https://repositorio.ifgoiano.edu.br/handle/prefix/245 Mon, 21 Sep 2026 04:42:22 GMT 2026-09-21T04:42:22Z http://repositorio.ifgoiano.edu.br:80/retrieve/306/Cincias-Biolgicas-Licenciatura.png https://repositorio.ifgoiano.edu.br/handle/prefix/245 https://repositorio.ifgoiano.edu.br/handle/prefix/6980 Título: UMA PERSPECTIVA DOCENTE/DISCENTE DA EDUCAÇÃO DE JOVENS E ADULTOS Autor(es): Pereira, Thais Henrique Lages Primeiro Orientador: Tavares, Jussana Maria Abstract: Youth and Adult Education (YAE) is an essential modality for the democratization of education in Brazil, aimed at those who did not have access to schooling at the appropriate age. In this context, the role of the teacher as a mediator of a critical and reflective education is highlighted, according to the Freirean perspective. The general objective of this study was to understand the role of the teacher in YAE, with emphasis on didactic and methodological practices in the teaching of Science and Biology, in addition to analyzing the students' perception of such strategies. This is a qualitative, exploratory research, carried out in two educational institutions in the city of Ipameri-GO, one state (High School) and one municipal (Elementary School). Data collection occurred through questionnaires applied to teachers and students, with subsequent tabulation and analysis through Discursive Textual Analysis. The results indicated that, although the students positively evaluate the methodologies used, there are significant limitations related to the reduced time of classes, the lack of teaching materials and the lack of interest or indiscipline on the part of the students. Teachers also pointed out difficulties in adapting the content to the available workload. It is concluded that, despite the advances, YAE still faces structural and pedagogical challenges that compromise the effectiveness of the teaching-learning process, requiring more effective public policies, expansion of resources and curricular reorganization. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Wed, 13 May 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6980 2026-05-13T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6766 Título: SEBASTIÃO JOSÉ DE OLIVEIRA: TRAJETÓRIA ACADÊMICA DE UM BIÓLOGO NO CONTEXTO DA SUB-REPRESENTAÇÃO NEGRA NA CIÊNCIA BRASILEIRA Autor(es): Oliveira, Wender Pereira de Primeiro Orientador: Ribeiro, Cristiane Maria Primeiro Membro da Banca: Silva, Rubislei Sabino da Segundo Membro da Banca: Pego, Douglas Souza Terceiro Membro da Banca: Ribeiro, Cristiane Maria Abstract: The underrepresentation of Black people in Brazilian science reveals the enduring effects of structural racism and the erasure of Black intellectuals. In this context, this study aims to analyze the academic and scientific trajectory of the Black biologist Sebastião José de Oliveira, highlighting his relevance to entomology and to Black representation in science. The methodology consisted of qualitative, bibliographic, and documentary research, based on the analysis of scientific articles, historical works, and institutional documents. The study discusses his educational background, pioneering contributions to entomology, and the impacts of structural racism and epistemicide on the exclusion of Black scientists. Furthermore, it highlights his trajectory as a form of resistance against academic whiteness and historical erasure, reinforcing the need for a more plural and inclusive scientific community. It is concluded that his trajectory represents not only a scientific achievement but also a milestone in the struggle for the recognition of Black scientists in the history of Brazilian science, whose legacy deserves to be recovered and disseminated. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Fri, 19 Jun 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6766 2026-06-19T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6739 Título: CONTRIBUIÇÕES DO ENSINO DE BIOLOGIA PARA A EDUCAÇÃO SEXUAL NO ENSINO MÉDIO Autor(es): Nacimento, Marco Aurélio Barbosa Primeiro Orientador: Firmino, Simone Gomes Abstract: This Final Course Project addresses the importance of sex education in high school, with an emphasis on the contributions of biology teaching to the comprehensive education of students. The study seeks to understand how the scientific and pedagogical approach to sexuality, mediated by biological content, influences the development of responsible, conscious, and respectful attitudes among adolescents. The research is qualitative in nature, based on a literature review and critical analysis of authors who discuss the role of schools and biology teachers in promoting sex education. It starts from the hypothesis that the absence of a systematic and continuous approach favors the perpetuation of taboos, prejudices, and misinformation. The results indicate that the inclusion of sex education in the curriculum, linked to biology content and developed in an ethical and interdisciplinary manner, contributes to strengthening self-esteem, preventing sexually transmitted infections, respecting diversity, and building critical thinking. It is concluded that biology teaching plays a fundamental role in promoting sex education, being an essential element for the integral development of students and for the formation of more informed and conscious citizens. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Tue, 16 Jun 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6739 2026-06-16T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6735 Título: AS APRENDIZAGENS DA DOCÊNCIA DOS LICENCIANDOS EM CIÊNCIAS BIOLÓGICAS NO PROGRAMA RESIDÊNCIA PEDAGÓGICA DO IF GOIANO Autor(es): Santos, Juliana Silva Primeiro Orientador: Paniago, Rosenilde Nogueira Primeiro Membro da Banca: Paniago, Rosenilde Nogueira Segundo Membro da Banca: Nunes, Patrícia Gouvea Terceiro Membro da Banca: Vasconcelos, Jaqueline Martins Abstract: Teacher training within undergraduate teacher education programs has gained prominence in contemporary educational discussions. In the pursuit of improved teaching quality, strategies have been developed to enhance training processes. Notable among these is the Pedagogical Residency Program (PRP), coordinated by CAPES, which offers pre-service teachers a deeper experience of the school environment. At the Federal Institute of Education, Science and Technology Goiano – Rio Verde Campus, the program involves residents from the Biological Sciences and Chemistry teacher education programs. This research aimed to identify the learning outcomes achieved by pre-service teachers during their participation in the PRP, focusing on the program's contributions to their training and teaching practice. The results demonstrate that immersion in the school and classroom fostered significant professional learning, particularly regarding the expansion of the residents' critical and reflective understanding of the challenges and possibilities of daily school life. Furthermore, the experience provided by the program not only contributed to the development of teaching knowledge but also strengthened the students' desire to pursue a teaching career. Thus, this immersion was perceived as a valuable opportunity to bring pre-service teachers closer to the reality of the teaching profession and to inspire them to commit to basic education. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Thu, 26 Jun 2025 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6735 2025-06-26T00:00:00Z