The research entitled “I'm about to take steps back”: the dilemmas of the pedagogical coordinator of the Kimimo Boa Vista School – Seabra-BA – in relation to the concept of Literacy in Early Childhood Education, has as its main objective to investigate the relationships between the continued training of teachers and the pedagogical work carried out in the classroom, with an emphasis on reading and writing practices in Early Childhood Education. To this end, it considers the contributions of the psychogenetic constructivist perspective. In the context of pedagogical work, this research also includes a look at the teacher trainer, the pedagogical coordinator, and their constant dilemmas regarding their professionalization. The investigation adopts the research-training method considering the systematic production and analysis of data through the narrative of six teachers. It is hoped that this study will contribute to the debate surrounding the challenges that these and other teachers and pedagogical coordinators experience when it comes to the controversy and distance surrounding Literacy and Early Childhood Education.

This research is part of the scope of the Professional Master's Degree at the Federal University of Bahia (UFBA), and it is aimed to investigate the process of training readers in High School at the Federal Institute of Espírito Santo (IFES) from a perspective of collaborative and interventional construction. The study's object consisted of the formation of literary readers as a field of investigation of didactic-literary actions with the research subjects, students between 17 and 22 years of age in the 4th year classes of the Technical Course in Fishing Integrated to High School on the Piúma campus /IFES. The interventional research analyzed the context, the principles of reader formation, the challenges and demands of the subjects regarding reader formation, reflecting and proposing methodological actions articulated to the literary literacy process. The investigation identified characteristics and challenges of the reader formation process in times of vast production and diffusion of reading in the digital culture, understanding the potentialities of didactic-literary strategies, the conceptions, the pedagogical practices, and the experiences to expand the reading practices of students of high school, in the daily life of IFES. The concerns that gave rise to this research were guided by the questions: What pedagogical practices contribute to the reading formation of the students of the Technical Course Integrated to High School of the Piúma campus? How does literature occupy the spaces of the Piúma campus? Fulfilled by some theorists, such as Jorge Larrosa (2015), Antônio Cândido (1988 and 2006), and Marise Lajolo (1993), the methodological proposal of this research took into account the subjectivities of the participating subjects, investigating the relationship between literature and the socio-cultural universe, by holding a didactic-literary workshop with the high school public, aiming at reflection and the construction of new didactic practices within the scope of reader training. As an intervention proposal, we present the intervention proposal Literary Festival of Piúma (FLIPIU), which constitutes a cultural policy of literary literacy for the Piúma campus, constructed dialogically with the academic community of IFES and institutional partners. The results of the investigation point out that on the Piúma campus, didactic-literary actions, when not diversified, have a much smaller contribution than desired in terms of reader formation; the research also demonstrates that although the records indicate a decrease in access to the campus library by the students, the digital culture allowed them to maintain and even increase the volume of literary reading, as well as providing the opportunity to create an intervention proposal that would guarantee a diversity of processes, spaces and times of reading formation.

The present work developed in the Post Graduate Program in Curriculum, Languages and Pedagogical Innovations, Professional Master's Degree in Education, of the Faculdade de Educação da Universidade Federal da Bahia (UFBA) follows a proposal of a simple Case Study, with a quantitative and qualitative with exploratory character, with data collection, bibliographical research and application of a halfstructured sample. It originated from the reflection about the transmutation between the propedeutic and professional education of students of technical courses integrated at the high school level of the Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo (Ifes) graduateds between the years 2017 and 2019, with more atention on the graduates of campus Ibatiba, analyzing the influence that such courses promoted in their continuity of studies and insertion into the world of work. With regard to the Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo and its formers students, although it is possible to identify sparse actions attended to this public, it is knowable that the institution's formers students policy is still incipient, therefore, the objective was to better understand their situation by analyzing the context of the actions currently being developed at the Institute, proposing the production of an academic product in the form of a manual with practical guidelines that can contribute to their development, as well as the elaboration of a data-collection methodology that can be replicated and used for the implementation of that policy, providing valid information for the development of other studies. Among the actions developed, the Institution's internal electronic systems and website were consulted. Numbering data from the individual registration number (CPF) of former students of Integrated Technical courses related to the time series of the study were requested from the Rectory of Ifes, on a confidential basis, as prescribed by law 12.527 of November 18, 2011, in order to protect information classified as personal. A procedure for requesting identified data from RAIS and CAGED was established, to direct future actions in the institution. The information was then crossed with other existing databases in order to return reliable results. From a universe of 12648 former students from technical courses across Ifes, between the years 2017 and 2019, 1387 MEI records were found, which, in the sequence, were correlated to the categories of the CNAE, with existing courses at the Institute, through the creation of a comparison matrix. As there is very little data on former students, a methodology based on an active search was proposed, using the Snowball technique, aiming to find former students whose registration data is not up-to-date and retrieve such information, reaching, thus, 93 contacts of former students from 10 initial contacts. The data collection instrument consisted of an electronic form presented in the form of a half-structured interview, with the return of 75 acceptances out of the 93 sent, culminating in a final group of interviewees of 49 former students of the Technical courses at Ifes Campus Ibatiba who met the characteristics of the sample group.

This interventional research, entitled as Special Education and Teaching Practices at the Federal Institute of Espírito Santo: the construction of collective spaces for continuing education at the Nova Venécia Campus, aims to understand the pathways of teaching activities in the Civil Engineering course at the Federal Institute of Espírito Santo, Nova Venécia Campus, focusing on the scope of inclusive education for deaf or hearing deficiency students, in order to situate and propose paths of continuing and collective education regarding to mentioned educational context. The investigations carried out are linked to the quali-quantitative approach, with the predominance of the qualitative bias. The collaborative research guides the study, whose theoretical assumptions are those of critical pedagogy. Document analysis and semi-structured interviews with professors in conversation circles were instruments for data collection. Data analysis is based on Bardin's (2021) content analysis. The motivation for this interventional research are the impacts of the enactment of Law 13409/2016, which guaranteed the reservation of vacancies in the selection processes for admission to technical courses integrated to high school level and graduation of the Federal Education Institutions for people with disabilities, significantly increasing enrollments of these students in the Institutes, in the case of this research, at the Ifes , Nova Venécia Campus. Education as a right of all people is guaranteed in the Federal Constitution (BRASIL, 1988), safeguarded by other documents and laws that ratified and expanded the mentioned  right and also ensure, among others, inclusive educational systems at all levels of education and in different teaching modalities (BRASIL, 2015). However, it was after the enactment of the law, with increasing enrollments, that many challenges were revealed at the Nova Venécia Campus, some of them were not noticed yet, others were not discussed and assumed, in particular, those linked to the know-how of teachers, who consider it hard to embrace the many demands brought about by the presence of these students, especially when there are no spaces-times instituted for continued and collective education. In view of this outlook, it is based on the premise that the creation of collective spaces for continued teacher education, where teachers, based on their concrete problems with their students cases, in a continuous process of action-reflection-action, will have the opportunity to discuss practice-theory, in order to build possible paths for learning of all students, and this is what will constitute the institution, in fact, inclusive. In this way, the interventional research revealed that the professors identify several methodological and communication issues when working with deaf or hearing deficiency students, which is highlighted by the lack of information and training on the deficiencies. They also identify barriers regarding to the teaching hours and point out the institutionalization of collective training as a need to enhance inclusive practices, thus, relying on the data, I present the intervention project “Collective training at Ifes  Nova Venécia Campus: the power of sharing, teaching and learning in collaboration”.

