The guarantee of food as a right, provided for in article 6 of the Federal Constitution, is to ensure universal service under the National School Meal Program for basic education students. In April 2020, shortly after the start of social isolation resulting from the Covid-19 pandemic, Law No. 13,987 authorized, on an exceptional basis, the distribution of foodstuffs to students who were away due to the suspension of classes. The Farroupilha Federal Institute provided students of integrated secondary courses and beneficiaries through a notice with donations of Food Kits acquired by the National Student Assistance Program. Therefore, the objective was to analyze how the organization and distribution of food kits by the Instituto Federal Farroupilha during this time of adversity happened, to the families of integrated high school students. More specifically, the following objectives guided our work: We analyzed the documents that supported and regulated the distribution of food kits during the pandemic, by IFFar; We verified how the organization and distribution of food kits occurred during the Covid-19 pandemic in the perception of IFFar nutritionists; We verified the importance of distributing food kits to families and students during the pandemic and finally built the educational product, referring to the theme that supported the dissertation. The methodology applied was characterized as qualitative, as it is the most appropriate for social studies. Data collection was carried out through recorded interviews, transcribed and analyzed using the Content Analysis method. With the knowledge generated in this study, we created a booklet on “The organization and memories of the distribution of food kits to students at the Instituto Federal Farroupilha during the covid-19 pandemic”, with the intention of contributing to the construction of the memory of IFFar, making it possible to learn about the history of this institution and how school meals were offered during this time of adversity.

This research is linked to the ProfEPT master's program, in the line of research Organization and Memories of Pedagogical Spaces at EPT, developed at IFFAR Campus Jaguari-RS, seeking to reflect on the importance of movable assets belonging to the Federal Institute of Science and Technology Farroupilha (IFFar), Campus Alegrete, in the development of educational activities. As a way of better understanding the Institution and its social function, the trajectory of the proposal for vocational education and the world of work and its transformations is contextualized, its emergence through the Craft Apprentice Schools, Agricultural Schools, CEFETs, and currently the Federal Institutes. It addresses the importance of Federal Institutes and Professional and Technological Education, their ability to transform the reality of their region, forming an individual capable of acting for the omnilateral development of society, contributing to the training of people aware of their importance for the development of a democratic and egalitarian society. In this sense, the research problem is: How to improve the management and control of permanent movable assets at IFFar - Campus Alegrete? The general objective was to analyze the processes developed in the asset management of IFFar - Campus Alegrete, in order to contribute to the organization and improvement of asset management in the institutional educational space, thus seeking through the analysis of actions related to the administration of permanent materials at IFFar Campus Alegrete. The specific objectives were: Verify existing procedures and standards in relation to heritage assets; investigate the procedures currently adopted by employees responsible for assets; analyze procedures carried out by the responsible sector; identify the challenges of the heritage sector and asset holders in the heritage control process, and develop an educational product with guidance on legal control procedures, practical forms of management, control and use of material, and the risk of being legally liable for use inadequate material or lack thereof. The methodology is based on a qualitative, case study approach. Data collection with documentary research and questionnaire. To analyze the data, we used Discursive Textual Analysis (ATD), arriving at two emerging categories: (a) The importance of heritage assets for the development of educational activities, and (b) Challenges to improve the process and contribute to the quality of educational activities. teaching. Related to the first category, participants considered heritage assets fundamental for the development of educational activities, and regarding the second category, many needs for actions emerged to be implemented in the search for more efficient control. Among these actions, the most mentioned were related to the provision of information, training, and updating of systems and standards related to heritage. As an educational product, a practical guide was developed with information regarding the procedures that must be adopted for the management and control of assets, aiming to assist the heritage sector and those responsible for materials and other users in their activities in the control and use of this material.

 The present study is linked to the line of Organization and Memories of Pedagogical Spaces in Professional Technological Education, of the Master's Degree in Professional and Technological Education at the Federal Institute of Education (IFFar) – Jaguari Campus. The general aim was to investigate the potential and challenges of Integrated High School (IHS) for students’s Comprehensive Training on the computer science course at IFFar Uruguaiana Advanced Campus. To this end, a qualitative methodology was used, a case study type, through a questionnaire as data collection procedures for third year students of the campus' computer science course. The data were analyzed using Textual Discourse Analysis, by Moraes and Galiazzi (2006) and revealed challenges and potential of IHS for Comprehensive Formation based on six main points: as challenges a) Breaking professionalization conception, b) The integration of general and specific content, and c) Work as an educational principle; and as potentialities a) Integrated Professional Practice, b) the sociology class, and c) Teaching, researching and extension projects and Extracurricular Activities. This study culmination resulted in the video “The Farroupilha Federal Institute and the Integrated High School”, an educational product which aims to protect the proposal for comprehensive and integrated training, strengthening public and high-quality education developed by the Federal Institutes.

The difficulty students have in making progress in learning abstract concepts in curricular components involving programming logic is a notorious concern for teachers. Dealing in a linear and procedural way with abstract elements, which often go beyond conceptual one-dimensionality, is a challenge that is not naturally perceived by students. Based on successful personal experiences, in which the insertion of specific games demonstrated a positive impact on the learning of a specific topic, the question arises as to the potential of playful-pedagogical elements in this process. Therefore, this work proposes an analysis of the impact of the insertion of "Unplugged Computing" in the learning process of programming logic topics. The study aims to use playful-pedagogical tools to make abstract concepts tangible; conducting activities and dynamics in a group of students enrolled in the Technical Course in Informatics Integrated to High School, of the Instituto Federal Farroupilha. The objective is to investigate qualitative and quantitative aspects of learning during and after the process, seeking to answer the research question "What is the impact of activities, in the form of Unplugged Computing, on the learning of students in curricular components that involve programming logic?" The study was conducted as an action research project, using content analysis to evaluate the experiences reported by information technology teachers and students at the Instituto Federal Farroupilha. The dynamics will be applied in accordance with the concepts of theorists such as Piaget, Wallon, Vygotsky and Moreira. It was concluded that actions involving Unplugged Computing, applied moderately, were effective in terms of the perception of both the students and the teacher involved. As an Educational Product (EP), digital teaching material was produced, in the form of an E-Book, which adheres to the syllabus of the curricular components and can be used to support the learning process.

