https://repositorio.ifgoiano.edu.br/handle/prefix/241 Mon, 16 Mar 2026 07:38:26 GMT 2026-03-16T07:38:26Z https://repositorio.ifgoiano.edu.br/handle/prefix/4912 Título: DESAFIOS NA FORMAÇÃO DOCENTE PARA EDUCAÇÃO ESPECIAL E INCLUSIVA Autor(es): Farias, Cleonice Primeiro Orientador: Rabelo, Sara Abstract: The proposal of this work seeks to analyze the theme of teacher training in the area of inclusive education, the difficulties encountered by educators in their pedagogical work in the classroom with their students, the importance of this training for the development and learning of these students, so that in this way it can promote knowledge and socialization of this student, keeping in mind the process of literacy of the same within its limitations and its specificities, and for this to happen the teacher needs to know the reality of his students, the daily life in which it is inserted, have the participation of the family, along with the teacher in the process of teaching-learning, as well as fighting for the provision of public policies to be essential and efficient. In the search for results, the reflections present in the literature are reinforced, thus supporting the need for critical, theoretical and practical training for teachers who work in Special Education. This training is necessary to build possibilities of intentional pedagogical work in front of the students, and to offer opportunities for them to develop fully, considering their potentialities. It is important that this training provides teachers with a reflection on their praxis, allowing the elaboration of new effective pedagogical strategies that meet the needs of special students, to ensure a quality and inclusive education for all. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Wed, 09 Oct 2024 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/4912 2024-10-09T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/4854 Título: A CONTRIBUIÇÃO DO PROFESSOR DE HISTÓRIA NA FORMAÇÃO SOCIAL DO ESTUDANTE NO ENSINO FUNDAMENTAL II Autor(es): Santos, Sara Dias Primeiro Orientador: Lima, Samara Gonçalves Primeiro Membro da Banca: Loureiro, Maria Otávia Battaglin Segundo Membro da Banca: Santos, Adelson Barbosa Abstract: This work sought to understand the role of the History teacher in the social formation of elementary school II students, addressing the importance of this curricular component for the students' citizenship education. Thus, the objectives of this research were to identify how the teacher can contribute to the social formation of students and to discuss his (or her) role as an agent of social transformation through his (or her) pedagogical practice. As a methodological resource, we used bibliographical research. To discuss and understand the topic under study, we followed the paths of qualitative research, exploring and interpreting scientific articles and previously published texts by authors such as Oliveira (2013), Esclarin (2006), and Libâneo (1994). Based on the results obtained through bibliographical research, it was possible to understand that the History teacher plays a crucial role in the social formation of students. History classes are fundamental for the development of values, citizenship, ethics, and critical thinking, enabling students to understand the context in which they live and to have a critical perspective on both the past and the present, thus becoming more conscious and engaged citizens in society. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Thu, 10 Oct 2024 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/4854 2024-10-10T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/2339 Título: A DIDÁTICA E O ENSINO DA HISTÓRIA: REFLEXÕES A PARTIR DA BASE NACIONAL COMUM CURRICULAR Autor(es): Santos, Lívia Ferreira dos Primeiro Orientador: Oliveira, Flávio Silva de Abstract: This article presents a reflection based on bibliographical readings and analyzes on the didactics of History and teaching, identifying the History teaching curriculum in the Common National Curriculum Base – BNCC. It aims to discuss the concepts of history didactics and history teaching, and how, from the relationship between didactics and teaching, we can analyze the BNCC curriculum. The reflection on the teaching of history encompasses its historical context, concept and its role in the classroom as a school subject and the exercise of “making history”. The Common National Curriculum Base leads the historian, through inquiries in the curricular component of History, to approach, question, analyze and understand the meanings according to temporalities, and with that, according to the narratives, the teaching of History is read through of the didactics to be performed. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Wed, 08 Dec 2021 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/2339 2021-12-08T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/2336 Título: O ENSINO DE LIBRAS NA FORMAÇÃO DE PROFESSORES: UM OLHAR SOBRE O CURSO DE GRADUAÇÃO EM PEDAGOGIA DO CAMPUS UFT ARRAIS - TO Autor(es): Moura, Luciana Pereira de Primeiro Orientador: Rabelo, Sara Gonçalves Abstract: This research consists of a curricular analysis of Libras offer in the undergraduate course in Pedagogy at the Federal University of Tocantins (UFT), Campus Arraias - TO. Driven by reflections about the importance and attention given to teacher training as provided in Decree 5.626 of December 22, 2005, recognized and regulated by Law No. 10,436/02, we note the need to analyse its implementation at the University. From the understanding of the history of deaf education in the country and knowledge about Libras and the deaf person, we started to analyse the Political Pedagogical Project (2007) and its reformulation in 2019. The notion that the curriculum is an instrument with the ability to structure schooling, as defended by Sacristán (2013), helps us to define the approach in which this investigation is built. Thus, based on the studies by Quadros (1997), Rossi (2010) and Rosa (2013), we emphasize the importance of the Libras discipline in higher education so that, after graduation, teachers can integrate, interact and train children, young people and adults. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Wed, 01 Dec 2021 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/2336 2021-12-01T00:00:00Z