https://repositorio.ifgoiano.edu.br/handle/prefix/121 2026-03-13T01:40:09Z https://repositorio.ifgoiano.edu.br/handle/prefix/6316 Título: POTENCIALIDADES DA INTELIGÊNCIA ARTIFICIAL NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA Autor(es): Francisco, Rodrigo Elias; Melo, Marcel da Silva; Matos, Fernando Barbosa; Costa, Lilian Lucia, Ferreira, Frank da Costa; Lopes, Igor Gonzaga Primeiro Orientador: Lopes, Igor Gonzaga Primeiro Membro da Banca: Silva, Iasmim Ferreira da Segundo Membro da Banca: Azevedo, Douglas Pereira Abstract: This article discusses the potential of Artificial Intelligence (AI) in Vocational and Technological Education (VTE), highlighting its role as a strategic tool in the face of transformations in the world of work and the challenges that mark daily educational life, such as the overload of teaching tasks, work-related illnesses, and the need for continuous updating in the face of emerging technologies. Based on a literature review, the research shows that AI, especially Large-Scale Language Models (LLMs), can support pedagogical practices by automating repetitive tasks, such as corrections and feedback, and by personalizing teaching according to students' needs. In addition to optimizing teaching time, AI contributes to more innovative methodologies, such as project-based and problem-based learning, blended learning, and simulation ui s. The results indicate that the technology favors the creation of interactive environments, promotes student autonomy, and assists in the development of technical and socio-emotional skills. Despite the potential, challenges such as ethical issues, privacy, technological dependence, and the need for continuing teacher training are highlighted. The study concludes that AI, when used critically, strengthens teaching and expands educational possibilities, becoming an essential resource for preparing professionals capable of working in a scenario marked by automation and technological innovation. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2026-03-10T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6315 Título: REVISÃO BIBLIOGRÁFICA SOBRE O USO DE BIOINSUMOS A BASE DE ASCOPHYLLUM NODOSUM E DE BACTÉRIAS DO GÊNERO AZOSPIRILLUM COMO PROMOTORES DO CRESCIMENTO VEGETAL. Autor(es): Oliveira, Erica Alves Primeiro Orientador: Tavares, Germanna Gouveia Primeiro Membro da Banca: Tavares, Germanna Gouveia Segundo Membro da Banca: Ribeiro, Tenille Terceiro Membro da Banca: Silva, Cintia Faria da Abstract: Bioinputs obtained from brown seaweed (Ascophyllum nodosum) and plant growth-promoting microorganisms (PGPB), such as Azospirillum spp., have been widely studied for their ability to increase plant vigor, nutrient use efficiency, and tolerance to abiotic stresses, resulting in productivity gains. Recent reviews and meta-analyses indicate consistent effects in annual and perennial crops, explained by multiple mechanisms: hormonal modulation, elicitation of defense responses, improvement in root architecture, and nitrogen fixation/assimilation. Evidence of direct co-application of A. nodosum + Azospirillum is still limited, but suggests complementary mechanisms. It is concluded that combined use, if appropriately positioned (dose, timing, application route), is promising for sustainable intensification. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2025-10-11T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6314 Título: TECNOLOGIAS DIGITAIS DE INFORMAÇÃO E COMUNICAÇÃO (TDIC) NA LICENCIATURA EM QUÍMICA DO IF GOIANO, CAMPUS RIO VERDE Autor(es): Ceccatto, Dandara Luana Silva; Jesus, Lucimaria Rocha de; Cândido, Paula Nonato da Guarda; Leal, Rafael Marques Pereira; Silva, Roger Augusto Payakan Ferreira da; Vale, Romilda José de Souza do Primeiro Orientador: Gonçalves, Luciene Pereira da Silva Abstract: The integration of Information and Communication Technologies (ICT) in teacher education has expanded significantly, reflecting the growing demand for digitally mediated pedagogical competencies in contemporary society. This study aimed to analyze how ICT is incorporated into the Chemistry Teacher Education Program at the Federal Institute of Goiás (Rio Verde campus), Brazil, between 2022 and 2025. To this end, the methodological procedure adopted was documentary research, based on Bardin's Content Analysis, seeking to understand how digital technologies are incorporated into the institutional and pedagogical documents of the course and to what extent this integration occurs systematically and in a pedagogically guided manner. The normative documents considered were the current Pedagogical Project and curriculum matrix, as well as a total of 161 teaching plans referring to the period from 2022 to 2025. The data were categorized into five dimensions of analysis: (i) use of virtual learning environment/Moodle; (ii) use of videos and digital resources; (iii) use of educational applications and tools; (iv) use of technologies for didactic production; (v) explicit methodological guidelines on ICT. The results showed a broad presence of digital technologies in teaching plans, mainly through the use of the virtual learning environment, videos, and online activities, but with a predominance of instrumental use focused on didactic support and assessment. It was found that although the Pedagogical Project recognizes the importance of digital technologies, their curricular integration occurs in a limited way and depends on the individual initiative of teachers, without the configuration of a structured institutional policy focused on digital education. It is concluded that there is a need for greater articulation between curriculum, institutional policies, and pedagogical practices, aiming to consolidate digital technology as a structuring element of teacher training and, thus, foster a more critical, innovative, and emancipatory education, aligned with the contemporary demands of society. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2026-03-02T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6311 Título: GAMIFICAÇÃO EQUITATIVA NA EDUCAÇÃO PROFISSIONAL DE JOVENS E ADULTOS: POTENCIAIS, DESAFIOS E INCLUSÃO TRANSFORMADORA Autor(es): Rocha, Adson Silva Rocha; Lemos, Francisco Victor Esteves; Amaral, Uirá do ; Gomide, Renato de Sousa; Lopes, Igor Gonzaga Abstract: This article investigates the impacts of gamification on the teaching-learning process in Professional and Technological Education (EPT), with a particular focus on the challenges and potentials of its application for students in Youth and Adult Education (YAE). The central problem addresses how different gamification modalities can promote student engagement and learning improvement in a public characterized by heterogeneity and trajectories of social vulnerability. The general objective is to evaluate the contributions of gamification, specifically analyzing how this methodology can be adapted to meet the diverse needs of EJA students in EPT, in pursuit of an integrated and emancipatory education. The methodology adopted was an integrative literature review, which allowed for the synthesis and critical analysis of academic production on the subject. The results indicate that, although gamification is a powerful tool for increasing motivation and engagement, its effectiveness in the EPT/EJA context is conditioned by a pedagogical design based on the principle of equity, rather than mere equality. It is concluded that for gamification to be transformative, it must transcend the application of game mechanics and be intentionally planned to value experiential knowledge, promote inclusion, and foster the omnilateral development of students, aligning with a critical and liberating pedagogy. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2026-03-03T00:00:00Z