https://repositorio.ifgoiano.edu.br/handle/prefix/231 2026-04-14T22:01:10Z 2026-04-14T22:01:10Z Assunção, Hélica Lucivane Silva https://repositorio.ifgoiano.edu.br/handle/prefix/6289 2026-03-10T14:44:55Z 2026-02-23T00:00:00Z

Título: ABORDAGEM CTSA: UMA PROPOSTA PARA O ENSINO DE TERMOQUÍMICA SOB O OLHAR DA DIDÁTICA COMPLEXA E TRANSDISCIPLINAR Autor(es): Assunção, Hélica Lucivane Silva Primeiro Orientador: Carvalho, Christina Vargas Miranda e Primeiro Membro da Banca: Suanno, Marilza Vanessa Rosa Segundo Membro da Banca: Souza, Paulo Vitor Teodoro de Abstract: This research was developed within the scope of the Professional Graduate Program in Teaching for Basic Education (PPG-EnEB), considering research line “Teaching Methodologies and Technologies”. We sought to understand the challenges of articulating the Science, Technology, Society and Environment (STSE) approach to the teaching of Thermochemistry, from the perspective of Complex and Transdisciplinary Didactics. The general objective focused on implementing Thermochemistry teaching situations grounded in the STSE approach under the perspective of complex and transdisciplinary didactics and emerging pedagogical trends, aiming to promote critical, contextualized, and socially relevant learning in Basic Education. To this end, a qualitative methodology of an applied nature was adopted, involving a theoretical-epistemological analysis of references such as the complex thinking of Edgar Morin, the transdisciplinarity proposed by Hilton Japiassu and Basarab Nicolescu, the self-hetero-ecoformation concept of Gaston Pineau, and ecopedagogy grounded in Paulo Freire and Moacir Gadotti, as well as Complex and Transdisciplinary Didactics as developed by Marilza Suanno. These references supported the development and implementation of a didactic sequence as an educational product aimed at second-year high school students. The results indicate that articulating the STSE approach based on complex and transdisciplinary didactics favors the construction of critical-reflective learning, the integration of scientific knowledge with socio-environmental contexts, the development of complex ways of thinking through the reconnection of knowledge, and the strengthening of students’ autonomy in the teaching of Thermochemistry. It was possible to conclude that this dialogue offers consistent theoretical-epistemological foundations for organizing pedagogical practices committed to citizenship education and to transforming teaching and learning processes in Science. Editor: Instituto Federal Goiano Tipo: Dissertação

2026-02-23T00:00:00Z Santos, Adelia Maria Pereira https://repositorio.ifgoiano.edu.br/handle/prefix/6196 2026-02-20T19:10:25Z 2026-02-10T00:00:00Z

Título: APRENDIZAGEM BASEADA EM JOGOS NO ENSINO DE LÍNGUA INGLESA: JOGO DE TABULEIRO APLICADO A ALUNOS DO ENSINO FUNDAMENTAL Autor(es): Santos, Adelia Maria Pereira Primeiro Orientador: Silva, Cleber Cezar da Primeiro Membro da Banca: Silva, Cleber Cezar da Segundo Membro da Banca: Fernandes Sobrinho, Marcos Terceiro Membro da Banca: São Bernardo, Mirelle Amaral de Abstract: This dissertation aimed to investigate the contributions of Game-Based Learning (GBL) to the teaching and learning process of English in an 8th-grade class at a public municipal school in Goiás, Brazil. Regarding the methodological procedures used, the research adopted a qualitative, exploratory, and applied approach, structured in a multi-paper format. The first chapter presents a bibliographic review that revealed a lack of systematic studies on GBL in the form of analog (unplugged) games in the context of public schools. The second chapter analyzes institutional documents, such as the Political Pedagogical Project (PPP) and the textbook adopted by the school, revealing that GBL is still manifested implicitly, depending on teacher autonomy and student demands. The third chapter describes the development and application of the Educational Product (EP) entitled KnowGame: Learning English by Playing, an unplugged board game based on four language skills. The research results, based on Gee's (2025) design principles, revealed that the game acts as an integrated teaching-learning-assessment system, promoting student empowerment, problem-solving, and social engagement. It is concluded that the use of board games, when pedagogically planned, is an effective didactic resource to enhance meaningful learning and reduce the anxiety common to learning English. Editor: Instituto Federal Goiano Tipo: Dissertação

