in Professional and Technological Education (EPT), focusing on black youth, in the context of professional education, in a social institution, in Vila Cruzeiro, in the south zone of the city of Porto Alegre. The central objective of the research was to promote listening to young black people who are part of this non-school education, articulating with studies on youth, structural racism and the world of work, aiming at the production of theoretical and methodological incentives for the improvement of teaching practices, in particular , in the context of Professional and Technological Education (EPT). The research had a qualitative approach and regarding the procedures, it was characterized as a participant research. The research counts with the participation of young people from a community in the metropolitan region of Porto Alegre linked to a Project of Initial Formation of Professional and Technological Education, which is offered by a social and educational institution, present in the community. The young people's adherence was decided and the research was approved by the IFRS Research Ethics Committee. At first, such participation consisted of completing the guidelines followed, in order to map prior knowledge about the themes of this study, namely: structural racism, racism in the world of work, racism and youthBased on such data, workshops were structured, called Racial Literacy Workshops, created from the needs of deepening some concepts, perceived in the young people's responses to the first questionnaire. From the realization of the workshops and their evaluation by the young people, an Educational Product was created, in the format of an Activity Guide containing the description of the workshops on Racial Literacy for the promotion of an Anti-racist Education in the context of Professional Education and Technological. In the first part, the concepts are approached and, in sequence, the description of the proposed activities, which were elaborated and improved from the dialogue with the young participants of the study. Next, the Educational Product was evaluated by the educators for whom it is intended, who work with young people in the context of professional education, within the institution where the research was carried out. Finally, As a result of the research, we highlight the need to expand initiatives aimed at promoting anti-racist education practices, especially in the EPT, however not reducing the discussion of racism to specific events, but scheduling it as a present, urgently needed in professional training courses. In this approach, the results of this study systematized in the Guide, point to theoretical and methodological subsidies so that educators can promote spaces for listening to young people and developing teaching practices that contribute to confronting structural racism, in particular, in professional education and in the world of work.

The Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS) manages the academic data of its students through different academic systems, including the Integrated System of Academic Management and Activities (SIGAA). The SIGAA was configured based on the IFRS Didactic Organization with the purpose of managing the data of subjects and students of all educational levels of the institution. The SIGAA consists of 44 modules, among them the “Portal Docente” (Teacher Portal) and “Turma Virtual” (Virtual Class). In the “Portal Docente” are registered all subjects, conducted by each teacher in the semester/academic year. The teachers use the SIGAA “Portal Docente” to manage their students' academic information. At SIGAA, the subjects are managed through the module called “Turma Virtual”. The “Turma Virtual” is used to register the teaching plan, to register attendance and students' grades, to access the class diary, in addition to providing a virtual environment that allows the sharing of content, interaction through forums, polls, information and tasks. The Information Technology Directorate (DTI) leads training for the Academic Secretariat, for each course implemented at SIGAA, and another training for teachers about “Turma Virtual”. At the end of the teachers' training, it is suggested that a server be responsible for sharing this knowledge with their peers. From my professional experience at DTI, where I dedicate myself to training and supporting SIGAA users, I found that the SIGAA training process needs to be improved to solve difficulties/problems and reach all teachers who use the SIGAA. In the perspective of the development of my master's research in the context of the master course in Professional and Technological Education (ProfEPT), this study seeks to investigate how to train users for the IFRS SIGAA, based on the integral human formation and autonomy, in order to broaden their knowledge in relation to work in the academic system. The research will have a qualitative, applied and exploratory methodology. The instruments for data collection will be questionnaires and documental research. The research locus will be IFRS and the participants will be employees who use the “Turma Virtual” module of SIGAA. For data analysis, simple tabulation and discursive textual analysis will be used. Good practices it were found that training what can be adopted in educational institutions what use SIGAA. These experiences inspire the production and sharing of new knowledge with the potential to transform reality in the training of teachers as well as in the qualification of teaching. It was identified in the perceptions of the teachers the facilities (potentialities) and difficulties (weaknesses) in the use of the functionalities of the “Turma Virtual” of SIGAA. These difficulties are linked to the lack of knowledge of the functionalities of the “Turma Virtual” of SIGAA, as well as the rules of the OD of the IFRS integrated in the system. It was found that the usability of the “Turma Virtual” of SIGAA is “good”, but requires improvements in the system. From the search was elaborated a formative action, what consists of two educational products, which were presented and positively evaluated.

