This project is a historical research that will seek to investigate the considerations regarding professional education described by Tarquínio de Souza Filho in his book   Ensino Technico no Brazil”, published in 1887. The research will seek to focus on the imperial period, a time when that the author lived and wrote his work, in order to contextualize his work, in addition to trying to understand Tarquínio's thinking about professional education, seeking to disseminate the history of EPT in Brazil, through our product. The research has as its theme the contribution of Tarquínio de Sousa Filho to the development of Brazilian Professional Education and will create, as a product, a series of podcasts, aiming to disseminate the History of Professional Education in the country. It will be developed in the Macro Project “History and memories in the context of Professional and Technological Education”, inserted in the line of research “Organization and Memories of Pedagogical Spaces at EPT. Our interest in researching the author and his work was due to the fact that Tarquínio had made a wide discussion about professional education during the Brazilian Empire, in his book “O Ensino Technico no Brazil”. In that book, the author demonstrates that technical education could be used as a tool to provide the underprivileged population of the time with training for insertion in agricultural activities and in manufacturing workshops. Empire, characterizing the originality of this work. It is noteworthy that we found little mention or citation regarding the author, or his importance in dealing with the subject in Brazil. Thus, this research is justified by the few works published about the author and by the need to disseminate the history of EPTNM (Professional and Technological Middle Level Education) to the community of this teaching modality. As a central question, we intend to find out what was the model of professional education defended by Tarquínio. At the end of our research, we hope to shed light on Tarquínio's thinking about professional education and contribute to the dissemination of the history of professional education in the Empire, through our product. 

The present study revolves around the standardization of academic work and its comprehension among students of middle-level technical courses. The overarching aim of this research was to discern the level of knowledge and/or mastery pertaining to the applicative understanding possessed by graduates of integrated middle-level technical programs, regarding the Brazilian Association of Technical Standards (ABNT) norms for the creation of academic papers. With the collected data, the objective was to conceive an educational tool in the form of a game, intended to facilitate the learning process of these norms. Within this context, the study adopted a qualitative approach and employed a case study methodology. Initially, it conducted a bibliographical and documentary investigation, followed by a field study that utilized an online questionnaire as the primary datagathering instrument. The acquired insights illuminated themes that informed the data analysis and guided the construction of the proposed educational product. This comprehensive process revealed that students enrolled in middle-level technical courses exhibit a moderate level of familiarity with ABNT norms for information and documentation. Student perceptions concerning the use and application of these norms underscored a concern for their accurate implementation, particularly in academic work produced during the course of study. The majority of respondents emphasized the importance of adhering to ABNT norms for the presentation of academic papers, copyright protection, prevention of plagiarism in citations and references, standardization of academic work, and dissemination in various mediums. Upon implementing and evaluating the Educational Product developed based on the investigation's findings, it became evident that research participants seek resources and pedagogical strategies to effectively internalize meaningful new knowledge about ABNT norms within the Integrated Middle-Level Technical Education context. This demands a dynamic, interactive, and applied teaching and learning approach, aligned with the subject matter at hand.

Extension brings in its essence the concern to maintain a bond with society. At the moment in which public policy proposes the mandatory inclusion of extension activities in 10% of undergraduate curricula, spaces emerge to debate about the conceptions of extension practices that were valid until then; would those practices be related to a well-fare policy, to mercantilism or aligned to society demands? Paulo Freire proposes to reflect upon those practices, understanding the term communication as exchange of knowledge between subjects, once it echoes outside school walls what is done out there and brings inside popular knowledge. Our goal is to investigate and evaluate the understanding and engagement of professors of the Federal Center of Technological Education of Minas Gerais – CEFET-MG, who work in Professional and Technological Education (EPT) about extension from their conceptions of communication and the proposal of Freire’s popular education. This is a qualitative research, using in-depth semi-structured interview. The analysis was made based on Content Analysis by themes method, defined after the interviews were conducted with a questionnaire made for five coordinators and ten professors of undergraduate courses on campus I of CEFET-MG. The results showed that both coordinators and teachers understand the extension as one the tripods of education that takes to society the knowledge being developed in academy, showing, however, that some of them perceive extension as a well-fare policy and market driven. Some professors were aligned to Freire’s proposal of a knowledge exchange between society and academy, establishing a dialog between them. This research intended to contribute with the debate regarding the mandatory extension curricula in CEFET-MG and, therefore, there was the creation of an almanac as an educational product, whose goal is to inspire multiple people to develop projects based on Freire’s conception of education. In conclusion, extension practices focused on critical thinking, communication, dialog and knowledge exchange between the society and the academy are proposed. 

