This document is a research project for the Professional Master's Program in Professional and Technological Education (ProfEPT), within the research line of Educational Practices in Professional and Technological Education (EPT). Its objective is to expand and encourage accessibility in Brazilian Sign Language (Libras) for deaf candidates in the Selection Processes (PS) of the Federal Institute of Rio Grande do Sul – IFRS. According to the Brazilian Institute of Geography and Statistics (IBGE), the percentage of people with hearing disabilities in the educational context is low. As per Decree 5,626 of 2005, deaf individuals are guaranteed access to education. This Decree is of great importance for deaf individuals, as their first language is Libras and the second, used in writing, is Portuguese. Thus, through this research, the author will address the issue of accessibility for deaf candidates in the IFRS Selection Process.

In 2014, the accessibility of exams through video exams in Libras was initiated, and later, the announcements were made available in Libras. This type of accessibility continues to occur to this day, but it is not implemented in all courses, such as postgraduate courses. It was also observed that in the last seven years, the number of deaf candidates registered was low. This fact is concerning because IFRS is a federal public and free educational institution and should therefore be a model for sign language accessibility, influencing other institutions, given that Libras is a priority for deaf people.

This research aims to investigate the strategies that have been adopted to promote accessibility in the IFRS selection process, including the analysis of institutional policies and the mapping of demands pointed out by deaf candidates, aiming to provide theoretical and methodological subsidies for the expansion and/or improvement of such inclusive practices in the context of EPT.

The problem that this research aims to answer is: How can accessibility in Libras be improved in the IFRS Selection Processes? Regarding the methodology, it is a qualitative research with an applied nature. In terms of objectives, it is an exploratory research. Regarding data collection procedures, it is a survey research. After collecting and analyzing the data, an educational product in the form of "educational media" was created, aiming to improve the accessibility of IFRS selection processes. Thus, this dissertation and the educational product suggest improvements in the IFRS selection process, bringing considerations about the rights of deaf people to sign language, including in the world of work and EPT. It is argued that accessibility in Libras enhances the autonomy and independence of deaf individuals, providing education for equality to all people.

The present study is part of the research line Organization and Memories of Pedagogical Spaces in Professional and Technological Education, from the Graduate Program in Professional and Technological Education, of the Associated Institution, Federal Institute of Education, Science and Technology of Rio Grande do Sul - Campus Porto Alegre. The research topic refers to the supervised internship in the High School Integrated to Professional Education (EMIEP) and it had the following question as problematization: how to qualify the access to the set of regulations and guidelines on supervised internships within the scope of EMIEP, based on the meanings evidenced in the discourses of civil servants and students, of the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFSul) câmpus Camaquã? To this end, it aims to analyze in the discourses of students and employees of IFSul câmpus Camaquã, the conceptions of Supervised Internship and its relevance in EMIEP, with the purpose of developing an educational product that qualifies access to the set of regulations and guidelines on internships, with a view to articulation with the world of work. The methodological approach was qualitative and quantitative, of an applied nature. As for the exploratory, descriptive and explanatory objectives, we seekgreater familiarity with the problem, producing data through bibliographic survey, document analysis and field research. To this end, the locus of the study was the IFSul câmpus Camaquã and interviews were conducted with the servers (three coordinators of integrated high school courses and one extension coordinator) involved in the supervised internship processes and an online questionnaire was applied to EMIEP students attending the fourth years of the 2022 school year, in a total of 56 students. Data analysis was based on the theoretical-methodological foundation of the (Análise dos Movimentos e Sentidos (AMS)) Analysis of Sense Movements (SMA). Difficulties in accessing documents and communicating with the internship sector were evidenced. In addition, there was a need to promote greater articulation between school and local companies to implement more vacancies for supervised internships. Therefore, two educational products (EP) were elaborated: 1) the Guia d@ Estagiári@, classified as didactic/instructional material, aimed at students as a facilitator of access to documents, legislation and other materials related to the themes of work and internships; 2) the "I Internship and Professions Fair of IFSul Campus Camaquã", aimed at civil servants, consisting of a step-by-step guide for an organized event. This study and the EPs place the supervised internships as a possibility of overcoming the perspective of a simple referral to the market, to reach the level of articulator between the pedagogical work carried out in the institution and the world of work. The EPs will be made available in a public repository, and have the possibility of becoming tools for other educational institutions.