This dissertation is linked to the Professional Master's course in Professional and Technological Education – ProfEPT at the Federal Institute of Education, Science and Technology – IFFAR Jaguari campus, in the Research Line Organization and Memories of Pedagogical Spaces in Professional and Technological Education, at the Research and Studies Group on “Educational Management, Curriculum and Public Policies for Professional and Technological Education – GECPOL, the Research Group “Emancipation without borders: initial and continuing teacher training” and the Research Group “Proeja na Network Observatory Federal Basic, Technical and Technological Education”. It is argued that reading is an essential activity to have access to information, culture, historically constructed and accumulated knowledge, helping the subject to become equipped for democratic, civic participation and social transformation. The problem is to understand how critical reading works in the formation of Young People and Adults. This question is justified by the need to reflect on the importance of critical reading in the training of young people and adults, since this activity is the basis for building knowledge in all subjects in the curriculum. The central purpose of this study is to investigate the discursive effects of reading from a critical perspective and its relationship with the training of Young People and Adults on the Technical Course in Gastronomy integrated with EPT at the Instituto Federal Farroupilha, on the São Borja Campus. The specific objectives aim to: relate the existing perspectives/conceptions of reading with the reading conceptions of teachers and students, analyzing how they produce meanings for the pedagogical practices developed; understand the concept and meaning of CDA and investigate its contributions as a theoretical and methodological field for critical reading practices in the classroom; build a training booklet, as an educational product, with the aim of helping young people and adults have access to this knowledge and to the basic theoretical-methodological instruments of ADC, with a view to their intellectual emancipation. The methodological procedures used were bibliographical research, with a qualitative approach. Also, through field research, open questionnaires were administered to teachers and students, in addition to free observation of classes. The analysis of the collected data had the theoretical and methodological foundation of Critical Discourse Analysis. This research is theoretically based on some authors such as: Coracini (2001, 2005), Fairclough (2016), Foucault (1971), Freire (1984, 2011, 2017, 2013), Frigotto, Ciavatta and Ramos (2005), Pacheco (2010), Ramalho (2012), Ramos (2008, 2010), Saviani (1989), Wittgenstein (1996). As a result, it was verified, through the state of knowledge, bibliographical research, and field research, that reading, if carried out from a critical perspective, is fundamental in the formation and intellectual emancipation of EPT Young People and Adults, demonstrating for this purpose the significant contributions of Critical Discourse Analysis.

Student Assistance has a very important role within the Instituto Federal Farroupilha, considering its mission to contribute to omnilateral training, aware that its purpose aims to minimize social inequalities, and, thus, democratize teaching in Professional and Technological Education, guaranteeing the permanence and student success. The interest arose from observations made as a student assistant at that institution, and because I believe that education transforms lives. In this sense, the present study aimed to evaluate the perception of students from the National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Education Modality (PROEJA) regarding the permanence assistance provided by IFFAR Student Assistance - Campus São Borja, as a possibility of contributing to the formation of citizenship and its permanence and academic success. Based on the problem: Do EJA/EPT students perceive the permanence assistance provided by IFFAR Student Assistance - Campus São Borja, as a possibility of contributing to the formation of citizenship and their permanence and academic success? To achieve the proposed objective and respond to the problem, the methodology we use is qualitative, with exploratory/descriptive purposes. We collected data from the Student Assistance Coordination (CAE) and the Academic Records sector (SRA), through document analysis, we also applied a questionnaire containing twelve open and closed questions, we used the focus group interview technique to gather and analyze The information. Based on the analysis of the data obtained, we developed an Educational Product, where the Focus Group was chosen based on the students' demands. The aim is to assist CAE, management and professionals involved in the education of young people and adults, in addition to collaborating with more assertive measures regarding communication that contribute to school retention and success. As a result of this research, students highlighted the need for greater communication between Student Assistance and the classes. We concluded that EJA/EPT students use cell phones as a means of communication, but not everyone knows how to use it. Access to the internet appears to be an obstacle, as not everyone has access. We observed a percentage of 50% (fifty) who have been away from school for more than 15 (fifteen) years, the majority of whom are female. Another significant fact is the need for closer communication between students, a strategy that can help solve some of the problems they point out.

