https://repositorio.ifgoiano.edu.br/handle/prefix/224 Sun, 02 Aug 2026 19:51:14 GMT 2026-08-02T19:51:14Z https://repositorio.ifgoiano.edu.br/handle/prefix/6823 Título: EXPERIMENTAÇÃO DE MISTURAS E SITUAÇÕES-PROBLEMA PARA O DESENVOLVIMENTO DO PENSAMENTO QUÍMICO NA EDUCAÇÃO BÁSICA Autor(es): Chagas, Regiane Mendes Franco Primeiro Orientador: Moreira, Debora Astoni Primeiro Membro da Banca: Moreira, Debora Astoni Segundo Membro da Banca: Santos, Adma Viana Terceiro Membro da Banca: Felício, Cinthia Maria Abstract: Chemistry teaching still faces challenges related to students' learning, especially when content is presented in an excessively theoretical, decontextualized manner and focused primarily on the memorization of concepts. In this context, the present study aimed to investigate how inquiry-based experimental activities could contribute to students' participation, interpretation, and knowledge construction regarding the topic of Mixtures and Separation Methods in first-year high school classes. The proposal was based on the integration of theoretical, experimental, and problem-based activities, seeking to promote greater student engagement in Chemistry lessons. This study adopted a mixed-methods approach, combining qualitative and quantitative procedures through the use of diagnostic and final questionnaires, participant observation, and the implementation of a didactic sequence. The research was conducted with two first-year high school classes at a public state school located in Cezarina, Goiás, Brazil, during the morning shift. In both participating classes, students demonstrated active engagement during the inquiry-based experimental activities, particularly when they were able to manipulate materials, formulate hypotheses, discuss results, and relate chemical concepts to everyday situations. Evidence of increased student participation and interaction was also observed during group discussions, as well as improvements in the explanations presented throughout collaborative activities. Nevertheless, the study revealed that some conceptual difficulties persisted, particularly regarding questions that required higher levels of abstraction, interpretation of scientific language, and the articulation of different levels of chemical representation. The findings suggest that more carefully planned and systematically organized inquiry-based teaching proposals, supported by intentional teacher mediation, may contribute to greater student participation and a deeper understanding of chemical concepts. Keywords: Chemistry Teaching; Inquiry-Based Learning; Experimental Activities; Didactic Sequence; Chemistry Education. Editor: Instituto Federal Goiano Tipo: Dissertação Mon, 08 Jun 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6823 2026-06-08T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6783 Título: O AMBIENTE PEDAGÓGICO DA BIBLIOTECA ESCOLAR COMO ESPAÇO CRIATIVO PARA A PRODUÇÃO DE PODCASTS EDUCACIONAIS Autor(es): Silva Filho, Gilvan Cavalcante Primeiro Orientador: Guimarães, Vinicius Oliveira Seabra Primeiro Membro da Banca: Silva, Cleber Cezar da Segundo Membro da Banca: Herrera, Carlos Antonio Aguilar Abstract: This research, developed within the Graduate Program in Teaching for Basic Education (PPG- EnEB), investigates the school library as a space for pedagogical creativity through the production of educational podcasts. Based on the understanding of the school library as a formative environment capable of integrating reading, writing, oral communication, and digital technologies, the study seeks to answer how the production of educational podcasts can redefine the role of the school library and contribute to the development of Creative Learning. The main objective is to analyze the role of the school library as an environment for creativity through the production of educational podcasts. The study adopts a qualitative, descriptive-interpretative approach, combining bibliographic research with empirical investigation conducted in a private school library located in the municipality of Pires do Rio, Goiás, Brazil. The participants were two middle school students and one Portuguese Language teacher. Data were collected through a semi-structured interview conducted in a podcast format and a satisfaction questionnaire administered to the participants. Data analysis was grounded in Pierre Bourdieu’s reflexive sociology, particularly the concepts of field, habitus, and capital, articulated with discussions on Creative Learning and school libraries. As an Educational Product, the podcast channel BibliocastNAescola was developed as a space for authorship, expression, and knowledge production. The findings indicate that the production of educational podcasts fostered student protagonism, expanded opportunities for oral expression and student authorship, strengthened the pedagogical mediation carried out by the school library, and promoted the integration of digital technologies with reading practices. It is concluded that the production of educational podcasts constitutes a pedagogical strategy capable of expanding learning experiences, strengthening student participation, and consolidating the school library as a space for creativity, pedagogical innovation, and collaborative knowledge construction in basic education. Editor: Instituto Federal Goiano Tipo: Dissertação Tue, 23 Jun 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6783 2026-06-23T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6623 Título: INFLUÊNCIA