The main objective of this study was to develop an intervention project regarding the possibility of contribution by the Nilo Peçanha library, located at Ifes-Campus Vitória  disclosing the Institutional Repository  of the Instituto Federal do Espírito Santo (IR/Ifes) as a research tool to be offered to students, teachers, civil servants and the entire academic community of the Instituto Federal do Espírito Santo (Ifes). The research was made in the reference sector of the aforementioned library, since it is the place where IR/Ifes procedures take place, thus allowing its analysis. The motivation for this study originated from my personal experience as a librarian in the campus library, seeking to collaborate with the development of independent researchers, capable of critical thinking regarding the source of information. It used a qualitative approach, with its foundations in research-participant dynamics, and the data was collected by arranging meetings and applying a questionnaire that was later analyzed following the content analysis by Bardin (2009), based in the four categories of perception, utilization, training and disclosure. The meeting consisted of 10 people, ranging from librarians, teachers, master students, and the campus post-graduate programme director, and the questionnaire was answered by 20 (post-graduates) (master students) between 2021 and 2022. Results show that there was a modest correlation between disclosure and the use of IR/Ifes, indicating that there is a possibility of improvement, aiming to make it a more enhanced research tool as well as incentivise the use of this tool as a standard in the institution, as a way to increase disclosure. It was later proposed a disclosure intervention and an instruction guide and a submission from the IR/Ifes that contemplated creating a workshop, a folder and an instructional video of auto archiving. The production of this material is believed to fulfill the organization tool usage demand, since it will be available as a pedagogical resource to research methodology teachers and librarians when needed to give workshops and also as an orientation guide of auto archiving for Ifes students. In conclusion, this research contemplated the contribution of this tool for the librarian’s work in the sense of optimizing the auto archiving process made by students, seeking to minimize errors in the metadata archiving, therefore resulting in more precise searches by users.

The   presented work is an Intervention Project that was developed within the scope of the Professional Master's Degree in Education of the Federal University of Bahia, whose theme is based on integral human formation, in a reasonable-emotional perspective, offered to students of the Integrated High School of the Federal Institute of Education, Science and Technology of Espírito Santo (Ifes), São Mateus campus. The proposal arises from the problem of the insufficiency of educational propositions aimed at the integral formation of the subjects and, therefore, of the need to develop pedagogical propositions that stimulate and qualify the humanization of the school space involving cognitive and psychosocial aspects, including the emotional scope. The interventional proposal was built from a propositional research, of phenomenological basis and qualitative approach, which aimed to understand how the educational community perceives the possibilities of integral formation in a reason-emotional perspective, in technical courses integrated to the High School of the referred campus. The study was initially developed through an exploratory research, bibliographic and documental, followed by field research, carried out through a mixed conversation wheel, composed of teachers, students and administrative technicians in education. As results it was possible to raise which community welcomes and develops some actions that coincide with the integral human formation, however, it is not systematized in its practices. It also pointed out the need for training of servers based on public policies to strengthen the actions developed on campus. It also recognized the importance of including students in extension activities, commissions, and cultural, aiming to provide opportunities for the presence of students in other spaces and to bring out the student protagonism, actions focused on the student's view as an integral subject. These results generated this intervention proposal that aims to enhance, gradually, the expansion of the understanding about the integral human formation in Ifes, the systematic and regular creation of pedagogical actions aimed at the multidimensional development of the subjects and favoring the possibilities of better use of High School in / for the life of the students. This Intervention Project also intends to minimize the idea that the focus of pedagogical work in high school should be focused exclusively on national examinations and the demands of the labor market, focusing on a content, cognitivist and rationalist education.

This intervention project aims to investigate the possibilities of inserting programming

in blocks in the curriculum planning of technical courses integrated into High School,

at the Federal Institute of Esp.rito Santo (Ifes) – Campus Nova Ven.cia. As a

theoretical contribution, this work is based on the authors Papert (1980,2008), Resnick

(2020), Yin (2001,2005,2016), Valente (1993), Lakatos and Marconi (2008), Bacich

and Mor.n (2018), among others. The methodology used is of an exploratory

qualitative nature and the method consists of a case study, with a bibliographical

research being previously carried out. The researcher carried out a documentary

analysis of several institutional documents and semi-structured interviews with the

Informatics and Mathematics teachers and the Pedagogical Management team. Based

on the collected data, an analysis was carried out, through data triangulation, allowing

to obtain a view of a certain subject from several points of view. As a result, an

intervention proposal was produced to update the syllabus of the discipline of

Informatics, of the Integrated Technical Courses of Mining and Building, in order to

insert programming in blocks as syllabus. In addition, an interdisciplinary project was

created that will allow the study of linear and quadratic functions, based on the precepts

of Mathematics and Block Programming.

This work is a proposal for a pedagogical intervention based on the Flipped Classroom methodology where it was applied in the educational context of the integrated high school course, 4th year of the Technical courses in Fisheries, at the Instituto Federal do Espírito Santo (IFES), Piúma campus. This pedagogical approach allows the student to have contact with the content before the face-to-face class, in which, during the class, practical activities such as problem solving, group discussion, among others, can be carried out. As a methodology, it was based on a bibliographic review and an investigation in the experimental field, where teachers and students could experience the methodology in their educational practice. After applying the methodology, students and teachers evaluated their impressions from a Google Forms questionnaire prepared for each group, where teaching and learning were evaluated. This work points out the potentialities, some of the challenges faced and the opinion of students and teachers in relation to the methodology. It also shows that the Flipped Classroom  can contribute to the educational practice and is an aid for the teacher for his methodological organization, as well as for the students' study planning and their interaction and more active participation in the process. However, there are still challenges for its applicability, as teachers highlight as the main difficulty in using the methodology the students' understanding of the functioning of this new teaching modality and their engagement in tasks performed at home. In general, the flipped classroom presents a new horizon to students, who, instead of having their time in the classroom used to expose content, can optimize their time with discussions and clarify their individual doubts for better learning and knowledge construction.

This Intervention Project is located within the thematic scope of inclusive education linked to the concept of human rights, aiming to guarantee equity and attention to differences existing in educational institutions, more specifically on the Itapina Campus of the Federal Institute of Education, Science and Technology of Espírito Santo (Ifes). In this context there is a growing enrollment of students with specific functional disorders in regular education and the need for specific official norms that guarantee service to this public. In this way, in view of the enactment of Federal Law nº14.254, of November 30, 2021, some questions were raised: what are the enrollment rates of students with specific functional learning disorders at Ifes? What discussions has the institution been carrying out, in order to guarantee the educational support mentioned in Law nº 14.254/21? Is there any specific pedagogical proposal to serve this public? If so, how does it happen and who provides the necessary educational assistance? How is Ifes understanding these demands in the context of initial teacher training? Given this context, we present an applied research with a qualitative approach, with an interventional character, which had the general objective of understanding the educational service of students with specific functional learning disorders enrolled in Ifes, in order to subsidize the elaboration of an interventional proposal for that such institution complies with Law nº 14.254/2021. In order to reach the objective, a document analysis was carried out, followed by semi-structured interviews and a focus group, in addition to the application of a questionnaire. As a result it was possible to understand that even Ifes does not have documents that guide the specific assistance to students with specific functional disorders and that it attributes to the Pedagogical Management Coordination support for teachers and assistance to students in general, adaptations during exams and adequacy of spaces have been shown to be a way to meet some of the specificities presented. Likewise, the collaborative work of the NAPNE to meet some specificities were evidenced in the interviews, and the students suggest, in addition to the adaptations mentioned, follow-up during the evaluation with advice and specific help in the statements, adapted evaluative activities, guided monitoring with other students and collaborative work, including it in a detailed look, when while interacting with other students in the classroom. The Intervention proposal involves proposing the elaboration of didactic resources suitable for the development of the learning of students with specific functional disorders, as well as training actions within the scope of school inclusion for Ifes graduates and education professionals. It is expected that the data obtained in this research guarantee subsidy for Ifes to comply with Law 14.254/ 2021.