This work was developed in the Graduate Program in Professional and Technological Education (ProfEPT) of the Farroupilha Federal Institute of Education, Science and Technology (IFFar), within the research line Organization and Memories of Pedagogical Spaces in Professional and Technological Education (PTE). The research aimed to analyze the contributions of the IFFar-SVS Student Housing for the integral formation of students. It should be noted that the interest in the subject related to Student Housing (SH) is in line with my professional career and the curiosity to know the history of this educational environment. The methodological path of the research was based on the qualitative approach, also making use of the descriptive and exploratory methods, still stands out in the modality of "Case Study". The research locus was at the IFFar Campus São Vicente do Sul. The subjects were: (a) students-residents at SH during the training itinerary in the year 2022; (b) egress servers. The construction of the data was through: (a) documentary research; (b) bibliographic research; (c) semi-structured online questionnaire, in individual format and available through google forms; (d) individual semi-structured interview with IFFar-SVS graduates who lived in the Student Housing; (e) interviews for the educational product; and (f) organization of photos, videos, audios for the elaboration of the educational product; with the purpose of seeking information with the participating subjects. For the interpretation of the collected data, the methodology used was the Discursive Textual Analysis (DTA), proposed by Moraes and Galiazzi (2016). After analyzing the collected data, two initial categories emerged, namely “Student Assistance Policies” and “Human and Integral Training”, which were united in a more generic way, reaching a final category “The self(trans)training of students of Student Housing at IFFar Campus SVS”. Thus, we realize that from the relationships and coexistence with other students, the individual can reflect on their practices, self-(trans)forming in different contexts. We identified that the IFFar SVS SH is not just a place to reside. The SH is a place of experiences, learning and transformations, which allows students to experience their formative process, but also to develop skills such as responsibility, autonomy, respect and friendships, so that the experience in this school environment contributes to their human formation. From the data collected and the results achieved, a documentary was prepared as an educational product with the objective of recognizing the contributions of the SH of IFFar – SVS for the human and integral formation of the students. The purpose of this research was to rescue the memories of the Student Housing of the referred Campus and to identify the contributions for the integral formation of the students. In this way, we were able to show a little of the history and give more emphasis to this welcoming and important educational environment for the human and integral formation of IFFar-SVS students.

The present research addresses the different discourses that make up the educational field and the advancement in all levels and modalities of education, including Professional and Technological Education (PTE), regarding the formation of their learners, aiming at the integration of all dimensions of life in the educational process and the integral formation of individuals. In this context, we characterize the topic of the research as the learning of management related to the disposal and recycling of solid waste in the kitchen, highlighting the importance of the relationships between education and sustainability. It is estimated that professional courses in the food area have a preponderant role in the multiplication of the principles of environmental education and sustainability. In this sense, the importance of understanding how teaching regarding solid waste contributes to students' insertion into the world of work in a committed manner to sustainable and human development was emphasized. The present research aimed to recognize the learning of graduates from the Integrated Technical Course in Kitchen PROEJA of IFFar - São Borja campus, regarding the management of solid waste with attention to environmental preservation. For this, it was necessary to know the curricular organization of the mentioned course and to verify at which moment/stage of learning the guidelines on the management of solid waste in the kitchen are proposed, regarding environmental issues, with a view to the integral human formation of the students. Given this purpose, we sought to understand how graduates of the Integrated Technical Course in Kitchen PROEJA are implementing practical learning regarding the proper management of solid waste, as well as its reuse, with care for the environment, in their contexts. The methodology is based on qualitative approach procedures, and the data collection was done through an interview, conducted in a face-to-face and individual manner. Thus, the perception of the research participants on the problem of solid waste was detected. For data analysis, the methodology of Textual Discursive Analysis (TDA) proposed by Moraes and Galiazzi (2019) was used. Furthermore, based on the collected data and the results obtained, the educational product resulting from this research was elaborated, which was the development of a didactic sequence (DS) on solid waste. Thus, it was understood through the investigation that the formative perspective is essential for the process of environmental education for graduates of the Integrated Technical Course in Kitchen PROEJA and that they are capable of becoming aware of their attitudes towards the proper management of solid waste, which is initiated during the course classes and perpetuated in their home and work environment.

Historically, school dropout is on the list of problems faced by Brazilian education. In Educação Profissional e Tecnológica (EPT), this reality is no different, besides several studies have pointed out the main factors that lead to this student dropout. In this sense, to overcome or mitigate the causes that lead to evasion and retention, since 2013, from an audit work of the Tribunal de Contas da União (TCU), with Institutos Federais de Educação (IFs), which culminated in the issuance of Judgment No. 506/2013, several actions are being taken within the Rede Federal de Educação Profissional e Tecnológica (RFEPT), especially with the IFs, to strengthen the student-school relationship, ensuring the permanence and success of these young people during their formative journey. Given this context, this research work is part of the discussions about the strengthening of EPT and aims to study the Planos Estratégicos de Permanência e Êxito developed by the IFs, focusing on the Programa de Permanência e Êxito (PPE) of the Instituto Federal de Educação, Ciência e Tecnologia Farroupilha (IFFar), to analyze the actions focused on its construction and implementation. The research is qualitative and quantitative, with documentary and bibliographic research, which resulted in the preparation of two manuscripts. The first, a brief presentation of the Planos Estratégicos developed and implemented by the Institutos Federais de Educação, Ciência e Tecnologia (IFs) of Brazil was presented, seeking to relate what was recommended by SETEC and what was built. From this study, it was concluded that most FIs have approved and published their strategic plans or programs, more precisely 28 of them, with most of them completed by the year 2016. It was also confirmed that most of the approved plans or programs strictly followed the instructions recommended by SETEC, through the Guidance Document, which resulted in extensive and not very feasible plans or programs. The second manuscript, on the other hand, dealt specifically with IFFar's PPE, to analyze the potentialities and weaknesses of its construction and implementation. As conclusions of this writing, it was identified that among the potentialities are the articulation, awareness, and institutional efficiency about the effectiveness of the program at the time and that, among the weaknesses, these in greater number, it is evident the lack of basic institutional conceptualizations and understandings; goals or expected results; review and update deadlines and, also, methods for monitoring and evaluation of the proposed actions. From this, it was concluded, finally, that the PPE needs revision and updating. From the analysis of the collected data and the results obtained by the manuscripts, an educational product was elaborated, whose proposal is a Guide of possibilities for updating the PPE, with emphasis on monitoring and evaluation. As final considerations, the present study highlights the importance of the existence and maintenance of Institutional Plans or Programs aimed at the permanence and success of students, to strengthen the Institutions and the EPT Network.

