https://repositorio.ifgoiano.edu.br/handle/prefix/235 2026-07-17T02:39:44Z 2026-07-17T02:39:44Z Silva, André Pereira da https://repositorio.ifgoiano.edu.br/handle/prefix/6778 2026-07-13T10:29:19Z 2026-06-16T00:00:00Z

Título: POLÍTICAS EDUCACIONAIS, LETRAMENTOS TEATRAIS E TICS: UMA PERSPECTIVA CRÍTICA E ANALÍTICA DA PEDAGOGIA DO TEATRO Autor(es): Silva, André Pereira da Primeiro Orientador: Cardoso, Joselina Alves Primeiro Membro da Banca: Cardoso, Joselina Alves Segundo Membro da Banca: Silva, Ruth Aparecida Viana Abstract: This study analyzes theater education in the educational context of Goiás, considering its challenges and relevance in relation to educational policies and contemporary demands. It aims to reflect on theatrical practice in articulation with literacies and Information and Communication Technologies (ICTs), highlighting its contributions to students’ critical and social development of elementary school students. The methodology is based on a bibliographic review and the analysis of normative documents, such as the National Common Curricular Base (BNCC) and the Curricular Document for Goiás (DC-GO), as well as authors who discuss curriculum, literacy, and pedagogical practices. The study addresses educational policies that guide Arts education, discussing the role of the curriculum and its dimensions, as well as the implications of these guidelines for teaching practice and theatrical pedagogies. It also examines the concepts of literacy and multiliteracies, emphasizing their expansion beyond traditional reading and writing and their relationship with contemporary languages and technologies. Thus, this work aims to contribute to pedagogical practice through the integration of theater, literacies, and ICTs as a means of promoting the development of autonomous, participatory, and socially engaged individuals. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso

2026-06-16T00:00:00Z Ferreira, Marília de Brito https://repositorio.ifgoiano.edu.br/handle/prefix/6761 2026-07-02T20:03:23Z 2026-06-08T00:00:00Z

Título: RACIONALIDADE INSTRUMENTAL E FORMAÇÃO HUMANA OMNILATERAL: UMA CRÍTICA ÀS COMPETÊNCIAS E HABILIDADES DA BNCC E DO NOVO ENSINO MÉDIO Autor(es): Ferreira, Marília de Brito Primeiro Orientador: Tavares, Wendryll José Bento Primeiro Membro da Banca: Ribeiro, Iuri Segundo Membro da Banca: Mesquita, Fabrício Dias Gusmão di Abstract: This study problematizes contemporary educational reforms in Brazil, focusing on the National Common Curricular Base (BNCC) and the New Secondary Education model, by analyzing their implications for human formation through a critique of instrumental rationality. The reflection takes as its starting point the role of the school in light of the emphasis on competencies and the growing alignment between education and the labor market. The objective is to understand to what extent these policies contribute to an emancipatory form of education or reinforce a logic of functional adaptation. The article brings together normative documents and theoretical contributions from authors such as Paulo Freire, Dermeval Saviani, Theodor Adorno, and Max Horkheimer, whose reflections help elucidate the tension between adaptation and emancipation, as well as the contrast between the perspective of omnilateral education and models oriented toward technical efficiency. The methodology consists of a bibliographic discussion of the theoretical frameworks and their application in the analysis of legal texts. Through this approach, it is possible to observe that, although official discourses emphasize autonomy and youth protagonism, the focus remains on the development of competencies, curricular flexibility, and the fragmentation of educational pathways. This contributes to reinforcing historically constituted inequalities, while relegating to a secondary role the school’s function as a mediator of systematized knowledge. Such a scenario underscores the importance of advocating for an integrated education that articulates work, science, and culture as a fundamental condition for critical and emancipatory formation. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso

2026-06-08T00:00:00Z Silva, Maria Eduarda Oliveira da https://repositorio.ifgoiano.edu.br/handle/prefix/6760 2026-07-02T18:42:45Z 2026-06-08T00:00:00Z

Título: IDEOLOGIAS LINGUÍSTICAS E HISTORICIDADE: UMA ANÁLISE DE DOCUMENTOS OFICIAIS SOBRE O ENSINO DE LÍNGUAS INDÍGENAS NO BRASIL Autor(es): Silva, Maria Eduarda Oliveira da Primeiro Orientador: Silva, Ruth Aparecida Viana da Primeiro Membro da Banca: Nascimento, Priscila Rodrigues do Segundo Membro da Banca: Luna, Ewerton Ávila dos Anjos Abstract: This study aims to analyze the linguistic ideologies present in official documents that guide education in Brazil, more specifically the sections that address how the languages of Indigenous peoples are approached in these documents. To this end, the documents are analyzed from a historical perspective, seeking to construct a timeline that covers the period from the 18th to the 21st century and their respective social and political contexts. The analysis shows that, in the past, schools were used as instruments of cultural and linguistic assimilation of Indigenous peoples, especially during processes of catechization and forced integration. However, since the 1988 Federal Constitution, a significant change has been observed in educational policies, which began to recognize the linguistic and cultural diversity of Indigenous peoples, as well as their right to differentiated education, adapted to the cultural specificities, knowledge, and histories of each group, including bilingual education and the use of mother tongues in the educational process. Nevertheless, challenges remain regarding the implementation of these policies, considering that many Indigenous languages are in vulnerable situations due to the reduced number of speakers and difficulties in intergenerational transmission. Therefore, it is concluded that important advances have been made in recognizing Indigenous linguistic rights, but significant challenges remain to ensure the effective preservation and appreciation of these languages within the Brazilian educational context. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso

2026-06-08T00:00:00Z Lopes, Carina Toledano Prado https://repositorio.ifgoiano.edu.br/handle/prefix/6744 2026-06-30T12:54:13Z 2026-05-21T00:00:00Z

Título: FORMAÇÃO CONTINUADA DE GESTORES ESCOLARES COMO POLÍTICA SISTÊMICA: O CASO DE SOBRAL (CE) Autor(es): Lopes, Carina Toledano Prado Primeiro Orientador: Silva, José Geraldo da Abstract: This article analyzes the continuing education of school principals as a strategy to strengthen school management and improve educational outcomes, taking the experience of Sobral, Ceará, as a reference. It is based on the understanding that school management is a strategic dimension of school organization and of the creation of institutional conditions favorable to learning. Considering the expansion of responsibilities assigned to school principals and the fragility of systematic policies for principal development in Brazil, the study seeks to understand how continuing education, when structured as a systemic policy, can contribute to strengthening school leadership. This is a qualitative study developed through bibliographic review and documentary analysis. The theoretical discussion addresses the relationship between school management and learning, the complexity of the principal’s role, and continuing education as a response to the demands of the position. It then examines the case of Sobral, highlighting the articulation between technical selection, continuing education, on-the-job support, and accountability for results. The findings indicate that Sobral’s experience shows principal development as a structuring component of educational policy, integrated with learning improvement and the development of school leadership. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso

2026-05-21T00:00:00Z