https://repositorio.ifgoiano.edu.br/handle/prefix/231 2026-08-11T01:52:40Z 2026-08-11T01:52:40Z Almeida, Fernando de https://repositorio.ifgoiano.edu.br/handle/prefix/6877 2026-08-10T15:29:46Z 2026-07-01T00:00:00Z

Título: Caderno de acompanhamento como gênero textual na EFA de Orizona: implicações para o ensino da escrita Autor(es): Almeida, Fernando de Primeiro Orientador: Silva, Cleber Cezar da Primeiro Membro da Banca: Ribeiro, Cristiane Maria Segundo Membro da Banca: Paula, Maria Helena de Abstract: The teaching of writing constitutes a student’s right and a social practice that should occupy a central position in pedagogical actions. In the context of Rural Education, this challenge becomes even greater due to the historical exclusion of rural populations from an education aligned with their social, cultural, and territorial specificities. In this scenario, Alternation Pedagogy emerges as a pedagogical proposal aimed at rural development, the appreciation of family farming, and the integration of school, family, and community through its own didactic mediations. Given this context, this study aimed to evaluate the textual genre Monitoring Notebook and its applicability as a writing-teaching tool for high school students enrolled in an Alternation Pedagogy program. This is a qualitative, applied research study developed through bibliographic, documentary, and field research. The methodological procedures included a literature review on Rural Education, Alternation Pedagogy, writing instruction, and textual genres; documentary analysis of the Political-Pedagogical Project (PPP) and educational documents; and the application of semi-structured questionnaires to tutors and Portuguese Language teachers at the Agricultural Family School of Orizona (EFAORI). Data interpretation was carried out through Content Analysis organized into thematic categories, as proposed by Bardin (2009). The theoretical framework was based on studies by Rojo (2001, 2005), Marcuschi (2008, 2010), and Bakhtin (2016), who discuss language as a social practice; and Gimonet (2007), Silva (2018, 2019), Nosella (2020), and Begnami (2023), who address the role of pedagogical mediations in student development. The results showed that the Monitoring Notebook constitutes a textual genre specific to Alternation Pedagogy, characterized by dialogue among school, student, and family, as well as by its communicative and formative function. The data indicated contributions to writing development, especially in encouraging continuous writing practice, organizing ideas, and strengthening students’ critical reflection. However, challenges were also identified, related to writing difficulties, limited reading habits, the influence of digital practices on textual construction, and low family engagement in monitoring records. The research made it possible to understand that the teaching of writing, when articulated with contextualized social practices and mediated by genres connected to students’ realities, expands learning possibilities and strengthens the principles of Rural Education. Furthermore, it highlighted the need to expand teaching materials focused on the specificities of Alternation Pedagogy and to strengthen pedagogical practices that value genres produced within this context. As a result of the research, an Educational Product was developed to support teachers’ work with the textual genre Monitoring Notebook in Agricultural Family Schools. In conclusion, the main contribution of this research lies in understanding the pedagogical potential of this genre as a mediator for writing instruction and in valuing educational practices committed to the development of rural subjects. Editor: Instituto Federal Goiano Tipo: Dissertação

2026-07-01T00:00:00Z Chagas, Regiane Mendes Franco https://repositorio.ifgoiano.edu.br/handle/prefix/6823 2026-07-16T13:48:53Z 2026-06-08T00:00:00Z

Título: EXPERIMENTAÇÃO DE MISTURAS E SITUAÇÕES-PROBLEMA PARA O DESENVOLVIMENTO DO PENSAMENTO QUÍMICO NA EDUCAÇÃO BÁSICA Autor(es): Chagas, Regiane Mendes Franco Primeiro Orientador: Moreira, Debora Astoni Primeiro Membro da Banca: Moreira, Debora Astoni Segundo Membro da Banca: Santos, Adma Viana Terceiro Membro da Banca: Felício, Cinthia Maria Abstract: Chemistry teaching still faces challenges related to students' learning, especially when content is presented in an excessively theoretical, decontextualized manner and focused primarily on the memorization of concepts. In this context, the present study aimed to investigate how inquiry-based experimental activities could contribute to students' participation, interpretation, and knowledge construction regarding the topic of Mixtures and Separation Methods in first-year high school classes. The proposal was based on the integration of theoretical, experimental, and problem-based activities, seeking to promote greater student engagement in Chemistry lessons. This study adopted a mixed-methods approach, combining qualitative and quantitative procedures through the use of diagnostic and final questionnaires, participant observation, and the implementation of a didactic sequence. The research was conducted with two first-year high school classes at a public state school located in Cezarina, Goiás, Brazil, during the morning shift. In both participating classes, students demonstrated active engagement during the inquiry-based experimental activities, particularly when they were able to manipulate materials, formulate hypotheses, discuss results, and relate chemical concepts to everyday situations. Evidence of increased student participation and interaction was also observed during group discussions, as well as improvements in the explanations presented throughout collaborative activities. Nevertheless, the study revealed that some conceptual difficulties persisted, particularly regarding questions that required higher levels of abstraction, interpretation of scientific language, and the articulation of different levels of chemical representation. The findings suggest that more carefully planned and systematically organized inquiry-based teaching proposals, supported by intentional teacher mediation, may contribute to greater student participation and a deeper understanding of chemical concepts. Keywords: Chemistry Teaching; Inquiry-Based Learning; Experimental Activities; Didactic Sequence; Chemistry Education. Editor: Instituto Federal Goiano Tipo: Dissertação

