https://repositorio.ifgoiano.edu.br/handle/prefix/1644 2026-05-11T13:18:48Z 2026-05-11T13:18:48Z Santos, Gabriela de Alencar dos https://repositorio.ifgoiano.edu.br/handle/prefix/6404 2026-03-19T13:57:31Z 2025-09-03T00:00:00Z

Título: USO DO APLICATIVO KAHOOT COMO METODOLOGIA ATIVA PARA O ENSINO DE RELAÇÕES ECOLÓGICAS NO CONTEXTO DO BIOMA CERRADO Autor(es): Santos, Gabriela de Alencar dos Primeiro Orientador: Purcena, Luiza Luanna Amorim Primeiro Membro da Banca: Cara, Diego Valentim Segundo Membro da Banca: Mendes, Estevane de Paula Pontes Abstract: Cerrado is the second largest biome in Brazil, covering 23.3% of the national territory, with greater presence in the Midwest region and in states such as Mato Grosso, Goiás, Minas Gerais, the Federal District, and Tocantins. It is one of the most biodiverse regions in the world, with thousands of species of trees, birds, and bees, many of them endemic. It is considered a global biodiversity hotspot, but also a biome threatened by deforestation, which increased significantly in 2023. Despite its ecological importance, the Cerrado is rarely addressed in Natural Sciences education, which contributes to a mistaken perception of its richness and value. Including this topic in education is essential so that students can learn about its biodiversity and develop strategies for its preservation. With technological advancement, active methodologies—such as the use of Digital Information and Communication Technologies (DICTs)—have gained relevance in education, fostering greater student engagement. Therefore, this research proposes a didactic activity using the Kahoot application to teach the topic “Ecological Relationships” in the context of the Cerrado, aiming to evaluate students’ perceptions of this methodology. The research seeks to promote knowledge about the biome, its species, and the importance of preservation, contributing to the development of more conscious and engaged citizens in the conservation of the Cerrado. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso

2025-09-03T00:00:00Z Nunes, Ana Teixeira https://repositorio.ifgoiano.edu.br/handle/prefix/5866 2025-11-04T17:06:24Z 2025-10-22T00:00:00Z

Título: A HORTA ESCOLAR COMO ESTRATÉGIA DE ENSINO DE EDUCAÇÃO AMBIENTAL EM ESCOLAS PÚBLICAS DA EDUCAÇÃO BÁSICA DE CATALÃO/GO Autor(es): Nunes, Ana Teixeira Primeiro Orientador: Guimarães, Anicézio José da Silveira Primeiro Membro da Banca: Pontes, Matheus de Mesquita e Segundo Membro da Banca: Paula, Giltânia Severino Abstract: This study sought to analyze the school garden as a pedagogical strategy for teaching Environmental Education (EE) in public basic education schools in Catalão/GO, and at the same time, to understand how this theme is incorporated into the Political Pedagogical Projects (PPP), as well as to investigate the managers' perception of the use of the school garden as a formative strategy. This research stems from the relevance of environmental education in the face of contemporary socio-environmental challenges and the potential of school gardens as a tool for integrating theory and practice, promoting healthy eating habits, ecological awareness, and socio-emotional skills. The investigation adopted a qualitative approach, with an exploratory and descriptive character, structured in two stages: a literature review in databases (SciELO, CAPES, and Google Scholar) and the application of a semi-structured questionnaire to school administrators. The data were analyzed using the Content Analysis technique, categorized into thematic axes related to the research objectives. The results indicate that, although school gardens are widely recognized by administrators as effective environmental education strategies, their presence in the school's pedagogical projects is limited and frequently recorded only as a complementary activity. Schools with gardens show greater integration between theory and practice, develop interdisciplinary projects, and report concrete benefits, while institutions without gardens remain in the realm of intention, presuming results. Structural and institutional challenges were identified, such as insufficient financial resources, a lack of trained personnel, and difficulties in maintaining the gardens, especially outside of school hours. Despite these obstacles, the managers demonstrated a willingness to expand these initiatives and suggested partnerships with institutions and public bodies, as well as greater systematization of environmental education in the curriculum. It is concluded that the inclusion of environmental education in public basic education schools in the municipality of Catalão/GO is in the process of consolidation, requiring formal registration in the school's pedagogical projects, institutional support, continuing teacher training, and public policies to ensure the sustainability of the actions, making the school garden a permanent and effective pedagogical resource. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso

