https://repositorio.ifgoiano.edu.br/handle/prefix/238 2026-03-19T16:17:10Z https://repositorio.ifgoiano.edu.br/handle/prefix/6400 Título: PROFESSOR IMIGRANTE, ALUNO NATIVO DIGITAL: DESAFIOS DA FORMAÇÃO DOCENTE NA EPT NA ERA DA CULTURA DIGITAL Autor(es): Sá, José Itamar Ferreira Alencar Primeiro Orientador: Siqueira, Herbert Rezende Primeiro Membro da Banca: Nascimento, Rubia Bernardes Segundo Membro da Banca: Santos, Morgana Silva dos Abstract: This article analyzes the challenges of teacher education in Professional and Technological Education (PTE) in light of the mismatch between the digital culture of students—“digital natives”—and the pedagogical practices of teachers trained within an analog paradigm. The general objective is to discuss the barriers that emerge from this generational gap and to propose pathways toward continuing professional development that is responsive to the demands of the twenty-first century. To this end, a bibliographic review of the literature was conducted, adopting a qualitative approach and content analysis. The findings reveal that teaching challenges constitute an interdependent ecosystem of pedagogical, attitudinal, instrumental, and institutional tensions. As an original and conceptual contribution, it is concluded that overcoming this scenario does not lie in merely technical training, but in fostering teachers’ critical digital fluency. This innovative concept enables educators to act not merely as technology operators, but as reflective mediators within communities of practice. The transformation of teaching practice, grounded in this critical fluency and supported by institutional policies and active methodologies, represents the most promising response to aligning Professional and Technological Education with the realities of the Network Society. Editor: Instituto Federal Goiano Tipo: Dissertação 2026-03-02T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6395 Título: TECNOLOGIA, EDUCAÇÃO E CIBERCULTURA: ANÁLISE DA POLÍTICA DE CHROMEBOOKS NO ESTADO DE GOIÁS Autor(es): Rodrigues, Jorge Luiz; Bastos, Sônia de Miranda Primeiro Orientador: Gonçalves, Luciene Pereira da Silva Abstract: ABSTRACT. The digital inclusion policy in the State of Goiás, materialized by the massive distribution of Chromebooks to high school students, is officially presented as a landmark of pedagogical modernization. This study aims to analyze the contradictions between the government discourse of innovation and the effective implementation practices of these devices, from the perspective of Pierre Lévy's Cyberculture. The research investigates whether the initiative promotes intellectual emancipation and collective intelligence or if it primarily constitutes an administrative management strategy and political marketing. Methodologically, Laurence Bardin's Content Analysis was adopted, structured in the phases of pre-analysis, material exploration, and treatment of results. The analysis corpus consisted of the Preliminary Technical Study No. 5/2023, guidelines from the State Department of Education (SEDUC-GO), and official promotional materials. The results indicate a significant gap between the promise of "new ways of teaching" and the imposed technical reality. The analysis revealed that the policy prioritizes hardware management and access control—evidenced by the blocking of personal accounts and restricted use of the Google ecosystem—to the detriment of student autonomy. It is concluded that, far from promoting the deterritorialization of knowledge proposed by Lévy, the adopted model establishes a "cyberculture under custody", where technology serves institutional visibility more than the formation of critical subjects in cyberspace. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2026-03-03T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/4616 Título: O USO DE FERRAMENTAS EDUCACIONAIS NO CONTEXTO DA ESPECIALIZAÇÃO EM FORMAÇÃO PEDAGÓGICA NA EDUCAÇÃO PROFISSIONAL, CIENTÍFICA E TECNOLÓGICA A DISTÂNCIA DO IF GOIANO Autor(es): Oliveira, Yasmine Simões de; Silva, Vanessa Cristina Cunha Primeiro Orientador: Cruz, Joseany Rodrigues Primeiro Membro da Banca: Lima, Miriã Nunes Porto Segundo Membro da Banca: Cruz, Joseany Rodrigues Terceiro Membro da Banca: Dias, Marco Antonio Harms Abstract: Distance Education (DE) has been gaining recognition as an appropriate education modality with the achievement of public policy goals, especially in Brazil, where there is a great geographical dispersion of students. This movement contributes significantly to the modality enabling the use of new methodologies for the dissemination of knowledge. Learning in Distance Education must occur in order to engage students, providing protagonism in the construction of knowledge. In this sense, educators need to feel prepared and know which methods and tools can be most effective in the profile of their class, including the use of active methodologies. By using common technological resources in the information society, for the benefit of the teaching-learning process, it is possible to break the barrier against these technologies and enable their use also for the development of learning itself. The analyzed studies point to some tools that can facilitate the feasibility of methodologies within the virtual distance learning environment. Active Methodologies are tools used with the objective of directing teachers so that they have access, thus assisting in the execution of classes, in order to engage students, providing protagonism in the construction of knowledge. Therefore, it is necessary for teachers to recognize which active methodologies are intended for Distance Education. In this research, the study was developed from the need to promote a greater understanding of the use of educational technological tools and their transformative power in the academic path, and in the learning curve of the students involved, providing more interactive, dynamic classes, enabling greater absorption of the knowledge passed on. For this, the discipline "Interactive Tools in Distance Education" was elaborated, made available to teachers and technical staff of the postgraduate course in pedagogical training for Professional and Technological Education (EPT). This course presented the importance of interactivity in distance education, in addition to some interactive tools that can help in the teaching-learning process. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2024-06-18T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/3784 Título: REFLEXÕES DAS TRAJETÓRIAS DA APRENDIZAGEM DOS ESTUDANTES DO IF GOIANO CAMPUS TRINDADE NO PERÍODO DAS AULAS NÃO PRESENCIAIS: POSSIBILIDADE PARA PRÁTICA DOCENTE Autor(es): Costa, Elenice Rabelo; Silva, Jane Santos Guimarães; Silva, Luza Mônica Côrtes da; Sales, Marcel Willian Reis; Ramos, Renata Rodrigues; Costa, Rita de Cássia Sousa; Martins, Taline Carvalho; Silva, Vanilda Souza da Primeiro Orientador: Rodrigues, Marina Campos Nori Primeiro Membro da Banca: Rodrigues, Marina Campos Nori Segundo Membro da Banca: Silva, Simônia Peres da Terceiro Membro da Banca: Cruz, Joseany Rodrigues Abstract: During the Covid-19 pandemic, face-to-face educational activities were suspended for a period in Brazil. A remote education system was adopted in most Brazilian university institutions, linking Digital Information and Communication Technologies (TDICs) to education. This motivated the central research problem: from the analysis of the learning trajectories of the students of the IF Goiano Campus Trindade during the period of emergency education (2020 and 2021), what possibilities did they experience for the teacher? As a methodology, bibliographical research was adopted, reading of institutional documents available in the IFGoiano's X-Ray of Permanence and in a group, a Brainstorming was done through an online meeting that made the main pedagogical practices during the pandemic that can be teaching practices even in post-conflict times. pandemic. As a final result, a digital folder was prepared, in which teaching-learning and socio-emotional strategies were propagated, they are: reception, study routine, interdisciplinarity, continuing education and standardization of the VLE. The study carried out was important to detect and propagate good pedagogical practices that were intensified during a pandemic and are still important in this new educational context, or, in other words, to report the lessons learned for education. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2023-06-22T00:00:00Z