This research has the purpose of tensioning the field of basic education, more specifically the everyday experiences of high school at the Federal Institute of Espírito Santo – Ifes Campus Barra de São Francisco. All the effort in preparing this work is focused on building an intervention proposal aimed at structuring a training environment that offers conditions for the construction of experiential, meaningful and relevant knowledge. We seek to answer the following problem question: in what ways would the creation and implementation of an ambience inspired by maker spaces, which we here call Container, meet the desires and strengthen Ifes Campus Barra de São Francisco and its surroundings as an educational community? and collaborative? With this, the general objective was to create a proposal for an ambience based on the culture of makers, such as makerspaces, which brought together the spirit of hacker ethics, the logic of experiential, creative, collaborative and open knowledge. To achieve this objective, we developed qualitative research with students, teachers, managers and administrative technicians directly and indirectly linked to the technical course in agriculture integrated into high school. As devices for data production, we use questionnaires, interviews, conversation circles and documentary analyses. Data analysis was anchored in the Discursive Textual Analysis (DTA) of Galiazzi and Moraes (2011). From the data produced, aspects that require the creation and implementation of this environment were highlighted, as well as possibilities and perspectives for actions to implement the Container space in the Campus structure.

Digital technologies have rapidly reconfigured society; therefore, many actions are being redefined. Digital technologies have rapidly reconfigured society; therefore, many actions are being redefined. However, schools have been antagonistically slow to adapt to these changes, especially the public ones, that have been suffering significant budget cuts over the past years. Educational spaces like the Federal Institute of Education, Science and Technology of Santa Teresa (Ifes Santa Teresa), located in the rural area, has the mission to integrate both technical and high school education. The students are, in some measure, already considered outsiders of urban and technological development, so teachers need to seek alternative teaching methods in the face of contemporaneity, even in facing all the technological infrastructure limitations. Once our young students have a very close relationship with social media and one of the communicative forms of mass circulation in this environment has been memes, we conducted our research around this textual genre. Through methodological strategies such as questionnaires, group discussions and interviews, we sought to understand the student’s relationship with memes and to understand the teachers’ perception of this communicative element. This investigation allowed us to analyze the data in order to develop an intervention proposal that combines technologies, education and memes. We based our research on a range of theorists in the field of education, digital technologies and memes, which led us to propose a “Memetic Workshop”. The workshop was organized as a circuit, in order to explore as much as possible the varied nuances of memes, with the teachers and students of Ifes Santa Teresa as participants and actors of it. Our purpose, however, is to make the meme the gateway to other pedagogical activities that explore the potential of digital technologies, thus building digital culture on our campus. This is necessary, since digital culture is important in contemporary times but, even being so, Ifes Santa Teresa has made very modest advances in this subject, being at the mercy of the precarious internet offer on location. Thus, we aim to plant the seed in the two central axes of the school, namely teaching and learning, so that the exchange of positions and knowledge can occur continuously, in a healthy and enriching manner, fostering other actions that seek ethical and civic education in communion with contemporaneity.

The research in question is an intervention project that aims to understand the problem of inclusion and permanence in the institution in which I am inserted and to contribute to its overcoming. Starting from a personal concern, we carried out a case study at the Federal Institute of Espírito Santo - Campus Nova Venécia, a case unit. The subject studied was “affirmative action policies” and we sought to discuss the impacts of social markers of gender, race and class on the students' school trajectory. Its research problem is: “what are the impacts of gender, race and class social markers on the school trajectory (income/dropout/course completion) of Integrated High School students at Campus Nova Venécia? And, especially, how do such markers impact the path of newcomers to the institution through the quota system?”. The research has been dialoguing with the following authors in the area: Arroyo (2010), Novoa (2020), Gomes (2012), Coulon (2011), Sampaio (2011), Haddad (2012), Hirano, Almeida et al (2018), between others. Although it has a quantitative introductory phase, the research is primarily qualitative in terms of approaching the problem, through document analysis, case studies and interviews. The study had as its target audience students entering the Integrated Technical courses in Buildings and Mining, which are the courses offered by the campus in the form of integrated high school, in the period from 2010 to 2020. The first phase of the research consisted of extracting data of the “Qacadêmico” System, thus obtaining quantitative data, grouped and without personal identification, on the profile of the students. In the second phase, interviews were carried out with civil servants assigned to the Academic Registration, Pedagogical Management and Community Assistance coordinations, with the general direction and with three professors, in order to understand, based on their professional performance, the relationship of social markers in the trajectory of the student within the campus. The combined analyzes of the system data and the interviews showed us the object studied through multiple perspectives. The comparison of student input based on these three social markers (gender, race and class) before and after the adoption of quotas allows us to analyze how there is intersectionality between these dimensions. Likewise, the survey indicated that different social markers should not be abandoned, most notably race, if we want to reverse the situation of historical discrimination against the black group. Thus, as a result of the research, an intervention proposal was elaborated that presents guidelines for the formulation of an affirmative action policy at Ifes.

The objective of this research was to comprehend the work of the coordinators of undergraduate programs at the Petrolina Campus of the Federal Institute of Sertão Pernambucano (IF Sertão-PE), in order to identify their limits and the perspectives for the pedagogical development of the programs in which they work. This study was based on the coordinating action because it is the essential feature of the work of the program coordinator. To understand this action within the educational scenario it was necessary to perceive the administrative activity of the act of managing in the daily work of the coordinators of the programs in Computing, Physics, Music, and Chemistry at the Petrolina Campus. The methodology privileged the qualitative approach and the procedures and instruments used to collect information were: documentary analysis, focus group and field reports. The guidelines of the methodology were based on Barbour (2009) and Bogdan and Biclen (1994). To learn about the investigations on coordinating action, we studied Fernandes (2012), Fontoura (2017), Sabadia (1988) and other theorists on the context of the coordinators. Additional support was found in the Federal and regulatory norms of IF Sertão-PE. This study made it possible to highlight relevant aspects of course coordination and identify the solitary, intense, short-sighted and especially inexpert nature of the coordinators’ work as well as the absence of management training and the lack of concern with ethics in the treatment of students and faculty staff. In the perspective of pedagogical development, a lack of priority in everyday actions was observed. In the legal sphere, the rules governing the work of coordinators of higher education weren’t clear. It is also unclear what is the logic behind the whole process of a democratic, collaborative and emancipatory work of coordination. The expectations of modern social relations demand a process of continuity and enhancement of the debate just initiated by this research. In this text, it is proposed an intervention to build the foundation of the management work, the involvement of managers in a collaborative work directed towards the growth of the teacher training undergraduate courses and the restructuring of internal norms to guide the action of the coordinators of teacher training undergraduate courses at IF Sertão-PE.

