https://repositorio.ifgoiano.edu.br/handle/prefix/262 Mon, 11 May 2026 20:42:07 GMT 2026-05-11T20:42:07Z https://repositorio.ifgoiano.edu.br/handle/prefix/6435 Título: A INTELIGÊNCIA ARTIFICIAL NO ENSINO DA QUÍMICA: POTENCIALIDADES E DESAFIOS Autor(es): Melo, Lorrana Pires Primeiro Orientador: Alves, Dylan Avila Primeiro Membro da Banca: Nascimento, Marlucio Tavares do Abstract: Artificial Intelligence (AI) has rapidly expanded and reached different sectors of society, including the educational field. In Chemistry education, this technology has attracted growing interest due to its potential to support teaching and learning processes, personalize content, and assist teachers and students in academic activities. This study aimed to analyze the potentials and challenges of using AI in Chemistry teaching, considering its classroom application, its impacts on learning, and its contribution to teacher preparation. To achieve this objective, a bibliographic mapping was carried out between 2020 and 2025 in databases such as SciELO, Google Scholar, and CAPES Journals. Three main descriptors were used: (1) artificial intelligence in Chemistry teaching; (2) artificial intelligence in Chemistry classes; and (3) artificial intelligence in the preparation of Chemistry lessons. The adopted methodology was the “state of the art,” allowing the identification of trends, gaps, and theoretical perspectives through the analysis of selected scientific publications. The results related to the first descriptor indicate that AI can contribute to the understanding of abstract content, provide personalized explanations, and expand access to high-quality educational materials. Tools such as ChatGPT, Gemini, and Socratic assist in knowledge construction when used critically and with guidance. However, the literature also points to risks, such as technological dependence, superficial learning, and the possible reduction of students’ intellectual autonomy, as they may resort to platforms in search of ready-made answers without developing reading, writing, and analytical skills. Regarding the second descriptor, it was observed that AI can make Chemistry classes more dynamic and interactive through simulators, image generation, instant explanations, and personalized activities. These tools support active learning methodologies and contribute to increased student engagement. Nevertheless, challenges persist, such as the lack of technological infrastructure in many public schools, the need for specific teacher training, and the risk of weakening pedagogical relationships if technology replaces essential interactions between teacher and student. Concerning the third descriptor, AI has proven to be a relevant ally in lesson preparation, assisting in the development of teaching plans, activities, assessments, and instructional materials. These platforms optimize teachers’ time and broaden methodological possibilities. Still, the studies emphasize that AI does not replace the teacher’s role in mediating knowledge, contextualizing content, and making pedagogical decisions. In conclusion, AI presents significant potential to transform Chemistry teaching by expanding learning opportunities, personalization, and methodological innovation. However, its use requires caution, proper training, and critical reflection so that it effectively contributes to teaching quality and the holistic development of students, being understood as a complementary tool to the teacher’s work. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Wed, 11 Mar 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6435 2026-03-11T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6372 Título: A FORMAÇÃO DO PROFESSOR-PESQUISADOR: UMA REVISÃO BIBLIOGRÁFICA Autor(es): Cavalcante, Mayara do Socorro Primeiro Orientador: Carvalho, Christina Vargas Miranda e Primeiro Membro da Banca: Silva, Luciana Aparecida Siqueira Segundo Membro da Banca: Georges, Grazielle Alves dos Santos Abstract: Research as an educational and training principle has gained prominence in discussions about teacher training, especially with regard to the constitution of the teacher-researcher and the articulation between teaching, research, and pedagogical practice. In this context, the present study sought to answer the following research question: how has the educational literature addressed research as an educational and training principle in teacher training? The objective is to identify and analyze academic and scientific publications in Brazilian journals that examine research as an educational and formative principle in teacher education, with the aim of understanding the trends and approaches present in the field of education. This is a qualitative bibliographic research study, developed from a survey of scientific articles available on Google Scholar, the CAPES Journal Portal, and SciELO, considering the time frame from 2021 to 2025. Initially, 63 articles were identified, of which nine comprised the research corpus. The data were analyzed using the content analysis method proposed by Laurence Bardin, which subsequently yielded three categories: research as a formative and epistemological principle of teaching; research as an enabler of investigative teaching subjectivities; and the structural and institutional tensions of teacher training in and through research. The results show that research is defended as a structuring element of teacher training, contributing to the development of critical reflection, professional autonomy, and the production of knowledge about pedagogical practice. However, challenges related to institutional conditions, curricular limitations, and teaching working conditions were also identified, which may hinder the implementation of this formative perspective. It is concluded that the consolidation of research as an educational principle in teacher training requires not only changes in training processes, but also institutional conditions that favor the constitution of the teacher-researcher. