https://repositorio.ifgoiano.edu.br/handle/prefix/235 Thu, 25 Jun 2026 00:11:34 GMT 2026-06-25T00:11:34Z https://repositorio.ifgoiano.edu.br/handle/prefix/6708 Título: PROFISSIONAIS DA EDUCAÇÃO SEGUNDO A LEI 12.014/2009: QUEM SÃO E COMO ATUAM NO ESPAÇO ESCOLAR? Autor(es): Santos, Delubia Cristina Ferreira Primeiro Orientador: Silva, Ruth Aparecida Viana da Primeiro Membro da Banca: Sousa, Maria Alessandre de Segundo Membro da Banca: Miranda, Pedro Henrique Oliveira de Abstract: This research addresses the definition of education professionals in Brazil, with an emphasis on the inclusion and recognition of non-teaching staff within the context of educational policies. It begins with an understanding of education as a historically constituted social practice, marked by political and ideological disputes that influence the organization of educational work and the valuation of its subjects. The study aims to analyze the consolidation of educational policies aimed at education workers, especially since Law No. 12.014/2009, investigating its implications for the recognition, identity, and performance of these professionals in the school environment. Methodologically, this is bibliographic and documentary research, based on the analysis of educational legislation and academic productions relevant to the topic. The results indicate that, although the law broadens the concept of education professionals by including technical, administrative, and pedagogical support functions, challenges related to valuation and working conditions persist. It concludes that the effective recognition of these professionals requires the implementation of more consistent public policies focused on the training, valuation, and integration of these workers into the educational process. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Fri, 15 May 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6708 2026-05-15T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6702 Título: O LIVRO “LÚCIA-JÁ-VOU-INDO” E O LETRAMENTO CIENTÍFICO: PROPOSTA DE SEQUÊNCIA DIDÁTICA BASEADA NA BNCC PARA O ENSINO DE CIÊNCIAS Autor(es): Gonçalves, Tiago Maretti Primeiro Orientador: Nascimento, Priscila Rodrigues do Primeiro Membro da Banca: Nascimento, Priscila Rodrigues do Segundo Membro da Banca: Rocha, Sandra Adelly Alves Terceiro Membro da Banca: Domingues, Angela Claudia Dias Abstract: This work discusses a proposed teaching sequence for the second year of elementary school, based on the literary book "Lúcia-Já-Vou-Indo" (Lucia, I'm Coming). This proposal seeks to articulate the guidelines of the Brazilian National Common Curriculum Base (BNCC), the methodological principles of scientific literacy, and science teaching. To this end, the four stages suggested by the document for science classes were considered: problem definition; data collection; analysis and representation; communication; and intervention. As a main result, the aforementioned work has great potential linked to scientific literacy, allowing the teacher to work on various aspects related to the science discipline, such as Zoology (morphology, habitat, and diversity of invertebrates), Ecology (food chains and ecological relationships), Conservation (importance of preserving living beings and the environment), as well as aspects related to the Portuguese language, such as reading and writing. Furthermore, the experimental and investigative activities present in the proposed teaching sequence can be a link to enhance critical thinking, favoring a scientific perspective in the elaboration and response to hypotheses, also allowing group work, making science teaching more meaningful, contextualized, and engaging. It is concluded that the use of the literary work in question as a pedagogical tool can transform science teaching into a more meaningful, contextualized, and engaging experience, overcoming the limitations of traditional methods and forming more critical and curious students. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Tue, 09 Jun 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6702 2026-06-09T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6701 Título: EDUCAÇÃO DE JOVENS E ADULTOS: REPRESENTAÇÕES SOCIAIS E IMPACTOS NO CONTEXTO DO PROCESSO DE APRENDIZAGEM DE MATEMÁTICA Autor(es): Araújo, Murylo Rodrigues de Primeiro Orientador: Silva, Ruth Aparecida Viana da Primeiro Membro da Banca: Oliveira, Natalia Carvalhaes de Segundo Membro da Banca: Nascimento, Weldon Luiz Abstract: This study aimed to investigate the representations of schools in EJA and its effects on how students interpret the role of school in their lives during mathematics classes. The planning for this investigation sought to be aligned with the theoretical framework of bibliographical nature based on the theories of Moscovici (2003), Guareschi (2000), Alexandre (2000), Silva (2000), Naiff and Naiff (2008), Joia and Ribeiro (2001), and Gadotti (2008). Based on the referential, it was possible to collect subsidies that served as a foundation for the theoretical basis during the research on social representations and Youth and Adult Education. Among the results found, it is worth noting that the students' return to school is somehow linked to their desire for social mobility, self-fulfillment, and the search for a better future. In this sense, EJA, for these students, represents an opportunity for social strengthening and both personal and professional growth. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Wed, 20 Jan 2021 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6701 2021-01-20T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6697 Título: O MAGISTÉRIO ENQUANTO SACERDÓCIO? A SUPEREXPLORAÇÃO E A PRECARIZAÇÃO DO TRABALHO DOCENTE Autor(es): Oliveira, Wagner Vinícius de Primeiro Orientador: Silva, José Geraldo da Primeiro Membro da Banca: Lima, Valeria Alves de Segundo Membro da Banca: Alves, Fagner Medeiros Abstract: This paper put in doubt the equivalence between teaching and priesthood. Despite being recurrent, in the current phase of the capitalist mode of production, it is argued that this idea contributes to the super-exploitation and precariousness of teaching work. The main objective is to relate teaching, priesthood, exploitation and the deterioration of teachers working conditions. Therefore, conducted a systematic literature review combined with the hypothetical-deductive method is used, this is a descriptive and exploratory theoretical research developed through the reading and analysis of specialized books, scientific papers, master dissertations, and current legislation on the subject, forming a diverse bibliography. With the exception of the introduction, conclusion, and list of references, this paper is structured in three successive sections: first, demonstrated the initial misconceptions in the relationship between teaching work and the priesthood; subsequently, super-exploitation and precarious employment are listed as some of the effects of economic neoliberalism in teaching work; finally, suggests the critical theories, especially historical-critical pedagogy, as an attempt to overcome. The results suggest that the association between teaching and priesthood contributes to the overexploitation and precariousness of teaching work. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Mon, 04 May 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6697 2026-05-04T00:00:00Z