DSpace Coleção:https://repositorio.ifgoiano.edu.br/handle/prefix/62292026-03-16T00:32:21Z2026-03-16T00:32:21ZSABERES QUE RESISTEM: POVOS INDÍGENAS E A LUTA PELA REPRESENTAÇÕES INDÍGENAS NOS LIVROS DIDÁTICOS DE HISTÓRIASilva, Elizabeth Aléxa Oliveira Silvahttps://repositorio.ifgoiano.edu.br/handle/prefix/62612026-03-06T21:49:42Z2025-09-15T00:00:00ZTítulo: SABERES QUE RESISTEM: POVOS INDÍGENAS E A LUTA PELA REPRESENTAÇÕES INDÍGENAS NOS LIVROS DIDÁTICOS DE HISTÓRIA
Autor(es): Silva, Elizabeth Aléxa Oliveira Silva
Primeiro Orientador: Silva, Rosemeire de Souza Pinheiro Taveira
Abstract: The article presents a critical analysis of how Indigenous peoples are represented in History textbooks, highlighting the need for a more inclusive education that is connected to Indigenous sociocultural realities. Based on legal frameworks such as the 1988 Constitution, the Law of Guidelines and Bases (LDB), and the National Curriculum Guidelines, the text advocates for the appreciation of the knowledge, memories, and worldviews of Indigenous peoples, quilombola communities, and the Black population. The research reveals that teaching still follows a Eurocentric perspective, which erases the historical protagonism of these groups. The analysis is organized into four axes: Indigenous historical consciousness, indigenist policies, the urgency of diverse education, and a critique of textbooks.The article emphasizes the importance of interdisciplinary, intercultural, multidisciplinary, and decolonial pedagogical practices. It also reflects on how cyberculture can help strengthen and preserve Indigenous knowledge—illustrated with examples from the educational productions of the Pankararu people. In conclusion, the article reinforces that the effective implementation of educational policies aimed at Indigenous peoples is essential to ensure constitutional rights and guarantees, address historical inequalities, and promote a plural education that recognizes and values the diversity that shapes Brazilian society.
Editor: Instituto Federal Goiano
Tipo: Trabalho de Conclusão de Curso2025-09-15T00:00:00ZTECNOLOGIA E MATEMÁTICA: A REALIDADE AUMENTADA COMO FACILITADORA DA COMPREENSÃO ESPACIALOliveira, MarcílioPinheiro, Rosimeirehttps://repositorio.ifgoiano.edu.br/handle/prefix/62602026-03-05T21:24:08Z2025-12-10T00:00:00ZTítulo: TECNOLOGIA E MATEMÁTICA: A REALIDADE AUMENTADA COMO FACILITADORA DA COMPREENSÃO ESPACIAL
Autor(es): Oliveira, Marcílio; Pinheiro, Rosimeire
Abstract: This article addresses the difficulties students face in understanding abstract mathematical concepts, particularly in Spatial Geometry and functions, when exposed to traditional teaching methodologies. It proposes the use of interactive digital technologies, with an emphasis on Augmented Reality (AR), as a resource to facilitate learning through the visualization and manipulation of three-dimensional objects. An analysis of studies on educational applications (such as GeoTransform3D, AppiRAmide, GeometriAR, and GeoGebra) demonstrates that these technologies contribute to increased student motivation, comprehension, and engagement. The study also presents a teaching sequence using GeoGebra, aiming to make instruction more visual, interactive, and meaningful, aligning with the needs of new generations and highlighting the importance of continuous teacher training for the effective integration of these tools.Keywords:Mathematics Education;Augmented Reality;Spatial Visualization.
Editor: Instituto Federal Goiano
Tipo: Artigo de Periódico2025-12-10T00:00:00Z