Work is the reason why we say we are human, whether through work of any nature, agriculture, industry, or services, we obtain our subsistence. Work and education are specifically human activities, in which only human beings work and educate. In this context, Professional and Technological Education (EPT) plays an important role in the education scenario in Brazil, in line with the concern with the quality of teaching and the challenges for the integration of work and education. The Professional Learning Program unites work and education throughout history, being a program of professional qualification and insertion in the labor market. In this way, working in the world of work is not an easy task, as it requires professionals who know how to work in a team, communicate clearly, adapt to situations of changes in the market, make decisions and solve problems.The profile of these professionals needs to be developed within the scope of professional training, consisting of a challenge for the teacher, as he needs to seek a methodology that contributes to this achievement. In view of the above, this research has the general objective of understanding the potential of Problem-Based Learning for the development of interpersonal relationships in the world of work in the context of the subject “Citizenship and Work”, of the Administrative Assistant Course of the Young Apprentice Program of Colégio Teutonia. To achieve the proposed objective of the study, the research will be composed of five specific objectives: I) Investigate how the Problem-Based Learning methodology has been used in the context of the Young Apprentice Program; II) Identify desirable elements of communication and professional posture for interpersonal relationships in the world of work; III) Know the student profile of the Administrative Assistant course of the Young Apprentice Program at Colégio Teutônia; IV) Develop a pedagogical practice based on the Problem-Based Learning methodology on “Work and Interpersonal Relations” with students of the Citizenship and Work discipline;and, V) Create an educational product that supports teaching practice in the application of Problem-Based Learning aimed at training Young Apprentices. This research has a qualitative approach, its applied nature, and in terms of purposes it is classified as exploratory. In some situations, it may present descriptive research bias. The locus of the research is Colégio Teutônia. Students from the Administrative Assistant course of the Young Apprentice Program will participate. With this research it is expected to promote the education of students of the Administrative Assistant Course, as well as to demonstrate the potential of Problem-Based Learning, to provide the development of interpersonal relationships in the world of work in the context of the discipline of "Citizenship and Work" for students. students of the researched course. From this research, an educational product will be proposed that will consist of a textual material on PBL to support the teaching practice in the application of Problem-Based Learning, the material will be aimed at the formation of the Young Apprentice.

This dissertation describes a qualitative, applied, and exploratory research aimed at understanding, analyzing, and promoting alternatives for implementing an evaluation proposal of the Affirmative Action Policies (PAAf) of the Federal Institute of Education, Science, and Technology of Rio Grande do Sul, contributing to its consolidation. The research investigated the possibilities of collective construction of this evaluation proposal through dialogue and listening to the academic community of Bento Gonçalves Campus, chosen for this research due to being one of the initial phase campuses at the time of the Federal Institutes creation and having established and consolidated Affirmative Action centers. The research focused on the years 2021 to 2023. The target audience consisted of the coordinators of the affirmative action centers, being the staff members most familiar with the subject: the Center for Assistance to People with Specific Educational Needs (Napne), the Center for Afro-Brazilian and Indigenous Studies (Neabi), and the Center for Gender and Sexuality Studies and Research (Nepgs). Three Integrated High School students who benefited in some way from the IFRS Affirmative Action Policy participated in the student segment of the research. Additionally, two Integrated High School teachers who interact with students served by PAAf and two administrative technicians working with the student assistance coordination at Bento Gonçalves Campus of IFRS participated. Bibliographical and documentary studies that supported the research were conducted. The participants' perceptions of the actions taken in the Policy's implementation were collected through semi-structured interviews. After analyzing the interview data using Bardin's (2011) Content Analysis technique, Ball's Policy Cycle (2011), and other research stages, the final categories were obtained: Continuing Education, Training, Awareness, Affirmative Actions, PAAf Evaluation, Inclusion, Diversity, Accessibility, Student Aid, Support for Affirmative Action Centers, Access, and Inclusive Institution. With these categories, a matrix with indicators was constructed, in addition to the questions formulated as an evaluation proposal for PAAf. This indicator matrix was included in the IFRS Affirmative Action Policy Evaluation Guide, an Educational Product intended for the entire IFRS academic community. The EP aims to provide guidelines and detailed information to the IFRS academic community about evaluating the IFRS Affirmative Action Policy (PAAf), promoting inclusion, diversity, and equality in the institution.

