https://repositorio.ifgoiano.edu.br/handle/prefix/247 2026-08-24T04:34:47Z https://repositorio.ifgoiano.edu.br/handle/prefix/6900 Título: CONSTRUÇÃO E IDENTIDADE: A IMPORTÂNCIA DA REPRESENTATIVIDADE DE GÊNERO NO ENSINO FUNDAMENTAL Autor(es): Silva, Gabrielle Sasaki Abstract: This article aims to analyze how recent Brazilian scientific production addresses the construction of gender identities in elementary education, with emphasis on the role of representativeness in this process. Based on bibliographic research conducted in the SciELO, CAPES Journals, and Google Scholar databases, eight articles published between 2015 and 2024 were selected. The discussion showed that the school environment is not neutral in relation to gender norms: the curriculum, pedagogical practices, and everyday interpersonal relationships actively participate in the constitution of the identities of subjects in formation. The analyzed studies converge in pointing out critical gaps in initial and continuing teacher education, as well as in school management, which frequently operates through the silencing of gender issues. The intersectional perspective revealed that the experiences of Black girls and LGBTQIA+ students are simultaneously crossed by multiple axes of oppression, which requires specific pedagogical responses. It was concluded that gender representativeness cannot be merely transversal in the curriculum, but rather a structural condition for the school to fulfill its function of forming complete subjects, recognized in their different ways of existing. Editor: Instituto Federal Goiano Tipo: Artigo de Periódico 2026-09-14T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6893 Título: POLÍTICAS PÚBLICAS E PROGRAMAS PARA A EJA: DA CONSTITUIÇÃO DE 1988 AO PNE (2026-2036) Autor(es): Souza, Vitoria Gabriely Primeiro Orientador: Piovezan, Patrícia Regina Primeiro Membro da Banca: Santos, Laís Alice Oliveira Segundo Membro da Banca: Mariano, Sangelita Miranda Franco Abstract: Youth and Adult Education (EJA) is a modality of Basic Education designed for individuals who did not have access to or did not complete their schooling at the standard age, playing a fundamental role in guaranteeing the right to education and reducing educational inequalities. This study aimed to analyze federal educational policies and programs for Youth and Adult Education—spanning the period from the promulgation of the 1988 Federal Constitution to the National Education Plan 2026–2036—while identifying their advances, limitations, and challenges. It is a qualitative study based on a review of literature and documents, including legislation, official records, monitoring reports, statistical data from the National Institute for Educational Studies and Research Anísio Teixeira (INEP) and the Brazilian Institute of Geography and Statistics (IBGE), as well as academic research on the subject. The results revealed that significant legal milestones and federal programs have contributed to strengthening EJA as a public policy; however, challenges persist regarding access, student retention, completion of schooling, and the achievement of targets set by National Education Plans. An analysis of the indicators showed a decline in enrollment numbers for this modality over the period studied—a phenomenon that must be interpreted alongside improvements in the population's overall educational attainment. The drop in demand for EJA may stem from both a reduction in the target population requiring this modality and the persistence of educational inequalities and barriers to access and completion. Consequently, the data highlight the need for enduring public policies capable of ensuring the right to education for those who have not yet completed basic education, as well as fostering student retention and the successful completion of studies. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2026-08-13T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6539 Título: O ENSINO LÚDICO, A LEITURA LITERÁRIA E A FORMAÇÃO DE LEITORES NA EDUCAÇÃO INFANTIL PLAYFUL TEACHING, LITERARY READING AND THE FORMATION OF READERS IN EARLY CHILDHOOD EDUCATION Autor(es): Souza, Kênnia Mara Neres de Primeiro Orientador: Borges, Ronaldo Elias Primeiro Membro da Banca: Santos, Ana Maria Alves Pereira dos Segundo Membro da Banca: Mariano, Sangelita Miranda Franco Abstract: This article aims to analyze the importance of playful teaching and literary reading in the process of forming readers in early childhood education. Using a qualitative approach through bibliographic research, works by authors such as Kishimoto (2007), Piaget (1971), and Vygotsky (2008) were analyzed, discussing the role of play and literature in child development. The study investigates how games, play, storytelling, and other playful practices promote creativity, imagination, and meaningful learning of reading and writing, as well as identifying challenges faced by educators. The results show that playful teaching of literary reading is an effective strategy to stimulate children's interest in reading, contributing to their overall development. The role of the educator as mediator and the importance of selecting appropriate materials are also emphasized. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2025-03-31T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6477 Título: A DOCUMENTAÇÃO PEDAGÓGICA COMO ESTRATÉGIAS DE ACOMPANHAMENTO DO DESENVOLVIMENTO DA CRIANÇA INSERIDA NA EDUCAÇÃO ESPECIAL Autor(es): Borges, Bárbara Victória Marques Primeiro Orientador: Mariano, Sangelita Miranda Franco Abstract: This article discusses Special Education from the perspective of school inclusion, emphasizing the understanding of Global Developmental Disorders (GDD) and the use of pedagogical documentation as a tool for visibility and transformation of educational practices. It seeks to analyze how schools can promote the autonomy and participation of children with disabilities, considering cognitive, affective, and social aspects that influence the learning process. The study addresses the historical and legal trajectory of Special Education in Brazil, highlighting the advances in publicpolicies and the challenges still present in consolidating the inclusive paradigm. The importance of pedagogical documentation as an instrument for recording, reflection, and planning is emphasized, capable of re-signifying the perspective on the student and strengthening the relationship between teachers, families, and multidisciplinary teams. The article also presents the Individualized Education Plan (IEP) of Morrinhos-GO, as an instrument for collaborative and effective inclusion practice, aligned with the guidelines of the National Common Curricular Base (BNCC). It is concluded that school inclusion demands an ethical and sensitive approach, based on listening, valuing individual differences, and linking theory and practice, so that all children can learn, develop, and fully participate in the educational environment. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2026-02-27T00:00:00Z