The present Intervention Project has as its theme "the analysis of school dropout in the technical courses of intermediate level, in the integrated modality, IF Sertão-PE, Campus Salgueiro". This study is the result of an inspired study in the case study, which aims to identify the factors associated with school dropout in the technical courses of Agropecuária, Edificaciones e Informática, in the integrated modality, of the campus Salgueiro do IF Sertão-PE, with a view to proposing an intervention. To do so, trying to understand school dropout, I turned to Dore and Lüscher (2011); Fini, Dore and Lüscher (2013); Dore et al. (2014); Dore and Sales (2015); Criprio et al (2015); Narciso (2015); Johann (2012), among others. School dropout is a problem that persecutes Brazilian public education. It can not be seen only as a problem of school or family order, but as a problem of great social proportion. For this reason, it has been one of the most serious problems in the life history of the students of the popular classes who attend public schools in Brazil. In this sense, school dropout is linked to social exclusion, since non-access to education restricts access to other social rights, compromising the enjoyment of a dignified life. From the understanding of what has become school dropout, I turned to the School Management Support System - SAGE, to collect data on school dropout in the courses that are the subject of this study. The survey was made taking as reference the period of 2011 (when the offer on campus began) to 2017. Thus, the data showed that the campus accumulated, during the mentioned period, an evasion rate of 52.9%, which represents that more than 50% of students who entered the period from 2011 to 2017 have escaped. Thus, this study aimed to understand the causes of school dropout in the EPCT, from listening to the evaded students; students in progress; teachers linked to EMI courses and servers linked to teaching at the research locus. To that end, questionnaires were applied to students who evaded in the period 2017-2018; to the students enrolled in the first semester of 2018 and to the teachers that work in the courses of the EMI, as well as realized interviews with the servants linked to the teaching. The research data showed that there is an urgent need for policies to curb school dropout

The present Intervention Project presented as a final result of the Professional Master's Course in Education, Curriculum, Languages and Pedagogical Innovations of the Faculty of Education of the Federal University of Bahia is a work on the subject of interdisciplinarity that led me to meet many uncertainties about a project of intervention in the pedagogical make of the professors of the Campus Petrolina Rural Area of the Federal Institute of Education, Science and Technology of Sertão Pernambucano - IF Sertão-PE. The choice of a methodology that clarifies the problematic around the inclusion of interdisciplinary practices with the use of videotapes put me face to face with a challenge never before experienced.

Considering the need to improve the Brazilian educational system and especially the demands for methodologies that contribute to the construction of an integrating and facilitating learning environment in the Campus Petrolina Rural Area of IF Sertão-PE, from the adoption of interdisciplinary practices in the routine of the classes, the purpose of this study was the elaboration of an intervention project to include interdisciplinary practices using videos in the classes of the Campus Petrolina Rural Area of IF Sertão-PE. This is a qualitative, descriptive and exploratory study, to be developed at the Campus Petrolina Zona Rural do IF Sertão-PE, which was chosen because it is the work place of the researcher. The study population consisted of professionals in the area of education, including 1 pedagogue, 1 educational technician and 1 course coordinator. Semi-structured informal interviews were conducted with the education professionals targeted by the research. The results of the interviews were supported by Gil (2002), interpreted using interrogation techniques, which in our case, was based on the use of semi-structured informal interviews, where the researcher uses previously elaborated questions to obtain open answers from the the interviewee's point of view. The objective of this technique is to provide the maximum exploration of the level of understanding of the interviewee about the research topic, what he expects from this type of project and what he intends to do to insert interdisciplinary practices using videotapes.

The present paper aproaches the Creation of a Space Maker as Potentiator of Creativity, Ludicity and Sharing of Ideas in the Academic Context, which was outlined as an Intervention Project to be proposed to the Federal Institute of Education Science and Technology of Sertão Pernambucano - Campus Petrolina. Its aim is to present the Space Maker as a viable alternative to implement characteristics of the hacker culture, in order to be configured as an open, participatory, creative and ludic experience model. Without overlapping one aspects over others, the Intervention Project proposed to identify alternative work with the themes of creativity, ludicity and sharing of ideas. Its guiding bias permeates the collective and solidary construction of knowledge, in the perspective that the actions and projects developed in a Space Maker contribute to dynamize the academic life, positively influencing the teaching and learning process and, in a timely manner, in the quality of interpersonal relations skills. Therefore, the path taken up to the elaboration of the Intervention Project included the presentation of the Petrolina Campus in its specificities, the study of the theoretical and methodological references that were constituted as possibilities of argumentation and reflection on the themes of ludicity, creativity, sharing ideas, hacker culture and the maker culture, as well as the discussion about the influence of digital technologies within the academic community of the Campus. Finally, the production of data was verified through a qualitative approach, which included the questionnaire, participant observation, the field diary, the semi-structured interview and the conversation circle. The results obtained from the positioning of students, teachers and administrative staff, regarding the proposed themes, promoted the presentation of the Intervention Project, which was highly valued for the richness of the lines, records, illustrations and singularities that are part of the academic dynamics of the Campus Petrolina.

This work is about the importance of ludicity and digital technologies in the scope of the Licentiate Courses in Chemistry, Physics and Computing offered by Campus Petrolina of the Federal Institute of Education, Science and Technology of Sertão Pernambucano (IF Sertão-PE). It addresses the historical dichotomy observed in Brazilian degrees between disciplinary training (specific content) and teaching training (methodological and didactic fundamentals) and the consequences for the licenciando, including the Campus Petrolina in the context of the discussion. It proposes to reflect on Espaço Maker as a possibility of locus in which playfulness integrates the training of teachers. It suggests the playful use of digital technologies and components, tools and machinesmakers as a methodological form that reduces tensions inherent in pedagogical praxis and lends pleasure to the teaching-learning process, in the perspective of hedonism as value and instantaneity as a characteristic feature of the 20th and 21st Centuries . It worked with the qualitative and quantitative approaches of scientific research, and the production of data was based on bibliographical, documentary, asystematic observation and, mainly, the questionnaire. For the analysis of the data, graphs, tables and the generation of Word Clouds were used. Anchored in the results seized, the work culminated with the elaboration of an Intervention Project that proposes theplantation of a Space Maker Campus.

The present Intervention Project (IP) has had as subject integrated middle school level technical courses at the Federal Institute of Education, Science and Technology of Sertão Pernambucano, aiming to organize a strategy for monitoring the curriculum, focusing on the mechanisms of curriculum’s monitoring and evaluation at this level of education. This study sought to identify the institutional processes for updating and qualifying the courses plans, by understanding that it is through them that the curriculum is established, as also it tried to understand how the mechanisms for monitoring and evaluating the curriculum are being carried on at this level of teaching. The research was manufactured using documentary research in a qualitative approach, using the content analysis technique for the treatment of the collected material. We highlight that many of the collected materials are publicly accessible, and can be found on both IF Sertão-PE and Ministry of Education websites; among them: the Nilo Peçanha Platform, the IF Sertão-PE Didactic Organization. The research results indicated the inexistence of a follow-up system that promotes monitoring and evaluation of the integrated middle school curriculum, as well as a worrying outdated pedagogical projects at this level of education, which allows us to assume that there might be an inference with the levels of student evasion and retention, demonstrated through the academic efficiency indexes of the integrated middle level technical courses. Therefore, as an intervention to the researched phenomenon, a strategy was proposed to monitor the integrated curriculum, with focus on monitoring and evaluation, through the implementation of a nucleus of organic and institutional character, with capacities to mobilize the institution in order to develop an investigative vision regarding the integrated curriculum matters.

