https://repositorio.ifgoiano.edu.br/handle/prefix/247 2026-04-10T18:25:27Z 2026-04-10T18:25:27Z Borges, Bárbara Victória Marques https://repositorio.ifgoiano.edu.br/handle/prefix/6477 2026-04-06T19:50:59Z 2026-02-27T00:00:00Z

Título: A DOCUMENTAÇÃO PEDAGÓGICA COMO ESTRATÉGIAS DE ACOMPANHAMENTO DO DESENVOLVIMENTO DA CRIANÇA INSERIDA NA EDUCAÇÃO ESPECIAL Autor(es): Borges, Bárbara Victória Marques Primeiro Orientador: Mariano, Sangelita Miranda Franco Abstract: This article discusses Special Education from the perspective of school inclusion, emphasizing the understanding of Global Developmental Disorders (GDD) and the use of pedagogical documentation as a tool for visibility and transformation of educational practices. It seeks to analyze how schools can promote the autonomy and participation of children with disabilities, considering cognitive, affective, and social aspects that influence the learning process. The study addresses the historical and legal trajectory of Special Education in Brazil, highlighting the advances in publicpolicies and the challenges still present in consolidating the inclusive paradigm. The importance of pedagogical documentation as an instrument for recording, reflection, and planning is emphasized, capable of re-signifying the perspective on the student and strengthening the relationship between teachers, families, and multidisciplinary teams. The article also presents the Individualized Education Plan (IEP) of Morrinhos-GO, as an instrument for collaborative and effective inclusion practice, aligned with the guidelines of the National Common Curricular Base (BNCC). It is concluded that school inclusion demands an ethical and sensitive approach, based on listening, valuing individual differences, and linking theory and practice, so that all children can learn, develop, and fully participate in the educational environment. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso

2026-02-27T00:00:00Z Alves, Gabrielly Luize Dias https://repositorio.ifgoiano.edu.br/handle/prefix/6470 2026-03-31T14:53:50Z 2026-02-10T00:00:00Z

Título: SUJEITOS E DISPUTAS SOBRE A EDUCAÇÃO NO BRASIL Autor(es): Alves, Gabrielly Luize Dias Primeiro Orientador: Conceição, Marcus Costa da Abstract: This article aims to analyze the influence of private companies on important milestones in education, such as some reforms and conferences that have significantly shaped the history of this sector. The research highlights how education, far from being a neutral field, is permeated by ideologies and interests of private groups that are masked by false narratives that, in general, do not reflect the reality of the educational sphere Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso

2026-02-10T00:00:00Z Guerra, Alana Santana https://repositorio.ifgoiano.edu.br/handle/prefix/6447 2026-03-27T22:46:11Z 2026-02-27T00:00:00Z

Título: O ENSINO DE FRAÇÕES NAS SÉRIES INICIAIS DO ENSINO FUNDAMENTAL: UMA REVISÃO SISTEMÁTICA DA LITERATURA CIENTÍFICA Autor(es): Guerra, Alana Santana Primeiro Orientador: Vasconcelos, Renato Silva Abstract: The teaching of fractions in the early grades of elementary school has proven to be one of the main challenges in the mathematical learning process, both due to the conceptual complexity of the content and the didactic difficulties faced by teachers. Considering the relevance of this topic to mathematical education in the early years, this study aims to analyze the national scientific production on the teaching of fractions at this level of education. The methodology adopted was a systematic literature review, with a survey of scientific articles published in journals available on the Portal of Journals of the Coordination for the Improvement of Higher Education Personnel (CAPES), in addition to other relevant academic databases. The results reveal that, although there are advances in methodological proposals and in the understanding of fraction teaching, significant challenges related to teacher training, the choice of appropriate teaching strategies, and the transposition of mathematical concepts in a way that is accessible to children still persist. It is concluded that the scientific production points to the need for investments in the initial and continuing training of teachers, as well as in the development of contextualized teaching materials that favor the meaningful construction of the concept of fractions from the first school years. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso

2026-02-27T00:00:00Z Marques, Neila Maria https://repositorio.ifgoiano.edu.br/handle/prefix/6432 2026-03-26T00:06:34Z 2026-02-25T00:00:00Z

Título: ESTRATÉGIAS DE ALFABETIZAÇÃO PARA INCLUSÃO DE ESTUDANTES COM TRANSTORNO DO ESPECTRO DO AUTISMO (TEA) Autor(es): Marques, Neila Maria Primeiro Orientador: Santos, Laís Alice Oliveira Primeiro Membro da Banca: Conceição, Marcus Vinícius Costa da Segundo Membro da Banca: Bento, Alline Rodrigues Abstract: This article analyzes seven scientific publications from 2017 to 2023, selected from a search of journals on the CAPES portal, which discuss teaching strategies for reading and writing aimed at students with Autism Spectrum Disorder (ASD). The qualitative research obtained results indicating that the use of visual, technological, and interactive resources, combined with sensitive and planned teacher mediation, favors the development of autonomy, communicative skills, and the learning of reading and writing by students with ASD. However, challenges related to the continuing education of teachers and the lack of institutional support persist. It concludes that the literacy of students with ASD requires intentional, flexible, and humanized practices that recognize the unique characteristics of the learners to ensure a truly inclusive education. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso

2026-02-25T00:00:00Z