https://repositorio.ifgoiano.edu.br/handle/prefix/229 2026-06-22T19:53:44Z https://repositorio.ifgoiano.edu.br/handle/prefix/6625 Título: EDUCAÇÃO DIGITAL: PERCEPÇÕES, MEDIAÇÕES E PRÁTICAS PEDAGÓGICAS EM ESCOLAS PÚBLICAS DA CIDADE DE PIRES DO RIO/GO Autor(es): Martins, Emilene de Oliveira Pereira Primeiro Orientador: Guimarães, Vinicius Oliveira Seabra Primeiro Membro da Banca: Ferreira, Júlio Cesar Segundo Membro da Banca: Avelar, Antonio Carrillo Abstract: This research, developed within the research line “Teaching Methodologies and Technologies” of the Graduate Program in Teaching for Basic Education (PPG-EnEB), at the Professional Master’s level, at the Federal Institute Goiano – Urutaí Campus, analyzed the limits and challenges faced by teachers of the early years of Elementary Education in the municipal school system of Pires do Rio/GO regarding the integration of digital education into pedagogical practices. Grounded in Pierre Bourdieu’s Reflexive Sociology, the investigation adopted a predominantly qualitative approach, supported by quantitative data, and was characterized as exploratory, descriptive, documentary, and field research. Data production was carried out through questionnaires administered via Google Forms to teachers from the municipal school system, as well as through observation of the infrastructure of school units. Data analysis was conducted based on Bardin’s Content Analysis. The theoretical framework articulated discussions on digital education, digital culture, teacher education, pedagogical mediation, and the constitution of children’s identity in technologically mediated contexts. The results showed that teachers recognize the relevance of digital technologies for teaching and learning processes, as well as their potential contribution to experiences related to autonomy, participation, and formative practices in digital contexts. However, structural, educational, and institutional limitations were identified, hindering the effective integration of digital education into school practices. It is concluded that the understanding and implementation of digital education are directly related to the concrete conditions of teaching work and teacher education, revealing tensions between favorable dispositions toward the use of technologies and the obstacles present in the educational context. As an outcome of the research, an Educational Product in the form of a digital guide was developed for teachers of the early years of Elementary Education, containing guidelines, reading suggestions, courses, technological resources, and didactic sequences aimed at promoting critical and contextualized pedagogical practices within contemporary digital culture. Editor: Instituto Federal Goiano Tipo: Dissertação e Produto Técnico Educacional 2026-05-19T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6590 Título: QUALIDADE DE VIDA: PERCEPÇÃO DOS DOCENTES DA REDE FEDERAL DE EDUCAÇÃO PROFISSIONAL, CIENTÍFICA E TECNOLÓGICA Autor(es): Dias, Eduardo Primeiro Orientador: Noll, Matias Primeiro Membro da Banca: Noll, Matias Segundo Membro da Banca: Cardoso, Flavio Manoel Coelho Borges Abstract: The health of workers in general, and specifically that of teachers in the Federal Network of Technical and Technological Education, was significantly impacted by the COVID-19 pandemic. Studies have sought to diagnose the extent of the consequences of social isolation and remote work on the world of work. The objective of this research was to evaluate the perception of Federal Network teachers regarding their quality of life at work. This was a cross-sectional epidemiological study, encompassing the 46,688 basic, technical, and technological education teachers belonging to the Federal Education Network of Brazil. A case study was conducted, consisting of a field survey using previously validated questionnaires, such as the WHOQOL-bref (World Health Organization Quality of Life questionnaire), the DASS-21 (a tool to help individuals identify their general mood state), the IPAQ (International Physical Activity Questionnaire), some questions from the National School Health Survey (PENSE), as well as sociodemographic questions that allowed for the proper characterization of the research participants. The participants' habits during the pandemic were also evaluated, particularly regarding alcohol consumption, tobacco use, consumption of ultra-processed foods, sleep quality, voice-related issues, and body perception. The collected data were analyzed to estimate prevalence ratios. The study revealed that men had a higher perception of quality of life (QoL) than women in the physical and psychological domains (p=0.000 in both). Older teachers reported better QoL in the psychological domain (p=0.000), while younger teachers highlighted better conditions in the physical domain. In the environmental domain, teachers with higher academic qualifications reported better QoL (p=0.005). During the pandemic, teachers who worked from home and received institutional support had better QoL in all domains (p=0.000). Those who felt supported by their institutions also reported better QoL in the physical, psychological, and environmental domains (p=0.000) and social domain (p=0.005), as well as those who were provided with conditions to work from home (p=0.000 in the physical, psychological, and environmental domains; p=0.003 in the social domain). Additionally, teachers who spent less than 2 hours daily on the computer showed better QoL in the psychological domain (p=0.003). As part of the study, an educational product was developed to serve as a guide for preventing health issues among teachers. From the results of this research, institutional policies also emerged that contributed to improving the quality of life at work for the study participants, as managers gained a clear picture of what Federal Network teachers thought about their quality of life at work. Editor: Instituto Federal Goiano Tipo: Dissertação e Produto educacional 2025-03-13T00:00:00Z 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