DSpace Communidade:https://repositorio.ifgoiano.edu.br/handle/prefix/1692026-08-24T04:50:41Z2026-08-24T04:50:41ZNAS TRAMAS DA REDEMOCRATIZAÇÃO CHILENA: A MEMÓRIA HISTÓRICA DAS VIOLAÇÕES HUMANAS NOS INFORMES DAS COMISSÕES DA VERDADE RETTIG E VALECH (1990 – 2005)Souza, Leonardo de Oliveirahttps://repositorio.ifgoiano.edu.br/handle/prefix/68462026-07-31T21:38:30Z2022-04-05T00:00:00ZTítulo: NAS TRAMAS DA REDEMOCRATIZAÇÃO CHILENA: A MEMÓRIA HISTÓRICA DAS VIOLAÇÕES HUMANAS NOS INFORMES DAS COMISSÕES DA VERDADE RETTIG E VALECH (1990 – 2005)
Autor(es): Souza, Leonardo de Oliveira
Primeiro Orientador: Souza, Leonardo de Oliveira
Abstract: The present work is part of the line of studies on transitional justice in the context of the redemocratization of the Southern Cone after military regimes. Specifically, we focus on the Chilean experience, seeking, as a central objective, to analyze the construction of the historical memory of human rights violations between 1990 and 2005, using the narrative productions of the two truth commissions: Rettig (1991) and Valech (2004). The first, carried out between 1990 and 1991, investigated the circumstances of the violations involving victims who were killed or disappeared during the Pinochet dictatorship (1973–1990), ultimately publishing a report aimed at reconciliation that guided public uses of the past throughout the 1990s and early 2000s, particularly regarding the triad of transitional justice: truth, memory, and justice (both reparative and punitive). The second commission, Valech (2004), in an unprecedented initiative, relied on survivors' testimonies to investigate crimes of torture and political imprisonment, publishing a report that emphasized the need to advance the goals of transitional justice. This study analyzes the construction of the Final Reports of these commissions by examining the power relations involving social actors (human rights organizations, the Armed Forces, the press, and governments) and the narrative strategies that gave rise to an institutional version of the historical memory of human rights violations in Chile during the Concertación governments. In this sense, the research brings History closer to the fields of memory and transitional justice, demonstrating how Chilean society dealt with its legacy of human rights violations during the process of redemocratization.
Editor: Instituição extra IF Goiano
Tipo: Tese2022-04-05T00:00:00ZO PROBLEMA DA EVASÃO ESCOLAR NO INSTITUTO FEDERAL GOIANO: O CASO DO CAMPUS TRINDADESousa, Maria Alessandre dehttps://repositorio.ifgoiano.edu.br/handle/prefix/67072026-06-22T13:38:44Z2024-05-23T00:00:00ZTítulo: O PROBLEMA DA EVASÃO ESCOLAR NO INSTITUTO FEDERAL GOIANO: O CASO DO CAMPUS TRINDADE
Autor(es): Sousa, Maria Alessandre de
Primeiro Orientador: Sanchez, Liliane Barreira
Abstract: This paper addresses the problem of school dropout at the Federal Institute of Goiás - Trindade
Campus. Through a detailed analysis, the complexity of the phenomenon, its determinants and
impacts on the educational context were examined. Using a multidisciplinary approach and
empirical data, we investigated the internal and external factors that contribute to dropout, as
well as possible prevention and intervention strategies. At the end, recommendations are
presented to mitigate the problem and promote a more inclusive and equitable education. To
this end, the history, mission and objectives of IF Goiano as a benchmark technical and
technological education institution were explored, with specific information on the Trindade
Campus being presented, with a view to providing a comprehensive understanding of the
institutional environment analyzed. The focus was on school dropout, addressing statistical data,
causes and social and economic impacts, both in the national context and specifically as an
object of study, including dropout rates over the years, the courses most affected and possible
reasons for this phenomenon. The aim was to establish a comprehensive picture of school
dropout as a relevant and multifaceted problem, highlighting its importance for the academic
community and society as a whole. The results obtained from the analysis of the data collected
were presented, exposing the main reasons and causes of dropout, identifying the internal and
external factors that contribute to dropout, including issues related to infrastructure, curriculum,
administrative management, students' financial difficulties, among others. This analysis enabled
an in-depth understanding of the problem, providing valuable insights for the development of
institutional strategies and policies aimed at preventing and reducing dropout, with a view to
