https://repositorio.ifgoiano.edu.br/handle/prefix/239 2026-03-12T12:37:36Z https://repositorio.ifgoiano.edu.br/handle/prefix/6251 Título: PRÁTICAS PEDAGÓGICAS INCLUSIVAS NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA E NA EDUCAÇÃO DE JOVENS E ADULTOS: O JOGO DAS EMOÇÕES PARA ESTUDANTES SURDOS Autor(es): Vieira, Cristiane Barbosa Marinho; Ceia, Lucas Clementino de ; Oliveira, Nathalia Rosa de Primeiro Orientador: Santos, Mateus Calixto Pereira dos Abstract: This study investigates the development of inclusive pedagogical practices in Professional and Technological Education (EPT) and in the National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Education modality (PROEJA), focusing on the creation of teaching materials for the deaf community. The research aimed to understand how different pedagogical resources impact students’ learning and socio-emotional development, addressing challenges related to diverse profiles and educational needs. The main objective was to promote the recognition, expression, and understanding of emotions in deaf individuals through the use of flashcards integrated into the teaching of written Portuguese, stimulating emotional expression in Brazilian Sign Language (Libras) and textual production in Portuguese. To achieve this goal, a qualitative approach was adopted, combining literature review and field research, in which the Jogo das Emoções (Emotion Game) was applied in the classroom of the Didactic Material Development course, encompassing activities in two modalities: expression in Libras and writing in Portuguese. The analysis of the game’s application revealed significant contributions to teacher training and students’ socio-emotional development, demonstrating that playful materials and active methodologies promote meaningful learning, socialization, identity strengthening, and educational inclusion. It was observed that visual, interactive, and adaptable resources facilitated the recognition and naming of emotions, enhanced the understanding of Portuguese as a second language, and encouraged critical reflection, creativity, and pedagogical planning. It is concluded that the Jogo das Emoções constitutes an effective resource to integrate written language learning, socio-emotional development, and inclusive practices, strengthening the holistic formation of deaf students and encouraging teachers to develop innovative, accessible, and contextually appropriate pedagogical materials tailored to the needs of EPT and PROEJA. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2026-02-18T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/2213 Título: EDUCAÇÃO ESPECIAL: UMA ANÁLISE BIBLIOGRÁFICA DOS DESAFIOS DA EDUCAÇÃO INCLUSIVA Autor(es): Costa, Tatiana Aparecida Pires; Lima, Rhennan Lazaro de Paulo Abstract: The present study investigated, through a bibliographical research, the integration of students who have specific educational needs, especially those with disabilities, in the regular education system in Brazil. To achieve this goal, a bibliographic analysis of texts that dealt with the challenges of inclusive education through public policies adopted in Brazil was carried out. In this investigation, the particularities of students with specific educational needs and the pedagogical practices adopted were highlighted so that it could be understood that the school environment is not only intended for learning reading and writing, but also a space for the formation of a critical citizen and, for that, it must be dynamic to the different needs of the students. Although it is still possible to identify criticisms about public policies, it is also necessary to consider their importance for the inclusion of people with disabilities and attention to specific educational needs in the school environment. The breadth of the discussion on inclusive education has ratified the need to drive the reorganization of schools and classrooms, implying a structural and cultural change in schools so that all students have their specificities met and, above all, so that they are trained to contribute for a more inclusive society. Editor: Instituto Federal Goiano Tipo: Artigo de Periódico 2021-06-17T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/2063 Título: A EDUCAÇÃO ESPECIAL E INCLUSIVA NA LEGISLAÇÃO ATÉ O DECRETO Nº 10.502/2020 Autor(es): Machado, Luanna Adma Gonçalves Primeiro Orientador: Jordão, Uiara Vaz Primeiro Membro da Banca: Lima, Rhennan Lázaro de Paulo Segundo Membro da Banca: Jordão, Maria de Lourdes Vaz Abstract: O present study trouxe a reflection about the history of special education and all the suit of legislation that governs education of people with deficiencies in Brazil. A justification is to ensure that inclusive education is supported through scientists in numerous areas of knowledge and that the valorization of cultural plurality does not social conviviality arise due to the need to recognize the potential of each human being, so that we have relationships, you are more fair and humane. In this sense, the main objective is to trace reflections on special and inclusive education in Brazil, having as specific objectives to recall historical events that unleash this educational modality and its costume; e, present or advance the public policies that govern special / inclusive education in our country, we have the last three secles or document considered or most recent. This study deals with a qualitative and exploratory research, whose procedures are based on a bibliographic review, supported by researchers such as Mendes (2006 and 2010), Januzzi (1992), Pacheco (2007), Mantoan (1996, 2011), Andrade ( 2012), Sassaki (2020) and Rocha, Mendes and Lacerda (2021) in the Brazilian legislation on people with deficiencies. The results were divided into moments: (1) a brief history of Special Education from the beginning to the 20th century; (2) the laws governing Special Education in Brazil from the late 20th century to 2008; and, finally, (3) the trajectory of Special Education as a teaching modality, up to decree n. 10.502/2020, suspended in December of the same year Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2021-07-31T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/2062 Título: DIFICULDADES MATEMÁTICAS APONTADAS NO INGRESSO AO ENSINO SUPERIOR: DESAFIOS E POSSIBILIDADES Autor(es): Guimarães, Giselle Aparecida Ribeiro Primeiro Orientador: Brandão, Hilma Aparecida Primeiro Membro da Banca: Gargioni, Ana Alice dos Passos Segundo Membro da Banca: Reis, Jaqueline Ferreira dos Abstract: The following article has as its theme the difficulties that students present to enter higher education, pointing out the main challenges and some possibilities for improvement. Our goal is to understand the challenges and possibilities of teachers to minimize such difficulties. To do this, we propose an investigation developed from a review of the literature on the subject, with a qualitative approach and an interpretive approach, supported by authors who investigate the subject, among them Masola; Vieira (2016), Elias; Savioli (2013), Masola; Allevato (2015). We conclude that Basic Education exerts a fundamental influence for students to reach Higher Education by performing basic calculations and for this, teacher training is essential. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2021-06-24T00:00:00Z