DA MILITÂNCIA DOS POVOS ROMANIS NAS POLÍTICAS PÚBLICAS: CONQUISTAS E RECONHECIMENTOS ANTES INVISÍVEIS Autor(es): Costa, Magna Nascimento Mizurini da Primeiro Orientador: Martins, Daniel Valério Abstract: This research is situated within the field of Youth and Adult Education (YAE) and examines the persecution, prejudice, and historical, social, and educational silencing experienced by Romani peoples, as discussed by Moonen (2011, 2013) and Teixeira (2008). Such processes have contributed to the systematic marginalization of these groups within the school context, particularly regarding access to knowledge about rights, public policies, and legal frameworks. In this context, the central objective of the study is to analyze how the appropriation of knowledge related to public policies, normative frameworks, and rights guaranteed to Romani peoples can contribute to strengthening critical awareness, identity recognition, and social protagonism among Romani students of the Calon ethnicity enrolled in the municipal public school system of Caldas Novas, Goiás, Brazil. The adopted methodology is grounded in a qualitative approach of an ethnographic nature, based on participant observation, articulating theoretical reflection and practical anthropology aimed at social transformation. This perspective dialogues with Oliveira (2024) and Malinowski (1922), as it understands research as a process of immersion in the empirical field and ethically committed intervention. The study also incorporates contributions from Gil (2002), Minayo (2002), and Lüdke and André (1986), who emphasize the importance of direct contact with the investigated context and the appreciation of meanings and lived experiences of the subjects involved. Data analysis is guided by the assumptions of Discourse Analysis proposed by Orlandi (2012), revealing significant discursive shifts expressed through the expansion of vocabulary related to rights and citizenship, increased participation in formative activities, and the resignification of identities. These findings dialogue with Martins’ (2023) concept of overculturality and with Candau’s (2020) reflections on intercultural education and the dialogue of knowledges. It is concluded that educational practices guided by an ethnographic, interdisciplinary, intercultural, and decolonial perspective contribute to the political emancipation of Romani students in YAE, reinforcing the need for educational policies committed to cultural diversity and social justice. Editor: Instituto Federal Goiano Tipo: Dissertação e Produto Técnico Educacional Mon, 27 Apr 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6623 2026-04-27T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6616 Título: LEITURA LITERÁRIA COMO GÊNESE DE EMANCIPAÇÃO E RECONSTRUÇÃO SOCIAL NO SISTEMA PRISIONAL À LUZ DO PROJETO TESSITURAS Autor(es): Oliveira, Flavia Maria Thomazini Primeiro Orientador: Rodrigues, Aline Sueli de Lima Primeiro Membro da Banca: Almeida, Rosivaldo Pereira de Segundo Membro da Banca: Fernandes Sobrinho, Marcos Terceiro Membro da Banca: Rodrigues, Aline Sueli de Lima Abstract: In contexts of deprivation of liberty, where disciplinary rigidity, silencing, and the invisibilization of those confined prevail, literary reading emerges as a powerful instrument of humanization and emotional regulation. In light of this relevance, the present study takes as its object the pedagogical practices of a dialogic reading initiative: Project TESSITURAS, an extension project of the Instituto Federal Goiano, Campus Urutaí, which involves faculty members from the institution and individuals deprived of liberty in a correctional facility located in Pires do Rio, in the state of Goiás, Brazil. The study is grounded in the theoretical contributions of Paulo Freire, Antonio Candido, Henri Wallon, Judith Butler, and bell hooks, among others who conceive education as a practice of freedom. It adopts a qualitative approach and is methodologically grounded in Laurence Bardin’s Content Analysis (2016), based on the observation and full transcription of ten classes conducted within the project. The findings reveal a set of recurring pedagogical practices that constitute the structural axes of the initiative: shared teaching and interdisciplinarity; literary text curation; lexical, textual, and aesthetic engagement; and affectivity and welcoming as foundational dimensions of the pedagogical process. Following the systematization of both the method and these pedagogical practices, an instructional guide was developed in e-book format, aimed at new educators, with the purpose of expanding and replicating Project TESSITURAS in other contexts of deprivation of liberty, particularly within prison-based Youth and Adult Education (EJA), so that it may become a sustained and institutionalized practice. The material was designed to support the replication of this extension activity in other correctional facilities across the country, as well as in contexts marked by marginalization and vulnerability, while preserving the formative principles of the original project. Beyond merely reproducing pedagogical practices, the instructional guide seeks to safeguard the humanizing, critical, and emancipatory essence that underpins and distinguishes Project TESSITURAS from other reading initiatives within carceral settings. Editor: Instituto Federal Goiano Tipo: Dissertação e produto educacional Thu, 23 Apr 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6616 2026-04-23T00:00:00Z