The presence of the smartphone in the classroom has been the subject of discussion, not being rare the decision taken by Education Managers to prohibit the use of these devices by students in school. The purpose of this work was to understand the use of smartphones in the teaching and learning process in the 9th grade of the Odete Nunes Dourado Municipal College, located in Irecê / BA, in order to discuss the possible pedagogical contributions of this device to the practice of practices as well as to propose strategies for the implementation of a nucleus of research and studies on mobile technologies in education in the Municipal Education Network of Irecê. As a theoretical contribution, we consider studies on the structuring role of Information and Communication Technologies - mobile ICTs for changes in the way we relate to the world and to people and, as a whole, as we teach and learn in the contemporary world, with emphasis in actions in networks and in collaborative processes. The qualitative research consisted of observations of the pedagogical practice, the application of semistructured questionnaires, listening to interviews in focus groups, and conducting open interviews with the subjects of the research field. With this, it was possible to verify, mainly, that the presence of smartphones connected to the Internet in school is significant and that teachers feel a lack of a more systematic reflection on the possibilities of pedagogical use of this device. Thus, they indicate that there is no time and space, nor habits of collaborative practices with or without mobile ICT in school, although the importance and potential of such practices, already experienced in other opportunities by the research subjects, are recognized. The information gathered and the mobilization of the actors of the school around this theme, gave rise to the elaboration of an intervention proposal based on the implementation of a Research and Study Center on Collaborative Practices and Use of Mobile ICT in School

The current intervention Project required for finishing the Professional Master Degree Course in Education – Curricula, language and pedagogical innovations (FACED - UFBA) aimed at studying the request for continued pedagogical training of teachers from IF Sertão campus Ouricuri, regarding the possibility of implanting distance learning. This Campus counts on a teacher’s board which is compounded by bachelors, technologists and graduates, what makes the matter of continued pedagogical training a necessity regarding to their performance as teaching professionals, according to legal demands.It’s clear that the interest upon this subject strongly derives from the school evasion phenomenon, whose rise has been associated to the lack of teacher’s pedagogical preparation, among other issues. In this context, an intervention proposal should consider both the extensive teaching routine, with teaching, extension, research and innovation activities and the demands of an audience that already has a solid initial formation, knowledge acquired through experiences as professionals of specific fields and autonomy in the management of their professionalization, what makes us to reflect upon the possibilities of the usage of Distance Learning.To do so, a qualitative research exploratory and descriptive, for allowing greater familiarity with the problem, making it possible to construct hypotheses and describe phenomena was carried out. It collected data based on the life and cultural background of teachers who answered an on line questionnaire with multiple – choice and open – ended questions about their teacher training, the request for continued pedagogical training, the way school evasion in related to teaching practice and the possibility of implanting teaching training by means of distance learning courses in a permanent and cyclic way. Institutional documents such as Plano de Desenvolvimento Institucional – PDI, Projeto Pedagógico Institucional – PPI, Relatórios, as well as the teachers’ relationships with their respective graduations and their curricula were analyzed. This brought basis and references to this study.The data analysis pointed to a greater difficulty concerning to the usage of methodologies used by bachelors and technologists, what comes to interfere in their teaching practice; there is a necessity for continued teacher training in the Campus, as long as it is meaningful and bring their experiences lived in the classroom as a starting point. Considering this analysis, this project proposes offering teachers from Campus Ouricuri continued training through distance learning as a concrete and viable intervention possibility.

The present dissertation is the result of a field research with the central objective of analyzing the impacts of the implantation of the Professional and Technological Education of the Field - EPT in the Assentamento Nossa Senhora da Conceição in the area of Agricultural Reform in the county of Santa Maria da Boa Vista, with sustainable territory development. The methodology used was the action research, a politics-pedagogy analysis of the Field EPT, in order to perceive the contradictions, limits and possibilities of this construction of the modality of a work education in harmony with the educational project of the landless social movement. The field action research methodology was composed of: pedagogical practice; documentary analysis; interviews, observation of the territory and a theoretical study from authors such as: Caldart (2008), Frigotto (2012), Salviani (2009), Arroyo (2008), Oliveira (2001), Fernandes (2009), Thiollent (2005), among others. The results indicate that, in fact, the EPT do Campo promotes sustainable territorial development, based on a pedagogical political project as a práxis, with the perspective of an omnilateral human development and the construction of collective of the subjects of the field, subjects that are the main purpose of implementing this type of field education.

The text “Teaching Mathematics in Secondary Vocational Education at Campus Petrolina Rural Zone of the Federal Institute of Sertão Pernambucano: Challenges and Possibilities” resulted from the desire to rethink and redirect the process of teaching and learning Mathematics in Secondary Vocational Education in Petrolina Campus Rural Zone of the Federal Institute of Sertão Pernambucano. The study aimed to discuss the causes of school failure related to learning disabilities and high failure rates in the Mathematics discipline in the 1st grade of Integrated High School, in order to present ways for innovations in teaching methodologies, with a view to achieving meaningful learning, through the intervention project “Building a new space for thinking and learning mathematics”. This research was developed from the qualitative approach, using the case study method, carried out in two moments: the dialogue with the teachers, through interviews with six teachers and the dialogue with the students, with the focus group. The collected data were analyzed through content analysis by Bardin and based on authors such as Bezerra, Kuenzer, Ausubel, Moreira, Freire, among others. At the end, it is clear that students of Campus Petrolina Zona Rural recognize the importance and usefulness of mathematics in their lives and, like teachers, believe that the learning difficulties and high failure rates in this subject are related to a set of factors, however, is at the base of student education that lies at the heart of the problem in question. Therefore, teachers and students share the need to implement actions that can give meaning to mathematical knowledge.

This paper presents as a title, Reading in the 5th year of Elementary School: a
contribution to the development of reading competence in the Lapão / Bahia
Municipal Teaching Network. The text contemplates discussions about the reading
practice of the students of the Network, problematized in the question: what has
caused the low reading performance of students in the complementary cycle of
literacy? In order to carry out the research that guided the intervention project, it was
adopted as a general objective: to analyze the level of reading competence of the
fifth year students of the Primary School of the Lapão Municipal Teaching Network
and, as an objective of the intervention project: institute a policy of training of
readers, especially for the professionals who attend the classes of the 4th and 5th
year, in municipal schools. The research process began with the trajectory of the
researcher as a teacher of the network in the training course of the professional
master's degree from February 2015 to February 2018, especially in the schools
Antonio Matos Filho and Vital da Silva Dourado, located in the district of Aguada
Nova, municipality of Lapão / Bahia. This research process was carried out by 14
teachers graduated in pedagogy of the educational network who were willing to
participate in an active and collaborative way as research subjects. The methodology
is based on phenomenology-hermeneutics and from it, the descriptive qualitative
research was chosen. With inspiration in the focus group as a method of qualitative
approach, it was defined that the research data would be obtained through "dialog
groups" that represented a powerful tool for obtaining data. This device was applied
since the information was brought through interactions between the participants. To
provoke reflections on reading practices and dialogue with teachers, four
propositions guided the dialogues. In addition to the dialog groups, systematic
observations were made involving visits at the locus of the research, from which it
was possible to identify and analyze some decisive factors on how the reading has
been worked in the schools studied. It was then identified that the difference between
levels of reading competence in the two schools surveyed may be associated with
factors such as lack of monitoring of reading results, fragmented pedagogical time,
restricted literary content, lack of specific space for reading activities, participation
restricted family, teaching and learning process delimited around the National
Literacy Program in the Right Age - PNAIC, in addition to the absence of specific
studies for teacher-training readers. Thus, at the end of the study we present a
proposal for intervention, with some guidelines that can contribute positively to the
development of reading competence in the Teaching Network of the City of Lapão.