This Master's dissertation in Professional and Technological Education (ProfEPT) was developed in the concentration area of Teaching - Professional and Technological Education (EPT), specifically in the research line Educational Practices in EPT, within Macroproject 2 – Inclusion and Diversity in Formal and Non-Formal Teaching Spaces in EPT. The study focused on the actions of a Women's Collective, formed by workers who graduated from an Initial and Continuing Education Course (FIC) offered by IFRS – Viamão campus, between 2014 and 2015. This collective works to promote the inclusion of women in the workforce and the continuation of their educational processes, providing an environment where women artisans inspire each other and promote actions focused on sustainability, the solidarity economy, and support. The research aimed to understand the potential and challenges faced by these women, listening to their experiences and producing theoretical and methodological contributions to improve teaching practices in EPT in non-school settings, with a special focus on promoting gender equity. The qualitative study included bibliographic research, document analysis, and participatory research. The latter was conducted through interviews and structured questionnaires applied to the women who have been part of the Collective since its creation up to the present day. The data were organized into categories based on Bardin's (2016) studies, whose analyses served as the foundation for the development of four thematic workshops, carried out in partnership with the Women's Collective. The results were compiled into a guide with suggested workshop outlines, aimed at improving educational practices in the context of FIC courses, with the goal of promoting gender equity. This educational product aims to inspire other initiatives in non-school contexts, contributing to the creation of inclusive and diverse spaces and strengthening the relationship between professional and technological education and gender equity practices.

In view of the importance that Professional Education has historically achieved in Brazil, in 2017 the creation of the Professional Master's Degree in Professional Education in a National Network (ProfEPT) was instituted and, through public policies of inclusion, guarantees accessibility to all of the National Entrance Examination (ENA). Upon joining the program, deaf academics are accompanied by Sign Language Interpreter Translators (TILS) in all activities of the master's degree, and it is by reflecting on the work of these professionals that this research emerges. Considering the specificities of the conceptual bases of Professional and Technological Education (EPT), our objective was to investigate the process of translation and interpretation of TILS in ProfEPT, with the purpose of contributing to the development of an educational product to support studies and research and that could help in the translation process. In order to structure the theoretical bases that underlie this research, we have established six chapters that deal with a brief history of the EPT and the pragmatic aspects of the TILS' performance. The methodology is characterized as a qualitative approach, with an applied and exploratory nature. Based on the technical procedures adopted, we classified the proposal as participant research, as it involves the researcher with the investigated situation. We had the participation of twelve TILS who worked at ProfEPT. We divided the methodological route into two stages. The first consisted of data collection through the application of a questionnaire and semi-structured interviews and qualitative analysis of the collected information. The second stage describes the creation of the educational product, which was developed using the Padlet as a collaborative tool and brings a compilation of information in Libras about the master's program and the bases that guide Professional and Technological Education. We understand that, from the understanding of the reality of the TILS work in the EPT, our work presented a product that helps in the transformation of its praxis. In addition, our study can help prepare deaf candidates for the National Exam for Access to ProfEPT, as well as instigate further research in the area on the creation of sign-terms for EPT.

