https://repositorio.ifgoiano.edu.br/handle/prefix/6285 Mon, 11 May 2026 12:42:44 GMT 2026-05-11T12:42:44Z https://repositorio.ifgoiano.edu.br/handle/prefix/6566 Título: DESAFIOS DA INCLUSÃO DIGITAL NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA: A DESIGUALDADE DE ACESSO ÀS TECNOLOGIAS E SEU IMPACTO NO ENSINO TÉCNICO Autor(es): Sousa, Ligia Christine Oliveira ; Cruz, Eduardo Nogueira da ; Santos, Cinara Gomes dos ; Santos, Nelielson Duarte dos ; Nascimento Neto, Jonas Cordeiro do Abstract: Digital inclusion presents a central challenge for achieving equitable education in Professional and Technological Education (PTE). This study investigates the economic, geographic, and social barriers that hinder access to digital technologies and analyzes their impacts on the technical training of students in different contexts. Using critical frameworks such as Freire (1996, 2005), who advocates for emancipatory education, and Saviani (2020), who discusses the school's role in overcoming social inequalities. The work also dialogues with Tapscott (2008) on the digital generation and with Bourdieu and Passeron (1970) on the reproduction of inequalities in the educational field. The methodology adopts a mixed approach, combining a literature review, analysis of secondary data (IBGE, Cetic.br, and INEP), and the planned collection of primary data in technical schools. Preliminary results indicate that digital exclusion compromises the use of innovative methodologies, the development of digital competencies, and student retention, especially in rural and peripheral regions (Oliveira & Scopel, 2024; Marques, Vieira & Pontel, 2020). Thus, it is evident that inequality in access to technologies perpetuates a cycle of social and professional exclusion, reinforcing the urgency of public policies that promote digital inclusion as a basic educational right and a condition for comprehensive human development. Keywords: Digital inclusion; Professional and Technological Education; Social inequality; Access to technologies; Emancipatory education. 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/6566 2026-03-11T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6562 Título: PRÁTICAS E ESTRATÉGIAS PARA A PERMANÊNCIA DISCENTE DO PROEJA EM ADMINISTRAÇÃO NA REDE FEDERAL DE EDUCAÇÃO PROFISSIONAL, CIENTÍFICA E TECNOLÓGICA Autor(es): Silva, Aline Ricardo da; Santos, Jéssica de Lima; Borges, Kárita Aparecida de Paula; Reis, Leandro Cavalcanti Abstract: This study analyzes practices and strategies aimed at retaining students in the the National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Education modality (Proeja), focusing on the Technical Course in Administration at the Federal Institute of Brasília, Gama campus, from a comparative perspective with institutions of the Federal Network of Professional, Scientific and Technological Education. The research is based on the problem of high dropout rates observed in this educational modality and seeks to understand how institutional, pedagogical, and social factors influence the academic trajectory of working students. The objective is to analyze the relationship between institutional policies, curriculum organization, and pedagogical practices with indicators of student retention. Methodologically, this is a qualitative study with an exploratory and analytical approach, grounded in the historical-dialectical materialist perspective, complemented by quantitative data obtained from the Nilo Peçanha Platform for the period between 2020 and 2024. Pedagogical Course Projects (PPCs) from institutions in the Midwest region of Brazil were also analyzed, considering four main theoretical axes: integrated curriculum, active learning methodologies, recognition of prior knowledge, and psycho-pedagogical support. The results indicate that dropout in the Proeja Administration program presents a structural character within the Federal Network, revealing a mismatch between the pedagogical guidelines described in the PPCs and their effective implementation in institutional practice. The study concludes that student retention depends on the articulation between pedagogical policies, systematic institutional monitoring, and recognition of the concrete living conditions of working students, contributing to the consolidation of Proeja as a public policy aimed at integral human development and educational inclusion. Editor: Instituto Federal Goiano Tipo: Trabalho de conclusão de curso Fri, 30 Jan 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6562 2026-01-30T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6558 Título: TRABALHO E EDUCAÇÃO: FUNDAMENTOS TEÓRICOS E DIDÁTICOS NA FORMAÇÃO INTEGRAL DO SUJEITO Autor(es): Vezaro, Camilla Franncis Almeida Silva ; Santos, Daniela Nogueira Pereira dos ; Pinheiro, Jarel Oliveira ; Barbosa, Késia Daizy M.C ; Carvalho, Renata Castro ; Souza, Sheyla Rodrigues Ferreira Primeiro Orientador: Vale, Wilciene Nunes do Abstract: This study addresses the relationship between work and education as a fundamental axis to understand the historical, social, and pedagogical processes that permeate human formation. The aim is to investigate how. Professional and Technological Education (EPT), articulated with the National Common Curricular Base (BNCC), contributes to the integral education of students, considering the contemporary demands of the labor market. The methodology adopted is qualitative, with a bibliographic and documentary approach, based on authors such as Marx, Saviani, Freire, Frigotto, and Kuenzer, in addition to legal documents such as the Federal Constitution of 1988, the LDB (Law nº 9.394/1996), and the BNCC (2017). The study also relies on practical experiences within workshops and educational practices in EPT. The results indicate that education should not be reduced to market pragmatism, but understood as an emancipatory process, capable of forming critical, reflective, and participatory subjects. 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/6558 2026-03-13T00:00:00Z https://repositorio.ifgoiano.edu.br/handle/prefix/6554 Título: UMA ANÁLISE CRÍTICO-DIALÉTICA SOBRE A FORMAÇÃO HUMANA INTEGRAL E A DIVERSIDADE SOCIAL NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA Autor(es): Macelay, Lisiara Thomaz Primeiro Orientador: Santos, Ana Maria Alves Pereira dos Primeiro Membro da Banca: Conceição, Marcus Vinicius Costa da Segundo Membro da Banca: Souza, Taynara Maria Mendonça de Abstract: This study analyzes the historical trajectory and inclusive potential of Vocational and Technological Education (VTE) in Brazil, investigating the transition from a technical functionalist model to a perspective of integral and emancipatory human formation. The research adopts a qualitative methodology, guided by a critical dialectical approach, based on a bibliographic survey and documentary analysis of legal frameworks, institutional documents of the Federal Network, and official statistical data. The theoretical framework draws on the concepts of omnilateral formation and polytechnic education, informed by authors such as Saviani, Kosik, and Mészáros, and articulated with an examination of the Brazilian legal framework, especially Law No. 11,892/2008 and the Brazilian Inclusion Law. The analysis reveals contradictions between the formal right to inclusion and its material realization in VTE, expressed in the conditions of access, retention, and success of historically marginalized groups, including Youth and Adult Education students, women, Black and Indigenous populations, LGBTQIAPN+ individuals, and People with Disabilities. The results indicate that the expansion of access alone does not ensure integral formation, highlighting the persistence of the duality between "doing" and "thinking." The study concludes that consolidating a democratic VTE requires overcoming the logic of instrumental training through a transformative teaching praxis that integrates labor, science, and culture in defense of human dignity and social justice. Editor: Instituto Federal Goiano Tipo: Trabalho de Conclusão de Curso Fri, 20 Mar 2026 00:00:00 GMT https://repositorio.ifgoiano.edu.br/handle/prefix/6554 2026-03-20T00:00:00Z