https://repositorio.ifgoiano.edu.br/handle/prefix/247 2026-04-30T21:59:22Z 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 https://repositorio.ifgoiano.edu.br/handle/prefix/6470 Título: SUJEITOS E DISPUTAS SOBRE A EDUCAÇÃO NO BRASIL Autor(es): Alves, Gabrielly Luize Dias Primeiro Orientador: Conceição, Marcus Costa da Abstract: This article aims to analyze the influence of private companies on important milestones in education, such as some reforms and conferences that have significantly shaped the history of this sector. The research highlights how education, far from being a neutral field, is permeated by ideologies and interests of private groups that are masked by false narratives that, in general, do not reflect the reality of the educational sphere Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2026-02-10T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6447 Título: O ENSINO DE FRAÇÕES NAS SÉRIES INICIAIS DO ENSINO FUNDAMENTAL: UMA REVISÃO SISTEMÁTICA DA LITERATURA CIENTÍFICA Autor(es): Guerra, Alana Santana Primeiro Orientador: Vasconcelos, Renato Silva Abstract: The teaching of fractions in the early grades of elementary school has proven to be one of the main challenges in the mathematical learning process, both due to the conceptual complexity of the content and the didactic difficulties faced by teachers. Considering the relevance of this topic to mathematical education in the early years, this study aims to analyze the national scientific production on the teaching of fractions at this level of education. The methodology adopted was a systematic literature review, with a survey of scientific articles published in journals available on the Portal of Journals of the Coordination for the Improvement of Higher Education Personnel (CAPES), in addition to other relevant academic databases. The results reveal that, although there are advances in methodological proposals and in the understanding of fraction teaching, significant challenges related to teacher training, the choice of appropriate teaching strategies, and the transposition of mathematical concepts in a way that is accessible to children still persist. It is concluded that the scientific production points to the need for investments in the initial and continuing training of teachers, as well as in the development of contextualized teaching materials that favor the meaningful construction of the concept of fractions from the first school years. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2026-02-27T00:00:00Z