https://repositorio.ifgoiano.edu.br/handle/prefix/1633 Sat, 18 Jul 2026 05:19:22 GMT 2026-07-18T05:19:22Z https://repositorio.ifgoiano.edu.br/handle/prefix/6753 Título: FORMAÇÃO DE PROFESSORES PARA ATUAR NO PROGRAMA NACIONAL DE INTEGRAÇÃO DA EDUCAÇÃO PROFISSIONAL COM A EDUCAÇÃO BÁSICA NA MODALIDADE DE EDUCAÇÃO DE JOVENS E ADULTOS (PROEJA) Autor(es): Cunha, Maria Auxiliadora de Jesus Primeiro Orientador: Nunes, José Ângelo Gomes Primeiro Membro da Banca: Nunes, José Ângelo Gomes Segundo Membro da Banca: Costa, Jani Marra da Fonseca Terceiro Membro da Banca: Silva, Rosemeire de Souza Pinheiro Taveira Abstract: The purpose of this study is to analyze teacher training within the framework of the National Program for the Integration of Vocational Education with Basic Education in the Youth and Adult Education (PROEJA) modality, highlighting its relevance to the development of an inclusive, critical, and socially grounded education. The research begins with a historical contextualization of Youth and Adult Education (EJA) in Brazil; this form of education has been marked by a history of exclusion, inequality, and the struggle for rights. From the colonial period, with the work of the Jesuits, to the present day, it is evident that educational policies focused on EJA have been, for the most part, inconsistent, welfare-oriented, and insufficient to guarantee students’ access to and retention in school. Throughout this study, we discuss the influence of economic and political concepts on education, particularly Human Capital Theory, which contributed to the consolidation of a technocratic view of education focused on training the workforce for the labor market. This perspective reinforced the historical dualism between technical and general education, condemning the working classes to a fragmented and limited education. In this context, PROEJA emerges as a proposal to overcome this duality by integrating basic education with vocational education, grounded in the principle of work as the educational axis and in the holistic development of the individual. The study also addresses the main challenges of teacher training for working in PROEJA, highlighting the absence of consistent public policies, the lack of specific training for Adult Basic Education (EJA), the devaluation of the teaching profession, and the difficulties in meeting the specific needs of the target population. Adult education students have interrupted educational trajectories, diverse life experiences, and often face adverse socioeconomic conditions, which require teachers to have specialized, sensitive, and context-specific training. The theoretical foundation of this study draws on authors such as Paulo Freire, Miguel Arroyo, Dermeval Saviani, Gaudêncio Frigotto, Marise Ramos, and Dante Henrique Moura, who advocate for an emancipatory, critical education committed to social transformation. In this regard, the importance of a dialogic pedagogical practice is emphasized, one that values students’ knowledge and promotes the collective construction of knowledge. Furthermore, the study highlights the potential of active methodologies and playful practices as pedagogical strategies capable of making the teaching-learning process more dynamic, meaningful, and motivating. From a methodological standpoint, this is a qualitative, bibliographic study that enables a critical analysis of different theoretical frameworks and documents related to the topic. The research allows for an understanding of the complexity of teacher training in Adult and Youth Education (EJA) and identifies pathways for improving educational practices. It is concluded that continuing teacher education is a fundamental element for the consolidation of PROEJA as an effective public policy. It is necessary to invest in training processes that integrate theory and practice, value learner diversity, and promote an integrated and humanistic education. In this way, youth and adult education can contribute to building a more just, democratic, and egalitarian society, guaranteeing the right to education for all. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Mon, 01 Jun 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6753 2026-06-01T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6709 Título: CIÊNCIAS DA NATUREZA E MATEMÁTICA NA EJA ARTICULADA À FORMAÇÃO TÉCNICA: DISSOCIAÇÃO PERCEBIDA E ESTRATÉGIAS DE INTEGRAÇÃO CURRICULAR Autor(es): Felippe, José Neto de Oliveira Primeiro Orientador: Felicio, Cinthia Maria Primeiro Membro da Banca: Silva, Tony Alexandre Medeiros da Segundo Membro da Banca: Brandão, Hilma Aparecida Abstract: Considering the low level of understanding among students enrolled in vocational Education for Young People and Adults (EJA) in Administration and Management (secondary level) at a municipal school that basic general education in Natural Sciences and Mathematics influences technical training, this study addresses the perceived dissociation between “basic subjects” and professionalization in the context of EJA linked to Professional Education. The objective is to analyze whether educational practices focused on the world of work can act as drivers of interest, participation, and meaning attributed to learning, favoring the recognition of the general base as a structuring component of technical training. To this end, qualitative, applied research with exploratory-descriptive objectives was conducted, using