This dissertation, entitled: "Unplugged Activities on Boolean Algebra in Professional and Technological Education: An analysis at the view of Historical-Critical Pedagogy" has as its general objective to analyze the characteristics of the teaching of Boolean Algebra at the Professional and Technological Education (PTE), taking into account the premises of unplugged computing (UC) and Critical Historical Pedagogy (CHP), to answer the research problem:  how do the unplugged activities, based on CHP, contribute to the construction of Boolean Algebra concepts in PTE? In the search for answers, it is registered in this Dissertation, a theoretical foundation based on Institutional documents of the Federal Institute of Education, Science and Technology Farroupilha (IFFar) and the Technical Course in Integrated Informatics, offered at the São Borja Campus, as well as foundations of the UC, the CHP of Professor Demerval Saviani and approximations with Historical-Cultural Psychology, rooted in the same Marxist theories. As a basis, the execution of a Systematic Review on UC in PTE from the HC perspective is recorded. In continuity, this dissertation presents the planning and realization of a sequence of four classes, taught in the two second-year classes of the Integrated High School of IFFar – Campus São Borja, thought within the cycle of Action Research, which allowed the application of the Educational Product and had as its objective: to teach the importance of Boolean Algebra for Technology and its influence on the world in which we live. To continue the action research cycle, the application of answers in Semi-Structured Questionnaires and the construction of Concept Maps by all students in the class are presented, as well as the record of the classes in the Teacher's Diary. In the reflections of the evaluation in the cycle of Action-Research and data analysis, it is reported that Content Analysis was used, only with the data collected from the research participants, free and clarified according to the determinations of the Research Ethics Committee (REC) and the reflections recorded in the Teacher's Diary, to seek answers of the research objective that,  in this dissertation, it contains the descriptive record of all the information that was relevant to the research. At the end of the research, first, it is intended to clarify that the Didactic sequence, properly planned, brought benefits when using the Educational Product in the classes of Hardware II, on Boolean Algebra, where it was considered that there was the stimulation of new knowledge. In addition, there is the intention to generate the investigative vocation of scientific production, by inviting the participants of the research, who are students of the PTE, to know and to reflect on the results found in it, through academic publications, which stimulate the emergence of new research in education and technology.

The research was developed in the Graduate Program in Professional and Technological Education (ProfEPT), in the line of Research in Pedagogical Practices in Professional and Technological Education. The main objective of the study was to recognize what and how are constituted the representations and teaching knowledge of the teachers of Basic, Professional and Technological Education (EBPT) in the prison contexts. Concerning the  methodological assumptions, the study was a qualitative and explanatory. The sample consisted of five teachers who work in Federal Institutes of Education of Rio Grande do Sul,  in EBPT courses in the prison system. The data on which the study was based was collected through semi-structured interviews. The process of analyzing the data collected was carried out using Content Analysis, from the perspective of Bardin (2002). At the end of the study, a self-instructional distance learning course was developed as an educational product for the continuing training of teachers who work, or intend to work, with Professional and Technological Education in the prison contexts.

Vocational and Technological Education (VET) plays a key role in promoting advanced opportunities for students with Intellectual Disabilities (ID), enabling them to acquire practical and technical skills that enable them to become productive members of society. Recognizing the importance of adopting educational practices to serve this population, this study answers the central question: "What educational practices are necessary for the learning of students with ID during EFA training?". To this end, the aim was to find out about the educational practices organized in the EPT integrated technical course for students with ID. More specifically, to identify the possible adaptations (curricular/pedagogical) systematized for students with ID; to know the teachers' perspective on the challenges faced in training students with ID; to map the main educational practices implemented for students with ID; and finally, to build an Educational Product based on the demands/gaps resulting from the investigation. The methodological paths underpinning this study were structured based on the assumptions of qualitative research from the perspective of Triviños (1987). Data was collected through semi-structured interviews, which were recorded and transcribed in full. The analysis procedures were based on Bardin's Content Analysis (1977), from which categories of analysis emerged to help understand the narratives of the participating teachers. As a way of contributing to the teacher training process and, consequently, improving the education of students with ID, we developed the educational product: "Educational Practices in Professional Technological Education for Students with Intellectual Disabilities". This resource is available in a virtual environment for EFA teachers. The analysis of the interviews revealed that the teachers recognize the importance of adapted educational practices, involving the modification of materials and pedagogical strategies. These adaptations range from dividing activities into stages, using online resources to creating fun activities, as well as reducing the content load to make the teaching-learning process more effective and enjoyable. However, the teachers' narratives also highlight challenges, such as the need to improve their teaching skills, the lack of specific training, the complexity of integrating experimental practices and the difficulty in explaining complex content in an accessible way. This emphasizes the importance of ongoing support and the need for training and professional development processes to ensure the educational success of students with ID in EFA.

