https://repositorio.ifgoiano.edu.br/handle/prefix/231 2026-05-05T02:39:19Z https://repositorio.ifgoiano.edu.br/handle/prefix/6561 Título: EDUCAÇÃO PARA AS RELAÇÕES ÉTNICO-RACIAIS NOS CURSOS DE LICENCIATURA DO INSTITUTO FEDERAL GOIANO – CAMPUS URUTAÍ: REALIDADE E POSSIBILIDADES Autor(es): Campos, Hugo de Sousa Primeiro Orientador: Ribeiro, Cristiane Maria Primeiro Membro da Banca: Ribeiro, Cristiane Maria Segundo Membro da Banca: Silva, Cleber Cezar da Terceiro Membro da Banca: Felicio, Cinthia Maria Abstract: Black people have historically been marginalized in Brazil. In an effort to address this scenario, the teaching of Afro-Brazilian and African History and Culture became mandatory within the Brazilian basic education system in 2003. However, challenges to its effective implementation persist to this day. It is believed that one of the key pathways to ensuring the enforcement of this legislation lies in teacher education. In this context, the present research aims to analyze how teacher education programs at the Federal Institute of Goiás (Instituto Federal Goiano), Urutaí Campus, have addressed Education for Ethnic-Racial Relations. This study is both documentary and field-based, employing document analysis and bibliographic research, with a qualitative. To this end, the Pedagogical Projects of the Courses (PPCs) were analyzed, and semi-structured questionnaires were administered to students enrolled in the final semester of each undergraduate teacher education program at the campus. The study sought to analyze educational policies related to initial teacher education and the role occupied by Education for Ethnic-Racial Relations within these policies. Additionally, it aimed to identify theses and dissertations addressing the themes of Ethnic-Racial Relations and initial teacher education. The results indicate that teacher education programs demonstrate concern with complying with the legislation; however, certain obstacles remain, such as the limited number of courses addressing the topic. Regarding the students, most reported having taken a course related to the subject, yet a considerable proportion do not feel adequately prepared to address the theme in basic education. Editor: Instituto Federal Goiano Tipo: Dissertação 2026-04-06T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6528 Título: PRÁTICAS PSICOMOTORAS E ATIVIDADES PARA MEDIAR O FAZER DOCENTE NOS CICLOS INICIAIS DA EDUCAÇÃO BÁSICA Autor(es): Fernandes, Josiane Neres Pereira Primeiro Orientador: Venâncio, Patrícia Espíndola Mota Primeiro Membro da Banca: Venâncio, Patrícia Espíndola Mota Segundo Membro da Banca: Silva, Cleber Cezar da Terceiro Membro da Banca: Soares, Viviane Abstract: Psychomotor skills are a fundamental element for the integral development of children; however, their implementation in the school environment faces obstacles related to teacher training and the lack of support resources. This dissertation addresses this issue through three complementary research studies that support the development of an educational product. The initial research consisted of a literature review in databases of Postgraduate Programs, with a time frame from 2019 to 2024, in order to identify educational products related to psychomotor skills. The results showed a significant scarcity, since, among the 366 products examined, only four met the inclusion criteria, and even these presented both conceptual and practical flaws. The second study analyzed teachers' knowledge on the subject, adopting a quantitative qualitative approach, through the application of an online questionnaire to 127 teachers. The data revealed a divergence between theoretical training and practice: although 41.7% of teachers had been exposed to the topic during their undergraduate studies, only 10.2% were able to correctly identify a child's drawing without motor control, and only 44.9% correctly answered a question about spatial organization, highlighting the difficulty in applying knowledge in daily practice. The third study, characterized as quantitative-qualitative and descriptive, evaluated the effects of psychomotor activities in five- and six-year-old children, comparing an experimental group with a control group. The results showed that the children involved in the intervention achieved significant progress in motor coordination, laterality, body schema perception, and spatial and temporal organization, as well as improvements in socio-affective behavior, such as increased cooperation and decreased aggression. The convergence of these findings with the scarcity of resources, the gap in teachers' knowledge, and the beneficial effect of systematic interventions justified the