https://repositorio.ifgoiano.edu.br/handle/prefix/6229 2026-08-24T05:10:16Z 2026-08-24T05:10:16Z 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 Maia, Raquel Simão https://repositorio.ifgoiano.edu.br/handle/prefix/6621 2026-06-01T20:52:04Z 2025-09-12T00:00:00Z

Título: EDUCAÇÃO E CIDADANIA EM PRÁTICA: A GAMIFICAÇÃO COMO ESTRATÉGIA PARA JOVENS INSTITUCIONALIZADOS Autor(es): Maia, Raquel Simão Primeiro Orientador: Silva, Rosemeire de Souza Pinheiro Taveira Abstract: The article discusses the situation of children and adolescents living in institutional care in Brazil, highlighting the structural, social, and educational challenges faced by this group, which is often marked by stigma and social invisibility. Based on the Statute of the Child and Adolescent, it emphasizes that institutional care is a protective, provisional, and exceptional measure, distinct from socio-educational measures applied to adolescents who commit infractions, despite the frequent social confusion between these two realities. In this context, the article presents an educational proposal derived from the Carreira XP project, which aims to promote the development of personal, social, and professional competencies, contributing to the expansion of future prospects for institutionalized youth. The proposed didactic sequence uses active methodologies and elements of gamification, fostering engagement, critical reflection, and meaningful learning. The integrated approach demonstrated potential to strengthen autonomy, protagonism, and a sense of belonging, by addressing topics such as communication, emotional intelligence, the world of work, and financial education. The results indicate that structured learning pathways contribute to the construction of more conscious life projects and to the holistic development of participants. The study concludes that innovative pedagogical practices in institutional care settings can generate positive social impact, reinforcing the need for continuous investment in inclusive and transformative educational strategies Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso

2025-09-12T00:00:00Z