https://repositorio.ifgoiano.edu.br/handle/prefix/229 Sun, 02 Aug 2026 19:55:05 GMT 2026-08-02T19:55:05Z http://repositorio.ifgoiano.edu.br:80/retrieve/280/proft.png https://repositorio.ifgoiano.edu.br/handle/prefix/229 https://repositorio.ifgoiano.edu.br/handle/prefix/6836 Título: PROGRAMA CONHECE IFG: UMA INTERVENÇÃO PARA O CONHECIMENTO DO MUNDO DO TRABALHO Autor(es): Sousa, Pablo Henrique Borges de Primeiro Orientador: Soares, Fernando Uhlmann Primeiro Membro da Banca: Soares, Fernando Uhlmann Segundo Membro da Banca: Costa, Maria Betânia Gondim da Terceiro Membro da Banca: Silva, Jesiel Souza Abstract: This research, conducted within the scope of the Graduate Program in Professional and Technological Education (PROFEPT), investigated a pedagogical intervention implemented through the Conhece IFG Initiative at the Federal Institute of Goiás (IFG), Senador Canedo Campus. Since 2017, the initiative has been carried out in partnership with the Goiás State Department of Education and the Municipal Department of Education of Senador Canedo as a strategy to strengthen the relationship between the institution and basic education students by promoting the dissemination of the educational programs offered and providing opportunities to experience the institutional environment. However, the need was identified to enhance its educational potential for IFG students who serve as monitors, fostering the development of knowledge, skills, and attitudes related to the world of work. In this context, the study sought to answer the following research question: to what extent does a pedagogical intervention, structured through a didactic sequence within the Conhece IFG Initiative, contribute to the development of student agency and to the learning of knowledge, skills, and attitudes related to the world of work? The general objective was to investigate the outcomes of this pedagogical intervention among students enrolled in the Integrated Secondary Technical Education programs participating in the initiative. The specific objectives were to promote student agency based on Pistrak's concept of self-organization; to develop competencies related to communication, institutional mediation, public service, collaborative work, and interpersonal relationships; and to encourage students' active participation in institutional presentations and laboratory demonstrations, thereby contributing to their omnilateral education. The research adopted a qualitative approach grounded in Historical-Dialectical Materialism and Action Research, using a didactic sequence based on active learning methodologies as its intervention strategy. Data were produced through participant observation, intervention records, and the application of a self-assessment instrument and were analyzed using Bardin's Content Analysis. As the educational product of the study, a methodological pathway was developed to support the implementation of the Conhece IFG Initiative, organized into stages that guide planning, the preparation of student monitors, and the execution of the proposed activities. The findings demonstrated that the intervention strengthened student agency, promoted the development of communicative, socio-emotional, and professional competencies, expanded students' autonomy, responsibility, and teamwork skills, and fostered a more critical understanding of the world of work. Furthermore, the didactic sequence enhanced the performance of student monitors, strengthened their comprehensive education, and increased the educational potential of the Conhece IFG Initiative, demonstrating that the articulation among teaching, extension, and human development constitutes a relevant strategy for Professional and Technological Education. Editor: Instituto Federal Goiano Tipo: Dissertação Wed, 29 Apr 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6836 2026-04-29T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6774 Título: AS TRILHAS ECOLÓGICAS COMO ESPAÇO EDUCATIVO NÃO FORMAL E AS INTERFACES COM O ENSINO MÉDIO INTEGRADO NO INSTITUTO FEDERAL GOIANO - CAMPUS CERES Autor(es): Santos, Matheus Nunes dos Primeiro Orientador: Souza, José Carlos Moreira de Primeiro Membro da Banca: Souza, José Carlos Moreira de Segundo Membro da Banca: Mariano, Sangelita Miranda Franco Terceiro Membro da Banca: Rosa, Glacie Regina Abstract: This dissertation investigated the use of ecological trails at the Federal Institute of Education, Science and Technology Goiano – Ceres Campus as non-formal educational spaces, analyzing their contributions and challenges for the comprehensive education of students in the Technical Course in Environment Integrated with High School. The research starts from the observation that the hegemonic educational model, centered on the transmission of content in formal and disciplinarily fragmented environments, presents structural limitations for the comprehensive education advocated by Professional and Technological Education (EPT). In this context, non-formal educational spaces — especially ecological trails — emerge as privileged territories for the articulation between theory and practice, for the development of technical, scientific, socio-emotional and environmental skills, and for the realization of the principles of comprehensiveness, polytechnics and human emancipation, which are fundamental concepts in the constitution of integrated technical education. This research adopted a qualitative approach, combining a narrative literature review—a scientific publication that extensively analyzes and discusses a topic, offering an interpretative synthesis and the "state of the art" on a given subject—documentary research, and the application of a semi-structured questionnaire to 32 participants: 19 students from the 3rd year of the course, 9 teachers, and 4 members of the campus management team. The data were analyzed using Bardin's (2016) content analysis technique. The results revealed that all participating students had already experienced