https://repositorio.ifgoiano.edu.br/handle/prefix/169 2026-03-17T08:57:10Z https://repositorio.ifgoiano.edu.br/handle/prefix/6319 Título: AS DIRETRIZES CURRICULARES PARA A FORMAÇÃO DE PROFESSORES PARA A EDUCAÇÃO BÁSICA (2015 E 2019): IMPLICAÇÕES NOS PROJETOS PEDAGÓGICOS DA LICENCIATURA EM QUÍMICA DO IFGOIANO – CAMPUS URUTAÍ Autor(es): Georges, Grazielle Alves dos Santos Primeiro Orientador: Borges, Maria Célia Abstract: This doctoral research was conducted within the research line State, Policy, and Management in Education of the Graduate Program in Education at the Federal University of Uberlândia. The study focused on the tensions arising from the implementation (or non-implementation) of the 2015 and 2019 National Curriculum Guidelines (DCN) for teacher education within the Pedagogical Course Projects (PPC) of basic education teacher training programs at IFGoiano – Campus Urutaí (GO). The general objective of this investigation was to analyze the impact of the DCN on the training of Chemistry teachers at the Goiano Federal Institute (IFGoiano) between 2015 and 2023. The specific objectives were: to discuss higher education in Brazil under the influence of neoliberalism, particularly regarding teacher education and the democratic management of basic education; to examine public policies for teacher education, with emphasis on the National Curriculum Guidelines and their direct implications for the quality of Chemistry teacher education programs in Brazil, especially within the framework of the DCN for teacher education from 2002 to 2019; to unveil the historical development of the Federal Education Network of IFGoiano, with particular attention to the teacher education processes of the Chemistry Licentiate Program at Campus Urutaí; and to uncover the processes of implementation (or non-implementation) of the 2019 DCN for Chemistry teacher education, as well as the political-pedagogical implications of these guidelines for the curricular organization and formative principles of the Chemistry Licentiate Program at IFGoiano – Campus Urutaí, from the perspective of the program’s faculty members. In this sense, the research sought to analyze the politicalpedagogical implications resulting from changes to the DCN and how these modifications affect the curricula of Chemistry teacher education programs. It is important to note that educational policies are volatile and frequently subject to shifts in governmental agendas. Methodologically, the study adopts a qualitative approach, drawing on theoretical, documentary, case study, and empirical frameworks, guided by a critical-dialectical perspective inspired by Paulo Freire. Data collection techniques included semi-structured interviews and document analysis, allowing for an in-depth exploration of the educational context and the experiences of those directly involved in the implementation of the guidelines. Content analysis was used to interpret the data, with particular emphasis on data triangulation to ensure the reliability and validity of the results. Editor: Instituição extra IF Goiano Tipo: Tese 2025-12-16T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/5884 Título: CULTURA NOS INSTITUOS FEDERAIS BRASILEIROS: IMPLICAÇÕES E POSSIBILIDADES PARA O DESENVOLVIMENTO SUSTENTÁVEL Autor(es): Carvalhaes, Lídia Primeiro Orientador: Pires, Maria Helena Abstract: This thesis is part of the Cultural Studies stream of research, within the scope of public higher education, with the main aim of finding out how culture is (or isn’t) articulated in the Brazilian Federal Institutes of Education, Science and Technology (FIs), which are part of the Federal Network of Professional, Scientific and Technological Education. It is important to understand, based on this (non-)articulation, the role that culture can play in sustainable community development in the context of the FIs. In this sense, we sought to understand the place that culture occupies in the organizational structure of the FIs, as well as the institutional culture policies, their interfaces and relationships with the local cultural sector and the communities where these institutions are located. To this purpose, the attempt to understand the relationship between higher education and the fulfillment of the 17 Sustainable Development Goals (SDGs) of the United Nations (UN) 2030 Agenda seemed pertinent. The general aim of the research was to find out about the political and institutional organization of culture in the FIs, as well as to identify the main cultural actions carried out by these institutions to promote sustainable community development, based on the 2030 Agenda and the United Nations Educational, Scientific and Cultural Organization (UNESCO) Culture Indicators for Development. To carry out this study, an initial diagnosis was made through documental analysis of data on cultural policies and verification of the existence of art and culture centers and/or departments, publicly available on the websites of the FIs. Furthermore, a survey of the courses most aligned with the theme of culture offered by the FIs was carried out based on the information contained in the Nilo Peçanha Platform. An online questionnaire was then sent to the people institutionally responsible for culture or who work in the cultural area of the institutions investigated. Subsequently, semi-structured interviews were carried out with these agents of the institutions that have a formalized cultural policy and/or one that is under construction. It is expected, therefore, that the work carried out here could help to find possible ways of linking the academic environment and society in general, providing opportunities for cultural, scientific and social exchanges, which are so important in building a community. In addition, the study may contribute to a broader understanding of the concept of culture in the educational context of the Federal Network of Professional, Scientific and Technological Education, reinforcing and recognizing its