2026-06-08T00:00:00Z Silva Filho, Gilvan Cavalcante https://repositorio.ifgoiano.edu.br/handle/prefix/6783 2026-07-13T10:27:25Z 2026-06-23T00:00:00Z

Título: O AMBIENTE PEDAGÓGICO DA BIBLIOTECA ESCOLAR COMO ESPAÇO CRIATIVO PARA A PRODUÇÃO DE PODCASTS EDUCACIONAIS Autor(es): Silva Filho, Gilvan Cavalcante Primeiro Orientador: Guimarães, Vinicius Oliveira Seabra Primeiro Membro da Banca: Silva, Cleber Cezar da Segundo Membro da Banca: Herrera, Carlos Antonio Aguilar Abstract: This research, developed within the Graduate Program in Teaching for Basic Education (PPG- EnEB), investigates the school library as a space for pedagogical creativity through the production of educational podcasts. Based on the understanding of the school library as a formative environment capable of integrating reading, writing, oral communication, and digital technologies, the study seeks to answer how the production of educational podcasts can redefine the role of the school library and contribute to the development of Creative Learning. The main objective is to analyze the role of the school library as an environment for creativity through the production of educational podcasts. The study adopts a qualitative, descriptive-interpretative approach, combining bibliographic research with empirical investigation conducted in a private school library located in the municipality of Pires do Rio, Goiás, Brazil. The participants were two middle school students and one Portuguese Language teacher. Data were collected through a semi-structured interview conducted in a podcast format and a satisfaction questionnaire administered to the participants. Data analysis was grounded in Pierre Bourdieu’s reflexive sociology, particularly the concepts of field, habitus, and capital, articulated with discussions on Creative Learning and school libraries. As an Educational Product, the podcast channel BibliocastNAescola was developed as a space for authorship, expression, and knowledge production. The findings indicate that the production of educational podcasts fostered student protagonism, expanded opportunities for oral expression and student authorship, strengthened the pedagogical mediation carried out by the school library, and promoted the integration of digital technologies with reading practices. It is concluded that the production of educational podcasts constitutes a pedagogical strategy capable of expanding learning experiences, strengthening student participation, and consolidating the school library as a space for creativity, pedagogical innovation, and collaborative knowledge construction in basic education. Editor: Instituto Federal Goiano Tipo: Dissertação

2026-06-23T00:00:00Z Costa, Magna Nascimento Mizurini da https://repositorio.ifgoiano.edu.br/handle/prefix/6623 2026-05-28T22:38:33Z 2026-04-27T00:00:00Z

Título: INFLUÊNCIA DA MILITÂNCIA DOS POVOS ROMANIS NAS POLÍTICAS PÚBLICAS: CONQUISTAS E RECONHECIMENTOS ANTES INVISÍVEIS Autor(es): Costa, Magna Nascimento Mizurini da Primeiro Orientador: Martins, Daniel Valério Abstract: This research is situated within the field of Youth and Adult Education (YAE) and examines the persecution, prejudice, and historical, social, and educational silencing experienced by Romani peoples, as discussed by Moonen (2011, 2013) and Teixeira (2008). Such processes have contributed to the systematic marginalization of these groups within the school context, particularly regarding access to knowledge about rights, public policies, and legal frameworks. In this context, the central objective of the study is to analyze how the appropriation of knowledge related to public policies, normative frameworks, and rights guaranteed to Romani peoples can contribute to strengthening critical awareness, identity recognition, and social protagonism among Romani students of the Calon ethnicity enrolled in the municipal public school system of Caldas Novas, Goiás, Brazil. The adopted methodology is grounded in a qualitative approach of an ethnographic nature, based on participant observation, articulating theoretical reflection and practical anthropology aimed at social transformation. This perspective dialogues with Oliveira (2024) and Malinowski (1922), as it understands research as a process of immersion in the empirical field and ethically committed intervention. The study also incorporates contributions from Gil (2002), Minayo (2002), and Lüdke and André (1986), who emphasize the importance of direct contact with the investigated context and the appreciation of meanings and lived experiences of the subjects involved. Data analysis is guided by the assumptions of Discourse Analysis proposed by Orlandi (2012), revealing significant discursive shifts expressed through the expansion of vocabulary related to rights and citizenship, increased participation in formative activities, and the resignification of identities. These findings dialogue with Martins’ (2023) concept of overculturality and with Candau’s (2020) reflections on intercultural education and the dialogue of knowledges. It is concluded that educational practices guided by an ethnographic, interdisciplinary, intercultural, and decolonial perspective contribute to the political emancipation of Romani students in YAE, reinforcing the need for educational policies committed to cultural diversity and social justice. Editor: Instituto Federal Goiano Tipo: Dissertação e Produto Técnico Educacional

2026-04-27T00:00:00Z