Educational practices aimed at teaching deaf students in inclusive environments in basic professional education represent a relatively recent field of study and still little explored in the educational contexts of Federal Institutes. Given the importance of educational practices as agents of significant change for both educators and students, this research proposal emerged entitled “Educational processes and practices for deaf students in technical courses integrated into EPT”. This study aims to understand the educational practices offered to deaf students and their possible repercussions on the inclusion process, considering teaching and learning in basic education, such as teaching integrated into Technical Courses offered by the Federal Institutes of Professional and Technological Education. The central objective of this research is to analyze the educational practices aimed at deaf students in integrated teaching courses at the Instituto Federal Farroupilha, located in the state of Rio Grande do Sul. The specific objectives include mapping the main educational practices available and identifying the challenges faced by teachers and students, aiming to provide a reflective analysis of the relationships that are established in the educational spaces investigated. This study is part of the Postgraduate Program in Professional and Technological Education (PROFEPT) in Research Line 1: Educational Practices in Professional and Technological Education (EPT), in macroproject 02 - inclusion and diversity in formal and non-formal teaching spaces in EPT and 03- Educational Practices in the Integrated Curriculum. It will culminate in the creation of an educational resource that can assist with permanent and continuous training as an Educational Product. This resource will be developed based on narratives that highlight the difficulties and needs highlighted by participants during the research, with the purpose of contributing to the quality of the teaching process for deaf students in inclusive environments in Professional and Technological Education (EPT). To achieve the proposed objectives, the research will adopt a qualitative approach. Data collection was conducted through semi-structured interviews, allowing an in-depth exploration of experiences and perceptions during the research journey. In relation to the epistemological bases of EPT, concepts for integral, omnilateral and humanizing training are presented, which are configured with the philosophical vision in EPT professional education. In the context of educational practices, pedagogical approaches were sought that aim at an inclusive, critical, liberating and transformative education, regardless of differences. The results obtained constitute the data collected during the research, as well as the validation of the educational product offered based on the narratives pointed out by the participants, with a view to contributing to the quality of the training offered in the teaching process for deaf students in an inclusion context at EPT.

This research was developed within the scope of the Postgraduate Program in Professional and Technological Education (ProfEPT), of the Federal Institute Farroupilha (IFFar), in the Organization and Memories of Pedagogical Spaces in Professional and Technological Education research line, in the macroproject organization of the curriculum integrated into EPT, and aimed to: understand how health education processes occur in integrated high school in light of the actions developed on campuses with student housing at the Federal Institute of Education, Science and Technology, Farroupilha. The chosen theme was influenced by my professional and academic experiences, previously resulting from training and working as a Specialist Nurse in Family Health and later from working as an Administrative Technician in Education, collaborating in the training of Nurses. This was also corroborated by the intrinsic relationship between education and health, where the absence of one implies non-compliance with the other, a discussion proposed for reflection in this research. Thus, this study sought to approximate the theoretical bases of integrated secondary education and health education, with a view to highlighting the interrelationship between them. The qualitative approach methodology, outlined as a case study, comprised the investigative scenario of campuses with IFFar student housing, including student assistance professionals and integrated high school teachers (EMI) as subjects. Data collection was based on documentary analysis of public EMI documents, and a semi-structured questionnaire, online format, in Google Forms, aimed at research participants. Data analysis was carried out using Discursive Textual Analysis (ATD), by Moraes and Galiazzi. The ethical aspects were guided by resolutions: nº 466, of December 12, 2012 and nº 510, of April 7, 2016. The research showed the existence of a large apparatus for health care for students at IFFar, with legal provisions delimited from the Student Health Care Policy, the Institutional Development Plan and the Pedagogical Course Projects, in addition to the diversity of health professionals and the presence of specific sectors for health care. Furthermore, it was possible to identify several successful actions related to health education, although most of them are associated with individual or sectoral initiatives, which signals the need to improve interdisciplinary and intersectoral processes, so that in fact the transversality of the health theme occur. Furthermore, the necessary continuity of actions aimed at strengthening the premises of integrated secondary education stands out, as well as promoting the development of longitudinal health education plans, which integrate subjects in an interdisciplinary and intersectoral manner, as much as they promote Student Health Care Policy.

The research developed aims to develop the possibility of collaborating with knowledge regarding alternative forms of conflict resolution within the educational environment of the Instituto Federal Farroupilha, through the creation of a specific and informative internal booklet on alternative forms of conflict resolution, a textual material to encourage the work of those working in the Institute’s environment. The work seeks to find out whether it is possible to achieve improvements in conflict resolution through the development of specific compiled material to encourage the support of IFFar's auxiliary mediators and conciliators? The main purpose of delimiting and organizing the studies will be to focus on mediation and conciliation of conflicts, also going through the conceptual understanding of Restorative Justice, in order to emphasize the differentiation between the various forms of conflict resolution. In this way, the study was based on the theory of Luis Alberto Warat and also on the legislation that operates with forms of conflict resolution in particular and the special Mediation Law, institutional legal documents and the Student Coexistence Regulations of the Federal Institute Farroupilha, aiming to observe within this disciplinary bias the possibility of realizing and effectiveness of a space for action of all forms of conflict resolution in order to guarantee quality and development of professional education. The outline of the research is based on the line of research Educational Practice in Professional and Technological Education (EPT). For the present study, the methodology adopted for both the research work and the development of the educational product was a qualitative, applied approach, with an explanatory objective. In the field of procedure, the research was carried out through bibliographic and documentary analysis, in order to enable the implementation of the aforementioned booklet with textual production presented as an educational product, thus contributing to the permanent training of the aforementioned Institute.

