https://repositorio.ifgoiano.edu.br/handle/prefix/6229 2026-09-15T01:58:21Z 2026-09-15T01:58:21Z Marques, Evandro Cyrillo Silva, Rosemeire de Souza Pinheiro Taveira Chaves, Davillas Newton de Oliveira https://repositorio.ifgoiano.edu.br/handle/prefix/6928 2026-08-28T14:07:39Z 2026-08-26T00:00:00Z

Título: DO ESPAÇO AO LUGAR, DA INTEGRAÇÃO À INCLUSÃO: TOPOFILIA E PRÁTICAS PEDAGÓGICAS MULTIDISCIPLINARES NA ESCOLA ESTADUAL REPÚBLICA, RJ Autor(es): Marques, Evandro Cyrillo; Silva, Rosemeire de Souza Pinheiro Taveira; Chaves, Davillas Newton de Oliveira Abstract: This article analyzes how the concepts of space, place, and topophilia, proposed by geographer Yi-Fu Tuan, can contribute to the interpretation of inclusive and multidisciplinary pedagogical practices in a public school. The research approaches inclusion as a process of expanding participation, reducing barriers to learning, and fostering a sense of belonging, linking this process to the affective, sensory, and relational aspects of the school experience. The research is characterized as a qualitative, descriptive-interpretive study conducted at the República State Elementary School, in the Quintino Bocaiúva neighborhood (Rio de Janeiro, RJ). Sixteen teachers from different curricular areas and educational roles who work daily with students with Autism Spectrum Disorder (ASD) participated in the study. Data were collected using a semi-structured, self-administered written questionnaire and analyzed using content analysis procedures. The results point to a disconnect between the recognition of inclusion as a normative principle and its implementation in everyday pedagogical practices, which remain, in part, dependent on individual initiatives and interventions. The data also suggest that practices such as organizing routines, pedagogical mediation, attention to the environment, and expanding opportunities for participation can strengthen students’ sense of belonging to the school. Based on the data analysis, we propose the concept of inclusive topophilia as an analytical category for interpreting the affective, sensory, and relational bonds formed through practices that promote participation, recognition, and a sense of belonging. Thus, the relationship between the school environment and inclusion constitutes an important dimension for the analysis of pedagogical practices and for teacher education. Editor: Instituto Federal Goiano Tipo: Artigo de Periódico

2026-08-26T00:00:00Z Cardoso, Filipe de Souza Oliveira, Bruno Silva de https://repositorio.ifgoiano.edu.br/handle/prefix/6902 2026-08-18T18:42:43Z 2026-06-05T00:00:00Z

Título: ALFABETIZAÇÃO CIENTÍFICA E CIBERCULTURA: POSSIBILIDADES PARA O ENSINO DE CIÊNCIAS MEDIADAS PELA CRIAÇÃO DE MEMES A PARTIR DO FILME ELEMENTOS Autor(es): Cardoso, Filipe de Souza; Oliveira, Bruno Silva de Abstract: article presents a proposed teaching sequence focused on scientific literacy for 9th grade of elementary school and 1st year of high school, linking cinema, digital culture, and meme production. Based on the axes of Scientific Literacy (Sasseron, 2008) and the concept of cyberspace (Lévy, 1999), the sequence uses the film Elements (Disney/Pixar, 2023) to contextualize concepts of Chemistry and Physics, stimulate critical analysis, and engage students in the creation of scientific memes. The material promotes multiliteracies,appropriation of multimodal languages, and active participation in the digital environment, strengthening critical thinking, creativity, and scientific communication in hybrid and collaborative learning spaces. Editor: Instituto Federal Goiano Tipo: Artigo de Periódico

2026-06-05T00:00:00Z Oliveira, Emerson Roberto de Silva, Rosemeire de Souza Pinheiro Taveira https://repositorio.ifgoiano.edu.br/handle/prefix/6880 2026-08-12T23:45:31Z 2025-11-28T00:00:00Z

Título: CIBERCULTURA E EDUCAÇÃO: SEQUÊNCIA DIDÁTICA, COM A INTEGRAÇÃO DE RECURSOS DIGITAIS NO ENSINO DE GEOGRAFIA DOS ANOS FINAIS DO ENSINO FUNDAMENTAL Autor(es): Oliveira, Emerson Roberto de; Silva, Rosemeire de Souza Pinheiro Taveira Abstract: The emergence of cyberculture and the expansion of Digital Information and Communication Technologies (DICTs) have directly impacted educational processes, demanding pedagogical practices that establish dialogue among physical, conceptual, and digital spaces. This study analyzes the potential of a Didactic Sequence (DS) model for teaching Geography in the final years of elementary education, grounded in the intentional and critical use of digital resources such as Learning Objects, Interactive Simulations, Augmented Reality (AR), Virtual Reality (VR), and gamification platforms such as Kahoot!. It is based on the premise that these tools, when integrated into participatory methodologies, can overcome fragmented and traditional teaching approaches, fostering more contextualized, meaningful, and inquiry-based learning. The proposed activities address topics such as Earth’s layers, tectonic plates, volcanism, earthquakes, tsunamis, and ocean currents, in alignment with the Brazilian National Common Curricular Base (BNCC). The proposals involve the use of digital platforms, particularly Sketchfab, which enables the exploration of 3D models, and Kahoot!, which supports gamified diagnostic assessment. By articulating DICTs with socio-interactionist principles, the DS contributes to the development of spatial thinking, enhances student engagement, and strengthens teacher mediation. However, challenges such as the lack of technological infrastructure and the insufficient training of teachers still limit the full implementation of this approach. It is concluded that the integration of digital resources into Geography teaching constitutes a promising strategy for pedagogical innovation and for the construction of an inclusive and high-quality education. Editor: Instituto Federal Goiano Tipo: Artigo de Periódico

2025-11-28T00:00:00Z Vargas Júnior, Onofre Silva, Rosemeire de Souza Pinheiro Taveira Nascimento, Fabio Martins do https://repositorio.ifgoiano.edu.br/handle/prefix/6847 2026-07-31T21:47:40Z 2026-06-25T00:00:00Z

Título: METODOLOGIAS ATIVAS MEDIADAS POR TECNOLOGIAS DIGITAIS: UMA EXPERIÊNCIA COM O USO DO H5P NO ENSINO A DISTÂNCIA Autor(es): Vargas Júnior, Onofre; Silva, Rosemeire de Souza Pinheiro Taveira; Nascimento, Fabio Martins do Abstract: This study discusses the fundamental role of Virtual Learning Environments (VLEs) in professional training, focusing on the issues of dropout and lack of motivation in Distance Education (DE). The main objective is to present a proposal for using gamification and the H5P tool within the Moodle environment to foster student engagement and interaction. The methodology is applied and qualitative, based on exploratory and descriptive research with a bibliographic review spanning from 2020 to 2025. The paper details how H5P, an open-source framework, enables the creation of interactive content, such as videos that pause for mandatory quizzes, ensuring students maintain focus during lessons. The results demonstrate the technical feasibility of this integration, showing that H5P interactions and scores can be automatically recorded in the Moodle Gradebook via xAPI or LTI protocols. It is concluded that combining Moodle's infrastructure with H5P's gamified interactivity transforms student passivity into agency, replacing traditional video lessons with immersive experiences and instant feedback. Further practical application of this model in real classrooms is recommended to statistically measure its impact on reducing dropout rates and optimizing academic performance. Editor: Instituto Federal Goiano Tipo: Artigo de Periódico

2026-06-25T00:00:00Z