activities on the trails, and that the managers recognized the pedagogical potential of these spaces. Paradoxically, only 1 of the 9 teachers used the trails regularly in their practice, highlighting a tension between recognizing the potential and its pedagogical implementation. This tension was attributed by the subjects themselves to inadequate infrastructure, a lack of collective planning, and a lack of guiding instruments. It was also found that the trails are formally included and classified in the Political-Pedagogical Project of the campus as "leisure and circulation areas," which represents a significant institutional limitation for their curricular integration. As an educational product linked to this dissertation, a Pedagogical Guide for Ecological Trails was developed, available in interactive digital and printed format, with interdisciplinary activity scripts, observation sheets, usage protocols, and articulations with the curricular components of the course, accessible at https://trilhas-ept.skywork.website. It is concluded that the ecological trails of IF Goiano – Campus Ceres have effective potential to contribute to the comprehensive education of students, provided they are used with pedagogical intent and supported by institutional policies that recognize them as legitimate didactic-pedagogical spaces. Editor: Instituto Federal Goiano Tipo: Dissertação e Produto técnico educacional Thu, 30 Apr 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6774 2026-04-30T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6772 Título: QUALIDADE DE VIDA NO TRABALHO: PERCEPÇÃO DOS SERVIDORES DO IF GOIANO - CAMPUS CAMPOS BELOS Autor(es): Araujo, Karoline Serrano Primeiro Orientador: Silva, Jesiel Souza Abstract: This research analyzes the Quality of Work Life (QWL) of employees at the Federal Institute Goiano - Campos Belos Campus, considering the institutional practices developed, the challenges faced, and the impacts on the educational environment. The study was structured around three analytical axes: institutional QWL practices, work organization, and socio-professional relationships. The research is characterized as quantitative, through the application of the IA-QWL instrument, and documentary, based on a literature review, analysis of institutional documents, and data related to people management and occupational health. The results show that the institution develops actions aimed at promoting employees’ well-being, health, and integration; however, challenges related to work overload, insufficient staff, and the need to strengthen permanent QWL policies still persist. It is concluded that valuing employees and consolidating continuous quality-of-life actions are essential for building healthier, more humanized, and productive work environments, positively reflecting on the quality of the educational process. As an educational product, the “Practical Guide to Decompression in Times of Overload” was developed, focusing on promoting mental health in the workplace. Editor: Instituto Federal Goiano Tipo: Dissertação e Produto técnico educacional Fri, 15 May 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6772 2026-05-15T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6625 Título: EDUCAÇÃO DIGITAL: PERCEPÇÕES, MEDIAÇÕES E PRÁTICAS PEDAGÓGICAS EM ESCOLAS PÚBLICAS DA CIDADE DE PIRES DO RIO/GO Autor(es): Martins, Emilene de Oliveira Pereira Primeiro Orientador: Guimarães, Vinicius Oliveira Seabra Primeiro Membro da Banca: Ferreira, Júlio Cesar Segundo Membro da Banca: Avelar, Antonio Carrillo Abstract: This research, developed within the research line “Teaching Methodologies and Technologies” of the Graduate Program in Teaching for Basic Education (PPG-EnEB), at the Professional Master’s level, at the Federal Institute Goiano – Urutaí Campus, analyzed the limits and challenges faced by teachers of the early years of Elementary Education in the municipal school system of Pires do Rio/GO regarding the integration of digital education into pedagogical practices. Grounded in Pierre Bourdieu’s Reflexive Sociology, the investigation adopted a predominantly qualitative approach, supported by quantitative data, and was characterized as exploratory, descriptive, documentary, and field research. Data production was carried out through questionnaires administered via Google Forms to teachers from the municipal school system, as well as through observation of the infrastructure of school units. Data analysis was conducted based on Bardin’s Content Analysis. The theoretical framework articulated discussions on digital education, digital culture, teacher education, pedagogical mediation, and the constitution of children’s identity in technologically mediated contexts. The results showed that teachers recognize the relevance of digital technologies for teaching and learning processes, as well as their potential contribution to experiences related to autonomy, participation, and formative practices in digital contexts. However, structural, educational, and institutional limitations were identified, hindering the effective integration of digital education into school practices. It is concluded that the understanding and implementation of digital education are directly related to the concrete conditions of teaching work and teacher education, revealing tensions between favorable dispositions toward the use of technologies and the obstacles present in the educational context. As an outcome of the research, an Educational Product in the form of a digital guide was developed for teachers of the early years of Elementary Education, containing guidelines, reading suggestions, courses, technological resources, and didactic sequences aimed at promoting critical and contextualized pedagogical practices within contemporary digital culture. Editor: Instituto Federal Goiano Tipo: Dissertação e Produto Técnico Educacional Tue, 19 May 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6625 2026-05-19T00:00:00Z