Professional and Technological Education had a great advance since Federal Institutes of Education, Science and Technology creation in 2008. However, there is much to be studied in order to improve processes of access, permanence and success of students who are part of the daily activities of these institutions. This research was developed through a qualitative approach, in an applied and exploratory way in relation to the objectives. The procedures were related to an interpretative research and rely on the complementarity of quantitative data available on Nilo Peçanha’s Platform and on IFRS Erechim Campus Coordination of Academic Records. In this regard, the object of study dealt with access, permanence and success of students who enter via regular selection process and are linked to the professional rehabilitation program demanded by the INSS. These students seek the subsequent secondary technical courses at IFRS Erechim Campus, under INSS direction. Therefore, we sought to find out about the performance and the causes and possible effects that lead to the retention and/or evasion of the referred students. This study was developed concerned about this worker who was incapacitated for the previous activity and his conditions and specific aspects, considering that professional readaptation aims at reinsertion in the labor market. Thus, we sought to establish organizational strategies for access, permanence and success of these students, also allowing that, in this rehabilitation program, combined with professional education, there is the possibility of a different look at aspects of the world of work. In this direction, the institutional mission is reaffirmed to provide comprehensive training with a view to human emancipation, supported by the principles of science, culture, technology and work that are basic elements of the research line of Organization and Memories of Pedagogical Spaces at EPT, linked to the Professional and Technological Master (ProfEPT). This work also aimed at the applicability of the knowledge generated through the development of an educational product that shows institutional alternatives to better serve students in INSS professional rehabilitation, with the aim of access, permanence and success in subsequent technical courses of the aforementioned Institute. As a result of the research, the lack of communication between federative entities stands out, generated by the precarious identification of INSS insured persons, thus hindering the use of institutional strategies, mainly through student assistance and NAPNE. In this sense, it was possible, through research, to relate causes and effects and establish strategies to minimize the difficulties faced, with the purpose of providing the emancipation of the insured student.

This research will be developed within the scope of the Professional Master in
Vocational and Technological Education at IFRS, in the research line Organization and
Memories of Pedagogical Spaces in EPT. Risk management in public procurement is
a governance instrument and materialized in the form of a risk map in the procurement
planning phase, it is about the implementation and consolidation of a new legal
paradigm that represents a mechanism to identify, evaluate, and manage potential
events that may affect the institution and harming the achievement of its objectives.
The qualification of the public hiring processes in an educational institution, as a
transversal activity that can maximize the reach of the teaching, research, and
extension objectives, goes through educational practices, which, using praxis, can
contribute to the formation of the public servant with emphasis on the understanding
and significance of his work process, placing him in a position of protagonism of his
own history and the history of society. In this way, this research sought to understand
and learn about the praxis of the construction process of risk maps in the planning
phase of IFRS procurements and the level of significance of this activity from the point
of view of the members of the planning teams, through applied, bibliographical,
documentary and exploratory research, in a case study with qualitative content
analysis. The theoretical framework used is based on legislation and federal norms
and control organs about public governance and risk management, in a conversation
that covers the ontological nature of work, the context of work as an educational
principle, the movement of praxis, and Lev Vygotsky's theory of learning. The result of
the research materialized a MOOC course, entitled "Why, when and how to build risk
maps in public procurement", which proposes to contribute, as an educational product,
with the creation of pedagogical spaces in EPT and the training of public servants of
the procurement planning teams, expanding their cognitive and attitudinal skills and
bringing meaning to their work to qualify the process of building risk maps, while
maximizing the possibility of achieving the institutional objectives, transforming society
as it strengthens the Federal Education Network.

This case study has as its object of analysis the Youth and Adult Education offered in the Viamão’s Municipal Education Network, in Rio Grande do Sul, with the purpose of instituting an educational policy for this type of education. To deepen the issue, a qualitative and exploratory research will be carried out using interviews with teachers and students from two schools in the Municipal Network, as well as documentary analysis of the current educational proposal and current legislation. The documents to be analyzed in the research consist of guidelines from the Municipal Department of Education, the Political Pedagogical Project of the two chosen schools and the proposal for the Initial and Continuing Education (FIC) course for Cooperative Development Agents, a partnership between the IFRS-Campus Viamão and the Department of Education to be offered to one hundred and twenty students of the EJA (Youth and Adult Education) modality to be held in 2022. With the result of the research, it is intended to develop an educational product that contributes to the construction of an educational policy for the reformulation of the EJA curriculum of the Viamão Municipal Network, based on polytechnics, encompassing the dimensions of science, work, culture and technology. Through polytechnic education, students will have integral development, enabling them to master the content learned at school and enter the world of work from an emancipatory perspective, articulating the domain of theoretical and practical knowledge, including how nature and society are constituted. 