In a sexist and patriarchal society, women and people who do not fit the cisheteronormative pattern suffer various types of violence. It is known that in the school environment there is a reproduction of the hegemonic models of society (MIRANDA; MAIA, 2017). Therefore, the Federal Institutes are not spaces free of violence. The present study sought to answer the question "How do the Gender Centers problematize gender violence in a Federal Institute of Education, Science and Technology in the South of Brazil?". Through this study, with a qualitative approach, the objective was to know the actions of the Gender Centers regarding the development of actions to prevent/eradicate/minimize gender violence in a Federal Institute of Education, Science and Technology of the South of the country. More specifically, we aim to carry out a survey of the state of the art on the studies about Gender Nuclei in the EPT; know the representations of gender and gender violence of/the participants of the Gender Nuclei; to identify challenges and potentialities for the execution of the activities of the Gender Nuclei in the EPT; to investigate the actions/hosted developed by the Gender Nuclei and their relationship with the EPT; and, finally, the construction of an Educational Product based on the demands pointed out by the collaborators. To achieve these goals, we rely on Ramos (2014), Moura (2013), Saviani (2006), Colling (2015), Louro (1995, 2007, 2014, 2018), Scott (1989, 2012), Hall (2006) Bourdieu (2012), among others. The data were obtained through semi-structured interviews and analyzed by the method of content analysis by Bardin (2002). The educational product elaborated in this study is a continuing training course entitled "Gender Violence in EPT". The data reveal that the members of the nuclei understand that gender is cultural, and most study on account of the concepts approached by the nucleus. As for violence, the collaborators understand that there are several types, but emphasize that physics is the most striking. The challenges are the lack of specific physical space, budget and disinterest of some teachers and students to participate in the centers. Finally, it is concluded that the actions of the nuclei are consistent with the omnilateral formation of Professional and Technological Education.

The National Education Plan - PNE provides for the implementation of extension actions in at least 10% (ten percent) of the total student curricular workload, initiating a national movement for curricular extension. From this, this work seeks to understand how the analysis being proposed and implemented this curriculum process in a Campus of the Instituto Federal Farroupilha, based on the concepts of extension, integral formation and integrated curriculum constant in its formals and in the documents proposed in this institution. , aiming to propose on how the curricular extension of the extension can contribute to the integral formation in professional and technological education.The research is linked to the line of Organizations and Memories of Pedagogical Spaces at EPT, of the Masters in Professional and Technological Education, offered on a national network at the IFFar pole - Campus Jaguari. Qualitative in nature, elaborated from bibliographic and documentary research, with the use of Discursive Textual Analysis in projects and in interviews, organized in a semi-structured way and carried out with coordinators/coordinators of extension projects, selected on the campus of Frederico Westphalen/RS. In the analysis carried out, it was evident that the extension curricularization process, although it was initially foreseen in the PNE 2010, is still incipient and needs an institutional commitment to dialogue, problematize and collectively build actions that converge to the realization of an integrated curriculum. and, consequently, a human formation.The extension curricularization process, as well as the materialization of the integrated curriculum, are processes that are under construction, collectively and gradually, and both have mutual contributions, as they evidence and are based on common precepts of dialogicity, interdisciplinarity, inseparability, innovation , social technology and social transformation. The contributions of problematizing and seeking to collectively build innovations and social technologies to transform society, which can be provided by the curricularization of an extension based on these bases, in a process of materialization of an integrated curriculum, can, on the other hand, feed on the precepts that the curriculum itself provides, creating a dialectic in search of a primary objective: that of human formation. As a fundamental point for the implementation and materialization of this training there is the questioning and permanent and continuous training on extension, integrated curriculum and extension curricularization. In order to contribute to this training process, a website was built and publicized to the academic and external communities, systematizing and sharing reflections on the research developed.

The Brazilian Army Teaching System has several specializations, which aim to train and improve human resources that will work in the institution itself. In this way, developing a proposal for a Continuing Training Course of Extension, in the form of professional education, in partnership between the Brazilian Army and the Instituto Federal Farroupilha – Campus São Vicente do Sul – RS – is an excellent opportunity for training and development from the students. The members of the military service, for having a mandatory character, present themselves as a faithful extract of society, because it is a very heterogeneous public, whether by the social, cultural or even financial aspect. The qualification police developed by the Army associated with the Instituto Federal Farroupilha can help in the understanding of historically systematized knowledge, in the integration of theory with practice, and in the insertion of these soldiers in the world of work after military service. In this scenario, the research aims to develop, implement and evaluate a professional training course of IFFar and Brazilian Army extension, detecting the factors that influence students interest in professional courses, the profile of enlisted young people and those who provide Mandatory Military Service, the importance of training courses for the professional life of students and to analyze the process of construction of professional courses, pointing out positive and negative aspects from the stundets perceptions. For this, a research was developed with a qualitative approach of the case study type in the 9th Logistic Battalion in Santiago-RS, with the military entering the class of 2021 who carried out a professional course, with the theme Continuing Training Course of Extension – Kitchen Assistant. In view of the results, it is concluded that the interest in the courses is not limited to the diploma, but to the role that this qualification opportunity represents for entering the world of work, practically 60% of young people who enter the army every year in the region of this estudy, did not complete high school. In this sense, the importance lies in expanding the possibilities for intellectual, social and even financial growth with new training opportunities. As a positive aspect, we find the possibility that when they complete their time of military service, they can return to society more qualifications, with the realization of extension courses, with a view to the integral development of the human being, solving concrete problems, generating ideas and opportunities of training, so that the contents and experiences lived have relevance in their daily lives, inevitably expanding into their lives.

