https://repositorio.ifgoiano.edu.br/handle/prefix/223 2026-09-29T22:20:04Z https://repositorio.ifgoiano.edu.br/handle/prefix/6996 Título: HISTÓRIA DA ESCOLA INDUSTRIAL DE TAGUATINGA E A FORMAÇÃO PARA O TRABALHO NO CONTEXTO DA CONSTRUÇÃO DE BRASÍLIA Autor(es): Soleo, Wanderley dos Santos Primeiro Orientador: Cunha, Fátima Suely Ribeiro Primeiro Membro da Banca: Mariano, Sangelita Miranda Franco Segundo Membro da Banca: Guedes, Maria Denise Abstract: This dissertation aimed to analyze the trajectory of the Industrial School of Taguatinga (Escola Industrial de Taguatinga – EIT) within the context of the construction of Brasília, focusing on vocational training and its implications for the social memory of the city. The study adopted a qualitative approach of a historical-documentary nature, based on bibliographic review and the analysis of documentary and audiovisual sources. The data were examined through Content Analysis, according to Bardin (2011), using categories defined in dialogue with the theoretical framework and the research objectives. The results indicate that the EIT played a significant role in the technical qualification of workers, meeting the productive demands of the period, while also revealing the contradictions of Professional and Technological Education in Brazil, particularly regarding the limits of comprehensive education. The analysis of the sources also highlights tensions between institutional memory and social memory, emphasizing processes of visibility and invisibility of the working class in the history of the institution. As an educational product, an institutional video with a documentary character was developed, aiming to contribute to the teaching of the history of vocational education and worker training in the context of the construction of Brasília. Keywords: Vocational Education; Omnilateral Education; Industrial School of Taguatinga Editor: Instituto Federal Goiano Tipo: Dissertação 2026-04-30T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6990 Título: A IMPLEMENTAÇÃO DA REFORMA DO ENSINO MÉDIO E SUAS IMPLICAÇÕES PARA A FORMAÇÃO E O TRABALHO DOCENTE NA REDE ESTADUAL DE GOIÁS: O CASO DO ITINERÁRIO TÉCNICO-PROFISSIONAL Autor(es): Barbosa, Lilian Monteiro Primeiro Orientador: Ferreira, Gustavo Lopes Primeiro Membro da Banca: Ferreira, Gustavo Lopes Segundo Membro da Banca: Souza, José Carlos Moreira de Terceiro Membro da Banca: Echalar, Jhonny David Abstract: This study aimed to analyze the impacts of the "New" High School curriculum on teacher training, drawing on an investigation into the implementation of the Technical and Professional Training pathway at a state school located in Goiânia, Goiás, Brazil. Teacher training has constituted a central issue across different historical periods, particularly due to its relationship with student learning and the quality of education. In the current context, the High School Reform (Law No. 13.415/2017, as amended by Law No. 14.945/2024) has reignited discussions concerning teacher training for integrated high school education, particularly in light of the need to articulate general and technical education and the recognition of professional expertise as a possible qualification for teaching practice. Grounded in an understanding of the "New" High School curriculum as an expression of the contradictions inherent in Brazilian reality and the historical duality of education, this qualitative research was conducted from a case study perspective. Data were collected through semi-structured interviews with teachers involved in the implementation of the Technical and Professional Training pathway and with members of the management team of the school investigated. Data analysis was grounded in the contributions of authors such as Ciavatta (2005), Chauí (2020), Della Fonte (2018), Ramos (2008), Frigotto (2011), Moura (2007), and Machado (2021), among others who address the issues examined in this study. The analysis of the interviews, in dialogue with the relevant literature, revealed gaps in teacher training for professionals working within the Technical and Professional Training pathway, highlighting the absence of structured policies for continuing teacher training in Professional and Technological Education. As an educational product, this study presents a training booklet developed from the experiences of teachers directly involved in the implementation of the "New" High School in the school context. The material seeks to critically examine the impacts of this reform on teacher training and to understand the extent to which these changes have or have not promoted professional development processes for teachers working within the Technical and Professional Training pathway. Editor: Instituto Federal Goiano Tipo: Dissertação 2026-06-25T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6988 Título: REFORMA DO ENSINO MÉDIO NO INTERIOR DE GOIÁS: IMPLEMENTAÇÃO DO ITINERÁRIO TÉCNICO-PROFISSIONAL E SUAS IMPLICAÇÕES NO TRABALHO DOCENTE E GESTÃO ESCOLAR Autor(es): Pereira, Iraldo Maia Primeiro Orientador: Ferreira, Gustavo Lopes Primeiro Membro da Banca: Ferreira, Gustavo Lopes Segundo Membro da Banca: Souza, José carlos Moreira de Terceiro Membro da Banca: Liporini, Thalita Quatrocchio Abstract: This research focuses on the organization of Integrated Upper Secondary Education (Ensino Médio Integrado – EMI) with Vocational and Technological Education (Educação Profissional e Tecnológica – EPT) within the state education system of