This study, at the level of the Professional Master's Program in Professional and Technological Education (ProfEPT), consists of identifying and understanding the impacts generated by the dimensioning of personnel, in the performance of Administrative Technicians in Education (TAEs). Administrative Technicians in Education are career civil servants who carry out specific activities, working with Federal Education Institutions. However, for these institutions to achieve their objectives and mission, before society, teaching staff and Administrative Technicians are necessary, the latter being the executors of middle activities, such as administrative activities and support services. The process of dimensioning TAEs employees basically occurs due to the legal attributions inherent to the positions they hold, endowed with a technical vision with a strategic and managerial sense. However, most of the time, in this process, the individual and personal aspects of the server are not observed or considered as complementary criteria, such as the set of knowledge, skills, atitudes and trajectory, in addition to other variables that may interfere and influence the performance and performance of this professional. The study aims to identify the consequences generated by the dimensioning of TAE servers, specifically in the positions of Assistant in Administration and Assistant in Administration, located at the IFRS-Campus Alvorada. Seeking to understand which organizational factors enable a full performance of this Education worker. Recognizing its role as an active agent in the educational process, relating the interaction of activities-medium with the core activity of the institution. The project will be carried out with the Federal Institute of Education, Science and Technology of Rio Grande do Sul - Campus Alvorada, as well as the development of the proposed educational product, with the aim of intervening and helping managers in the adoption of a methodology in the elaboration process and implementation of a personnel dimensioning plan, through the identification of the main efes generated by dimensioning in the performance of servers.

The central theme of this research work is the educational praxis in the curriculum of
Secondary Education Integrated to Professional Education - EMIEP. Entitled “Educational
praxis in the teaching and learning process in the high school curriculum integrated to
professional education” it aimed to analyze the teaching and learning process present in the
EMIEP curriculum to understand which didactic, pedagogical and curricular procedures are
being adopted in the development of educational praxis in the Technical Course in
Administration Integrated to High School. In the same direction, the specific objectives listed
were a) understanding the teaching and learning process at EMIEP; b) characterize the
context of educational praxis present in EMIEP; c) Identify the didactic, pedagogical and
curricular procedures that are being used in the teaching and learning process at EMIEP; d)
understand to what extent educational praxis is present in the curricular structure of EMIEP;
e) Produce an educational product that helps teachers and other education professionals in
the development of educational praxis in the teaching and learning process at EMIEP. The
problem of this investigation was the following: Considering the teaching and learning
process present in the EMIEP curriculum, what didactic, pedagogical and curricular
procedures are being adopted aiming at the development of educational praxis in the
Technical Course in Administration Integrated to High School? The theoretical framework of
this research is concentrated in the works of Marise Ramos (2005, 2010, 2014), Gaudêncio
Frigotto (2005, 2018) and Karl Marx (2007, 2011, 2019). It was an exploratory research and
was developed following an approach that is predominantly based on a qualitative and
dialectical perspective, accompanied by a corresponding quantitative treatment, following the
movements and contradictions of educational spaces. It was carried out based on a
bibliographical research that supported and guided this work, based on materials already
published on the themes EMIEP, educational praxis, curriculum and professional and
technological education, documental analysis of two pedagogical projects of two Technical
courses in Administration Integrated to the High School of the Federal Institute of Education,
Science and Technology of Rio Grande do Sul - IFRS, covering two campuses (Campus
Osório and Campus Viamão), with two (2) courses from the said institution, chosen at
random, where a survey of field involving interviews with the two (2) coordinators of these
courses and a questionnaire applied to four teachers from each course, two from general
training and two from technical training, making up the participation of eight (8) teachers in
total, chosen in a way random, through lottery. The data obtained were analyzed in an
interconnected and interdependent way in comparison with the theoretical references
resulting from the bibliographical research, in a perspective of dialectical analysis. This
analysis of the findings in the research field revealed that the educational praxis is exercised
by the professors of the two investigated campuses, as well as evidenced the didactic,
pedagogical and curricular procedures used in the teaching and learning processes. Through
this scientific study, as well as the elaboration and execution of a corresponding educational
product, we sought to contribute to the development of educational praxis in the teaching and
learning process in the EMIEP curriculum within the scope of the High School courses
analyzed – a contribution that can be used in other

