https://repositorio.ifgoiano.edu.br/handle/prefix/1633 2026-09-13T17:24:36Z 2026-09-13T17:24:36Z Silva, Dara Sardinha Nascimento https://repositorio.ifgoiano.edu.br/handle/prefix/6967 2026-09-11T14:01:02Z 2026-02-27T00:00:00Z

Título: PLANTAS MEDICINAIS NO ENSINO DE CIÊNCIAS: INTERDISCIPLINARIDADE, ENGAJAMENTO E BEM-ESTAR EM COMUNIDADES DE APRENDIZAGENS Autor(es): Silva, Dara Sardinha Nascimento Primeiro Orientador: Silva, Thatianny Alves de Lima Primeiro Membro da Banca: Conceição, Deborah Terezinha Segundo Membro da Banca: Vale, Camila Regina do Abstract: The general objective of this study was to analyze the potential, contradictions, and arguments related to well-being in the approach to medicinal plants in Science Education, from an interdisciplinary perspective. This perspective is based on authors such as Hilton Japiassu, Ivani Fazenda, Paulo Freire, and bell hooks. The hypothesis is that the inclusion of interdisciplinary proposals involving medicinal plants can broaden the learning of scientific knowledge, as well as favor student engagement and the promotion of well-being, especially when articulated with the appreciation of popular and traditional knowledge. Methodologically, this is a qualitative, bibliographical research, developed through a systematic literature review, with searches carried out in the SciELO database and the CAPES Catalog of Theses and Dissertations, using the descriptors "Medicinal Plants" and "Science Education". The investigation was organized in three stages: survey and selection of productions; analysis of studies with an interdisciplinary approach; and dialogical thematic analysis regarding well-being, engagement, and the formation of learning communities. The results indicated 22 initially identified productions, of which five presented explicit articulation with interdisciplinarity as advocated by Japiassu and Fazenda. It was evident that interdisciplinary proposals favor dialogue between scientific and popular knowledge, active student participation, contextualization of content, and overcoming disciplinary fragmentation. However, contradictions and limitations were also identified, such as weaknesses in teacher training, institutional difficulties, curricular restrictions, and insufficient mastery of scientific content. Regarding well-being and engagement, it was observed that these dimensions emerge when pedagogical practices consider the integrality of the subjects, promote belonging, and value cultural and community experiences. It is concluded that working with medicinal plants, from an interdisciplinary and dialogical perspective, constitutes a powerful strategy to strengthen Science Education, contribute to the critical formation of students, and promote educational practices committed to humanization and social justice. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso

2026-02-27T00:00:00Z Melo, Flávia Faria de Oliveira, Júlio César Gomes de https://repositorio.ifgoiano.edu.br/handle/prefix/6837 2026-07-29T00:17:14Z 2026-07-28T00:00:00Z

Título: UMA ANÁLISE DA UTILIZAÇÃO DO LÚDICO E SEU POTENCIAL PARA O ENSINO DE MATEMÁTICA NA EDUCAÇÃO INFANTIL E O PAPEL DO PROFESSOR Autor(es): Melo, Flávia Faria de; Oliveira, Júlio César Gomes de Abstract: This study aimed to analyze the use of play-based activities and their potential for teaching mathematics in early childhood education, as well as the teacher's role in this process. The research adopted a qualitative and exploratory approach, using classroom observations, photographic records, and lesson plan analysis as data collection instruments. Throughout the 2024 school year, more than 20 games and play-based activities focused on basic mathematical concepts were planned and implemented. The results showed that these playful practices promoted greater engagement and participation among children while fostering cognitive, social, and emotional skills such as cooperation, respect, and autonomy. Although some activities initially presented challenges, particularly those involving addition, methodological adaptations enabled the children to understand the concepts in a more concrete and meaningful way. In other activities, the children demonstrated enthusiasm, creativity, and mutual support, reinforcing the potential of play as an effective teaching strategy. It is concluded that cooperative games and play-based activities are valuable tools for teaching mathematics in early childhood education, as they not only support the construction of mathematical concepts but also promote inclusion, teamwork, and the holistic development of children. Despite the challenges encountered, the benefits outweighed the limitations, highlighting the importance of flexible and reflective pedagogical practices. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso

2026-07-28T00:00:00Z Cunha, Maria Auxiliadora de Jesus https://repositorio.ifgoiano.edu.br/handle/prefix/6753 2026-07-01T13:49:41Z 2026-06-01T00:00:00Z