Due to the difficulties encountered in the classroom regarding the most appropriate teaching methodologies for the success of the teaching-learning relationship in Vocational and Technological Education (EPT), this work questions the real importance of didactics on the determination of methodological approaches, considering subsidiarily the simultaneous influence of multiple variables explicit or underlying the referred relationship and which are usually considered essential for the success of the educational activity. The relevance of didactics as a tool for the omnilateral training of students in EPT was also investigated. Methodologically, this work is substantiated through the bibliographic survey of the referenced works that express the multiple conceptions of several authors on the theme "Didactics", in addition to having used the qualitative instrument of bibliographic data collection, and after the compilation of the referred works, The interpretative analysis of its main concepts and their relations with the objectives of this work is carried out. The bibliographic research was carried out from books and scientific articles. The qualitative analysis of data was carried out through the dialectical method, as this approach provides the basis for a dynamic and totalizing interpretation of reality. This work also contains the main guiding concepts of practices in Vocational and Technological Education (EPT), through the materialization of an educational product in the format of a pedagogical booklet, aimed mainly at EPT students. This educational product was based on the concepts of: integrated (high school) education, interdisciplinarity, omnilaterality, polytechnics, work as an educational principle, teaching through research and other important concepts addressed in the field of Education. Thus, this writing highlights the indispensability of constant didactic reflection on the methodologies and approaches adopted for the effectiveness of the teaching-learning relationship.

In the globalized world, the presence of technology impacts many aspects of human life. When it comes to education, there is a constant evolution in the processes and methods that disruptively change the way we teach and learn. These movements involve Information and Communication Technologies (ICTs), such as Artificial Intelligence, which provides a more personalized, inclusive, interactive and flexible education. In comprehensive training, Artificial Intelligence becomes essential for students to appropriate knowledge in research activities, as well as in the world of work and in the social world. The conception of Artificial Intelligence in the educational environment raises the need for the school to approach the advances of technologies and these to adapt to the environment in which the student is inserted. In this line of thought, some research on Artificial Intelligence in education addresses adaptive learning, intelligent tutors, diagnostic tools, recommender systems, classification of learning styles, virtual worlds, gamification, data mining applied to school and chatbot (virtual assistant, conversational agent). Chatbot or chatterbot or conversational agent is an Artificial Intelligence program created to converse with humans using natural language through text or voice, establishing a
human-computer interaction. In the academy, data indicate that conversational agents in education contribute to the construction of knowledge, cognitive development and greater student involvement, however, the use of any Artificial Intelligence as a pedagogical tool devoid of any pedagogy tends to succumb, fall into disuse and fall into disuse. forgetfulness. Therefore, this research intends to appropriate the socio-constructivist concepts of Lev Semionovitch Vygotsky. Three pillars support his work: the subject's mental processes arise from social processes; instruments and signs interconnect the understanding of the subject's mental processes. The third is the genetic-experimental method to analyze the cognitive development of the individual. The objective of this research is to analyze whether the principles of Artificial Intelligence in the light of socio-constructivist theory enable the effective customization of the teaching and learning process. The focus of this research is quali-quantitative of an applied nature, with experimental and action research procedures, having the System Usability Scale (SUS) as quantitative data collection, and the semi-structured interview for qualitative data collection. Reflective analysis was the method used in the analysis. As a result, the categories process automation, interesting and quiet, learning and mediation emerged. Finally, the research also resulted in the development of the educational product: a virtual assistant called IF Robot; a chatbot to act as a mediating instrument of educational practices developed by the teacher, making teaching more dynamic.

This work is the result of a research that aimed to investigate how the students of technical course in Renewable Energy Systems integrate into high school realize the transposition of the knowledge acquired in the discipline of Physics beyond the classroom in their experiences. Therefore, with the purpose of exploring the concepts that help the students of Basic Education in the Physics teaching-learning process, authors were highlighted as Terrazan (1999), Moreira (2000) and Ausubel (2003), for identification reasons with the approach of theoretical concepts of these authors. This work is still based in official documents and in developments of educational policies related to them, as didactic books and in teaching evaluation system too. For that purpose, an exploratory qualitative research was executed with analysis of questionaires answered by students, the research subjects, using these data for further content analysis. After systematization the differente perceptions that emerged from the investigation, it can be seen the evolution of understandings in relation to theoretical skills addressed, respecting the limits and learning time of each subject, because it`s a fact that people learn in diferente ways and times. From the analysis performed and, as a reponse to the initial question, it was possible to register that the majority of students can carry out the knowledge transposition of Physics discipline for their reality outside the school space. However, in this transposition, the students use common sense much more than scientific knowledge itself. The research result was the production of a Didactic Sequence with elaborated concepts to work with a specific knowledge object in high school – Newton´s Laws. It is expected that this contribution to be valid for others researches in the development of their practices and that it promote a awareness of the involved elements in critical discussions about the theme.

The present work aimed to analyze the trajectory of Professional and Technological Education (PTE) from the Federal Agrotechnical School of São Vicente do Sul (FAS SVS) to the Federal Institute Farroupilha Campus São Vicente do Sul (FIFar-Campus SVS) from the Technical Course in Agriculture. We sought to carry out a historical rescue during the period from 1995 to 2009, identifying the challenges and outstanding facts in the conception of former managers; and with the graduates, current FIFar-Campus SVS servers, the importance of the institution in its personal and professional formative trajectory. In the theoretical framework, it was historically contextualized the PTE and FAS, the Federal Technological Education Centers (FTEC) to the current FIFar-Campus SVS institutionality and the constitution of the Integrated Agricultural Technical Course. For this, a research with a qualitative and quantitative approach of the historical-organizational Case Study type was developed. Data collection was carried out through documentary sources, semi-structured interviews with former managers and an online questionnaire with graduates of the course who are now part of the staff of the FIFar-Campus SVS. For the analysis of the collected data, the Discursive Textual Analysis (DTA) approach was used. From the results, as required by the Master in Professional and Technological Education (ProfPTA), the Educational Product was prepared, a virtual booklet designed and validated with students entering the first years of the Integrated Agricultural Technical Course at the FIFar-Campus SVS entitled "Excerpts from the trajectory of the FIFar-Campus SVS and the constitution of the Integrated Agricultural Technical Cours", aiming at historical and sixagenarian visibility, recognition of the institution at the local and regional level and the constitution of the course in the training of technicians and citizens through public, free and quality education.

