https://repositorio.ifgoiano.edu.br/handle/prefix/223 2026-03-12T20:40:23Z https://repositorio.ifgoiano.edu.br/handle/prefix/6168 Título: VIDA E FORMAÇÃO DE ESTUDANTES DO PROGRAMA DE MORADIA ESTUDANTIL DO IF GOIANO – CAMPUS CERES: UMA PERSPECTIVA AUTOBIOGRÁFICA Autor(es): Pereira, Adriel José Primeiro Orientador: Ferreira, Gustavo Lopes Abstract: This research, conducted within the scope of the Professional Master's Program in Professional and Technological Education (ProfEPT), it focuses on the educational experience of students from the Federal Institute of Goiás, Ceres Campus, who reside in student housing accommodation. A qualitative approach was adopted, grounded in life story methodology, to understand how living in student housing shapes the educational, social, and emotional trajectories of young people—many of whom come from regions with limited access to formal and technical education, rural areas, quilombola communities (former slaved groups living isolated for decades), and groups of Black, mixed-race, and Indigenous students. The investigation employed semi-structured narrative interviews, which were transformed into life stories and analysed through studies on youth and intersectional theoretical perspectives. The findings reveal that, despite the challenges and difficulties faced by many participants, collective housing functions as a catalyst for strengthening social bonds. These bonds are crucial for student retention and academic success. In this regard, student housing emerges as an inclusive educational policy that contributes to educational equity. The study also highlights the need to expand public policies aimed at supporting student retention, especially for those from historically marginalized groups. Student housing, therefore, is a space for learning, exchange, and lived experiences that contribute to the construction of life projects and the continued engagement of students in professional and technological education. Editor: Instituto Federal Goiano Tipo: Dissertação 2025-11-14T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6166 Título: O ENSINO DE GEOMETRIA ESPACIAL NO EMI: UM QUASE-EXPERIMENTO COM PRÁTICAS INTEGRADAS NO IF GOIANO – CAMPUS CERES Autor(es): Moreira, Fátima da Conceição Primeiro Orientador: Cardoso, Flávio Manoel Coelho Borges Primeiro Membro da Banca: Spósito, Marcos André Fernandes Segundo Membro da Banca: Machado, Jonatas Teixeira Abstract: One of the major problems cited by many teachers today regarding the teaching process is student disinterest and lack of commitment to learning, and this is very common when it comes to mathematics. In this context, the question that guided the research was: Do students understand Spatial Geometry more easily when there is no dichotomy between theory and practice in the content taught in the classroom? To answer this question, the general objective proposed was to analyze the teaching of spatial geometry in integrated high school education, in which theory and practice are not dichotomized, based on a quasi-experiment with integrated practices at the IFGoiano – Ceres campus. Consequently, the specific objectives are to analyze the teaching of spatial geometry in integrated high school education based on a quasi-experiment; to understand the relevance of teaching spatial geometry in a way that integrates classroom theory with professional practice; and to produce a didactic sequence for the study of spatial geometry as an educational product that helps students in the practical understanding of the theory studied in the classroom. The methodological approach was to conduct an interdisciplinary quasi-experiment with the aim of integrating the teaching of spatial geometry content with some technical subjects and with problems encountered by students in the second-year EMI classes at the IFGoiano Ceres campus. The results showed that the spatial geometry content taught in a way that is related to other areas of knowledge favors the process of assimilation of this content by students, with the production of a didactic sequence as an educational product. Editor: Instituto Federal Goiano Tipo: Dissertação 2025-11-14T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6142 Título: A INFLUÊNCIA DA DEMOGRAFIA NA PERMANÊNCIA DOS ALUNOS NA EAD Autor(es): Moraes, Fernando José Alvarenga de Primeiro Orientador: Cardoso, Flávio Manoel Coelho Borges Primeiro Membro da Banca: Dias, Denise Segundo Membro da Banca: Morais, Frederico Dourado Rodrigues Abstract: Distance Education (DE) has become a relevant strategy for democratizing access to education, especially in technical and professional training. However, high dropout rates remain a significant challenge, requiring in-depth analysis of the factors that influence student retention. This study aimed to investigate the impact of sociodemographic characteristics on school dropout in technical distance education courses at the Instituto Federal Goiano (IF Goiano), between 2018 and 2023. Variables such as age, gender, income, and ethnic background were considered. This quantitative research used secondary data from the Nilo Peçanha Platform, analyzing 7,005 student enrollments. It was found that only 20% of students completed the course, while 80% dropped out. Dropout rates were higher among adults, the elderly, lowincome individuals, and women, suggesting that workload, lack of institutional support, and difficulties in accessing technology are key influencing factors. There was also a significant omission of data related to income (88%) and race/ethnicity, which hindered more precise intersectional analyses and the development of effective public policies. Based on the findings, a Student Profile Analysis Guide was proposed to assist institutional managers in personalizing pedagogical and retention strategies in distance education. The study's limitations are related to the incompleteness of institutional databases, especially regarding gender diversity and students’ socioeconomic conditions. It is recommended to improve data collection and management mechanisms and to develop future research using mixed methods and tools sensitive to student diversity. It is concluded that dropout in DE must be addressed through inclusive policies that ensure not only access but also qualified and equitable retention of students. Editor: Instituto Federal Goiano Tipo: Dissertação 2025-09-11T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6125 Título: PRÁTICAS DE LEITURA: DESENVOLVIMENTO DA COMPETÊNCIA LEITORA DOS ESTUDANTES DA 1ª SÉRIE DO ENSINO MÉDIO TÉCNICO INTEGRADO CAMPUS CERES Autor(es): Silva, Larissa Adriana Silveira Castilho Primeiro Orientador: Dias, Denise Abstract: The practice and development of reading serve as a bridge to an effective educational process and the comprehensive formation of individuals. In this regard, it is necessary to implement reading practices through literary works to broaden cultural repertoire, stimulate critical thinking, and strengthen reading competence. This dissertation was developed within the framework of the Professional Master's Program in Professional and Technological Education (ProfEPT), in the Research Line of Educational Practices in Professional and Technological Education (PTE). It presents the results of a study conducted at the Federal Institute of Goiás – Ceres Campus, with first-year students of the Integrated High School and Technical Course in Agriculture. The general objective was to develop students’ reading competence through the reading circle method, based on the reading and analysis of the novel A Aldeia Sagrada by Francisco Marins. The research was grounded in a literature review on the foundations of PTE, reflections on professional education and its role in society, reading as a bridge to comprehensive education, and reading circles as a strategy for developing students’ reading competence. The methodological approach was based on qualitative research, specifically a case study, with data collection carried out through direct observation of Portuguese language classes taught by the regular teacher and through the implementation of the reading circle. During the reading circle, key aspects of the literary work were discussed, and students recorded their impressions on function sheets, distributed among seven groups. Content analysis was used to analyze the data. The findings provided insights for answering the research question and developing the educational product: a didactic sequence for reading circles and contributions to the development of reading competence in the first year of integrated high school. The research results highlighted the need for diversified reading practices aimed at encouraging contact with literary works and expanding students’ repertoire. This process contributes to building formative reading and, consequently, to the development of reading skills and competencies. Editor: Instituto Federal Goiano Tipo: Dissertação 2025-10-30T00:00:00Z