2026-02-10T00:00:00Z Silva, Elaine Santana https://repositorio.ifgoiano.edu.br/handle/prefix/5703 2025-09-02T17:53:15Z 2025-08-22T00:00:00Z

Título: MICROAPRENDIZAGEM E INSTRUÇÃO POR PARES: ESTRATÉGIAS PARA O ENSINO DE LÍNGUA INGLESA NA EJA EM CONTEXTOS PRESENCIAIS E REMOTOS Autor(es): Silva, Elaine Santana Primeiro Orientador: Ferreira, Júlio César Primeiro Membro da Banca: Silva, Cleber Cezar da Segundo Membro da Banca: Bernardo, Mirelle Amaral de São Abstract: This study analyzes how the use of microlearning resources, mediated by instant messaging apps and combined with the Peer Instruction methodology, can contribute to the understanding and contextualization of loanwords in English by Youth and Adult Education (YAE) students, given the challenges this group faces in learning a second language and the growing presence of loanwords in their daily lives. The research stems from the need to rethink English teaching based on accessible, contextualized, meaningful pedagogical practices aligned with their knowledge. It is based on the hypothesis that the articulation of microlearning, mediated by WhatsApp, and the active Peer Instruction methodology can enhance the teaching-learning process, making it more inclusive, participatory, and critical. The research involved the development of two scientific articles and an educational product: a teaching sequence composed of in-person activities and microactivities delivered via the app. The research adopted a qualitative, exploratory, and participatory approach, developed at a public school in Paracatu, Minas Gerais. Data were collected through questionnaires, observations, field diaries, and digital interactions. The results show that the teaching sequence fostered student engagement, fostering greater familiarity with the English language, and enabling critical reflections on the use of foreign terms in everyday life. Furthermore, the strategy proved effective in valuing prior knowledge, increasing autonomy, and strengthening collaborative learning relationships. The integration of microlearning, digital technologies, and active methodologies represents a powerful alternative for teaching English in YAE. More than simply teaching a new language, the proposal presented here seeks to pave the way for a more equitable, meaningful education that develops conscious and fulfilled citizens, so that they are, above all, happy. Keywords: Youth and Adult Education. English Teaching. Microlearning. Foreignisms. Digital technologies. Editor: Instituto Federal Goiano Tipo: Dissertação

2025-08-22T00:00:00Z Oliveira, Mariana Fonseca https://repositorio.ifgoiano.edu.br/handle/prefix/5601 2025-07-28T17:49:15Z 2025-06-30T00:00:00Z

Título: RECURSOS EDUCATIVOS DIGITAIS COMO FERRAMENTA PEDAGÓGICA PARA O ENSINO DE QUÍMICA Autor(es): Oliveira, Mariana Fonseca Primeiro Orientador: Moreira, Débora Astoni Abstract: Technology has become a fundamental tool in supporting various processes and activities, gaining increasing prominence in contemporary society, including the school environment. In an increasingly connected social context, the critical use of digital technologies, focused on knowledge construction, is identified as one of the general competencies to be developed by Brazilian education. Given this reality, this research aims to discuss, reflect on, and understand how digital educational resources can contribute to the teaching-learning process in Chemistry. The research is justified by the fact that these resources, in addition to being part of students' daily lives, can aid in the understanding of the language of Chemistry, as well as its specific concepts and structures. These elements, often abstract and complex, pose challenges to learning and can be better assimilated with the support of digital technologies. The study was conducted at a public state school located in the municipality of Pires do Rio, Goiás, with the target audience being first-year high school students and the Chemistry teacher responsible for these classes. This is a qualitative study, classified as exploratory and descriptive. Data collection instruments included observation and pre- and post-test questionnaires administered to the chemistry teacher and students in the participating classes. The results indicate that one of the main barriers to the use of digital resources in classrooms is the teachers' need for technical skills, as well as the lack of theoretical support to support pedagogical practices using these technologies. Furthermore, it was observed that the use of a gamified platform as a digital educational resource in chemistry classes allowed for a new meaning in the teaching-learning process. Because it is a tool present in students' daily lives and possesses playful characteristics, gamification adds a game-like aspect to an activity not traditionally associated with fun, making teaching more engaging, motivating, and interactive. Editor: Instituto Federal Goiano Tipo: Dissertação

2025-06-30T00:00:00Z