This research at the level of the Professional Master's Program in Professional and Technological Education (ProfEPT) aimed to investigate the relevance of financial ed-ucation and consumption habits in the trajectory of PROEJA students (National Pro-gram for the Integration of Professional Education with Basic Education in the Mode of Youth and Adult Education). PROEJA aims to meet the demand for access by young people and adults to professional and technological education in an articulated manner with the increase in schooling. The Educational Product that accompanies this disser-tation was developed with the purpose of contributing to the development of skills and competencies in managing personal finances and encouraging the practice of more conscious consumption in the daily lives of PROEJA students. The study addresses the transversality between financial education, consumer culture and the conceptual bases of Professional and Technological Education (EPT). Bibliographical research is presented to highlight concepts and structures that permeate the field of financial ed-ucation behavior and consumer culture. In the investigative route, a qualitative ap-proach of an exploratory nature was adopted, which consolidated the educational re-search through the application of questionnaires and interviews with PROEJA stu-dents. The survey was carried out in person at the Federal Institute of Rio Grande do Sul - IFRS, Porto Alegre Campus, with students of the Technical Course in Administra-tion of the PROEJA modality. The analysis of results is presented through excerpts from the interviews, tables and graphs from the data collected in the questionnaires together with the empirical bibliographic reference. The Educational Product presented through a booklet in digital format (PDF), considers the results of the research and search through an accessible language to bring PROEJA students closer to the uni-verse of personal finance in their daily lives, helping to identify opportunities and face the adversities of capitalism contemporary, which corroborates the formation of critical, conscious subjects and their social role as active participants in society.

This dissertation describes the research developed under the Master in Professional and Technological Education Program (ProfEPT) of Instituto Federal do Rio Grande do Sul (IFRS) - Campus Porto Alegre. The study has the main objective of investigating the motivations for student’s dropout of the subsequent courses in professional and technological education in IFRS campus Viamão/RS, as well as building alternatives to reduce it in the institution, especially regarding the actions of the servants. It is an applied qualitative approach, with exploratory and descriptive objectives. The methodological proceedings used were the bibliographic research and document analysis. Data collection was based on the application of online questionnaires with students in drop out situation and on semi-structured interviews with the course coordinators and education administrative technicians (TAE). Data analysis has allowed us to learn about the reasons which led the students to quit their courses and the narratives about the problems in the servants’ perspective. Among the motivations identified by the students are the lack of time to study, their problems managing work and studies simultaneously, financial difficulties, and issues regarding transportation. The interviews with servants and the Discursive Textual Analysis revealed categories related to the publicity of the course, profile of the graduated students, rethinking the courses, welcoming strategies, and public policies. The theoretical basis of the research counts on a concise historic approach to professional and technological education, drop out: the concept and the context of professional education, a consideration about attending the course: being successful or dropping out, institutional welcome and the findings about school drop out in professional and technological education. The results obtained in the first phase of the investigation, after being compared to the theory, have supported the creation of an educational product, which was designed with the intention of developing strategies to reduce school drop out in professional education after high school. In a final stage of the research, this educational product was applied as an experiment and assessed through an online questionnaire, which resulted in a positive evaluation by the users.