Teaching institutions are places of research and from these emerge academic productions and new knowledge awakened in this field. In this context, there are technological tools at the service of education, which we can make use of to guarantee the quality of teaching, as well as institutional repositories, stand out for being systems capable of boosting academic production, contributing to the democratization of information and expanding the visibility and dissemination of academic, technical and scientific productions. We know that the quality in the preparation of works for deposit in institutional repositories is a concern that goes beyond course conclusion boards. And currently, the deposit and use of production dissemination tools is increasingly required, even to serve the community, thus publishing in a transparent way the productions that are generated mainly in public educational institutions. In this regard, the present work, fruit of the ProfEPT Master's Program, aimed to investigate the rules recommended in the technical courses at the Federal University of Viçosa Campus Florestal, and thus outline basic criteria/requirements for the elaboration of course conclusion works to be made available in the institutional repository UFV, criteria that influence the quality of an institutional repository. A bibliographical research methodology was used, with a qualitative approach, and the participant observation technique and the application of a structured questionnaire were also used. All material was checked for its characteristics as factors that add quality to the repositories. We then grouped such information, created the educational product that we named Guide: essential criteria for depositing technical and professional course completion papers in the institutional repository, unique requirements to guide all work of technical courses, this was the main object of this study, valuing the academic productions of professional and technological education.

This project presents a historical research proposal developed for the Professional and Technological Education Graduate Program - PROFEPT, in research line 2, Organizations and Memories of Pedagogical Spaces in Professional and Technological Education - EPT, Macroproject 1 - History and Memories in the Context of Professional and Technological Education. The aim is to conduct a historical study on professional education in Divinópolis, a city in the interior of Minas Gerais, located in the central-west region of the state. The research period comprises the decades from 1941 to 1972, and will focus on the Ferroviária Professional School of Divinópolis - EPFD, founded by Rede Mineira de Viação - RMV in 1941. This research, in addition to being a rescue of a fragment of the municipality's history, will serve as teaching material on local history and as a pedagogical tool for both teachers and students of EPT. Studying this historical segment will make it possible to better understand the evolution of professional education in the municipality, serving as a source for new research and training of professionals working in the area.

This dissertation, whose theme is integrated curriculum and integrative projects, presents the results obtained in a master's thesis research entitled: integrated curriculum in secondary technical professional education: case study on integrative projects in an environment course at RFECPT. There are extensive discussions that deal with the difficulties of technical and technological education institutions in implementing integrated education. This occurs, although there is a base document with instructions, principles and defined purposes. It was no different with the Federal Institute of Education, Science and Technology of Minas Gerais - Bambuí campus, which has several high-level technical courses in the integrated modality. In an attempt to overcome these difficulties, the Technical Course on the Environment was created on campus, based on integrative actions and projects, with the aim of overcoming the difficulties presented and being a reference for the other courses. The objective of the research was to understand the uses and successes of integrative projects in the teaching practices of the technical course on the environment (EPTNM) at the Bambuí Campus of the IFMG. The method used consisted of document analysis of their projects, as well as semi-structured interviews with professors and coordinators who work/worked on the course. Among the findings are a series of successes regarding curriculum decompartmentalization and disciplinary integration practices. The educational product that results from the research is a folder whose purpose is to provide visibility to successful curricular integration actions.

