https://repositorio.ifgoiano.edu.br/handle/prefix/238 Tue, 12 May 2026 00:57:50 GMT 2026-05-12T00:57:50Z https://repositorio.ifgoiano.edu.br/handle/prefix/6537 Título: EDUCAÇÃO INCLUSIVA PARA DEFICIENTE INTELECTUAL E FORMAÇÃO DOCENTE NA EPT: METODOLOGIAS, AVALIAÇÃO E DESAFIOS Autor(es): Santos, Cleideonice Alves dos ; Silva, Eduarda Soares ; Neves, Jannaina Gomes ; Faustino, Layane Assis ; Silva, Débora Aparecida Joaquina Primeiro Orientador: Medrado, Jackelyne de Souza Abstract: This study analyzes the teaching methodologies and assessment practices recommended in the specialized literature for teacher education aimed at inclusive education of students with Deficiency Intellectual 1Graduada em Pedagogia. E-mail:cleideonicealves@gmail.com.ORCID: https://orcid.org/0009-0008-0739- 3528. 2Graduada em Pedagogia. E-mail:deborasilva1911dover@hotmail.com.ORCID: https://orcid.org/0009- 0000- 4133-8989. 3Graduada em Pedagogia. E-mail:eduardasoares130222@gmail.com.ORCID: https://orcid.org/0009-0004- 5249- 314X. 4Graduada em Pedagogia. Pós graduada em Educação Especial e Inclusiva e Neuropsicopedagogia Institucional e Clínica. E-mail:jannainadv@gmail.com. ORCID: https://orcid.org/0009- 0001-9243-8530. 5Graduada em Pedagogia. E-mail:layane.assis.16@gmail.com.ORCID: https://orcid.org/0009-0000-0583- 5750. 6Professora Orientadora. Licenciada em Matemática e Doutora em Educação para a Ciência.E mail:jackelyne.medrado@ifgoiano.edu.br.ORCID:https://orcid.org/0000- 0002-6856-0405. Disability (ID) within the context of Professional and Technological Education (PTE). This is a qualitative study of a theoretical-bibliographic nature, based on publications from 2015 to 2025, collected from the databases SciELO, SciELO Books, Google Scholar, and Google Books. The analysis was organized into three thematic axes: (1) teaching methodologies and pedagogical practices; (2) assessment practices; and (3) teacher education and attitudes. The findings indicate that effective inclusion in PTE requires the articulation of diversified methodologies—such as Universal Design for Learning, assistive technologies, and collaborative strategies—together with formative and contextualized assessment practices, as well as consistent initial and continuing teacher education processes. It is concluded that the consolidation of inclusive practices in Professional and Technological Education depends on the integration of theoretical and practical teacher knowledge, favorable institutional conditions, and an ethical-pedagogical commitment to educational equity. Keywords: Inclusive Education. Professional and Technological Education. Intellectual Disability. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Wed, 18 Mar 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6537 2026-03-18T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6517 Título: INCLUSÃO E CULTURA DIGITAL NA EDUCAÇÃO PROFISSIONALIZANTE E TECNOLÓGICA: DESAFIOS E POTENCIAIS DAS PRÁTICAS EDUCATIVAS E INTEGRADAS Autor(es): Dias, Celso Ricardo; Zaparolli, Nathália Gonçalves ; Dias, Celso Ricardo ; Grande, Eliana Tiba Gomes Abstract: This article investigates how the recognition of the educational model of Professional and Technological Education (PTE), articulated with the implementation of laws and public policies, influences access to education in Brazil within the context of Digital Culture. Its general objective is to analyze PTE as an integrative proposal that combines general academic and technical knowledge, aimed at fostering the development of critical and socially engaged citizens. Specifically, it seeks to examine federal public policies, understand the teacher’s role as a mediator in the teaching and learning process, and propose strategies to promote greater educational equity. The study adopts a qualitative approach, grounded in content analysis, documentary analysis of federal legislation enacted after the 1988 Constitution, and life histories as an autobiographical methodological framework, articulating theory and teaching practice. Partial results indicate that although the right to education is legally guaranteed, its implementation remains uneven due to structural barriers, weaknesses in public policies, and persistent social inequalities. It is observed that digital culture expands pedagogical possibilities and fosters new forms of learning; however, it requires continuous investment in school infrastructure and teacher training, otherwise risking the deepening of existing exclusions. The analysis of legislation highlights progress in the incorporation of Information and Communication Technologies (ICTs) into education, as well as gaps in their effective implementation, an aspect also identified in the reported teaching experiences. It is concluded that the articulation between Digital Culture, public policies, and PTE holds the potential to democratize access to knowledge