The present work, requested for the conclusion of the Professional Master's Course (UFBA / FACED), presents a study on the pedagogical practices developed with ICT in Primary Education II of the Municipal Education Network of Irecê, proposing an Intervention Project that intends to contribute with reflections / actions with the intention of propagating the use of ICT in a structuring perspective of pedagogical practices that are not limited to the transmission or availability of information, but which promote possibilities of pedagogical practices aimed at collaboration, creation and authorship. For this, it was necessary to conduct an exploratory research with a qualitative approach of phenomenological nature with the participation of teachers and pedagogical coordinators. In order to do this, we adopted postures of implication, sensitive listening and textual analysis of the speeches, produced through interviews, application of online questionnaire and analysis of the Political Pedagogical Project of each school. This research brought knowledge of reality and thus fostered constructive processes and possibilities of innovative pedagogical practices. The research showed some difficulties of the teachers regarding the quality of the connection, the infrastructure of the schools, the insufficient quantity and precarious conditions of use of the technological devices. On the other hand, the results showed that some teachers use more often the technological devices available at school and in some cases with an innovative bias. It is inferred from this information that those who use these possibilities believe that they can contribute with their pedagogical practices and when using promote innovation along with the students.

This study deals with the planning of educational activities to foster such as school spaces can become spaces learners at school José Francisco Nunes, populated by Itapicuru, Municipality of Irecê- Bahia. The study was conducted for twelve months and aimed to investigate how teachers perceive the school spaces, and the relationship that make the planning of educational activities. To carry out the investigation an inquiry region was created in order to grasp the phenomenon, which was addressed in methodological terms, through observations, conversations with teachers - involving interviews and memory reports - and two more collective activities received the installation name and the unconference / in Everyday School in order to raise, with teachers of municipal networks in the territory of Irecê, elements that could feed the interpretations and subsequent action on the subject under study. The work permeates the qualitative approach, with fundamentals in phenomenology. With the intervention project, which is the product of professional master's research is desired to provide conditions for school professionals realize that even in the face of many challenges you can turn the school space, with the sum of individual and collective knowledge to intervene so that they can (re) interpret, (re) create, (re) invent, innovate school spaces, softening the fragmentation of the curriculum and enable learning through the articulation of knowledge and spaces intended to be learners spaces.

This project aims to learn the challenges of implementing the curriculum proposal of Irecê based on Human Cycle Training (CFH) project started in three pilot schools in the year 2017 and indicate the possible ways to implement this proposal in all schools of the Municipal Education Network of Irecê. As a result of a phenomenological research carried out at the Municipal School Tenente Marques Moitinho, this work enabled us to apprehend the main challenges for the implementation of the Curricular Proposal in Human Training Cycles built in 2011 by the first Specialized Group in School Curriculum given by the Federal University of Bahia - UFBA. We organize the work in three parts: In the first part we talk about the history of Irecê Education making a historical cut from Avante to UFBA, in the second part we identify the paths that led to the municipal network to opt for a proposal of Training Cycle and in the third part we present the research space, its actors and the dynamics of curriculum making on the school floor. These specific characteristics are the inspiration for the development of the Proposals for the construction of the Interventions supported by the established dialogues and the contributions of Arroyo (1999, 2000 and 2012), Aguiar (2009), Burnham (1993), Mainardes (2006), Gallo (1999) and other authors of the subject under discussion. Methodologically we chose the ethnographic qualitative approach with research and analysis of data organized and systematized as follows: 1. Documentary research involving the analysis of Irecê's Curricular Proposals, the CFH Proposal Implementation Plan and the historical documents that portray Irecê's education beyond of the decrees, school indexes and legislation and 2. Subjective research where we make observations, interviews, conversations without pre-defined script and testimonials of the teachers from the Wheel of conversations with script of semi-structured interview.

The present work is presented in the form of an Intervention Project, according to the direction
of the Professional Master in Education: Curriculum, Languages and Pedagogical Innovations,
Faculty of Education, Federal University of Bahia. It is a text in which the findings and
discussions of the research result in concrete proposals for intervention actions in the Education
of young people and adults in the school researched, where also the author works. The general
objective of the study was to propose intervention actions for the Education of young people
and adults in the Municipal School Marcionílio Rosa from the survey, through observations and
statements of teachers and students, emerging problems in the daily dynamics of the school. As
methodological path the option was for research with ethnographic inspiration, made through
observations, bibliographical and documentary research and interviews. The "findings" of the
observations were intermixed with the theoretical and documentary referential and the
statements of teachers and students of the EJA, showing the daily life of the school and the
emerging actions to be proposed. In the EJA scenario at school, four basic themes were
emphasized to compose the dynamics of EJA in school: rejuvenation in the educational space
of the EJA; the use of school spaces; the pedagogical practice and the relation of the school to
the world of work. From there came the proposals for the revitalization of spaces, the
continuous training of teachers, with the participation of students in planning, the emphasis on
reading projects and the strengthening of relations between the EJA and the world of work.

The proposal has as structuring principles: the rescue of local history; the inclusion of the oral tradition of knowledge in the school curriculum and equal dialogue between school and community. Brings in principle the proposal of the teachers of the Municipal College Antonio Vieira Marculino facilitate meetings and studies between the school and the community certified as maroon. In the process, however, aims also enter all schools receiving students arising from the certified communities in the Municipality of Lapp cultural perception of the remaining communities. They are presented in this paper the reasons why the project was directed. You are grounded in authors example of Stuart Hall (2003) suggests that the perception of racial identity in Gadamer (2011)  with the effectual history, Griô pedagogy that proposes to enhance the oral culture (PACHECO, 2006). However, do not just theorize, but it is essential to know the real that the site of the research shows. A research of collaborative approach (DESGAGNÉ, 2007) that is based on establishing dialogue and interlocution therefore, to propose the intervention project was conducted case study interviews with teachers through focus groups, interviews with people of quilombo community in which students of Marculino are inserted: Gaudêncio Lagoon. In order to understand the complexity that the school has analyzed the reasons and circumstances of the school's foundation as well as the contexts of New Aguada community and the realities put the two primary schools of the mentioned community: College Marculino and Educational Center Antonio Matos Filho. As the focus of the research is the College Marculino whose audience comes from Gaudêncio Lagoon, it was made necessary a study of this community in its cultural aspects. The intervention project is a possibility of perception and cultural redefinition within the school dynamics through field class, biographical construction, interviews with people in the communities, old photos analysis, production of documentaries about people in the community, local history research between others.

This intervention proposal aims to present a structure of curricular organization for the Integrated High School courses of the IF Sertão-PE, Petrolina campus, which allows for effective integration, from the insertion of research and extension in the curricular organization of the courses. The proposal was drawn from the documentary and field research carried out based on the problem formulated for the research: How to insert the research and the extension in the curricular organization of the courses of the campus Petrolina EMI in a way that allows an effective integration? The interview and the questionnaire were used as data collection instruments. The research results pointed out that the curricular organization of the EMI courses is outdated and that there is no effective integration. With regard to research and extension, they pointed out that they are not part of the curriculum adequately and that education professionals find it important to include them in the curriculum of the courses. Based on the results of the research, curriculum design, called Curricular Network, was constructed, with the perspective of inserting research and extension into the curriculum, organized through the nuclei: integrator, polytechnic and common, that enables effective curricular integration. As a conclusion, we present reflections on the proposed changes in the curricular organization of the researched teaching institution, with a view to effective curricular integration based on research and extension, pointing out the possible resistance to changes and actions that can be performed for the institution of the Curricular Network

This text announces an Intervention Project elaborated from the meeting between two researches in the scope of the Professional Masters in Education of the Federal University of Bahia - MPED / UFBA that dealt with authorship, curriculum and teacher training. With the aim of creating spaces of authorship, considering speech and, consequently, the listening to them, as political movements in the curricular field capable of to arouse other other proposals that may bethat in question put the curricula ready  and the generalizations present in external evaluations, textbooks and Federal Programs. In this context, we understand that the prescriptions gradually produce the silencing of authorship, the exclusion of local culture and the non-place to listen   to the specific needs of each school. Considering the importance of this issue, we take teacher training as an object of study by zooming in on the authorship processes and the curricular movements that they promote. Thus, based on a methodological outline based on observation and interventional participation, the proposal was based on the restructuring of bimonthly pedagogical meetings, taking the teachers as subject-authors whose voices resonatein the plans, in the documents and curricular movements that guide the political-pedagogical doing of the school institutions . Thus, from a set of different actions carried with teachers from public schools of the municipal education network of Irecê - Bahia, carried out in partnership with another MPED / UFBA researcher, we are inspired by the focus group and technique World Café, to realize the Coffee with Prose, a methodology of conversation idealized by J. Brown and D. Isaacs (2007). The data produced were interpreted from the inspiration and dialogue with authors of the  analysis of the  french discourse and others of the educational field that discuss the subject in question. The investigative process signaled that the in exercise formacion of teachers, organized by cycles of human formation, is an important space-time of teaching authorship, in which, through a process of to say, it can intervene in the educational reality, producing curricula and pedagogical innovations.