The Internship Sector of the Instituto Federal de Minas Gerais (IFMG) - Campus Formiga - is dedicated to managing processes related to internship activities and also controlling and formalizing the dissemination of internship and job vacancies made available through official campus channels. It is considered that attracting those granting internship and work vacancies through a good communication channel with the educational institution is very important to encourage the strengthening of internship programs and the insertion of graduates into job vacancies. Based on this hypothesis, the question arises: does the form of dissemination, collection of information and access to the campus for offering internship and job vacancies meet the desires of all parties interested in this dialogue? In response to this problem, this research sought to identify the relevant aspects that could help to improve this relationship between internship grantors and IFMG - Campus Formiga. The approach of this investigation was qualitative and involved the institution's employees who have some connection with the internship programs, as well as the internship grantors whose vacancy offers were directed to students of the institution's technical and bachelor's courses. Content analysis (BARDIN, 2011) contributed to the interpretation of data and the discussion of results. The results point to dissatisfaction with the current form of disclosure and that the form currently used meets the requirements, but makes it difficult for internship and job opportunities to be advertised on campus. The educational product created from this study is a computer system intended for the process of controlling, organizing and accessing internship and work vacancies offered at IFMG - Campus Formiga. This study is expected to benefit dialogue between the economic sectors of society and the campus, contributing to more internship and work vacancies being offered and, therefore, encouraging students to have direct contact with the professional environment. , enabling them to put into practice what they learned in the classroom.

The research developed has as its object of study affectivity, at the level of the teacher-student relationship, and its influence on the construction of professional self-esteem of EPT students. The problem that guides the research is summarized in the following question: how does affectivity in teacher-student relationships contribute to the development of professional self-esteem in EPT students? The investigation was developed through bibliographical research and field research, using as empirical field the teaching units of the Federal Center for Technological Education of Minas Gerais – CEFET/MG and the National Commercial Learning Service (Senac), part of the S System , located in the city of Divinópolis, MG, having as subjects students of legal age enrolled in face-to-face Evening Technical Courses, in the subsequent form, and teachers working in this form of teaching. The general objective of the research is to understand the role of affectivity in the teacher-student relationship, with a view to understanding how the affective dimension of this relationship can contribute to the development of professional self-esteem of EPT students. To achieve this objective, in addition to a literature review, the responses of the research subjects were analyzed. The results show that affection in the relationship between teacher and student influences learning and the construction of professional self-esteem, as perceived in the theoretical study. The results supported the production of the educational product, the Affection and Self-Esteem Booklet at EPT, prepared in textual format, which provides guidelines and suggestions for texts for reading, essential for collaborating with teachers in their pedagogical work

• The development of Environmental Education in Professional and Technological Education is essential, mainly because it meets local needs and trains critical and environmentally literate citizens. From this perspective, the comprehensive training proposed by Professional and Technological Education aims to train human beings for life and work and Environmental Education is an inseparable part of this training. In this sense, Professional and Technological Education with an educational modality, with a view to preparing for the exercise of professions, can be established in formal and non-formal education spaces. Thus, the development of this study, in the context of Professional and Technological Education, confirms the need for human and comprehensive training/qualification of professionals inserted in the world of work in a non-formal learning environment. Based on this, this dissertation study had the general objective of analyzing the dynamics of the Municipal Council for the Defense and Conservation of the Environment in the municipality of Luz/MG and contributing to the process of comprehensive training in the professional and civic activities experienced by this group. Its specific objectives were: to study elements related to environmental sustainability, environmental education, environmental planning and the relationship between the environment and professional and technological education; investigate the environmental perception of environmental advisors, identifying their previous conceptions regarding urban afforestation, contributing to the formation of citizens with a critical reading of environmental reality; analyze CODEMA's Internal Regulations and develop an educational product for the practice of environmental education, which addresses the theme of urban afforestation, with a view to participatory management and comprehensive human training. In this research, we opted for a qualitative approach, which is conducted within the natural environment and is located within the context of the participants, allowing better involvement between the researcher and those involved. To collect data, semi-structured interviews were conducted, applied individually to CODEMA councilors. As a result of the interviews, the counselors demonstrated that training, training, improvement and continued information on issues related to the environment are necessary to better carry out their duties at CODEMA. It was observed that the vast majority of those interviewed expressed and suggested the creation of a guide or manual on urban afforestation, as a way of contributing to improving the quality of life in the municipality, through the management of afforestation. So, this research developed as an educational product, an Urban Afforestation Guide, as a pedagogical strategy for professional training and citizen training for CODEMA. The research participants satisfactorily demonstrated the replication of the product, which can be applied and implemented not only in CODEMA, but also in schools and the population in general, providing support for the formation of citizens aware of their role in relation to issues of urban afforestation. We hope that this research can contribute to the development of Environmental Education in Professional and Technological Education, helping and contributing to omnilateral training, enabling individuals to prepare for work, for the exercise of citizenship and also for life.

