https://repositorio.ifg.edu.br/handle/prefix/710 2026-09-13T22:20:36Z https://repositorio.ifg.edu.br/handle/prefix/2794 Título: Mulheres na Dociência: interseccionalidades e resistências para a construção de uma ciência plural Autor(es): Soares, Karine de Assis Oliveira Primeiro Orientador: Chagas, Flomar Abstract: In this study, I investigated how the relationship between teaching labor, gender, and race materialize within the professional, and academic trajectories of women teachers working in the state public education system in the city of Jataí, Goiás. The research is rooted in a decolonial epistemological perspective, and in the intersectional approach of Black feminism, based on the understanding that educational and scientific inequalities are produced by historical systems of power that articulate race, gender, class and labor. I adopted intersectional and dialogical autoethnography as a qualitative methodological perspective, articulating the researcher’s involvement, intersectionality, dialogue, outreach, and popular education as inseparable dimensions of knowledge production. The investigative process involved dialogue with ten basic education teachers, whose narratives were constructed through conversations, collective meetings, community-engaged, and university outreach actions. I understand university outreach as a space for listening, knowledge production, and community-building. As a methodological development of the research, I developed the web series Mulheres na Docência: Intersseccionalidades e Resistências, which constitutes the educational product of this study. The four-episode web series created within the scope of university outreach activities and was inspired by Freirean Culture Circles as well as by an engagement of liberatory pedagogy. The educational product was consolidated as a digital media resource grounded in popular education, aimed at the scientific community, the recognition of teachers’ knowledge, and the expansion of public debate on gender, race, and teaching. The finding demonstrates that teaching labor is deeply permeated by processes of precarity, institutional violence, silencing, and the delegitimization of knowledge — dynamics that affect Black women and mothers more profoundly. At the same time, the narratives reveal strategies of resistance, aquilombamento, meaning-making, and permanence in teaching, sustained by affective bonds, collectivity, and hope. As a theoretical contribution of this dissertation, I developed a concept of Dociência, which understands teaching as a practice inseparable from teaching itself, scientific knowledge production, and university outreach activities. Teachers are intellectuals, scientists, and producers of situated knowledge. I conclude that recognizing the voices, experiences, and resistances of women in teaching is fundamental to building a plural science committed to social justice, public education, and historical reparation. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Tese 2026-07-18T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2791 Título: A avaliação da aprendizagem em matemática na educação básica: contribuições da pedagogia histórico-crítica Autor(es): Nogueira Sobrinha, Denise Elza Primeiro Orientador: Queiroz, Vanderleida Rosa de Freitas e Abstract: This dissertation addresses the following research problem: “Considering the assumptions of Historical-Critical Pedagogy, how can learning assessment in mathematics be effectively implemented in basic education?” Once the research problem was defined and the study delimited in its theoretical and practical dimensions, the following objectives were established: (a) general objective: to understand learning assessment in mathematics and its implementation in basic education according to Historical-Critical Pedagogy; (b) specific objectives: to evaluate the importance attributed to learning assessment in mathematics within academic production, specifically theses and dissertations published between 2014 and 2024; to understand learning assessment from the perspective of hegemonic pedagogical theories and their assessment purposes, correlating them with the conceptions and practices of learning assessment present in the Brazilian pedagogical framework as materialized in the context of basic education, in comparison with large-scale assessment; to apprehend learning assessment in mathematics according to Historical- Critical Pedagogy; to analyze the objective conditions of learning assessment in mathematics developed in public basic education schools in the State of Goiás, based on the testimony of mathematics teachers and the perspectives of researchers affiliated with Historical- Critical Pedagogy; and to develop an Educational Product (Pedagogical Handbook) aimed at mathematics teachers in basic education and/or undergraduate mathematics teacher education students, in order to promote an understanding of learning assessment in mathematics grounded in Historical-Critical Pedagogy. The research adopted the historical-dialectical materialist method and involved the following procedures: a state-of-the-knowledge review of theses and dissertations, a literature review of books and scientific articles, and empirical research involving the participation of eighteen mathematics teachers from public basic education schools in the State of Goiás (graduates of the Mathematics Teacher Education Program at IFG – Goiânia Campus) and four researchers affiliated with Historical- Critical Pedagogy. The research instruments consisted of teacher education meetings with the mathematics teachers and interviews with the researchers. The results were analyzed using the categories of the historical-dialectical materialist method and based on a Historical- Critical theoretical framework. The Educational Product, classified as a Pedagogical Handbook, was developed to support the practice of learning assessment in mathematics from the perspective of Historical- Critical Pedagogy. The thesis argues that learning assessment, according to Historical-Critical Pedagogy, can and should be implemented as a political, ethical, and pedagogical practice committed to the full development of students in public schools, especially the children of the working class, and to social transformation. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Tese 2026-06-29T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2706 Título: Impactos, influências e repercussões da Política de Avaliação Externa em Mato Grosso (Avalia MT) nos processos de ensino e aprendizagem de matemática Autor(es): Brito, Acelmo Primeiro Orientador: Silva, Luciano Abstract: In the present study, we investigate the thesis that the implementation of the actions of the external assessment policy “Avalia MT”, from 2022 to 2024, led Mathematics teachers in the Mato Grosso state public education system to reorient their Mathematics teaching and learning processes. This change is characterized by the prioritization of specific contents and skills that are the object of large-scale assessments, to the detriment of a broader curricular approach, reflecting a perception that the structured teaching system began to value measurable results more than the recomposition and monitoring of students’ learning. Based on the definition of the thesis we seek to prove, we aim to analyze the impacts of the external evaluation policy of the state of Mato Grosso (Avalia MT), as part of the Structured Teaching System intended for monitoring and managing the learning of students in the state education network, from the perspective of Mathematics teachers working in schools. The question that guides this research is: What reverberations of the actions implemented by Avalia MT as a policy for monitoring and managing the learning of students in the state education network of Mato Grosso can be analyzed from the voices of Mathematics teachers working in schools? The methodological conceptions are grounded in the qualitative approach and in the Case Study modality. The data used in the analysis were obtained through semi-structured interviews conducted with 30 Mathematics teachers who work in the cities that compose the research locus. The research locus is a region composed of seven municipalities, which, in turn, comprises the region of my residence and professional activity. The data were systematized and analyzed through Content Analysis, from the perspective of Bardin (1977), Rodrigues (2019), and Rodrigues and Brito (2025), which enabled us to constitute three Categories of Analysis: (i) Impact of Avalia MT on the Monitoring of Students’ Learning; (ii) Aspects and Influences of Avalia MT on Teaching Work; and (iii) Repercussions of Avalia MT as a Managerial Policy of the State Education Network. Through the analyzed data, we evidenced that Mathematics teachers from the state education network of Mato Grosso reoriented their didactic activities under the influence of the actions of the state evaluation policy. Furthermore, potentially, this policy tends to be reduced when it is primarily organized by goals and rankings, impacting the insufficiency of pedagogical time for the recomposition and real monitoring of students’ learning in the state network. Articulated with the results of this research, there is also the Educational Product, materialized as an e-book, in the form of a booklet, entitled “TEACHING VOICES: Perceptions of Mathematics Teachers on the Evaluation Policy of Mato Grosso”. This Educational Product synthesizes what is attributed as the essence of the research results, giving public form to the voices of Mathematics teachers from the state education network of Mato Grosso, who experience the effects of the evaluation policy of Mato Grosso, validated by the participants themselves as voices of their perceptions. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Tese 2026-04-24T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2704 Título: O letramento científico de estudantes surdos na educação ambiental: construção de saberes a partir de um recurso bilíngue sobre o Cerrado Autor(es): Menezes-Faria, Joana Cristina Neves de Primeiro Orientador: Pereira, Marlei Abstract: The absence of a bilingual guide grounded in Critical Environmental Education (CEE) hinders the quality training of bilingual educators, who seek to promote an integrated approach to scientific literacy with social, cultural, and environmental dimensions. Therefore, educational and environmental practices should encompass all individuals, including those belonging to minorities, such as the deaf. To this end, the present research was developed at the Federal Institute of Education, Science and Technology of Goiás (IFG) – Aparecida de Goiânia Campus, with students of the Bilingual Pedagogy degree program (Brazilian Sign Language/Portuguese). The general objective of this study was to understand the scientific literacy processes of deaf people, investigating their linguistic, cultural, and educational specificities, with a view to developing a bilingual pedagogical resource that would favor the construction of social and environmental values related to the Cerrado biome, contributing to the critical and civic education of this population. The specific objectives were: a) to develop a guide on the Cerrado biome from a bilingual perspective (Brazilian Sign Language/Portuguese); b) to enable deaf students to achieve autonomy in the formation of scientific concepts linked to socio-environmental aspects through practical activities geared towards their reality; c) to verify the existence of known/unknown signs in Brazilian Sign Language by the deaf community for use in addressing representatives of the Cerrado's fauna and flora; d) to develop and validate the Educational Product (EP) with students of the Bilingual Brazilian Sign Language/Portuguese Pedagogy degree course. Methodologically, it was a study with investigative questionnaires, semi-structured interviews, and brainstorming techniques; therefore, it is a qualitative research study. The theoretical framework was composed of authors such as Quadros and Schmiedt (2006), Lebedeff (2017), Loureiro (2002; 2012; 2019), and Bizerril (2001), whose works have been fundamental to deepening discussions about the scientific literacy of deaf students within the scope of Environmental Education focused on the Cerrado biome, in light of the bilingual perspective ensured by Law nº. 14.191/21. Thus, the contributions of these authors favor the emergence of still spring knowledge about the local environment. The results showed that research focused on the education of deaf people from the perspective of Environmental Education is still incipient in the context of the Cerrado biome, revealing the need for greater depth and expansion of studies in this area. The data obtained in the research indicated that, through the PE (presumably a specific educational approach) and scientific literacy, deaf and hearing students showed greater approximation to the concepts and scientific knowledge about Environmental Education in the context of the Cerrado biome. Thus, the bilingual guide on the Cerrado biome is configured as a suitable teaching material for the education of deaf students, due to its bilingual nature and its didactic-pedagogical profile favorable to the understanding of the issues addressed by Critical Environmental Education. However, it is important to highlight the need to deepen the investigations involving the triad of Environmental Education, Cerrado biome, and Deaf Education, from the perspective of bilingual education. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Tese 2025-12-12T00:00:00Z