This project followed a research mode called bricolage that incorporates different points of view regarding the same phenomenon. Seen by Kincheloe (2007), as a way of doing science that analyzes and interprets the phenomena from different perspectives on the phenomenon investigated. For it is necessary to listen to several explanations about the object so that the researcher can go through many paths, approach and perhaps reach multiple interpretations. Thus, this author ratifies that the rigor of a research inspired by the bricolage is affirmed in the conscience of the consultation to the diversity of positions. For this, three colleagues of the UFBA's Professional Master's Degree participated, who collaboratively researched, observed and discussed the same search object. However, according to the political and epistemological positioning of each researcher, each one went his own way and individually elaborated his intervention project. This work starts from a structuring vision on the Education of Young and Adults (EJA), starting from the libertarian, humanistic and emancipatory pedagogical conception of the subject before its condition of oppression. It started from the need of an educational process that prepares this subject to transform its reality, with respect, dialogue and the development of its criticality on the put / imposed reality. Thus, an Intervention Project was developed for a school of the Municipal Education Network of the city of Irecê in Bahia, requested as a Course Completion Work of the Professional Master in Education (UFBA). To this end, a proposal for intervention for the EJA was built collaboratively (DESGAGNÉ, 2007), in which the presence of Information and Communication Technologies (ICT) was taken as a structuring of the teaching / learning process and also contributed to the digital inclusion of these students. To do so, based on the contributions of ethnopesquisa, research was done to know the levels of access to digital technologies, learners and educators, as well as their use in the teaching / learning process. It was sought through the research carried out in the Projects: Ciberparque Anísio Teixeira and Tabuleiro Digital Culture Point, to understand how the experiments geared towards digital inclusion and knowledge / culture production through digital technologies could foster actions geared towards work with the digital culture in everyday school, in order to collaborate for an innovative proposal that approximates the specificities of the EJA. A bibliographic research was also carried out in order to dialogue with authors who defend the use of digital technologies as structuring of the teaching / learning process. Through the collaborative construction of the Intervention Project for the EJA, the objective was to present a proposal in which ICTs and the principles of these projects become part of the pedagogical actions in the EJA in the municipality of Irecê, in order to contribute to that both students and teachers participate in digital culture, not only as mere recipients of information, but as producers / co-authors of knowledge, culture and freedom.

Understanding the place or the place of the Quilombola Culture in the school and / or the place or the place of the school culture in the Quilombo, was translated in the restlessness that mobilized the research and the writing inherent to this work. A movement that led me to think about the senses that are produced and the spaces-times that are constructed when dealing with the knowledge of traditional communities - particularly the quilombolas - and how these knowledge are presented within the school curriculum, paying attention to the implications of these in the context of the school itself and the community. It is a collaborative experience (DESGAGNÉ, 2007) that - not being solitary - occurred in conjunction with the participants subjects (teachers, students and other members of the quilombola community), as well as with other researchers. The chosen field was the Municipal College Antônio Marculino Vieira and the Quilombola Community of Lagoa de Gaudêncio (Aguada Nova / Lapão - BA) and all the itinerancy involved dialogical meetings for story sharing, individual and collective interviews, and studies among members of the school community and of the community certified as quilombola, from which the said college receives students. The objective is to take the chosen field as a cut, since the methodological proposal is a case study - so that, from this study, we can highlight the possibilities of extending the Intervention Project to all the institutions that receive students from quilombola communities certified by the Municipality of Lapão. For this, I prioritize a dialogue with authors whose theory approaches the composite elements of the theme, especially Stuart Hall (2003), who proposes other perceptions about culture and identity; Hans Georg Gadamer (2011) and his contributions on the effective history and production of meanings in education / training; H. Bhabha (2003) and the discussions on the interlacing and the place of culture; all of this, without losing sight of the contributions of studies based on the pedagogy Griô (PACHECO, 2006), with the aim of printing scientific rigor and depth to the case study. The whole proposal of intervention was based on the promotion of space-times of problematization, perception and cultural re-signification in the scope of the quilombola culture in the dynamics of the school curriculum, as well as the reception and valuation of the school culture as a space of cultural belonging and re-signification , through field classes, biographical construction, interviews with people from the communities involved, documentary analysis (photos and old documents), documentary production about the people of the community, local history research and others.

This proposal of Intervention Project presented to the Professional Master in Education, promoted by the Federal University of Bahia, had as main objective to investigate the reading comprehension of the students of Integrated High School in Agropecuária, Campus Petrolina Zona Rural, IF Sertão-PE, and such as the didactic strategies used by the teachers in the formation of these readers, in order to elaborate an Interventive Proposal with didactic-strategic guidelines regarding the reading comprehension. The motivation for this study emerged by accompanying students by exposing their difficulties when confronted with a text, as well as the constant ponderings of fellow teachers , from the other subjects, in sharing their anxieties in relation to the poor student’s reading comprehension. This research also arose due to teaching practice, since many teachers do not know how to teach the reading comprehension skills, in the training of competent readers, because in their training they were not prepared for this work. Based on the above considerations, the need for research on this topic strengthening the need to research this theme, within the scope of this Course, since we understand that this issue pervades all disciplines and that the problem of this delicate ability of many students has disturbed all of us teachers, as described throughout this research. To carry out this research, we adopted the qualitative-quantitative approach, since the quantifiable data were analyzed in a qualitative dimension, and both perspectives are closely related (ANDRÉ, 1995). This is an applied, exploratory and descriptive research, involving the action research methodology, also called intervention research (ANDRÉ, 1995). This proposal is inspired by the steps of action research, outlined by Thiollent (2005), exploratory phase, data collection, analysis and interpretation of data and elaboration of the action plan - intervening proposal. The systematization of this Proposal is made taking into account the theorists mentioned below, the data collected and the propositions from the field work, suggested by the participants, at each stage, throughout this study. It is theoretically based on several scholars, like Fulgencio; Liberato (2000, 2002), kato (2007), Kleiman (2004, 2009), Koch; Elias (2011), Smith (1989), Solé (2003) and Vaz (2008), which will help us deepen about reading, their respective understanding, and reading strategies. Moreover, Bonilla's studies; Oliveira (2011), Fernández (2012), Morin (1997), Lévy (1998) and Primo (2008) for further reflection on the use of Information and Communication Technologies in education. From all that has been said, it is considered that this proposal has a strong social relevance, as well as collaborating effectively for the training of the subjects, in their academic, personal and professional activities; provides a condition of greater engagement in the exercise of their citizenship, in the critical positioning and fulfillment of all their activities as a citizen, with a broader understanding and vision of the world, thus establishing their social insertion. This research also promotes the scientific literature, contributing to a greater visibility of the existing reality regarding the understanding and lack of understanding reading comprehension. In addition, to instigate discussions about the teacher's role, in relation to the problematic presented.