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Mon, 16 Mar 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6372 2026-03-16T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6310 Título: A EXPERIÊNCIA DO ESTÁGIO CURRICULAR SUPERVISIONADO NO PROGRAMA DE RESIDÊNCIA PEDAGÓGICA: VIVÊNCIAS PARA A APRENDIZAGEM DOCENTE Autor(es): Caetano, Márcia da Silva Souza Primeiro Orientador: Nunes, Patrícia Gouvea Abstract: This Course Completion Work, presented in the format of an experience report, aims to highlight the importance of the Supervised Curricular Internship (SCI) and its contributions to learning and to the construction of teaching identity. The SCI, carried out during the Pedagogical Residency Program (PRP), is an essential component in teacher education, as it provides concrete and practical experiences that strengthen the professional identity development of future teachers. The methodology adopted was qualitative in nature, consisting of a descriptive and reflective experience report based on the records contained in the portfolio developed throughout the supervised internship within the PRP. The portfolio included classroom observations, lesson plans, critical reflections, and records of the pedagogical practices carried out, allowing the analysis of formative experiences and their contributions to the construction of teaching identity and the development of pedagogical competencies. This resource proved to be valuable for the development of autonomy and for building a more conscious and well-grounded pedagogical practice. Through classroom experience, direct contact with students, and interaction with experienced teachers, it was possible to articulate theory and practice, develop a reflective stance, and consolidate essential pedagogical knowledge for teaching practice. The importance of stages such as school diagnosis, lesson planning, classroom teaching practice, and the development of contextualized pedagogical projects became evident. These practices enhanced the understanding of school dynamics and expanded the intern’s ability to plan and intervene according to students’ real needs. During the program, projects were developed using active methodologies, low-cost experiments, and interactive resources, making Chemistry teaching more engaging and meaningful. These strategies contributed to connecting content to students’ realities, promoting more concrete, critical, and participatory learning. The reflection on these experiences showed that the SCI carried out through the PRP contributes not only to the improvement of pedagogical competencies but also to the critical, ethical, and professional development of the future teacher. It is a formative experience that consolidates the teaching process and strengthens the commitment to high-quality, contextualized, and socially relevant science education. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Fri, 06 Feb 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6310 2026-02-06T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6225 Título: ANÁLISE DA QUALIDADE DA ÁGUA DO RIO CORUMBÁ NO MUNICÍPIO DE URUTAÍ - GO Autor(es): Machado, Gustavo Gregory Barbosa Primeiro Orientador: Gomes, Pâmela Oliveira Martins Primeiro Membro da Banca: Rodrigues, Aline Sueli de Lima Segundo Membro da Banca: Silva, Thiago Felipe Abstract: This study aimed to perform analysis of the water quality of the Corumbá River, in the municipality of Urutaí (GO), highlighting its environmental, social, and economic importance to the region. The Corumbá River is part of the Paranaiba River basin and plays a strategic role in human supply, agricultural irrigation, recreation, and hydroelectric power generation, constituting an essential resource for local and regional development. In this context, understanding its environmental quality is fundamental for the sustainable management of water resources. The study investigated the influence of seasonality on physicochemical and microbiological parameters, comparing data collected during the rainy season of 2024 with new samples obtained in the dry season of 2025. Samples were collected at two strategic points along the river: Point 1, located downstream under possible anthropogenic influence, and Point 2, situated upstream in an area with lower direct interference. Parameters analyzed included pH, electrical conductivity, turbidity, dissolved oxygen (DO), biochemical oxygen demand (BOD), total solids, nitrate, total phosphorus, and coliforms. In 2024, Point 1 presented a more critical scenario, characterized by high turbidity, acidity, and elevated fecal contamination, resulting in a Water Quality Index (WQI) classified as “Poor.” In 2025, significant improvement in physical parameters was observed; however, increases in nitrate, phosphorus, and BOD concentrations were detected, suggesting higher organic load and possible pollutant concentration due to reduced river flow during the dry season. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Fri, 13 Feb 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6225 2026-02-13T00:00:00Z