The investigation on the topic of Neurosciences and pedagogical training of teachers who work in Professional and Technological Education (PTE) is justified by its relevance and direct influence on the quality of education in this type of teaching. Furthermore, when making a brief overview of the CAPES theses and dissertations database, it is possible to notice that there is a lack of research in education dedicated to studying the subject. To carry out this work, the chosen methodology was action research, in which data collection, analysis and intervention occur dynamically during the process, as well as the case study that this work produced. This research was carried out in an institution belonging to the S System of technical and vocational education, during the 1st semester of 2021. Therefore, it was proposed to know the profile of the teachers who teach at the PTE, their initial training and continued, as well as investigating the main challenges they face in the course of educational practice. Thus, together with the research participants, the main demands of these educators in relation to pedagogical practice were listed and themes related to education that could meet their needs were selected. In this context, subjects related to Neurosciences and learning were chosen by research participants to be addressed during continuing education. After this survey, a pedagogical training course was designed and applied, in which a series of workshops were developed, whose objective was to help teachers overcome the dilemmas of their daily lives in the classroom and demonstrate how to optimize the teaching and learning process. The contents and methodological resources adopted during the pedagogical training course that had as its theme Neurosciences applied to Education resulted in a didactic guide in the form of an e-book as an educational product. This guide can be distributed to contribute to the continuing education of other teachers who teach at different educational institutions. Therefore, the general objective of this work was to identify the didactic-pedagogical challenges of teachers who teach at PTE. The theoretical foundation to support the elaboration and realization of this work is composed by authors such as: Costa (2012), Machado (2008), Moura (2008), Pena (2014) and Oliveira (2006), who developed relevant investigations about training. of teachers for PTE and on the pedagogical practice of these teachers in promoting student learning. Also, Meneses Filho and Costa (2017) and Souza and Rodrigues (2017) supported a historical analysis of some important milestones in the legislation that regulated the training of teachers to teach at PTE. In addition to these, other authors were essential for the theoretical foundation regarding the basic concepts of Neurosciences and learning, such as Cosenza and Guerra (2011) Grossi et al. (2014) and Wolfe (2004). The results of this investigation pointed to the need for pedagogical training for teachers who teach at PTE, as many do not have it. In addition, a promising path was found for the initial and continuing education of teachers regarding the contributions of Neuroscience knowledge applied to education.

The present work aims to identify and analyze the possibilities for professional and technological training in the world of public work. Its general objective is to analyze continuing education policies in a non-formal education space in order to implement a qualification program for the public servant of the Belo Horizonte Integrated Operations Center (COP-BH), through training workshops. The theoretical construction developed addresses public administration by analyzing the management models of public administration in Brazil, Brazilian public management and the professional training of civil servants. In addition, the topic of Management by competences within the scope of smart cities and the possibilities of professional training in the context of Vocational and Technological Education. The research has a hypothetical-deductive methodological path. As for the means, the research was bibliographic and documentary. The proposed Educational Product is a training program for COP-BH servers, developed in modules based on the design thinking approach. The product was satisfactorily evaluated by the center's managers.