importance in human and citizen education. Editor: Instituição extra IF Goiano Tipo: Tese 2025-04-01T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/5872 Título: ESTUDO EXPERIMENTAL E NUMÉRICO DO EFEITO DA COMPENSAÇÃO NO COMPORTAMENTO DE UMA FUNDAÇÃO DE UM EDIFÍCIO ALTO Autor(es): Cruz Junior, Aleones José da Primeiro Orientador: Rebolledo, Juan Felix Rodriguez Abstract: This thesis investigates the effect of compensation on the behavior of piled raft foundations in residual soils of the Central-West region of Brazil, based on a case study of a 55-story building, 172.4 m high. Compensation refers to the balance between stress relief caused by excavation and stress increase induced by construction. The study combines geotechnical characterization, full-scale field instrumentation, and 2D and 3D numerical modeling to understand variations in the load–settlement behavior resulting from changes in soil stress conditions produced by basement excavation and raft construction. The experimental program included laboratory tests for physical and mechanical characterization of samples from different depths, as well as in-situ tests that highlighted the heterogeneity of the soil mass. Distinct subsoil profiles were identified beneath the raft, ranging from high-plasticity silt to silty sand, which directly influenced the geotechnical parameters adopted in the numerical models. The instrumentation program involved the design, calibration, and installation of 120 sensors to monitor column loads, raft contact stresses, and pile loads, allowing continuous monitoring throughout the construction stages. Analysis of the experimental data confirmed the compensation phenomenon, identifying the equilibrium point 677 days after the start of construction, when the applied load reached 219.6 MN, approximately 68 % of the total load at the end of monitoring. This point marked the transition from recompression to compression behavior, with a reduction in system stiffness by about 20 times. The instrumentation also revealed high contact stresses at the raft–soil interface and tensile loads at the pile heads during the early monitoring stages, indicating soil expansion due to stress relief caused by excavation. The 2D model established a progressive reduction in stiffness parameters and showed good agreement with the measured settlements. The 3D model captured the tridimensional interactions among the raft, piles, and surrounding soil, enabling analysis of settlement volumes and the evolution of the asymmetrical settlement basin throughout the construction stages. The combined 2D–3D modeling approach proved effective in representing the compensation phenomenon in deep foundations, provided that the stress history is properly considered and the constitutive model accounts for stiffness degradation. The results highlight the importance of integrating experimental observations, numerical modeling, and geotechnical characterization to improve design reliability and long-term performance assessment of piled raft foundations in tropical residual soils. Editor: Instituição extra IF Goiano Tipo: Tese 2025-10-28T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/5859 Título: RESISTIRMOS: A QUE SERÁ QUE SE DESTINA? - EXPERIÊNCIAS DE (RE)PROVAÇÃO DE ESTUDANTES EM UM CURSO TÉCNICO INTEGRADO AO ENSINO MÉDIO Autor(es): Lima, Valéria Alves de Primeiro Orientador: Resende, Anita Cristina Azevedo Abstract: This research aimed to understand the motivations that lead students enrolled in the integrated high school programs at the Instituto Federal Goiano – Trindade campus to remain in school, even after experiencing grade retention. In this study, students' persistence is understood as a form of resistance, and the meanings they attribute to school and its educational project reveal the contradictory role of the institution, which can simultaneously reinforce mechanisms of exclusion and enable emancipatory possibilities. Contrary to studies that associate grade retention with dropout, this research seeks to comprehend the reasons why students choose to stay, even after facing such adverse situations. Grounded in critical social theory — particularly its Marxist derivations — this study affirms that educational processes are shaped by the structure of an unequal society and are therefore anchored in capitalist interests and neoliberal discourse. School failure is viewed as an expression of Brazil’s structural inequalities, selectively and historically directed toward specific social segments, especially working-class youth, Black students, and public-school graduates. This theoretical framework allows us to interpret school failure not as an individual or purely pedagogical deficiency, but as a social phenomenon, shedding light on the resistance mechanisms activated by students who choose to remain in school and invest in their education despite the institution’s exclusionary logic. The study was conducted at the Trindade campus of IF Goiano through semi-structured interviews with students who had experienced grade retention, as well as documentary analysis of academic and socioeconomic data. The findings point to the agency of young students who persist, insist, and resist—not out of inertia, but as a conscious and intentional act guided by the hope of social inclusion, professional qualification, and personal development. School emerges as a contradictory space: while it reproduces social inequalities, it also offers both objective and symbolic conditions for students to resist them. This dissertation seeks to contribute to both theoretical and practical fields of education, especially by shifting the focus from retention as an index of individual failure to a broader understanding of its social, economic, and historical dimensions, emphasizing the importance of young students’ voices in the critical analysis of public schooling and integrated vocational education projects. Editor: Instituição extra IF Goiano Tipo: Tese 2025-06-30T00:00:00Z