ensuring that students remain in school until they complete the course. Based on the data and
analysis carried out, the proposal is based on implementing specific strategies aimed at
promoting a significant and sustainable change in the dropout scenario at the Trindade Campus
Editor: Instituição extra IF Goiano
Tipo: Dissertação2024-05-23T00:00:00ZA GEOGRAFIA ESCOLAR NO INSTITUTO FEDERAL GOIANO NUMA PERSPECTIVA DA EDUCAÇÃO PROFISSIONAL TÉCNICA DE NÍVEL MÉDIO: PROPOSTAS E PRÁTICASNovais, Simone Francisca dehttps://repositorio.ifgoiano.edu.br/handle/prefix/65952026-05-19T12:47:00Z2026-05-15T00:00:00ZTítulo: A GEOGRAFIA ESCOLAR NO INSTITUTO FEDERAL GOIANO NUMA PERSPECTIVA DA EDUCAÇÃO PROFISSIONAL TÉCNICA DE NÍVEL MÉDIO: PROPOSTAS E PRÁTICAS
Autor(es): Novais, Simone Francisca de
Primeiro Orientador: Souza, Vanilton Camilo de
Primeiro Membro da Banca: Richter, Denis
Segundo Membro da Banca: Oliveira, Karla Annyelly Teixeira de
Terceiro Membro da Banca: Alves, Amone Inacia
Abstract: The theme addressed in this research is the teaching of School Geography at IF Goiano from the perspective of Professional Technical Education at the Secondary Level (EPTNM): proposals and practices, with the general objective of understanding the potential of School Geography in its integration with Professional Technical Education. More specifically, the objectives were: a) To identify the educational policies implemented at IF Goiano to promote the integrated curriculum in Integrated Technical Secondary Education and its articulation with the Geography of the National Common Curricular Base (BNCC); b) To recognize the core of School Geography in the proposals and practices in Integrated Technical Secondary Education at IF Goiano; c) To characterize the teaching practices of Geography in Integrated Technical Secondary Education at IF Goiano, identifying the effectiveness of the didactic approaches to geographical content in this practice; d) To analyze the dimension of integration of Geography with the other curricular components of Professional Technical Education at the Secondary Level for the implementation of proposals for Integrated Technical Education at the Secondary Level at IF Goiano. The research problem lies in the observed fragility of this integration, demonstrating the need to develop a concrete and functional articulation between the systematized knowledge of Geography from the National Common Curricular Base (BNCC) and the knowledge of the curricular components of Vocational Technical Education. The methodological approach developed was based on qualitative research, guided by the dialectical method, consisting of the following steps: theoretical research, documentary research, and field research. Semi-structured interviews were conducted for data collection. Illustrations were made with photographic records and maps. Thus, the application and subsequent analysis of the Didactic Mediation Proposal and the Didactic Path formulated by Cavalcanti (2014, 2019) and Portela (2017) were carried out, which prove capable of integrating Geography into Vocational Technical Education without losing its specificities and the constitutive core of the science. The results of this thesis demonstrate that School Geography has potential for integration with Vocational Technical Education, provided it promotes a systematized and intentional teaching practice, mediated towards the purpose of meaningful teaching and learning and the civic education of students. Regarding the integrative didactic-pedagogical practice in Geography, it involves the pursuit of establishing the inseparability between disciplinary knowledge and pedagogical knowledge. Thus, it was found that the integrative pedagogical practice in Geography shows numerous possibilities for realizing the integration of Geography into the curricular components of Vocational Technical Education in a concrete, effective, and functional way. Therefore, it was concluded that the contributions of teaching School Geography in Integrated Technical High School are linked to the need for didactic-pedagogical guidelines capable of supporting both didactic mediation and the specific didactics of the area, in addition to promoting a transformative and feasible teaching practice within the institutional context in which teachers are involved. Furthermore, such guidelines should serve as tools capable of fostering creativity and innovation in the teaching profession. The work was defended in the Postgraduate Program in Geography, at the Institute of Socio-Environmental Studies, Federal University of Goiás.