Assuming a commitment to the construction of a democratic nation and attending to government programs of professional training and combating structural inequalities, the Federal Institutes of Education, Science and Technology offers professional courses in the modalities of Professional Education Integrated to Basic Education in the Modality of Youth and Adult Education (PROEJA). The formation of workers and citizens in Brazil is marked by structural duality. To pursue a model of society with an educational system more accessible and equitable to basic, public, free, unitary, omnilateral, and quality education, proposing a break between thinking and doing, between theory and practice, it is an important step towards the formation of ethical, autonomous, critical individuals, with higher self-esteem, prepared for the world of work. In this sense, this research is inserted within the discussions about work and education and sought to investigate the professional trajectory and life changes that PROEJA course in Commerce of IFFar - Júlio de Castilhos Campus, promoted to the egresses.  The research is qualitative in nature with the use of bibliographic, documental, and field research with questionnaires and interviews. The data analysis was carried out in the light of the textual discourse analysis (TDA). The graduates brought to light important issues to understand the changes in their lives and the focus on the value of education. They conquered, through education in Professional High School, besides the relationship with the world of work, improvement in the full meaning of life, such as self-esteem, satisfaction and personal fulfillment, as well as autonomy with improved world reading and critical/ethical sense. Empowerment is the big secret of PROEJA. We consider that PROEJA in question integrates the dimensions of human life and has provided a better understanding of reality in the environment in which they live, through the access to knowledge as a right, empowering the awareness of the subjects in the search for a transformed and fairer society.

The current Brazilian socioeconomic context has touched on social inequalities and environmental problems. In the meantime, there are those who live on informal jobs and who need to collect garbage for their survival and that of their family, the recyclable waste pickers. This project deals with the social importance of recyclable material workers: challenges and professional perspectives. In this sense, the general objective of this study aims to understand how recyclable material workers can achieve improvements in their work activities aiming at the constitution of a professional identity and social appreciation. This work is based on its justification on the possibility of these professionals to be assistants in the process of environmental awareness in society, especially if we problematize, in the different social spaces, including in Professional Education, the relationship between Education and Work and Environmental Education. As reference authors, we support Frigotto (2001), Antunes (1995, 2001), Leff (2006) and the documents of the National Solid Waste Plan and the Environmental Plan of the Municipality of Santa Maria / RS. In order to achieve the desired results, the research is based on a qualitative methodology, in the form of a case study. The data collection instruments are questionnaires to be applied to two companies and / or associations of recyclable waste pickers in the city of Santa Maria / RS. After collecting and analyzing the data, the educational product will be prepared. The proposal of the educational product should be a booklet, containing statements from some collectors and with informative content about places and ways of recycling.

The present work sought to understand how the main concepts of the theories of basic, professional and technological education relate to the concepts that define the institution's organizational culture. In this sense, the research proposed to analyze some aspects of the internalization of this culture: the presence and understanding, by the community of education professionals at the institution, of the main concepts and assumptions that guided the creation of the Federal Institutes of Education in Brazil, in a way that can integrate culture and/or organizational culture in the school environment, in light of the concepts that permeate Basic, Professional and Technological Education in the proposal for the existence of these institutions. Thus, we sought to understand how the concepts that support the theme of basic, professional and technology education are presented and reinterpreted by education professionals who work in the institution when they become elements of organizational culture. The methodological path developed was that of a qualitative research of the case study type, which used as data analysis instruments a literature review, a semi-structured questionnaire, and sensitive listening, which was carried out through virtual meetings with a methodological basis based on Circles Investigative-formative dialogic. Based on the literature review, the themes of organizational culture were related to professional and technological education and their main concepts were raised, which were taken to the semi-structured questionnaire and to training investigative dialogic circles, seeking to know the level of understanding and understanding of terms related to professional and technological education and the proposal to create Federal Institutes of Education in order to be part of the organizational culture of the institution. The research pointed to an organizational culture model still under construction, where the main themes related to professional and technological education are still being built and grounded in the understanding, thought and procedures of the community that works in these institutions. As the final product of the dissertation, an educational product was created in the form of a website in a web environment, which is intended to serve as a repository of information on the subject of professional and technological education, so that it acts in a way that helps in the understanding of the community of workers working in the Federal Institutes of Education, Science and Technology of the main concepts involving professional and technological education in Brazil, thus contributing to the construction, consolidation and solidification of the organizational culture of the institutions studied in this work.

This work sought to investigate the effects of the freezing of public spending, via Constitutional Amendment nº 95/2016, on the integrated high school of Professional and Technological Education (EPT). The methodology employed contemplates a critical discourse analysis (ACD) with the objective of capturing aspects that go beyond what is written or was presented here, focusing on the identification of public management concepts present in the speeches, analyzing how these theories displayed in the daily lives of the students participate in the research. To obtain the results obtained, an overview of EFA in Brazil was carried out in order to contextualize how public management conceptions, semi-structured interviews were also conducted with managers, teachers and administrative technicians in education at the Federal Farroupilha Campus Santo Ângelo Institute. The study also includes an analysis of the impact on the offer of teaching, research and extension scholarships and the challenges of maintaining the physical structure and services necessary to guarantee quality education. Finally, an educational product was designed to meet the needs of presenting information on Constitutional Amendment No. 95/2016, since the interviewees reported many questions related to the subject. It was concluded with this research that Constitutional Amendment nº 95/2016 compromises the way of maintaining the educational project offered by the Federal Institutes of Education, Science and Technology.