DSpace Coleção:https://repositorio.ifgoiano.edu.br/handle/prefix/2362026-04-18T14:46:08Z2026-04-18T14:46:08ZANÁLISE CRÍTICA DAS COMPETÊNCIAS DE CIÊNCIAS DA NATUREZA E
MATEMÁTICA, PROPOSTAS NA BNCC COMO POSSIBILIDADE DO TRABALHO INTERDISCIPLINARSouza, Maraiza da Fonsêcahttps://repositorio.ifgoiano.edu.br/handle/prefix/57242025-09-05T17:28:01Z2025-10-01T00:00:00ZTítulo: ANÁLISE CRÍTICA DAS COMPETÊNCIAS DE CIÊNCIAS DA NATUREZA E
MATEMÁTICA, PROPOSTAS NA BNCC COMO POSSIBILIDADE DO TRABALHO INTERDISCIPLINAR
Autor(es): Souza, Maraiza da Fonsêca
Primeiro Orientador: Ribeiro, Antonio Carlos Chaves
Primeiro Membro da Banca: Ribeiro, Antonio Carlos Chaves
Segundo Membro da Banca: Marquez, Sandra Cristina
Terceiro Membro da Banca: Fideles, Eduardo Cordeiro
Abstract: In today's world, knowledge of mathematics and natural sciences is no longer optional. The connection between mathematics and natural sciences goes beyond school walls, and their integration is essential for the formation of individuals capable of facing the 21st century. It is necessary to develop pedagogical practices that can allow the articulation of different areas, aiming for interdisciplinarity. This work presents an analysis of the BNCC (Base Nacional Comum Curricular), with the general objective of recognizing intersections between general competencies and the specific competencies of mathematics and natural sciences at the fundamental level, in order to identify competencies that stimulate interdisciplinarity between the mentioned areas. The adopted methodology was based on a qualitative approach of document analysis, complemented by interpretative synthesis. The analysis of the identified competencies showed consistency in seven of them, highlighting converging objectives that provide the basis for the proposal of strategies to promote interdisciplinary integration. The seven combined competencies (identified) are: (1) logical-mathematical reasoning, (2) critical and creative thinking, (3) investigative capacity, (4) mathematical modeling of scientific phenomena, (5) analysis, interpretation, representation, and visualization of scientific data, (6) systemic thinking, and (7) ethical responsibility and teamwork. Interdisciplinarity can be a way to reduce efforts in developing educational practices. As one seeks an interdisciplinary competency like those listed in this work, one simultaneously aims to achieve both general and specific competencies from which they are derived. We believe that these interdisciplinary competencies are flexible and adaptable, allowing them to be applied in different contexts. Thus, the educator can seek the progressive development of the student, building new skills on top of previous ones.
Editor: Instituto Federal Goiano
Tipo: Trabalho de Conclusão de Curso2025-10-01T00:00:00ZASPECTOS DA INTELIGÊNCIA ARTIFICIAL NO ENSINO DE CIÊNCIASAlmeida, Vilany Vilanyhttps://repositorio.ifgoiano.edu.br/handle/prefix/53962025-04-15T22:19:26Z2024-10-21T00:00:00ZTítulo: ASPECTOS DA INTELIGÊNCIA ARTIFICIAL NO ENSINO DE CIÊNCIAS
Autor(es): Almeida, Vilany Vilany
Primeiro Orientador: Antero, Romário Victor Romário Victor
Abstract: The paper examines the integration of Artificial Intelligence (AI) and Science Education, with a view to improving learning and pedagogical effectiveness. The research highlights how AI tools can personalize learning, adapting content and pace to individual students’ needs, and how virtual assistants and tutors can provide additional support. Analyzing performance data can identify areas of difficulty and optimize teaching methods. Simulation and modeling tools make it easier to visualize complex concepts. The paper also addresses ethical and practical challenges and privacy, emphasizing the need for careful implementation to maximize the benefits of AI in education.