Data from the 2020 school census show that most students linked to Vocational and Technological Education (EPT) are young people between 15 and 20 years old. This public has rights and duties guaranteed by law, especially in the Youth Statute, inaugurated in 2013. Considering the importance, recognition and guarantee of constitutionally provided rights in relation to youths, this study sought to analyze the prior knowledge that youths from Secondary Education Integrated with Professional Education (EMIEP) have on the Youth Statute, in particular focusing on the right to education and work, with the aim of elaborating an educational product that contributes to the integral human formation. From the general objective, the specific objectives were structured: to map the theoretical references on work and education and public policies for youth in the current Brazilian scenario and, in particular, within the scope of EMIEP; investigate what prior knowledge students have about the Youth Statute, in particular, about the right to education and work, analyzing them from the perspective of integral human formation in the context of EPT; systematize the knowledge produced from listening to young people about the Youth Statute, developing an educational product aimed at expanding and/or improving teaching practices in the context of EPT aimed at integral human formation. The research was of an applied nature and the procedures for data production were based on a bibliographical research, document analysis and survey, based on the application of an online questionnaire with 13 open and closed questions. The research field was the Rubén Darío State Education Institute, in Sapucaia do Sul, Rio Grande do Sul and the subjects, 24 students, from the 4th year class, of the night shift, enrolled in the technical course in Administration. After data production and analysis, using the content analysis technique, between 2017 and 2022, nine studies on the Youth Statute were identified in the Coordination for the Improvement of Higher Education Personnel, focusing on Social Work. In the Professional Master's Observatory in Professional and Technological Education, no work addressed the terms "Youth Statute" and "Integrated High School". In the survey, the students' prior knowledge revealed a varied understanding of the youth age group and characteristics. It was found that the majority knew the Statute (66.7%), but did not access it, and 25% had never heard of it, evidencing the need to disseminate information and access to the document, mainly in Social Service and Education, to benefit young people across the country. In summary, it was observed, through the research, that the young participants in the study lack knowledge and access to the youth statute. Thus, a video was created with animations, entitled 'Youth Statute: contributions to education and professionalization'. Regarding the evaluation of the educational product, it was positive and the respondents agreed with its clarity and contribution to the production of knowledge about the Youth Statute and integral human formation. It is expected that the educational product will be replicated in other institutional spaces and that studies on the themes will be expanded, deepening concepts and approaches not worked on in this research.

Within the scope of the professional and Technological Education Postgraduate Program (ProfEPT), this research aimed to analyze the relevance of teaching Art as a fundamental component for comprehensive and emancipatory education in Integrated High School (IHS). It sought to investigate how the teaching and learning of Visual Arts in IHS can contribute to the complete development of students, equipping them to explore careers unrelated to the Arts and acquire knowledge that enriches their professional skills in various fields in the world of work. The specific objectives included the analysis of the historical context of professional and Technological Education in Brazil, the definition of the concept of Comprehensive Education, and the importance of artistic knowledge in this context, as well as exploring the connection between Art experiences and preparation for the world of work. Additionally, the research aimed to contribute with an educational product in the form of a pedagogical game designed to highlight the importance of artistic concepts in the comprehensive education of students in professional and Technological Education (EPT) for their future integration into the world of work. Data collection involved questionnaires, and the analysis was conducted using the Discursive Textual Analysis method. The results indicated the need to enhance the
integration of Art in EPT, and the pedagogical game developed was positively evaluated as an effective tool for promoting the learning of artistic concepts that enrich the comprehensive education of EPT students. Due to its replicability and educational utility, the pedagogical game can be made available for use in educational institutions and formal and non-formal education settings, contributing to the promotion of comprehensive education for EPT students in their future professional careers.

This project aims to investigate the necessities, possibilities and potential of a student follow-up process, from the analysis of the difficulties, desires and expectations of first year students when entering Integrated High School at the Federal Institute of Education, Science and Technology Sul-rio -grandense - Campus Camaquã. In this sense, the following will be heard: students entering the first year of the three integrated courses, namely Environmental Control Technician (TCA), Industrial Automation Technician (TAI) and Computer Technician (TINF); teachers who teach classes for these students; Teaching Support Team, linked to the Teaching, Research and Extension Department; and the parents and/or guardians of these students. Diagnostic questionnaires with open and closed questions (multiple choice), semi-structured interviews and meetings using the Culture Circle method will be used as data collection tools, where their opinions, impressions and perceptions regarding the objective of this research will be analyzed. Developed in a qualitative perspective, following the types of descriptive and exploratory research, the analysis of the data will be based on the discursive textual analysis and having, at first, the following categories of analysis: integral human formation, being young and being a student in integrated high school and process of reception and follow-up. In this context, the proposal is the creation of an educational product that will serve as a basis for further follow-up and development of procedures that help the permanence of incoming students.

The Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS), whose mission statement is to offer vocational, scientific and technological, inclusive, public, free and quality education, does not have rules of procedures to face the exceptional situations in everyday life, especially in such adverse moments, such as the pandemic experienced by the transmission of the Sars-CoV-2 virus and remote work. Our objective with this research project will be to analyze the fragilities revealed to gender relations in the permanent staff of the Institution and to indicate possible institutional actions that avoid the overload of activities, considering the specific realities, especially the gender conditions in a society in which this is one of the determining factors of social inequality. The approach of this research linked to ProfEPT will have an exploratory and qualitative nature and with a view to the applicability aimed at the teaching area in Vocational and Technological Education (EPT). It is worth mentioning that the investigation is linked to the research line “Organization and Memories of the formal and non-formal pedagogical space in EPT” and to macroproject 6 - Organization of EPT pedagogical spaces. The educational product derived from this project will result from the analysis of the data produced, but it may come close to the creation of a Good Practice Guide, developed to provide support to the standing committees (CIS and CPPD), with the proposal of guidelines for the execution of the civil servants work activities, considering the gender relations in the different job roles occupied by female and male civil servants of IFRS.

The present study deals with the socialization of newcomers in a federal educational institution. Inserted in the Research Line of “Organization and Memories of Pedagogical Spaces in Professional and Technological Education”, of the Post-Graduate Program in Professional and Technological Education, its locus was the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS) and sought to analyze the knowledge and procedures necessary for the reception and integration of new employees, with the purpose of proposing a manual that provides theoretical and practical subsidies to improve the conduct of the socialization process by People Management (GP), on the Farroupilha campus. It is theoretically and methodologically based on the Analysis of Movements of Senses, and the production of data was based on the referential literature on the subject and through field research of the case study type with the application of two online questionnaires, available on google forms. The first aimed at 30 employees working in the GP of all IFRS campuses and the second at 607 new entrants (appointments, removals, redistributions and contracts, in the period between January 2018 and June 2021). The data obtained show that although the IFRS has not adopted an official program for the socialization of new entrants, actions are carried out in this sense. Even if they are not applied in a systemic way, when carried out, they proved to be effective. The newcomers report that activities such as welcoming the GP, presentation of the campus and colleagues, meetings with sectors, among others, were carried out, which generated satisfaction and few setbacks. In cases where there was no such involvement, the newcomers had difficulties and showed feelings of abandonment and neglect. Also, the contents that must be explained by the GP when a new member arrives were identified. Through the analysis of the data and the
syntheses performed, an educational product was elaborated, systematizing the knowledge to help the GP servers of the Farroupilha campus in the conduct of that process. The textual material developed consists of a newcomer's manual, which deals with the history of IFRS and the Farroupilha campus and addresses the
essential contents so that the newcomer can start his activities with greater tranquility.The educational product was submitted to the evaluation of the servers that work in the PM sectors of the IFRS campuses, as potential users of the material. The evaluation considered categories such as: attractiveness, understanding, acceptance, involvement, impact and objectives. The product was approved, with expressive results, in all categories. Through this study, it is expected to contribute with the institution to the achievement of institutional objectives. It is believed that improving socialization processes constitutes a posture that can positively affect the
institution's performance in terms of professional and technological education. The educational product may be an auxiliary tool for the GP servers of the Farroupilha campus, and it is still possible to adapt to other campuses. It will also be made available in a public repository with free access to other researchers or institutions interested in the subject.