Goiás. Its objective is to analyze the implementation process of the Integrated Technical Course in Administration at a state public school located in the municipality of Nova Crixás, Goiás, as well as its main implications for everyday school life, particularly for the work of school management and teachers. The research problem guiding the study is to understand how the implementation of this educational provision took place and what implications have emerged in the context of the school under investigation. The object of study focuses on the policy for implementing Integrated Upper Secondary Education and its pedagogical, curricular, and organizational implications, considering the impacts of this educational modality on the work of education professionals. The analysis is situated within the context of recent educational reforms in Brazil, particularly those related to the National Common Curricular Base (Base Nacional Comum Curricular – BNCC) and the changes introduced by the so-called “New” Upper Secondary Education, drawing on concepts such as comprehensive human formation, polytechnic education, and the integration of basic and vocational education. Methodologically, the research is grounded in historical-dialectical materialism, drawing on the theoretical contributions of Ciavatta, Ramos, Saviani, Frigotto, Gramsci, Manacorda, Marx, and Mészáros, among others, and employs qualitative research procedures. Data were produced through the analysis of institutional documents and semi-structured interviews with pedagogical advisors from the Goiás State Department of Education (SEDUC/GO), members of the school management team, and teachers from both the general education and technical education components of the school under investigation. These procedures sought to understand different perspectives on the implementation process of Integrated Upper Secondary Education and its implications within the school context. The results indicate that, although the proposal for Integrated Upper Secondary Education is formally structured in the state education system’s curricular documents, its implementation in everyday school life still faces significant challenges. Among the main findings are difficulties related to curricular integration between general education and technical education components, weaknesses in collective planning, insufficient continuing education specifically focused on EMI, and the persistence of fragmented teaching practices. Furthermore, the implementation of the Fifth Training Pathway (Quinto Itinerário Formativo) has entailed changes in teachers’ work and school management, requiring new forms of organization of the pedagogical work and greater coordination among the actors involved. As an educational product, the study proposes the development of a formative handbook aimed at teachers and the school management team, with the purpose of presenting theoretical reflections and proposals for integrative teaching practices within the context of Integrated Upper Secondary Education. The material seeks to contribute to understanding the specific characteristics of the Fifth Training Pathway and to strengthening the integration between general education and vocational education, providing support for teaching and school management. Editor: Instituto Federal Goiano Tipo: Dissertação 2026-06-24T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6919 Título: FORMAÇÃO PEDAGÓGICA PARA A EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA NO IF GOIANO: UM OLHAR SOBRE PARA A INSERÇÃO DE TECNOLOGIAS Autor(es): Borges, Elisangela de Castro Primeiro Orientador: Oliveira, Natalia Carvalhaes de Primeiro Membro da Banca: Dias, Denise Segundo Membro da Banca: Ferreira, Gustavo Lopes Terceiro Membro da Banca: Echalar, Jhonny David Abstract: This research is part of the research line on Educational Practices in Vocational and Technological Education (VTE), specifically Macroproject 1: Methodological Proposals and Didactic Resources in Formal and Non-Formal Educational Spaces in VTE. Its objective was to analyze the specialization course in Pedagogical Training for VTE offered by IF Goiano, focusing on continuing education for pedagogical work with technology. This is an exploratory case study. The methodological approach consisted of analyzing the Course Pedagogical Project (CPP) and conducting a literature review in free public repositories to find publications on the topic – continuing education and its relationship with technology. The research was based on the principles of historical-critical pedagogy and dialectical logic. Based on the studies conducted, the analysis of the CPP revealed that the subject of Technologies and Education has a limited scope, despite the broad syllabus. The analysis of the publications that comprised the research corpus revealed that technologies have an immediate, technocratic bias, focusing on solving specific problems and/or tasks. Therefore, we affirm the need for more effective teacher training to enable a better understanding of the use of technologies in the classroom, going beyond a purely punctual and deterministic practice. These analyses led to the development of an educational product in the form of a guide to support continuing education for teachers working with technology, aiming to aid in the planning and organization of pedagogical work in a postgraduate course in teacher training. Editor: Instituto Federal Goiano Tipo: Dissertação 2026-06-03T00:00:00Z