2025-10-22T00:00:00Z Santos, Eduarda Rodrigues dos https://repositorio.ifgoiano.edu.br/handle/prefix/5861 2025-11-04T00:13:51Z 2015-06-18T00:00:00Z

Título: A ELETROQUÍMICA NO ENSINO MÉDIO: EXPLORANDO A PRÁTICA EXPERIMENTAL DA PILHA DE DANIEL NO ENSINO DE QUÍMICA Autor(es): Santos, Eduarda Rodrigues dos Primeiro Orientador: Martins, Marccus Victor Almeida Primeiro Membro da Banca: Cara, Diego Valetim Crescente Segundo Membro da Banca: Gurgel, Maria Fernanda do Carmo Abstract: The teaching and learning process needs to be constantly innovated by the teacher. Keeping this process only in its theoretical aspects means consolidating an incomplete and outdated teaching for the student. In this sense, it is up to the teacher to seek didactic tools for the complete consolidation of the teaching. From a more specific point of view, electrochemistry in high school is considered a complex area of chemistry because it involves numerous rules associated with mathematical calculations. However, exploring the teaching of this area with practical proposals consists of a timely and enriching strategy in the consolidation of electrochemistry in high school. In this sense, this study aimed to carry out theoretical and practical interventions in a class containing 22 students belonging to the third year of high school at the Instituto Federal Goiano-Campus Catalão. Two practical scripts were created, tested and applied in the class. From the practical intervention carried out with the six groups of students, it was possible to conclude that the experiment of the oxidation of copper wire with silver ions and the construction of Daniel's biocells with vegetables are effective methodologies to enhance the teaching of electrochemistry. This finding was also evident in the responses given in the post- practical questions, where practically 100% of the students said that the scripts are very interesting to improve the understanding of the theory of electrochemistry, in addition to being able to allow integration with other areas of knowledge such as physics and electrical science. Thus, it is clear that the teaching-learning process of the content of electrochemistry, and of knowledge as a whole, must occur in an inseparable way between theory and practice to ensure a more complete and robust teaching. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso

2015-06-18T00:00:00Z Paula, Ana Norvandina F. https://repositorio.ifgoiano.edu.br/handle/prefix/4857 2024-10-28T19:40:27Z 2024-08-21T00:00:00Z

Título: IMPLEMENTAÇÃO DAS LEGISLAÇÃO ÉTNICO-RACIAL: UM ESTUDO DE CASO NO COLÉGIO ESTADUAL ILLYDIA MARIA PERILO CAIADO - MUNICÍPIO DE NOVA AURORA-GO Autor(es): Paula, Ana Norvandina F. Primeiro Orientador: Pontes, Matheus M. Primeiro Membro da Banca: Mendes, Pedro Paulo Segundo Membro da Banca: Santos, Maria Amélia Abstract: The analysis of the implementation of Laws N. 10.639/2003 and N. 11.645/2008, which require the inclusion of Afro-Brazilian, African and indigenous history and culture in school curricula, was carried out at Illydia Maria Perilo Caiado State school, the only high school in Nova Aurora, Goiás. The research used questionnaires with teachers, an analysis of six natural science textbooks and observations during the internship. The results reveal an insufficient representation of ethnic-racial themes in teaching materials and a lack of specific training for teachers. Despite the recognition of the importance of these themes, the lack of training and the lack of a practical approach in the classroom highlight the urgent need for change. Observations during the internship showed that, even on significant dates such as Black Awareness Week and Indigenous Peoples' Day, there were no adequate discussions in class. The recommendations include greater investment in continuing training for teachers, a review of teaching materials, the creation of diversity and inclusion committees, the promotion of cultural events and the systematic integration of ethnic-racial themes into the curriculum. The implementation of these measures aims not only to comply with legal requirements, but also to promote a more inclusive and equitable education. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso

2024-08-21T00:00:00Z