https://repositorio.ifg.edu.br/handle/prefix/4 2026-10-12T01:17:46Z 2026-10-12T01:17:46Z 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 Campos, Adriana https://repositorio.ifg.edu.br/handle/prefix/2857 2026-10-01T10:14:43Z 2026-07-02T00:00:00Z

Título: Educação CTS e dengue no Ensino Fundamental II: análise da aplicação de um guia pedagógico Autor(es): Campos, Adriana Primeiro Orientador: Maciel, Felippe Abstract: This master's thesis investigates the implementation of a teaching sequence on dengue, grounded in the Science, Technology, and Society (STS) perspective, with middle school students at a state school in Jataí, Goiás. The research examines how students mobilized understandings, stances, and forms of social participation throughout the teaching sequence. It is a qualitative, applied, and exploratory study conducted as a case study. The proposal was structured based on STS educational objectives and the "Three Pedagogical Moments" framework. Data analysis employed Discursive Textual Analysis (DTA), examining students' speech, interactions, and work, particularly the comic strips created during the activities. The results indicate that the teaching sequence fostered an understanding of dengue as a socio- scientific issue linked to social and political aspects, while encouraging critical reflection and the development of social commitments. As an educational product, a pedagogical guide was developed, offering instructions for implementing and adapting the proposal to different school contexts. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Dissertação

2026-07-02T00:00:00Z Leopardo, Samira https://repositorio.ifg.edu.br/handle/prefix/2855 2026-10-01T10:14:24Z 2026-07-09T00:00:00Z

Título: Educação financeira no Ensino Médio: contribuições da educação matemática crítica e da insubordinação criativa Autor(es): Leopardo, Samira Primeiro Orientador: Gomes, Adriana Aparecida Abstract: This research emerges from indignation toward Brazilian socioeconomic inequalities and the need to overcome market-oriented financial education that individually blames subjects for systemic failures. Situated within the critical-dialectical dimension and guided by an emancipatory interest (Gamboa, 2013), the study denounces the financialization of education and proposes to unveil the contradictions present in official Financial Education discourse. The research problem asks: what contributions can Critical Mathematics Education and Creative Insubordination offer to Financial Education from a critical perspective in the formation of high school youth and adolescents, so that they may become conscious of economic reality with a view to social transformation? The general objective was to analyze the contributions of Critical Mathematics Education (CME) and Creative Insubordination (CI) to the development of a critically oriented Financial Education, aimed at fostering awareness among high school youth that supports the reduction of socioeconomic inequalities and the transformation of economic and social reality. The specific objectives were: 1) to understand the conceptions of Financial Education present contradictions; 2) to systematize the theoretical foundations of the research; 3) to propose and implement CI as a pedagogical strategy to challenge neoliberal fatalist ideology; 4) to investigate how CME principles promote critical analysis of economic issues; and 5) to analyze the results of the pedagogical intervention. Methodologically, an interventionist qualitative study was conducted at Colégio Estadual CEPI José Feliciano Ferreira (Jataí, Goiás, Brazil), involving 18 students from the 1st to 3rd years of high school. Procedures included documentary mapping and the application of a didactic sequence grounded in Landscapes of Investigation. The educational product (PTT1 type) consisted of the didactic sequence itself, applied within the elective course Financial Education from a Critical Perspective. The main results showed that the mobilization of matheracy enabled the students to move beyond naïve curiosity toward using mathematics as a language of power, unveiling injustices such as the gap between the minimum wage and a dignified cost of living, and systemic indebtedness for basic survival. It is concluded that the articulation between the Pedagogy of Autonomy and CME empowered the subjects toward a reading of the world that refuses neutrality and claims social transformation through responsible subversion. in official curricular documents and financial reports, identifying their Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Dissertação

2026-07-09T00:00:00Z Assumpção, Yuri Ogaya de https://repositorio.ifg.edu.br/handle/prefix/2854 2026-09-29T22:36:21Z 2024-04-04T00:00:00Z

Título: Ensino coletivo de piano para alunos iniciantes: proposta de ação de extensão do IFMT Campus Cuiabá Bela Vista para alunos da EJA Autor(es): Assumpção, Yuri Ogaya de Primeiro Orientador: Costa, Cristiano Aparecido da Abstract: The main objective of this research is to systematize a pedagogical proposal aimed at implementing collective piano teaching for students in Youth and Adult Education (EJA). From this perspective, how can the Federal Institute of Education, Science and Technology of Mato Grosso - IFMT, Cuiabá Bela Vista campus, through an Extension Project, systematize a pedagogical proposal aimed at collective piano teaching for EJA students? Which collective piano proposals reflect the reality of teaching music to EJA students? Based on a critical review of bibliographical references, such as books, periodicals, annals and articles on the subject in question and extension projects that take initial training courses for young people and adults to underprivileged communities, we sought to understand the challenges faced by professionals, as well as by this specific audience in the teaching- learning process in the field of music. This is a qualitative study, focusing on the following methodological aspects: a bibliographical survey of publications of scientific articles, dissertations and theses on the object of the research, based on conceptions that support the relevance of collective piano teaching Cruvinel (2003; 2004; 2005), Montandon, (1992; 1995), Tourinho (2007). The theoretical framework was developed with its particularities, thoughts and foundations and, in this case, is approached in a synthetic way to assist in this investigation. It also presents theoretical and methodological foundations related to the teaching-learning process of techniques for beginner students, thereby seeking to promote considerable cultural and social gain in the students' education, through the acquisition of knowledge, learning, diverse experiences, contributing positively to the expansion of memory and collective teaching. It is believed that the inclusion of these four categories: 1) Creativity; 2) Musical reading; 3) Improvisation - exchange of knowledge; 4) Repertoire, are necessary for the students' first contact with the instrument. According to the data collected, this proves the importance of the E-book, its functionality and practicality for the development and application of collective piano teaching classes, proposing strategies for teachers and offering accessible learning for students. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Dissertação

2024-04-04T00:00:00Z