This research is linked to the Professional and Technological Education Graduate Program (ProfEPT), in the Professional Master's Program in Professional and Technological Education, and was developed at Dr. Liberato Salzano Vieira da Cunha Municipal School of Basic Education, part of the Municipal Network of Porto Alegre. The school constitutes an important space for professional education at the secondary level, in the subsequent modality, within its community. The objective was to investigate how the Science Studies discipline in the Post High-School Teaching Program can contribute to the development of Science teaching practices committed to comprehensive education for the students of this institution. Regarding the technical procedures, the research adopted the use of a simplified scientific literacy level test, the application of a questionnaire, the conduct of semi-structured interviews, and the Discursive Textual Analysis of data. Through this analysis, the emerging categories were unveiled, presenting who the research participants are, their motivations, memories, and expectations. Early Childhood Education was understood as a unifying element that permeates all categories, as it signifies the future professional performance of the students as teachers. The data analysis of the first stage of the research, in conjunction with the theoretical framework that supports the work, allowed for the second stage of the research, which deals with the development of an Educational Product, applied over four months to three classes of the Post High-School Teaching Program, and evaluated by the students and experts in the field. The Educational Product, in the form of a Didactic Sequence, as an e-book titled "Science Teaching Practices Committed to Holistic Education: proposal of a Didactic Sequence for the Post High-School Teaching Program" aims at the scientific literacy of the students through critical, humane, and holistic education, permeated by the principles of inverted symmetry and the foundations of science didactics. The Educational Product received a positive evaluation, both from the participating students in the research and from expert teachers, which supports the idea of its replicability for future groups in the same training program and other educational institutions. It is concluded that developing scientific literacy in students of the Post High-School Teaching Program is relevant so that, in their qualified professional education at the secondary level, as future teachers, they can promote scientific literacy in Early Childhood Education classes, where they will work, by stimulating curiosity, reflection, and critical thinking, with the aim of transforming the community through play and interaction.

Brazil and the world had their routine drastically modified by the advance of the COVID-19 pandemic. For education, the reality of the pandemic meant an emergency reinvention of teaching methods and practice through information and communication technologies. In view of this, this research dissertation, entitled: “Learning from remote teaching: challenges and possibilities in the pedagogical practices of Professional and Technological Education” aims to discuss the challenges faced in the educational process during Remote Teaching caused by the COVID-19 pandemic. 19, in a historical context never experienced in recent years, where technological resources were essential to mediate the teaching-learning process, given the demands of social distancing. The study seeks to reflect on the adversities found in this new model of education generated by the need to reorganize pedagogical practice in Professional and Technological Education, and the influence and consequences left by remote teaching in the post-pandemic. As theoretical contributions, the following topics will be explored in depth: History of Professional and Technological Education – EPT; Emergency Remote Teaching; Teaching Training and Practice and Active Methodologies. This is research with a qualitative approach of an applied nature. As for the objectives of the research, it is characterized as exploratory. As a methodological strategy, bibliographic research was adopted through systematic document review. For the research, the methodological procedure of bibliographic review was used with a qualitative approach of an applied nature, in which works of specialized literature and scientific articles were consulted.

