https://repositorio.ifgoiano.edu.br/handle/prefix/262 2026-07-15T06:51:43Z https://repositorio.ifgoiano.edu.br/handle/prefix/6759 Título: A INFLUÊNCIA DO DOCENTE NA FORMAÇÃO DE DISCENTES Autor(es): Menezes, Vanessa Gomes Primeiro Orientador: Belisário, Celso Martins Abstract: This study aims to investigate, through a literature review, the influence of teachers on students’ development, highlighting their role as mediators of knowledge and as builders of critical and conscious citizens. The research shows that pedagogical practice goes beyond content transmission, encompassing ethical, social, and emotional dimensions that directly impact students’ holistic growth. Authors such as Freire (1996), Libâneo (1994; 2001), Tardif (2002), and Vygotsky (1998) emphasize that teaching is marked by complexity, requiring sensitivity, commitment, and the ability to foster meaningful learning. The analysis demonstrates that teachers’ actions contribute to stimulating motivation, engagement, and critical thinking, while also promoting values such as respect, solidarity, and social responsibility. The teacher is seen as an agent of transformation, capable of influencing not only academic performance but also citizenship and social awareness. It is concluded that the quality of teacher education is directly linked to the quality of education and to the positive impact on students’ academic and personal trajectories. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2026-06-18T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6719 Título: CARACTERÍSTICAS BIOMÉTRICAS E FÍSICO-QUÍMICAS, COMPOSTOS BIOATIVOS E ATIVIDADE ANTIOXIDANTE DO MESOCARPO E TEOR LIPÍDICO DA AMÊNDOA DO JERIVÁ Autor(es): Silva, Weslley Almeida Primeiro Orientador: Belisário, Celso Martins Abstract: The jerivá fruit (Syagrus romanzoffiana Cham.) has a good nutritional profile, considered rich in carbohydrates, vitamins, fibers and minerals. In addition, almonds are potential sources of lipids for the production of biofuel. Considering these potentialities and the presence of this fruit in the brazilian Cerrado. This study aimed to biometric characterization, physicochemical, bioactive compounds and antioxidant capacity of the pulp, and lipid content of the jerivá almond. About 5 kg of fruits were collected from three plants located in the botanical garden area of Campus Rio Verde, with a totally yellow color. After collection, they were sanitized, vacuum-packed and frozen. Evaluations of mass and size of fruits, moisture, ash, vitamin C, carotenoids and antioxidant capacity of the pulp, and lipid content of the almond were carried out. The fruits had, on average, a mass around 9 g and a longitudinal axis of approximately 30 mm, vitamin C content of 19 mg 100 g-1 and antioxidant activity of 74%, by β-carotene/linoleic Acid method. The lipid content of the almonds was around 30%. This study indicated that the jerivá fruit can be defined as a potential functional food, due to its vitamin C content and high antioxidant capacity, besides being promising for the production of biodiesel, due to the lipid concentration of the almond. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2026-06-18T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6435 Título: A INTELIGÊNCIA ARTIFICIAL NO ENSINO DA QUÍMICA: POTENCIALIDADES E DESAFIOS Autor(es): Melo, Lorrana Pires Primeiro Orientador: Alves, Dylan Avila Primeiro Membro da Banca: Nascimento, Marlucio Tavares do Abstract: Artificial Intelligence (AI) has rapidly expanded and reached different sectors of society, including the educational field. In Chemistry education, this technology has attracted growing interest due to its potential to support teaching and learning processes, personalize content, and assist teachers and students in academic activities. This study aimed to analyze the potentials and challenges of using AI in Chemistry teaching, considering its classroom application, its impacts on learning, and its contribution to teacher preparation. To achieve this objective, a bibliographic mapping was carried out between 2020 and 2025 in databases such as SciELO, Google Scholar, and CAPES Journals. Three main descriptors were used: (1) artificial intelligence in Chemistry teaching; (2) artificial intelligence in Chemistry classes; and (3) artificial intelligence in the preparation of Chemistry lessons. The adopted methodology was the “state of the art,” allowing the identification of trends, gaps, and theoretical perspectives through the analysis of selected scientific publications. The results related to the first descriptor indicate that AI can contribute to the understanding of abstract content, provide personalized explanations, and expand access to high-quality educational materials. Tools such as ChatGPT, Gemini, and Socratic assist in knowledge construction when used critically and with guidance. However, the literature also points to risks, such as technological dependence, superficial learning, and the possible reduction of students’ intellectual autonomy, as they may resort to platforms in search of ready-made answers without developing reading, writing, and analytical skills. Regarding the second descriptor, it was observed that AI can make Chemistry classes more dynamic and interactive through simulators, image generation, instant explanations, and personalized activities. These tools support active learning methodologies and contribute to increased student engagement. Nevertheless, challenges persist, such as the lack of technological infrastructure in many public schools, the need for specific teacher training, and the risk of weakening pedagogical relationships if technology replaces essential interactions between teacher and student. Concerning the third descriptor, AI has proven to be a relevant ally in lesson preparation, assisting in the development of teaching plans, activities, assessments, and instructional materials. These platforms optimize teachers’ time and broaden methodological possibilities. Still, the studies emphasize that AI does not replace the teacher’s role in mediating knowledge, contextualizing content, and making pedagogical decisions. In conclusion, AI presents significant potential to transform Chemistry teaching by expanding learning opportunities, personalization, and methodological innovation. However, its use requires caution, proper training, and critical reflection so that it effectively contributes to teaching quality and the holistic development of students, being understood as a complementary tool to the teacher’s work. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2026-03-11T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6372 Título: A FORMAÇÃO DO PROFESSOR-PESQUISADOR: UMA REVISÃO BIBLIOGRÁFICA Autor(es): Cavalcante, Mayara do Socorro Primeiro Orientador: Carvalho, Christina Vargas Miranda e Primeiro Membro da Banca: Silva, Luciana Aparecida Siqueira Segundo Membro da Banca: Georges, Grazielle Alves dos Santos Abstract: Research as an educational and training principle has gained prominence in discussions about teacher training, especially with regard to the constitution of the teacher-researcher and the articulation between teaching, research, and pedagogical practice. In this context, the present study sought to answer the following research question: how has the educational literature addressed research as an educational and training principle in teacher training? The objective is to identify and analyze academic and scientific publications in Brazilian journals that examine research as an educational and formative principle in teacher education, with the aim of understanding the trends and approaches present in the field of education. This is a qualitative bibliographic research study, developed from a survey of scientific articles available on Google Scholar, the CAPES Journal Portal, and SciELO, considering the time frame from 2021 to 2025. Initially, 63 articles were identified, of which nine comprised the research corpus. The data were analyzed using the content analysis method proposed by Laurence Bardin, which subsequently yielded three categories: research as a formative and epistemological principle of teaching; research as an enabler of investigative teaching subjectivities; and the structural and institutional tensions of teacher training in and through research. The results show that research is defended as a structuring element of teacher training, contributing to the development of critical reflection, professional autonomy, and the production of knowledge about pedagogical practice. However, challenges related to institutional conditions, curricular limitations, and teaching working conditions were also identified, which may hinder the implementation of this formative perspective. It is concluded that the consolidation of research as an educational principle in teacher training requires not only changes in training processes, but also institutional conditions that favor the constitution of the teacher-researcher. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso 2026-03-16T00:00:00Z