a case study design, combining documentary analysis (PPP, Regulations, and Curriculum Matrix) and thematic analysis of narratives produced by students via a discursive questionnaire (28 valid responses), with anonymization and triangulation with participant observation records. Thus, it was observed that permanence and success are linked to the interaction between objective conditions (social work time, family responsibilities, and fatigue) and pedagogical mediations (welcoming, bonding, and curricular intelligibility), and that explicit statements emerge that prioritize technical training and minimize the contribution of Natural Sciences and Mathematics, highlighting the dissociation between general education and professional training. It is concluded that the intentional integration between general training and the world of work tends to reduce this dissociation when organized by problems, research, and interdisciplinarity with conceptual rigor, strengthening the attribution of meaning to knowledge and indicating directions for didactic interventions and longitudinal studies on permanence and learning. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Sat, 09 May 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6709 2026-05-09T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6658 Título: DESAFIOS E POSSIBILIDADES DA APLICAÇÃO DA LEI 10.639/03 NO INSTITUTO FEDERAL GOIANO: UM ESTUDO DE CASO EM UM CAMPUS EM EXPANSÃO Autor(es): Gomes, Carolina Rodrigues Primeiro Orientador: Lima, Rhennan Lazaro de Paulo Primeiro Membro da Banca: França, Janaina Borges de Azevedo Segundo Membro da Banca: Silva, Tony Alexandre Medeiros da Abstract: This research aims to investigate pedagogical strategies for teaching Afro-Brazilian history and culture in a dynamic and interdisciplinary way, overcoming the limitations of textbooks, which largely present the historical process superficially. It seeks to utilize alternative resources, such as extracurricular activities, discussion groups, and cultural visits, capable of broadening students' understanding. The proposal is based on the need for an anti-racist and identity-based education, committed to valuing Afro-Brazilian culture and confronting structural racism. It also intends to strengthen the protagonism of Afro culture in the school environment, recognizing the historical, social, and cultural contributions of the Afro-descendant population to the construction of Brazilian society. The study will be conducted at the Instituto Federal Goiano – Campus Ipameri, which has operated as an advanced campus since 2014 and is currently undergoing expansion. As announced by the federal government in 2024, the campus will increase its administrative staff from 13 to 26 and its faculty from 20 to 40, significantly expanding its educational capacity. Theoretically, this study considered works that discuss inclusive education and the application of Law No. 10.639/2003, which made the inclusion of Afro-Brazilian and African history and culture in school curricula mandatory. Therefore, this study aims to contribute to the development of critical and transformative methodologies that value cultural diversity and promote greater historical awareness within the context of a growing campus. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Sat, 09 May 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6658 2026-05-09T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6269 Título: A MATEMÁTICA DA SOCIALIZAÇÃO - FATOR DE MELHORIA NO DESEMPENHO DE ALUNOS DE 6º ANO DE UMA ESCOLA PÚBLICA ESTADUAL DA CIDADE DE RIO VERDE-GO Autor(es): Yamim, Samira Tosatti Primeiro Orientador: Belisário, Celso Martins Abstract: This study presents the project Mathematics of Socialization, developed in a public school in Rio Verde-GO, aiming to investigate how pedagogical practices based on socialization and collaborative learning can improve the performance of 6th grade students in Mathematics. The main objective was to analyze the factors that favor learning through peer interaction, shared responsibility, and the development of socio-emotional skills in the educational process. The research is relevant as it addresses one of the greatest challenges in basic education: low achievement in Mathematics, often linked to traditional, teacher-centered methods. A descriptive methodology was adopted, combining bibliographic review with field research. Data were collected through diagnostic assessments, group activities, and systematic observation, and analyzed using content analysis. The results showed an increase in average performance in Mathematics, especially in the classes involved in the project, as well as a reduction in low achievement rates and greater student engagement. Significant gains in leadership, cooperation, and communication skills were also observed, indicating that the learning process went beyond cognitive aspects and also encompassed social and emotional dimensions. It is concluded that the “Mathematics of Socialization” project represents an effective methodological alternative to overcome historical difficulties in Mathematics teaching. Its replication in different contexts and interdisciplinary integration may strengthen meaningful learning and promote school inclusion. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Mon, 01 Dec 2025 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6269 2025-12-01T00:00:00Z