Título: FORMAÇÃO DE PROFESSORES PARA ATUAR NO PROGRAMA NACIONAL DE INTEGRAÇÃO DA EDUCAÇÃO PROFISSIONAL COM A EDUCAÇÃO BÁSICA NA MODALIDADE DE EDUCAÇÃO DE JOVENS E ADULTOS (PROEJA) Autor(es): Cunha, Maria Auxiliadora de Jesus Primeiro Orientador: Nunes, José Ângelo Gomes Primeiro Membro da Banca: Nunes, José Ângelo Gomes Segundo Membro da Banca: Costa, Jani Marra da Fonseca Terceiro Membro da Banca: Silva, Rosemeire de Souza Pinheiro Taveira Abstract: The purpose of this study is to analyze teacher training within the framework of the National Program for the Integration of Vocational Education with Basic Education in the Youth and Adult Education (PROEJA) modality, highlighting its relevance to the development of an inclusive, critical, and socially grounded education. The research begins with a historical contextualization of Youth and Adult Education (EJA) in Brazil; this form of education has been marked by a history of exclusion, inequality, and the struggle for rights. From the colonial period, with the work of the Jesuits, to the present day, it is evident that educational policies focused on EJA have been, for the most part, inconsistent, welfare-oriented, and insufficient to guarantee students’ access to and retention in school. Throughout this study, we discuss the influence of economic and political concepts on education, particularly Human Capital Theory, which contributed to the consolidation of a technocratic view of education focused on training the workforce for the labor market. This perspective reinforced the historical dualism between technical and general education, condemning the working classes to a fragmented and limited education. In this context, PROEJA emerges as a proposal to overcome this duality by integrating basic education with vocational education, grounded in the principle of work as the educational axis and in the holistic development of the individual. The study also addresses the main challenges of teacher training for working in PROEJA, highlighting the absence of consistent public policies, the lack of specific training for Adult Basic Education (EJA), the devaluation of the teaching profession, and the difficulties in meeting the specific needs of the target population. Adult education students have interrupted educational trajectories, diverse life experiences, and often face adverse socioeconomic conditions, which require teachers to have specialized, sensitive, and context-specific training. The theoretical foundation of this study draws on authors such as Paulo Freire, Miguel Arroyo, Dermeval Saviani, Gaudêncio Frigotto, Marise Ramos, and Dante Henrique Moura, who advocate for an emancipatory, critical education committed to social transformation. In this regard, the importance of a dialogic pedagogical practice is emphasized, one that values students’ knowledge and promotes the collective construction of knowledge. Furthermore, the study highlights the potential of active methodologies and playful practices as pedagogical strategies capable of making the teaching-learning process more dynamic, meaningful, and motivating. From a methodological standpoint, this is a qualitative, bibliographic study that enables a critical analysis of different theoretical frameworks and documents related to the topic. The research allows for an understanding of the complexity of teacher training in Adult and Youth Education (EJA) and identifies pathways for improving educational practices. It is concluded that continuing teacher education is a fundamental element for the consolidation of PROEJA as an effective public policy. It is necessary to invest in training processes that integrate theory and practice, value learner diversity, and promote an integrated and humanistic education. In this way, youth and adult education can contribute to building a more just, democratic, and egalitarian society, guaranteeing the right to education for all. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso

2026-06-01T00:00:00Z Felippe, José Neto de Oliveira https://repositorio.ifgoiano.edu.br/handle/prefix/6709 2026-06-23T13:40:15Z 2026-05-09T00:00:00Z

Título: CIÊNCIAS DA NATUREZA E MATEMÁTICA NA EJA ARTICULADA À FORMAÇÃO TÉCNICA: DISSOCIAÇÃO PERCEBIDA E ESTRATÉGIAS DE INTEGRAÇÃO CURRICULAR Autor(es): Felippe, José Neto de Oliveira Primeiro Orientador: Felicio, Cinthia Maria Primeiro Membro da Banca: Silva, Tony Alexandre Medeiros da Segundo Membro da Banca: Brandão, Hilma Aparecida Abstract: Considering the low level of understanding among students enrolled in vocational Education for Young People and Adults (EJA) in Administration and Management (secondary level) at a municipal school that basic general education in Natural Sciences and Mathematics influences technical training, this study addresses the perceived dissociation between “basic subjects” and professionalization in the context of EJA linked to Professional Education. The objective is to analyze whether educational practices focused on the world of work can act as drivers of interest, participation, and meaning attributed to learning, favoring the recognition of the general base as a structuring component of technical training. To this end, qualitative, applied research with exploratory-descriptive objectives was conducted, using a case study design, combining documentary analysis (PPP, Regulations, and Curriculum Matrix) and thematic analysis of narratives produced by students via a discursive questionnaire (28 valid responses), with anonymization and triangulation with participant observation records. Thus, it was observed that permanence and success are linked to the interaction between objective conditions (social work time, family responsibilities, and fatigue) and pedagogical mediations (welcoming, bonding, and curricular intelligibility), and that explicit statements emerge that prioritize technical training and minimize the contribution of Natural Sciences and Mathematics, highlighting the dissociation between general education and professional training. It is concluded that the intentional integration between general training and the world of work tends to reduce this dissociation when organized by problems, research, and interdisciplinarity with conceptual rigor, strengthening the attribution of meaning to knowledge and indicating directions for didactic interventions and longitudinal studies on permanence and learning. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso

2026-05-09T00:00:00Z