https://repositorio.ifg.edu.br/handle/prefix/63 2026-09-23T14:23:26Z 2026-09-23T14:23:26Z Santos, Pedro Paulo de Araújo https://repositorio.ifg.edu.br/handle/prefix/2263 2025-05-16T11:52:54Z 2025-04-02T00:00:00Z

Título: Entre-lugares: o ritual da viagem acadêmica registrado nos agradecimentos dos TCCs de Licenciatura em Ciências Sociais na primeira década de existência do curso no IFG campus Anápolis. Autor(es): Santos, Pedro Paulo de Araújo Primeiro Orientador: Safadi, Sandro de Oliveira Abstract: This work is the result of a request from the Science and Humanities Laboratory of IFG – Anápolis Campus to gather the Final Course Papers (TCCs) from the first decade of the institution’s Bachelor’s Degree in Social Sciences. From this gathering, the acknowledgements emerge as a guiding thread of a documentary ethnography, revealing themselves not only as formal records, but as affective expressions that evidence an academic rite of passage. It is in the acknowledgements that the liminal network manifests itself: a fabric of relationships formed by family, friends, teachers and advisors, without which the student’s journey between training and completion of the course would not be possible. The concept of Between-Places arises from the perception that this transition is not static, but a continuous movement, in which the student goes through different connections until reaching his or her purpose. Using the acknowledgements as a map and reflection of this journey, I also bring my own experience, intertwining it with the trajectories of those who preceded me throughout this decade. With all the works already gathered, I reinforce the importance of making this archive accessible to the public, allowing future students to be inspired and recognize in the acknowledgments not only an end, but an essential part of the ritualistic process experienced by their predecessors. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Trabalho de Conclusão de Curso

2025-04-02T00:00:00Z Rengel, Alice Ariel Homercher https://repositorio.ifg.edu.br/handle/prefix/2257 2025-05-15T12:59:18Z 2025-03-13T00:00:00Z

Título: As dimensões da memória coletiva na literatura acadêmica sobre o HIV/AIDS. Autor(es): Rengel, Alice Ariel Homercher Primeiro Orientador: Dalio, Danilo José Abstract: This study investigates the dimensions of collective memory in the academic literature on HIV/AIDS, highlighting how social, cultural, and emotional aspects have been incorporated into the discussion over the years. The introduction provides a historical overview of the HIV/AIDS epidemic, illustrating the evolution of academic discourse, which shifted from a predominantly biomedical approach to the gradual inclusion of subjective and social experiences. The theoretical framework is based on the concepts of collective memory, social representations, and interpretive anthropology, drawing on the contributions of Maurice Halbwachs, Serge Moscovici, and Clifford Geertz. These references allowed for an understanding of how the memories and narratives of HIV/AIDS carriers are shaped by stigma, social exclusion, and cultural dynamics.The main objective of this study was to identify how the memories and emotions of HIV/AIDS carriers are represented in academic literature and how these narratives reflect social and cultural transformations over time. Document analysis and content analysis, using the Voyant Tools software, revealed that themes such as "memory," "emotions," and "affectivity" have gained space in more recent academic production, particularly after the years of 2019 and 2020. Although it is not possible to directly prove the influence of the H1N1 epidemic and the COVID-19 pandemic, these periods coincide with historical moments of health crises that expanded discussions on subjective and humanized experiences in viral disease contexts.It is concluded that, although the biomedical discourse still predominates, there is a growing movement to value the collective memories and emotional experiences of HIV/AIDS carriers, pointing to the need for future research that promotes a more inclusive and sensitive approach to these dimensions. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Trabalho de Conclusão de Curso

2025-03-13T00:00:00Z Cunha, Gessione Alves da https://repositorio.ifg.edu.br/handle/prefix/2157 2025-02-21T12:45:18Z 2023-12-13T00:00:00Z

Título: Teoria crítica frankfurtiana, conservadorismos na educação brasileira e formação humana Autor(es): Cunha, Gessione Alves da Primeiro Orientador: Silva, Enrico Paternostro Bueno da Abstract: This bibliographical and theoretical research is grounded in the theoretical framework of the Frankfurt School's Critical Theory, particularly in the ideas of Theodor Adorno. Its aim is to discuss Brazilian education and human formation in connection with liberal or neoliberal conservative thought, from the perspective of Critical Theory. Thus, the research unfolds in three interconnected chapters. The first chapter intends to address the historical trajectory of the Frankfurt School, highlighting Adorno's essential contributions to Critical Theory and the intersection between education and conservatism. The second chapter delves into the socio-historical- hilosophical foundations of the conservatism category, as well as its historical development. It also examines aspects of the new right-wing radicalism, providing a comprehensive understanding of these contemporary dynamics in Brazil. The third chapter provides an assessment of the general conditions of education in neoliberal Brazil and presents Adorno’s concepts of emancipation and barbarism. It concludes that there is a categorical imperative to strive for education aimed at the human formation of critical and autonomous subjects, to prevent the recurrence of barbaric events from recent pasts. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Trabalho de Conclusão de Curso

2023-12-13T00:00:00Z Nogueira, Raquel Gomes Botelho https://repositorio.ifg.edu.br/handle/prefix/1867 2024-02-08T11:34:52Z 2023-07-04T00:00:00Z

Título: Tecnologia e desigualdade: a percepção dos estudantes da EJA sobre o ensino remoto. Autor(es): Nogueira, Raquel Gomes Botelho Primeiro Orientador: Borges, Kamylla Pereira Abstract: The present article has as its theme remote teaching in Youth and Adult education in the context of the pandemic, the general objective is to reflect on the perception of EJA students from the IFG Campus Anápolis-Go about remote teaching in the context of the COVID 19 pandemic. This is an exploratory, descriptive, analytical and qualitative research. Reports were collected from students of technical courses integrated in the EJA modality of the IFG/Campus Anápolis: School Secretary and Cargo Transport, through a virtual questionnaire and online meetings via the instant communication application, WhatsApp. The results show that, according to the EJA subjects, the main contribution of remote teaching was to allow the continuation of studies, maintaining social isolation. Other aspects identified as positive are linked to the daily lives of working subjects, such as: saving on transportation, avoiding displacement and facilitating the care of children and household chores. The negatives are all related to the difficulty of learning through remote teaching due to the lack of dialogues and exchanges of knowledge between teachers and students. We noticed that in terms of the teaching-learning process, remote teaching brought harm to EJA students, however, it contributed to reducing evasion in the critical period of the pandemic. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Trabalho de Conclusão de Curso

2023-07-04T00:00:00Z