creation of a book containing psychomotor activities as an educational product of this dissertation. The book aims to translate theoretical knowledge into applicable actions, serving as a resource to improve the teaching practice of early childhood and primary school teachers, as well as promoting the overall development of students. Editor: Instituto Federal Goiano Tipo: Dissertação 2026-03-27T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6289 Título: ABORDAGEM CTSA: UMA PROPOSTA PARA O ENSINO DE TERMOQUÍMICA SOB O OLHAR DA DIDÁTICA COMPLEXA E TRANSDISCIPLINAR Autor(es): Assunção, Hélica Lucivane Silva Primeiro Orientador: Carvalho, Christina Vargas Miranda e Primeiro Membro da Banca: Suanno, Marilza Vanessa Rosa Segundo Membro da Banca: Souza, Paulo Vitor Teodoro de Abstract: This research was developed within the scope of the Professional Graduate Program in Teaching for Basic Education (PPG-EnEB), considering research line “Teaching Methodologies and Technologies”. We sought to understand the challenges of articulating the Science, Technology, Society and Environment (STSE) approach to the teaching of Thermochemistry, from the perspective of Complex and Transdisciplinary Didactics. The general objective focused on implementing Thermochemistry teaching situations grounded in the STSE approach under the perspective of complex and transdisciplinary didactics and emerging pedagogical trends, aiming to promote critical, contextualized, and socially relevant learning in Basic Education. To this end, a qualitative methodology of an applied nature was adopted, involving a theoretical-epistemological analysis of references such as the complex thinking of Edgar Morin, the transdisciplinarity proposed by Hilton Japiassu and Basarab Nicolescu, the self-hetero-ecoformation concept of Gaston Pineau, and ecopedagogy grounded in Paulo Freire and Moacir Gadotti, as well as Complex and Transdisciplinary Didactics as developed by Marilza Suanno. These references supported the development and implementation of a didactic sequence as an educational product aimed at second-year high school students. The results indicate that articulating the STSE approach based on complex and transdisciplinary didactics favors the construction of critical-reflective learning, the integration of scientific knowledge with socio-environmental contexts, the development of complex ways of thinking through the reconnection of knowledge, and the strengthening of students’ autonomy in the teaching of Thermochemistry. It was possible to conclude that this dialogue offers consistent theoretical-epistemological foundations for organizing pedagogical practices committed to citizenship education and to transforming teaching and learning processes in Science. Editor: Instituto Federal Goiano Tipo: Dissertação 2026-02-23T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6196 Título: APRENDIZAGEM BASEADA EM JOGOS NO ENSINO DE LÍNGUA INGLESA: JOGO DE TABULEIRO APLICADO A ALUNOS DO ENSINO FUNDAMENTAL Autor(es): Santos, Adelia Maria Pereira Primeiro Orientador: Silva, Cleber Cezar da Primeiro Membro da Banca: Silva, Cleber Cezar da Segundo Membro da Banca: Fernandes Sobrinho, Marcos Terceiro Membro da Banca: São Bernardo, Mirelle Amaral de Abstract: This dissertation aimed to investigate the contributions of Game-Based Learning (GBL) to the teaching and learning process of English in an 8th-grade class at a public municipal school in Goiás, Brazil. Regarding the methodological procedures used, the research adopted a qualitative, exploratory, and applied approach, structured in a multi-paper format. The first chapter presents a bibliographic review that revealed a lack of systematic studies on GBL in the form of analog (unplugged) games in the context of public schools. The second chapter analyzes institutional documents, such as the Political Pedagogical Project (PPP) and the textbook adopted by the school, revealing that GBL is still manifested implicitly, depending on teacher autonomy and student demands. The third chapter describes the development and application of the Educational Product (EP) entitled KnowGame: Learning English by Playing, an unplugged board game based on four language skills. The research results, based on Gee's (2025) design principles, revealed that the game acts as an integrated teaching-learning-assessment system, promoting student empowerment, problem-solving, and social engagement. It is concluded that the use of board games, when pedagogically planned, is an effective didactic resource to enhance meaningful learning and reduce the anxiety common to learning English. Editor: Instituto Federal Goiano Tipo: Dissertação 2026-02-10T00:00:00Z