Since ancient times, the man has created, modified and perfected techniques to deal with his existence in the face of nature and is in a constant learning process. Thus, through education, it builds the knowledge accumulated throughout history. For Vocational Education (VE) it prepares the training of technical knowledge aimed at a job. With the knowledge built historically, man created technologies to help him in the production of his existence. In this work, the use of Digital Information and Communication Technologies (DICT) in the teaching-learning process will be discussed, some successful cases in the use of DICT in VE will be presented and we will seek to answer whether the theory of Computational Thinking (CT) can contribute to vocational education. To this end, the skills and competences of the pedagogical project of the integrated technical course in informatics of technical secondary education of the Federal Institute of Minas Gerais (FIMG) Formiga campus were surveyed, the skills and competences of the theory of Computational Thinking and its potential application in the VE were researched, an Educational Product (EP) was developed as a digital diagnostic tool for PC skills and competences. The intended objective through the diagnosis produced by the EP was to assist the teaching-learning process of technical subjects in the field of information technology in the Federal Network of Professional, Scientific and Technological Education (RFEPCT). Finally, the evaluation of the EP by the teachers of the researched technical course was sought to verify if its objective was achieved. This is a quali-quanti research that used the hypothetical deductive method. Its development was divided into five stages. In the first one, for the conceptualization of the problem, a bibliographic research was carried out on technology, professional and technological education and computational thinking. In the second stage, an indirect documentary research was carried out in the pedagogical project of the technical course in informatics at the FIMG Formiga campus in order to know its specificities. In this phase, the Iramuteq software was used to handle the document content. In the third stage, the EP was developed based on bibliographic research and supported by the concepts of Computational Thinking. In the fourth stage, the product was evaluated through a survey with the teachers of the technical subjects of the technical course in informatics using a structured questionnaire. In the fifth and last stage I made the analyses, the conclusion and my considerations.

This research investigated the collaborative concepts and practices of teachers and librarians within the Federal Center for Technological Education of Minas Gerais (CEFET-MG) - Divinópolis Unit, an institution that offers Vocational and Technological Education (EPT). The study had as its general objective the development of a web platform for interaction, sharing and production of content related to collaborative work, with a view to fostering a culture of collaboration between these pairs and thus favoring teaching and learning in that institution. To support the investigation, bibliographic and documentary research were carried out, using an essentially qualitative methodology, participant observation, online application of semi-structured questionnaires, content analysis based on Bardin (2011), and on the theme, on Montiel's Theory of Collaboration (CLT). -Overall (2005-2013). Other scholars also supported this research, such as Loertscher (2000), Doll (2005), Araújo (2012), Campello and Pereira (2016), Boavida (2002), Blattman (2007), Moran (2007). Twenty-two of the 81 permanent employees of the unit participated in the study, being 2 librarians and 20 professors. Among them was this researcher who is a librarian at the Unit. The results obtained revealed what teachers and librarians understand about collaboration and its practices, thus allowing the identification of the level of collaboration between them, which in this study was perceived within the two initial facets of the Montiel-Overall TLC (2005-2013) that are Coordination and Cooperation. These are the less advanced levels of the scale established by this scholar. They encompass actions that, although they happen without planning and common goals, with little or no sharing of human, material and allowing the identification of the level of collaboration between them, which in this study was perceived within the two initial facets of the Montiel-Overall TLC (2005-2013) that are Coordination and Cooperation. These are the less advanced levels of the scale established by this scholar. They encompass actions that, although they happen without planning and common goals, with little or no sharing of human, material and 

responsibilities resources, being mostly spontaneous and occasional, can be considered as collaborative practices and that are no less important than those at advanced levels because they are at the base of the understanding that the promotion of collaborative work can lead to the achievement of more advanced levels of collaboration. They already point to a fertile field for the promotion of collaborative practices that can favor teaching and learning. Data analysis also supported the development of the web platform, which was based on the perception of demands pointed out by the participants for its construction. Afterwards, participants browsed the platform and evaluated their experience by answering an online questionnaire. The data collected in this evaluation point to the validation of the platform as a tool to support the promotion of a collaborative culture and the favoring of teaching and learning in the institution. It was concluded that within the scope of CEFET-MG Unidade Divinópolis, collaboration between professors and librarians takes place, but it still does not take place at more elaborate levels, which demands the implementation of actions in order to achieve them. Among these actions, the implementation of the Web Sharing Platform developed and validated from the completion of this research is suggested.

