https://repositorio.ifg.edu.br/handle/prefix/25 2026-10-12T01:18:18Z 2026-10-12T01:18:18Z Silva, Diego Inocêncio Amaral da https://repositorio.ifg.edu.br/handle/prefix/2866 2026-10-07T14:34:42Z 2025-03-31T00:00:00Z

Título: Financiamento público no planejamento dos Institutos Federais: percepção dos servidores quanto às condições necessárias ao desenvolvimento das atividades de ensino, pesquisa e extensão na EPT Autor(es): Silva, Diego Inocêncio Amaral da Primeiro Orientador: Brito, Wanderley de Azevedo Abstract: s in PTE. With a qualitative-quantitative approach, the study is of the exploratory type and starts from the bibliographic review, with the objective of carrying out an analysis of the current state of knowledge based on the identification of research related to the topic, with a time frame between the years 2019 to 2023. As a methodology for data collection, we chose to study the legislation and institutional documents on public financing in PTE. Such methodological strategies were complemented by an online questionnaire, to assess the perception of FNPSTE employees regarding the public financing process in PTE. The theoretical bases are based on the studies of Davies (2019), Silva (2023), Otranto (2010), Pereira (2009), Chiavenato (2008), Andrade (2002), Chiesorin Júnior (2001), Rota (2018), Oliveira et. al. (2022). The research results point to the low production of studies related to the topic; the high annual cost per student of technical courses integrated into high school compared to undergraduate and postgraduate courses; the discrepancy in the budget between Federal Universities and Federal Institutes; the dependence on Parliamentary Amendments in order to balance the accounts and/or be able to carry out works and acquire equipment; the low budget allocated to Investments; criticisms of the CONIF Matrix application model and the need to diversify funding sources. The research also originated the development of an educational product of the Technical Report type, in digital format, with the main theoretical discussions and the results of the study. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Dissertação

2025-03-31T00:00:00Z Caixeta, Heloisa Helena Lopes dos Santos https://repositorio.ifg.edu.br/handle/prefix/2852 2026-09-29T13:25:01Z 2025-05-13T00:00:00Z

Título: Ouvidoria, participação social e práticas educativas: caminhos para mediação de conflitos na Rede Federal de Educação Profissional, Científica e Tecnológica Autor(es): Caixeta, Heloisa Helena Lopes dos Santos Primeiro Orientador: Brito, Wanderley Azevedo de Abstract: This study aims to understand and analyze the Ombudsman's Office, social participation, and educational practices as paths for conflict mediation in the Federal Network of Professional, Scientific and Technological Education (RFEPCT). The study focuses on understanding the reality of institutional practices for conflict prevention and mediation and identifying the potential for creating Conflict Mediation Chambers in the RFEPCT. It also seeks to identify the weaknesses, contradictions, and potential of the Ombudsman's Offices in the RFEPCT institutions, in comparison with the Ombudsman's Offices of federal public universities. This is a qualitative and quantitative research of an exploratory nature, with a time frame demarcated for the period of the last 5 years. Regarding the research methodology, it begins with a bibliographic review, followed by the study of documents related to the theme Public Ombudsman's Office in the Federal Network, in addition to a questionnaire proposed to the representatives of the Ombudsman's Offices of 42 RFEPCT institutions. Regarding the theoretical framework, knowledge of the reality of Ombudsman's Offices and the data collected in this field of study are analyzed based on the following explanatory categories: federal public administration, organizational theories, Ombudsman's Office in public institutions, Ombudsman's Office in RFEPCT, Ombudsman's Office as a space for social participation, conflict prevention and mediation, Ombudsman's Office as a space for educational practices for conflict mediation, Conflict Mediation Chamber and integration of the Ombudsman's Office into the institutional governance plan and accountability practices. The studies by Sioli (2017), Gutiérrez & Duran (2019), Moreira et al. (2022), Riche (2021, 2022), Santos et al. (2019) and Falcão & Ribeiro (2021) contribute to the analyses on Ombudsman's Office. The studies by Gaulia & Pacheco (2019), Perez et al. (2011), Rosenberg (2006, 2019), Vasconcelos (2017, 2023), Warat (2001, 2023) and Rabinovici et al. (2022) are important for analyses on conflict prevention and mediation, in addition to a conflict mediation chamber. The results of the research indicate that of 42 RFEPCT institutions, 52.38% develop actions for conflict prevention, 42.86% develop actions for conflict mediation and only 1 of them has a Conflict Mediation Chamber. The research makes it clear that there is a need to integrate the Ombudsman's Offices into institutional governance plans and their accountability practices. The study reveals that members of the internal community often directly contact the Ombudsman's Office services, without first exhausting the possibilities for resolving conflicts or exploring all the paths of specific administrative bodies to resolve disagreements between people and sectors or nonconformities in the functioning of public services. The results of the study show that efforts to implement Conflict Mediation Chambers, combined with the integration of the Ombudsman's Office with the governance plans and accountability actions of RFEPCT institutions, are management strategies that can provide greater transparency in their activities and the responsiveness of their employees, in fulfilling the social function of these public institutions. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Dissertação