Editor: Instituto Federal Goiano
Tipo: Trabalho de Conclusão de Curso2024-10-21T00:00:00ZANÁLISE DAS QUESTÕES DO ENEM DE 1998 E 2022: POSSÍVEIS INFLUÊNCIAS CONTEUDISTAS OU INTERPRETATIVISTAS NO ENSINOLeão, Guilherme Martinshttps://repositorio.ifgoiano.edu.br/handle/prefix/50572025-02-04T00:07:07Z2025-08-23T00:00:00ZTítulo: ANÁLISE DAS QUESTÕES DO ENEM DE 1998 E 2022: POSSÍVEIS INFLUÊNCIAS CONTEUDISTAS OU INTERPRETATIVISTAS NO ENSINO
Autor(es): Leão, Guilherme Martins
Primeiro Orientador: Anjos, Diego Marques Pereira dos
Primeiro Membro da Banca: Souza, Felipe de Moura
Segundo Membro da Banca: Conceição, Marcus Vinícius Costa da
Terceiro Membro da Banca: Carvalho, Thiago Milograno de
Abstract: The teaching process involves complex steps that tend to lose their effectiveness in the face of contradictions, especially with regard to the traditional or constructivist modality. With this in mind, in this work, an approach to the historical context of the development of the evaluation process in Brazil was carried out, covering the period of the Jesuits, education in the empire after the expulsion of the Jesuits, professional education during the military dictatorship and the post-dictatorship period. with the creation of the National High School Exam. With this, the exam evaluation is distinguished, in order to establish which modality the ENEM most resembles, as well as describe the categories of the cognitive domain of Bloom's Taxonomy to organize the objectives of each question. Therefore, an analysis of the questions in the areas of natural sciences and mathematics from the 1998 and 2022 ENEM tests was carried out, in order to verify the changes that occurred in this period of time, with emphasis on the amount of content per question and the disciplines to which the contents present in the questions belong. To determine the level of abstraction required in the tests, the questions were classified into their respective categories in the cognitive domain of Bloom's taxonomy. With this, it was observed that both tests have an examining nature after identifying questions in which there was a distance between the statement and the command, a focus on memorizing formulas, reduced time for reasoning, forced contextualizations and an excessive amount of information in which the students must master it to be successful.
Editor: Instituto Federal Goiano
Tipo: Trabalho de Conclusão de Curso2025-08-23T00:00:00ZHABILIDADES SOCIOEMOCIONAIS E AFETIVIDADE ASSOCIADAS AO ENSINO DE MATEMÁTICAFeitosa, Lucélia Pereirahttps://repositorio.ifgoiano.edu.br/handle/prefix/44862024-07-11T11:23:12Z2024-04-09T00:00:00ZTítulo: HABILIDADES SOCIOEMOCIONAIS E AFETIVIDADE ASSOCIADAS AO ENSINO DE MATEMÁTICA
Autor(es): Feitosa, Lucélia Pereira
Primeiro Orientador: Meireles, Lucas Vidal de
Primeiro Membro da Banca: Meireles, Lucas Vidal de
Segundo Membro da Banca: Araújo, Raquel Pereira de
Terceiro Membro da Banca: Sousa, Raquel Vieira de
Abstract: The aim of this article is to analyze and investigate the relationship between socio-emotional skills and
affectivity in the mathematics teaching-learning process. From a literature review, it was possible to verify that mathematics is often considered a difficult and complex subject, which can generate anxiety and fear in students. In addition, it is known that the development of socio-emotional skills is directly related to academic success and the professional life of individuals. In this context, it is essential that math teachers develop strategies that promote the appreciation of emotions and interpersonal relationships in the classroom. In this way, students can feel more welcome and confident in learning the subject.
Editor: Instituto Federal Goiano
Tipo: Trabalho de Conclusão de Curso2024-04-09T00:00:00Z