This project of intervention represents a concluding work of professional master’s degree in Education: curriculum, languages and pedagogical innovations, been the results of knowledge built along the way. The project focuses on the permanence of students in integrated high school courses at IF campus Serra Talhada, where the investigating ways were made with a theoretical perspective of Ethnomethodology, in your basics concepts. The qualitative character search covered the universe of meaning and reasons, looking for, with the campus’s student and teacher communities, the factors which are promoter of student’s permanence. Among all instruments used on the research for the survey of information, the semi-structured interview was one of the most important, in addition to the method of talk’s analysis. This research is supported with authors such as Coulon (2008), Bourdieu (1983), Vasconcellos (2002), Freire (2011), Van Haecht (2008), Tardif (2014), Dore (2014) Fazenda (2012), among others. On conceptualization of permanence, research foundations which understands the permanence as an act of lasts in time, but also in another way to exist, being thus considered the elements time and transformation. With regard to the student, I consider that they are important aspects for their permanence, the host and listening, identification, learning, institutional affiliation and their accomplishment of student craft. At last, I present the Project of Intervention, which aims to implant at IF campus Serra Talhada a space of reflection about the professional practices, pedagogical practices experienced in the institution, the established relationships on building knowledge and the student, the relationships built and kept among teachers/students/technicians and community, all this being thought of in the perspective of a welcoming and favorable school of successful student permanence.

This work aims to study the roles of Pedagogue and Technician in Educational Affairs within the Instituto Federal de Educação, Ciência e Tecnologia do Sertão Pernambucano (IF Sertão-PE). In this sense, the purpose of this study is to understand how these professionals perceive the limits and possibilities of their actions, taking as reference the formative processes inherent to each position and analyzing the consequences of the similarities in the exercise of their works. It was possible to verify that the similarities in the attributions cause several obstacles in the daily tasks of these positions and end up interfering in the quality of the work. Reflections made on the training policy of these professionals made it possible to attest to the inexistence of specific training for the exercise of positions, either during the admission period or during careers. This was evidenced by the reports that the servants made about the insecurities and lack of guidelines regarding their roles upon joining IF Sertão-PE and that are still perceived daily. For this analysis, a qualitative research was used with Case Study methodological approach and the contributions of Freire (1996), Nóvoa (2009), Libâneo (2010), Canário (2013), Placco e Almeida (2012) e Domingues (2014) were used as a theoretical foundation. The research was developed through documentary analysis, in loco observations, as well as the application of online questionnaires. The text also presents an intervention project, based on a formative perspective, as the main objective of consolidating, strengthening and giving notoriety to the performance of the Pedagogue and the Technician in Educational Affairs from two major focuses, suggesting to be transformed into a public policy of the IF Sertão-PE. The first will be to plan and offer Basic Training for all professionals in the positions in question. The second will resize PedTAE Forum so that it becomes a space for Continuous Training of Pedagogues and Technicians in Educational Affairs that translates into the effective recognition of qualification as an endless process.

This Intervention Project examines the implementation of Laws 10.639 / 2003 and 11.645 /
2008 in the Lapão-Ba Municipal Network of Education, from the perspective of the
intercultural curriculum and represents a continuity of studies and research that I carry out in
the area of education and diversity. The main objective of this research was to investigate two
main situations: first, the analysis of how the pedagogical work carried out in the school
environment, in relation to the subject matter, can be considered a process of effecting the
legislation under study. In this approach the school is seen as a propitious field for the
affirmation of an identity construction recognizing that our identity is also socially and
culturally constructed. Second, to investigate how the municipality of Lapão is organized in
legal terms and in relation to the policy of continuing education for teachers, specifically in
dealing with ethno-racial issues. The studies that guide the research are based on the tripod,
identity, curriculum and interculturality. The methodology used was qualitative, with
ethnographic inspiration and I used the methodological devices of: participant observation,
semi-structured individual interviews, methodological workshop and documentary analysis.
The research process made it possible to identify that throughout the observed decade (2006-
2016), the Municipal System of Education of Lapão already has an apparatus that standardize
public policies that put into practice the actions of the referred laws. However, the curricular
proposals of the schools should promote educational times, in which the teachers who teach
mainly the Disciplines of History, Art and Portuguese Language can contemplate in the
planning, pedagogical actions that approach the subject in a natural way and not as something
sporadic, as it occurs indeed. The proposal of interculturality as a guiding element in the
Lapoan curriculum can contribute to positive results in terms of education that values the
existing local diversity. And in the meantime this intervention is proposed.

This intervention project aimed to investigate the setup and organization of the final years of elementary school Ibititá of the school system and propose a plan of (re) curricular organization. By hermeneutic phenomenology sought to interpret and understand the facts arising from the theoretical research and field. Adopted as a source of references to statements from teachers from the final years of elementary school, through questionnaires and focus group; institutional documents; participant observation and the theoretical and methodological framework. It talks about the diagnosis of the network seeking to understand the impact of public policies on national education for the network as regards the organization of the final years of primary school, also investigates the form of entry, the trajectory of the teachers in this segment and the route training through implementation of training policies. To discuss the information collected in the diagnosis, the text discusses the relationship between macro processes and microspolitícos; the construction of teaching knowledge and everyday as training space as well as the analysis of the Brazilian educational legislation. The survey revealed the need for an intervention proposal for the network that has focused on a restructuring plan the final years of elementary school from the triad: (re) curricular organization, training and legalization. The proposal has been outlined from the beginning of the study and took a more detailed way in the last chapter when it was decided the curriculum design and the theoretical assumptions that inspire proposal. The intervention proposal defines the possible steps for its implementation; the curricular framework by articulating themes, from an interdisciplinary perspective and presents an exemplification in order to give more clarity to the proposal showing the deployment possibilities. It is clear that the proposal is not a model to be adopted literally, but is presented as possibilities to be discussed and built in process.

The theme of this research is the process of elaboration and implementation of the curricular proposal from the Public Education of Irecê, organized in Cycles of Learning in the period from 2000 to 2004. The study aimed to investigate of the facilitator and difficultator factors in the process of implementation on the Curricular Proposal on teacher’s optical participants. The result shall justify the implementation of new Curricular Proposal, organized into Human Formation Cycle, which is the intervention project of the Professional Master’s Degree in Education. To this end, I used field research with qualitative approach and focal group. I present a brief history of the process of elaboration, aboard issues on consequences of their use and the possible readings that can be made from a "forced" curriculum and I dialogue on the role of the teacher as mediator in prescriptive proposal. We know that the way he deploys a curricular proposal determines your success or failure, because teachers are not mere executioners. They interpret and add the school culture, creating and recreating their practices. And, at the time, the formation that was offered was punctual and precedent, where first learned and then ran. In this context, to hear and understand the teacher and their needs gives a new direction to in-service formation and the way of looking and thinking about education. This research was done as an African panô, a type of workmanship of African origin in several flaps, of different sizes and colors are brought together to represent a scene and tell stories through images. So, I chose the curricular proposal implemented in the Public Education of Irecê as the significant part of this story, as the image to be processed, the part I want to repaint, remember, rethink, search and intervene. As the threads of memories of teachers were being pulled, we were weaving panôs and understanding the difficulties, in order to deploy a proposal, her challenges arising, as well as the professional growth of the actors involved.