Editor: Instituição extra IF Goiano
Tipo: Tese2026-05-15T00:00:00ZAS DIRETRIZES CURRICULARES PARA A FORMAÇÃO DE PROFESSORES PARA A EDUCAÇÃO BÁSICA (2015 E 2019): IMPLICAÇÕES NOS PROJETOS PEDAGÓGICOS DA LICENCIATURA EM QUÍMICA DO IFGOIANO – CAMPUS URUTAÍGeorges, Grazielle Alves dos Santoshttps://repositorio.ifgoiano.edu.br/handle/prefix/63192026-03-13T13:42:35Z2025-12-16T00:00:00ZTítulo: AS DIRETRIZES CURRICULARES PARA A FORMAÇÃO DE PROFESSORES PARA A EDUCAÇÃO BÁSICA (2015 E 2019): IMPLICAÇÕES NOS PROJETOS PEDAGÓGICOS DA LICENCIATURA EM QUÍMICA DO IFGOIANO – CAMPUS URUTAÍ
Autor(es): Georges, Grazielle Alves dos Santos
Primeiro Orientador: Borges, Maria Célia
Abstract: This doctoral research was conducted within the research line State, Policy, and
Management in Education of the Graduate Program in Education at the Federal
University of Uberlândia. The study focused on the tensions arising from the
implementation (or non-implementation) of the 2015 and 2019 National Curriculum
Guidelines (DCN) for teacher education within the Pedagogical Course Projects (PPC) of
basic education teacher training programs at IFGoiano – Campus Urutaí (GO). The
general objective of this investigation was to analyze the impact of the DCN on the
training of Chemistry teachers at the Goiano Federal Institute (IFGoiano) between 2015
and 2023. The specific objectives were: to discuss higher education in Brazil under the
influence of neoliberalism, particularly regarding teacher education and the democratic
management of basic education; to examine public policies for teacher education, with
emphasis on the National Curriculum Guidelines and their direct implications for the
quality of Chemistry teacher education programs in Brazil, especially within the
framework of the DCN for teacher education from 2002 to 2019; to unveil the historical
development of the Federal Education Network of IFGoiano, with particular attention to
the teacher education processes of the Chemistry Licentiate Program at Campus Urutaí;
and to uncover the processes of implementation (or non-implementation) of the 2019
DCN for Chemistry teacher education, as well as the political-pedagogical implications of these guidelines for the curricular organization and formative principles of the
Chemistry Licentiate Program at IFGoiano – Campus Urutaí, from the perspective of the
program’s faculty members. In this sense, the research sought to analyze the politicalpedagogical implications resulting from changes to the DCN and how these modifications
affect the curricula of Chemistry teacher education programs. It is important to note that
educational policies are volatile and frequently subject to shifts in governmental agendas.
Methodologically, the study adopts a qualitative approach, drawing on theoretical,
documentary, case study, and empirical frameworks, guided by a critical-dialectical
perspective inspired by Paulo Freire. Data collection techniques included semi-structured
interviews and document analysis, allowing for an in-depth exploration of the educational
context and the experiences of those directly involved in the implementation of the
guidelines. Content analysis was used to interpret the data, with particular emphasis on
data triangulation to ensure the reliability and validity of the results.
Editor: Instituição extra IF Goiano
Tipo: Tese2025-12-16T00:00:00Z