It is necessary that the educational practice in Professional and Technological Education must be effective, through innovative practices. Thus, Educational Materials should contribute to a good communication of the educational message. With this, we intend with the present project to help EPT teachers, by developing a game to be used as Educational Material for the teaching-learning of Environmental Education. To try, we will use an applied research, to be developed under the aegis of DBR or Design-based-Research. Our main source of data, in addition to bibliographic and documentary research, will be questionnaires and Design-Thinking sessions to be carried out with the Environmental Educators surveyed. At the end, we will apply the developed game and, through a questionnaire, the users' perceptions regarding its use will be collected to, finally, make the necessary analyzes and reflections about its development and application in the field.

This research carried out within the scope of the Professional Master's Degree in Professional and Technological Education - ProfEPT, seeks to outline an overview of the Bauhaus - German school of art, design and architecture - and its pedagogy, and the integrated Technical Vocational Education of Middle Level - EPTNM. The aim of this study was to investigate approximations between the integrated EPTNM and the Bauhaus pedagogy in terms of curricular integration and, from that, to think about how the Bauhaus pedagogy can inspire teaching practices of curricular integration in the EPTNM. Therefore, the objective of the research was to understand the principles and practices of the Bauhaus pedagogy – focused on teaching and learning about design – and to relate them to the EPTNM, particularly in terms of teaching and the integrated curriculum. The research showed that there are many convergences between the two themes, which led to the creation of the educational product, the interactive video Small Dictionary of Bauhausian Entries for the integrated EPTNM. The video presents the Bauhaus pedagogy according to its convergences with the conceptual bases for the EPTNM, as an inspiration for integrative pedagogical practices that can contribute to the realization of the integrated curriculum.

The understanding of reality, reflection, personal and social growth are some properties attributed to leisure, in addition to entertainment and rest, which can intervene in the utilitarian and consumerist attitudes adopted according to the context in which the students find themselves and which influence the enjoyment of your available time. In relation to professional and technological education, its performance is based on teaching, research and extension, the latter being responsible for the institution's interaction with the community in order to expand students' knowledge and transform realities. This research deals with how the actions developed by the extension projects contribute to education for and for the leisure of the students of the technical vocational education of high level. The importance of education for and for leisure will be addressed for the personal and social development of students who collaborate as fellows and volunteers of the projects as well as those who participate in the activities, in addition to the peculiarities of young people present in technical vocational education at high level and their appropriation leisure. This work presents a qualitative approach and is a case study that will be developed at the IFMG Campus Bambuí. The research subjects are the servers that guide the extension projects developed on the campus. As instruments of data collection, bibliographic research, documentary research and interviews will be used and for the analysis of these data, the content analysis technique proposed by Bardin will be used. The educational product to be elaborated will consist in the production of a documentary video with information and testimonials about the activities developed by the extension projects carried out on the campus and which include education for and for leisure.

The present work has as its object of study the pedagogical coordination in High School Technical Professional Education – EPTNM in an integrated way. The research problem that guides the research is summarized in the following question: what is the role to be played by the pedagogical coordination in the curricular integration process? The purpose of this study is to support the practice of pedagogues/administrative technicians in education - TAE who work in Professional and Technological Education, offering them support material that promotes the articulation of team work, aiming at the realization of the integrated curriculum. The empirical field of research was the Federal Center for Technological Education of Minas Gerais – CEFET-MG. The theoretical foundation was based on the discussion made by authors in the area about the historical and legal aspects of school supervision, in the role of the pedagogical coordinator in the school context, with a focus on the importance of this professional for school work, in the integrated curriculum. The methodological path consists of a literature review and document analysis, with a qualitative and descriptive approach, as well as a field research, carried out from the application of questionnaires and interviews in the context of CEFET-MG, in order to identify the challenges and possibilities of the work of pedagogues/TAEs for curriculum integration, thus resulting in the construction of the educational product in booklet format, entitled Integrated Pedagogical Management at EPT. The results show us that the work developed by the pedagogue/TAE is considered relevant by the research subjects, that the continuing education of professionals is one of the main possible ways to promote curricular integration. The results also point us to pedagogical resources that can offer curriculum integration in the EPTNM of CEFET-MG, with emphasis on in-service continuing education. For this, we developed the Integrated Pedagogical Management Booklet at EPTNM, an educational research product, built in a textual format, which provides essential guidelines for legitimizing the work of the pedagogue/TAE at CEFET – MG, with a view to curricular integration.