https://repositorio.ifgoiano.edu.br/handle/prefix/235 2026-09-15T21:09:11Z https://repositorio.ifgoiano.edu.br/handle/prefix/6858 Título: AS CONTRIBUIÇÕES DA EDUCAÇÃO INFANTIL PARA O DESENVOLVIMENTO DA CONSCIÊNCIA, SOB A PERSPECTIVA HISTÓRICO-CULTURAL E ONTOLÓGICA Autor(es): Alves, Ranyelle Barbosa Primeiro Orientador: Domingues, Ângela Cláudia Dias Primeiro Membro da Banca: Domingues, Ângela Cláudia Dias Segundo Membro da Banca: Silva, José Geraldo da Terceiro Membro da Banca: Silva, Mayara Luiza Freitas Abstract: Este trabajo tiene como objetivo analizar las contribuciones de la Educación Infantil al desarrollo de la conciencia, desde una perspectiva histórico-cultural y ontológica. Para lograr este objetivo, establecimos el método materialista histórico-dialéctico, que nos permitió comprender el objeto de análisis en su totalidad. Realizamos una investigación teórica y bibliográfica, apoyada en la lectura de obras clásicas como *El Capital* de Marx, *Hacia una ontología del ser social* de Lukács y el volumen IV de *Obras escogidas* de Vygorsky, un autor importante en Psicología Histórico-Cultural, así como autores contemporáneos como Toassa (2006), Delari Júnior (2020), Barbosa et al. (2018), Monção y Godoy (2021) y Acer (2021). Esta investigación se basa en la comprensión de que la conciencia humana es una construcción social cuyos orígenes están vinculados a la actividad humana, es decir, al trabajo. Desde la perspectiva de la psicología histórico-cultural, podemos concluir que los individuos no nacen con características exclusivamente humanas; deben experimentar un proceso de apropiación, y la educación constituye el ámbito privilegiado para ello. Desde la primera etapa de la educación básica, la educación infantil, las funciones psicológicas superiores del niño ya se están desarrollando, y con ellas, su conciencia. Concluimos que, mediante una mediación pedagógica adecuada, especialmente a través del juego, los docentes pueden actuar dentro de la zona de desarrollo próximo de los niños, contribuyendo así a su formación humana. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2026-06-18T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6829 Título: O LÚDICO NO ENSINO DA MATEMÁTICA: JOGOS COMO ESTRATÉGIAS PARA A APRENDIZAGEM SIGNIFICATIVA NOS ANOS FINAIS DO ENSINO FUNDAMENTAL Autor(es): Protásio, Marília Guimarães Primeiro Orientador: Menezes, Ruimar Calaça de Abstract: This study, linked to the Lato Sensu Graduate Program in Education and Teaching Work at the Federal Institute Goiano (Trindade Campus, Goiás, Brazil), investigates the use of playful activities in Mathematics teaching. In this context, the following question is raised: to what extent does the bibliographic production on the use of games in Mathematics teaching reveal their contributions and limitations for meaningful learning in the final years of Elementary Education? The study aims to analyze the contributions and limitations of using games in Mathematics teaching for meaningful learning, based on the academic literature on the subject. The specific objectives are: to survey academic studies on playfulness and games in Mathematics teaching; to identify the contributions of these practices to meaningful learning; and to critically analyze the limitations and challenges associated with the use of games in pedagogical practice. The methodology consists of a bibliographic study with a qualitative and exploratory approach. The theoretical framework is based on the contributions of D'Ambrosio (2012), Freire (1996), Saviani (2013), Grando (2000), and Fiorentini (2014), whose reflections support the understanding of Mathematics Education, pedagogical mediation, meaningful learning, and the use of games in the educational process. The findings indicate that the use of games promotes student engagement, encourages participation, and contributes to knowledge construction by linking concrete experiences to learning. However, the results also show that their effectiveness is not automatic, depending on teacher planning, pedagogical intentionality, and the actual conditions of the teaching process. Therefore, games acquire relevant educational potential only when employed as a planned pedagogical mediation aligned with the purposes of educational work. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2026-06-02T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6778 Título: POLÍTICAS EDUCACIONAIS, LETRAMENTOS TEATRAIS E TICS: UMA PERSPECTIVA CRÍTICA E ANALÍTICA DA PEDAGOGIA DO TEATRO Autor(es): Silva, André Pereira da Primeiro Orientador: Cardoso, Joselina Alves Primeiro Membro da Banca: Cardoso, Joselina Alves Segundo Membro da Banca: Silva, Ruth Aparecida Viana Abstract: This study analyzes theater education in the educational context of Goiás, considering its challenges and relevance in relation to educational policies and contemporary demands. It aims to reflect on theatrical practice in articulation with literacies and Information and Communication Technologies (ICTs), highlighting its contributions to students’ critical and social development of elementary school students. The methodology is based on a bibliographic review and the analysis of normative documents, such as the National Common Curricular Base (BNCC) and the Curricular Document for Goiás (DC-GO), as well as authors who discuss curriculum, literacy, and pedagogical practices. The study addresses educational policies that guide Arts education, discussing the role of the curriculum and its dimensions, as well as the implications of these guidelines for teaching practice and theatrical pedagogies. It also examines the concepts of literacy and multiliteracies, emphasizing their expansion beyond traditional reading and writing and their relationship with contemporary languages and technologies. Thus, this work aims to contribute to pedagogical practice through the integration of theater, literacies, and ICTs as a means of promoting the development of autonomous, participatory, and socially engaged individuals. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2026-06-16T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6761 Título: RACIONALIDADE INSTRUMENTAL E FORMAÇÃO HUMANA OMNILATERAL: UMA CRÍTICA ÀS COMPETÊNCIAS E HABILIDADES DA BNCC E DO NOVO ENSINO MÉDIO Autor(es): Ferreira, Marília de Brito Primeiro Orientador: Tavares, Wendryll José Bento Primeiro Membro da Banca: Ribeiro, Iuri Segundo Membro da Banca: Mesquita, Fabrício Dias Gusmão di Abstract: This study problematizes contemporary educational reforms in Brazil, focusing on the National Common Curricular Base (BNCC) and the New Secondary Education model, by analyzing their implications for human formation through a critique of instrumental rationality. The reflection takes as its starting point the role of the school in light of the emphasis on competencies and the growing alignment between education and the labor market. The objective is to understand to what extent these policies contribute to an emancipatory form of education or reinforce a logic of functional adaptation. The article brings together normative documents and theoretical contributions from authors such as Paulo Freire, Dermeval Saviani, Theodor Adorno, and Max Horkheimer, whose reflections help elucidate the tension between adaptation and emancipation, as well as the contrast between the perspective of omnilateral education and models oriented toward technical efficiency. The methodology consists of a bibliographic discussion of the theoretical frameworks and their application in the analysis of legal texts. Through this approach, it is possible to observe that, although official discourses emphasize autonomy and youth protagonism, the focus remains on the development of competencies, curricular flexibility, and the fragmentation of educational pathways. This contributes to reinforcing historically constituted inequalities, while relegating to a secondary role the school’s function as a mediator of systematized knowledge. Such a scenario underscores the importance of advocating for an integrated education that articulates work, science, and culture as a fundamental condition for critical and emancipatory formation. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2026-06-08T00:00:00Z