https://repositorio.ifg.edu.br/handle/prefix/1249 2026-08-03T08:32:35Z 2026-08-03T08:32:35Z Gois, Roberta Maiara Freire https://repositorio.ifg.edu.br/handle/prefix/2528 2025-12-16T14:22:45Z 2025-07-30T00:00:00Z

Título: O uso de recursos pedagógicos no ensino de Ciências para estudantes com Transtorno do Espectro Autista (TEA ) no contexto dos anos finais do Ensino Fundamental Autor(es): Gois, Roberta Maiara Freire Primeiro Orientador: Silva, Paulo Alves da Abstract: This study aims to analyze how pedagogical resources have been used and adapted in Science teaching for students with Autism Spectrum Disorder (ASD) in middle school, considering the scarcity of accessible materials and the lack of continuing teacher education focused on inclusion. The research adopts a qualitative and exploratory approach, based on a bibliographic review and documental analysis of scientific articles and educational legislation. The results indicate that the use of concrete, visual, and manipulative resources enhances the active participation of students with ASD, contributing to more inclusive, meaningful, and equitable teaching practices. Furthermore, the study highlights the urgent need for investment in teacher training and the development of adapted teaching materials as essential strategies to ensure quality education for all. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Trabalho de Conclusão de Curso

2025-07-30T00:00:00Z Casagrande, Thalita Rabelo https://repositorio.ifg.edu.br/handle/prefix/2527 2025-12-16T13:29:48Z 2025-07-29T00:00:00Z

Título: O ensino de Ciências e a estética: a formação de um olhar sensível na Educação Básica Autor(es): Casagrande, Thalita Rabelo Primeiro Orientador: Silva, Paulo Alves da Abstract: This study discusses the presence of the aesthetic dimension in Science education within Basic Education, considering that scientific knowledge can contribute to the development of a sensitive perspective on the world. Based on the research question "how can Science teaching contribute to the development of students' aesthetic perception in Basic Education?", the aim was to analyze how pedagogical practices and the use of metaphors can enrich the school experience and foster a closer connection between reason and sensitivity. The specific objectives included identifying approaches that promote wonder in Science education, investigating the role of metaphors in conceptual mediation, and relating the BNCC guidelines to aesthetic educational practices. The methodology consisted of a documentary analysis of the Teláris Essencial – Ciências textbook collection (Ática Publishing House), authored by Gewandsznajder and Pacca (2022), covering volumes from 6th to 9th grade, based on seven criteria defined in the study. The theoretical framework draws primarily from Freire (1996), Bachelard (1996), Morin (2000), and Vygotsky (2010). The results indicate that, although the textbooks are aligned with the BNCC, the predominant language is technical, with little emphasis on aesthetic and affective elements. Based on these findings, the study proposes the use of metaphors as a didactic resource capable of promoting more sensitive learning, culminating in the construction of a didactic sequence focused on wonder and meaningful engagement with scientific knowledge. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Trabalho de Conclusão de Curso

2025-07-29T00:00:00Z Santos, Dáphene Stephani Régis https://repositorio.ifg.edu.br/handle/prefix/2520 2025-12-09T17:57:00Z 2025-07-30T00:00:00Z

Título: A contribuição do livro didático na recomposição de aprendizagens em Ciências da Natureza Autor(es): Santos, Dáphene Stephani Régis Primeiro Orientador: Silva, Paulo Alves da Abstract: This study addresses strategies that contribute to the recovery of learning, reading, and writing skills in upper elementary school students, especially those affected by the Covid-19 pandemic. The introduction highlights the impact of the health crisis on school activities, which led to the suspension of in-person classes and the adoption of emergency remote teaching. This new reality revealed multiple challenges in the teaching-learning process, emphasizing the need to find effective ways to ensure continuity of learning during and after social isolation. The study is justified by the author’s experiences during supervised teaching practice, where significant difficulties in reading and writing skills were observed among 6th and 7th grade students. Family involvement was also identified as essential to support students with pronounced learning gaps. The main objective was to analyze Science textbooks to identify strengths and weaknesses in reading, writing, comprehension, and content interpretation, considering the post-pandemic context and challenges related to digital technologies. The methodology included a bibliographic review and critical analysis of teaching materials to evaluate how concepts are presented and the effectiveness of pedagogical interventions in learning recovery. The analyzed materials demonstrated accessible language, good organization, and activities that support reading, writing, and learning recovery. The discussion highlighted that their effectiveness depends on teacher mediation and adaptation to the specific needs of the class. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Trabalho de Conclusão de Curso

2025-07-30T00:00:00Z Viana, Guilherme da França https://repositorio.ifg.edu.br/handle/prefix/2519 2025-12-09T15:53:14Z 2025-07-25T00:00:00Z

Título: Fósseis que contam histórias: uma sequência didática sobre a evolução da classe insecta Autor(es): Viana, Guilherme da França Primeiro Orientador: Santana, Herick Soares de Abstract: The Insecta Class currently represents the most diverse group within the animal kingdom, accounting for approximately 60% of all known species on the planet. In Brazil, this diversity stands out with around 91,000 recorded hexapod species, reinforcing the country's importance in the global biodiversity context. The origin and evolutionary success of insects are related to their adaptive capacity, with structures such as a chitinous exoskeleton, functional wings, and complete metamorphosis. These organisms have a long evolutionary history documented in the fossil record, with the oldest fossils dating back to the Early Devonian. Paleontology, by studying these records, enables us to understand the origin and evolution of insects in connection with environmental and geological changes. However, both paleontology and the study of fossil insects are rarely addressed in basic education curricular documents, such as the PCN and BNCC, where the theme is treated in a limited manner. Faced with this gap, this work proposes the development of an interdisciplinary didactic sequence aimed at high school education, integrating knowledge of entomology and paleontology, with the goal of making teaching more meaningful and promoting a more complete scientific education. The methodology includes a bibliographic review and analysis of teaching materials, revealing the scarcity of content on fossil insects in the educational context. Thus, the proposal seeks to provide pedagogical support to teachers, highlighting the evolutionary history of insects and their importance in understanding environmental transformations throughout geological time. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Trabalho de Conclusão de Curso

2025-07-25T00:00:00Z