2025-05-13T00:00:00Z Milhomens, Marcelo Ferreira https://repositorio.ifg.edu.br/handle/prefix/2549 2025-12-23T20:20:45Z 2023-02-27T00:00:00Z

Título: Implicações da certificação do curso técnico integrado em transporte de cargas na modalidade de Educação de Jovens e Adultos (EJA) na vida dos egressos Autor(es): Milhomens, Marcelo Ferreira Primeiro Orientador: Castro, Mad Ana Desirée Ribeiro Abstract: The work presented, sought as a general objective, to investigate among the graduating students who obtained certificates of completion, from the classes of 2013 and 2017 (Enrolling class in 2010-1, of the semester regime; and Entering class in 2014-1, of the annual regime, respectively), what are the implications of the certification of the Integrated Technical Course in Cargo Transport in the Youth and Adult Education modality of the Campus Anápolis of the IFG in the professional life of the graduates. Allied to the “main” search, we still seek: to demonstrate whether the graduates, after certification, had better opportunities to enter (or even to remain) in the labor market, to identify whether the graduates, after certification, ascended to activities professionals with better working conditions, understand, together with the graduates, whether after certification, there was a better understanding of the aspects involving the labor market, especially in the universe to which they are inserted and verify whether the graduates, after certification , continued their studies at a higher level. To reach the results, the assumptions of qualitative research were used, and the data were obtained through the application of a questionnaire, in addition to a “semi-structured” interview with the graduates. During the construction and consolidation process of the research, the need to produce an educational product that could "(re)approach/bring back" the Graduates to "inside" the Campus Anápolis of the IFG was identified, in such a way, it was developed and a meeting of Graduates was held, on the occasion of the Science and Technology Week – SECITEC 2022; which had the theme: "Bicentenary of Independence: 200 years of science, technology and innovation in Brazil". demonstrated that, even with the numerous difficulties encountered during the training itinerary, the certification obtained provided, among other personal achievements: better opportunities to continue in their jobs; they had options to "choose" where to work; they were able to improve their income (own and that of their family ). It is important to highlight that part of the graduates continued their studies at a higher level, however, for most of them, it is still a goal to be achieved. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Dissertação

2023-02-27T00:00:00Z Pinheiro, Tânia Mara Collyer https://repositorio.ifg.edu.br/handle/prefix/2545 2025-12-22T19:06:21Z 2024-04-29T00:00:00Z

Título: A docência em cursos técnicos de nível médio ofertados pelo Centro de Educação, Trabalho e Tecnologia (CETT-UFG) na modalidade EaD Autor(es): Pinheiro, Tânia Mara Collyer Primeiro Orientador: Santos, Dayanna Pereira dos Abstract: This research aims to reflect on teaching practices in technical courses at the secondary level offered by the Center for Education, Labor, and Technology (CETT) at the Federal University of Goiás (UFG), in the distance learning modality. It is a qualitative investigation in the field of education, with an exploratory emphasis. To achieve this purpose, a bibliographic research approach was chosen, examining contributions from authors specialized in the subject matter. Additionally, a documentary analysis was conducted, focusing on the Institutional Development Plan (PDI) of the Center for Education, Labor, and Technology at the Federal University of Goiás (UFG) (2022), Law 9394/96, Ordinance No. 2,253, of October 18, 2001, Law No. 12,056, of October 13, 2009, which guide the educational processes in the scope of Distance Education. Data collection was carried out through a structured questionnaire aimed at research participants, and the analysis was conducted based on the qualitative approach. The main objective was to identify the main difficulties faced by teachers and their formative demands. The results indicate that graduates and technologists become technical teachers, and despite their specific knowledge of the area, they are not licensed for teaching. It was found that teachers need to expand their knowledge regarding the principles of professional and technological education, as well as pedagogical and didactic issues specific to work in virtual teaching environments. From this perspective, an Educational Product was developed in the form of a continuing education course focusing on reflection on the conceptual foundations of Professional and Technological Education that could contribute to the advancement of educational methodologies enabling students to access knowledge in a way that integrates culture, science, and technology, and allows them a broader and critical understanding of the world of work and the dynamics of exploitation present in this context. Promoting an understanding of the integration between pedagogical methodologies and technological tools employed in Virtual Learning Environments (Moodle) for non-licensed teachers. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Dissertação

2024-04-29T00:00:00Z