The proposal of this work is part of a challenge encountered by this researcher, during his insertion in the Postgraduate Program in Professional and Technological Education (ProfEPT), since, when carrying out the subject Conceptual Bases of EPT, little systematization of the Language was perceived. Brazilian Signs (Libras), in the interpretation of fundamental concepts, worked on in the discipline, for their understanding. This discipline's main objective is to combine education, work and human training, constituting a fundamental pillar for the Professional and Technological Education course. However, based on the interpretation offered to us, we realized that the lack of a systematization of term signs, with a Marxist orientation, made the work of Educational Translators and Interpreters difficult. This fact even revealed the lack of signs created to correspond to certain concepts worked on in the discipline. In view of this difficulty and the lack of similar material, we propose the creation of a glossary of term signs of concepts based on Marxist theory. This content is covered in IFRS high school subjects. The research problem asks how the creation of a glossary of term signs in Libras-Portuguese can help towards a greater systematization of Libras and towards valuing and respecting the deaf community? The general objective of this research seeks to analyze the most recurrent Marxist terms in the teaching and learning process of secondary education integrated with professional education with the purpose of producing a glossary of key concepts in Libras-Portuguese. Regarding methodology, the process of this research is based on the development of a qualitative study that uses action research and participant research to produce and evaluate the glossary, taking into account the experience and involvement of professionals in the area, searching for the main terms , recurring in texts and videos worked on in the discipline, in order to, based on this recurrence, generate our corpus of work. This process was carried out through interviews with the survey of the terms in which doubts arise most, as well as the evaluation of the final product. We aim to debate the relevance of including the terms raised in a glossary proposal, considering the contributions of these different actors. After carrying out the interviews, we began creating and subsequently video recording the translation/interpretation into signs, based on the contributions of the indicated participants. The result of this material was discussed with the deaf community and other members of an educational process, in Marxist theory (teachers, interpreters and ProfEPT students), through a new interview. Our results were directed towards the creation of an educational product, in the form of a glossary, available free of charge on the YouTube platform, which presents users with terms, explanations about concepts and signs for Libras. Based on the creation of this product, we established reflections on the importance of the presence of glossaries for the continued training of Libras Educational Translators and Interpreters, as well as for the social inclusion of deaf students.

Libras. Marxism. Glossary. Professional education. Educational Product

This dissertation describes the research conducted in the Professional Master in Professional and Technological Education (ProfEPT) of the Federal Institute of Rio Grande do Sul (IFRS). It is inserted in the Research Line of “Educational Practices in Professional and Technological Education (EPT)” and linked to “Macroproject 3 - Educational Practices in the Integrated Curriculum”. The research starts from the existing scenario and experienced by the master's student and, from this, proposes an educational product that seeks to solve the problem presented. The main objective of the research was to investigate how students of the technical courses integrated to the High School of Campus Bento Gonçalves of IFRS receive and understand the actions of Organizational Communication developed by the Communication Coordination of said Campus, with the proposal to increase the number of students who receive this information and thus start to participate more in the actions developed by the institution. The theoretical references are presented from the history and contextualization of the Bento Gonçalves Campus - locus of research, as well as the reorganization of the Federal Network of EPT, to the concepts that underpin the research, such as public communication, organizational communication, educommunication and social media, in addition to the findings of research on organizational communication and education, which serves to demonstrate the existing research gap and present what there is of academic work in this area. This is a qualitative, exploratory study. Regarding the methodological procedures, documentary and survey research were used. To obtain the data from the first stage of the research, electronic questionnaires were sent to the students of the Integrated Technical Courses to Secondary Education of Campus Bento Gonçalves who accepted and consented to participate in the research. With the data analysis, it is possible to study the documents that regulate communication in IFRS and present the activities that the Communication sector performs, always in the light of the theoretical framework brought. It was also possible to understand that, in general, students feel well informed about the actions of the Campus, but point out that there is still a particular network that is not used to send information in an organized and systematized way, WhatsApp. In fact, it was identified that social networks are the spaces in which students most look when they want to know what is happening on the Campus, even before the institutional website. Based on the data collected from the students, it was possible to plan, develop, apply and evaluate an educational product that would expand the institutional outreach activities on the Campus, in the format of a guide, and directed to the communication sectors of PE institutions. It was evident the importance of mapping with the public that one wants to reach how they consume content, so that communication is more effective and it is possible to expand the dissemination of actions to the public of interest. With the Guide it was possible to build a channel for disseminating news to the students of the institution. In the final stage of the research, the created channel was evaluated by the students who agreed to follow it and the Guide was evaluated by the IFRS communicators, both of whom met the proposal to contribute to the dissemination of institutional actions for students in a PE institution.