and strengthen comprehensive education, provided that it is accompanied by strategies that ensure equity, value social diversity, and guarantee teachers adequate material and professional conditions to fully exercise their role as mediators in the educational process. Editor: Instituto Federal Goiano Tipo: Trabalho de conclusão de curso Sat, 14 Mar 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6517 2026-03-14T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6484 Título: PRÁTICAS EDUCATIVAS INCLUSIVAS PARA DISCENTES: PROMOÇÃO E APROPRIAÇÃO CRÍTICA DOS CONHECIMENTOS ORIUNDOS DA CULTURA DIGITAL Autor(es): Castro, Janaína de Primeiro Orientador: Santos, Mateus Primeiro Membro da Banca: Souza, Hellayny Silva Godoy de Segundo Membro da Banca: Alves, Guilherme Azevedo Abstract: This article examines the implications of digital culture and the use of Digital Information and Communication Technologies (DICTs) in inclusive educational practices within Professional and Technological Education (PTE). The study adopts a qualitative, bibliographic, exploratory, and descriptive design, developed through a systematized literature review and thematic analysis. It addresses the following research problem: what contributions do DICTs, from a teaching perspective, make to students’ academic development, and how does digital culture influence inclusive practices in PTE? The primary objective is to map the contributions, challenges, and potentialities associated with the critical integration of DICTs in this educational context, based on selected scholarly works and institutional documents. Findings indicate that DICTs can enhance pedagogical interaction and support inclusive practices when intentionally mediated by educators and aligned with principles of comprehensive education. However, persistent limitations—particularly digital access inequalities and gaps in teacher preparation— continue to constrain their effectiveness. Grounded in the theoretical contributions of Vygotsky, Freire, Kenski, Saviani, Ciavatta, and Frigotto, the discussion underscores that technologymediated inclusion requires ethical and political commitment, critical pedagogical mediation, and institutional conditions that ensure equitable participation. The study concludes that integrating DICTs into PTE extends beyond the use of digital tools; it requires pedagogical restructuring and strengthened policies for digital access and teacher education, offering theoretical insights applicable to institutions within Brazil’s Federal Network of Professional Education, such as the IF Goiano. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Thu, 19 Mar 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6484 2026-03-19T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6412 Título: PRÁTICAS EDUCATIVAS INTEGRADORAS NA EPT: CAMINHOS PARA O DESENVOLVIMENTO HUMANO E A PERMANÊNCIA DOS ESTUDANTES. Autor(es): Soares, Daiane Shirley ; Silva, Gleiciainy Goulart ; Santos, Josiane Souza dos ; Rosa, Leandro Felipe ; Silva, Luciano Rodrigues ; Carrijo, Wellem Fidelis de Moura  Primeiro Orientador: Dias, Denise Abstract: Vocational and Technological Education (VTE) faces difficulties in implementing integrative educational practices in socio-educational centers in Brazil. This article aims to understand how integrated educational practices in Vocational and Technological Education can contribute to the resocialization process of inmates, considering different theoretical and methodological approaches that can contribute to human development. Based on an understanding of these strategies, the goal is to develop skills that help overcome learning barriers, seeking to build pathways that contribute to student development, in order to promote education that fosters student retention, especially for those who are incarcerated. With social and technological transformations, integrative practices assume a strategic role in the formation of critical and autonomous individuals, capable of facing the challenges of a globalized and digital world. This research, starting from an understanding of the real educational needs of students, was developed using a bibliographic approach. Through reading articles and official documents from the Ministry of Education, as well as theoretical references from Freire, Saviani, Ramos, Moura, Libâneo, and Frigotto, among other authors, and by engaging with current experiences in blended learning, active methodologies, and digital integration, the aim is to develop strategies that help inmates. This is in order to promote the development of strategies with concrete actions that guarantee quality education and foster the necessary conditions for the resocialization process of people deprived of their liberty. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Fri, 13 Mar 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6412 2026-03-13T00:00:00Z