https://repositorio.ifg.edu.br/handle/prefix/104 Mon, 21 Sep 2026 09:13:30 GMT 2026-09-21T09:13:30Z https://repositorio.ifg.edu.br/handle/prefix/2831 Título: Letramento Acadêmico: o que tem sido proposto para superar os problemas dos estudantes de graduação com leitura e escrita? Autor(es): Almeida, Weber Jaime de Primeiro Orientador: Sousa, Wanessa Ferreira de Abstract: Academic literacy is one of the main challenges faced by students entering higher education, as mastering academic reading, writing, and scientific knowledge production requires competencies that go beyond basic literacy skills. This study aimed to analyze, through a systematic literature review, the main challenges related to academic literacy among undergraduate students, as well as the strategies proposed to promote the development of academic reading and writing in higher education, discussing their potential contributions to the context of the Federal Institute of Goiás (IFG). This qualitative bibliographic study was conducted using the procedures of a systematic literature review. National and international scientific publications indexed in specialized databases were analyzed to identify research trends, gaps, and experiences related to the topic. The findings indicate that the main difficulties experienced by students involve the comprehension of scientific texts, academic writing, mastery of academic genres, adaptation to university culture, and inequalities in access to literacy practices. Conversely, the literature highlights that institutional initiatives, such as writing centers, welcoming programs, reading and writing workshops, collaborative pedagogical practices, teacher professional development, and the critical use of digital technologies and artificial intelligence, significantly contribute to the development of academic literacy and student retention. It is concluded that strengthening institutional policies aimed at teaching academic reading and writing is essential to promote inclusion, improve academic success, and reduce dropout rates in higher education, providing evidence to support future actions within the IFG. Keywords: academic literacy; higher education; academic reading and writing; systematic literature review; student retention. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Trabalho de Conclusão de Curso Fri, 17 Jul 2026 00:00:00 GMT https://repositorio.ifg.edu.br/handle/prefix/2831 2026-07-17T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2656 Título: Interdisciplinaridade entre Matemática e Artes Visuais em Sequências Didáticas para os Anos Finais do Ensino Fundamental Autor(es): Silva, Marcos Rodrigues da Paixão Primeiro Orientador: Machado, Luiz Fernando Ferreira Abstract: This monograph presents the results of a study on the interdisciplinarity between Visual Arts and Mathematics in the context of the second stage of elementary education (6th to 9th grades). The main objective was to develop teaching plans that integrate the skills and competencies of both areas, in alignment with the guidelines of the Base Nacional Comum Curricular (BNCC). The research adopted a qualitative and applied approach, with exploratory objectives and bibliographic and documentary research procedures. A total of 16 interdisciplinary teaching plans were created, distributed across the four grades of the second stage of elementary school, covering all four bimesters. The results suggest that integrating visual arts and mathematics can provide meaningful learning experiences, fostering both logical-mathematical reasoning and aesthetic sensitivity and creativity. It is concluded that the interdisciplinary approach helps overcome the fragmentation of knowledge and promotes the holistic development of students, in line with current educational demands. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Trabalho de Conclusão de Curso Fri, 06 Feb 2026 00:00:00 GMT https://repositorio.ifg.edu.br/handle/prefix/2656 2026-02-06T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2655 Título: Teoremas de convergência de sequências de números reais Autor(es): Silva, Carlos Henrique Mesquita da Primeiro Orientador: Cardoso, Maristela Barbosa Abstract: This work aims to present and discuss the main convergence theorems of sequences of real numbers, constituting an essential study for Real Analysis. The first chapter introduces the fundamental concepts of the set of real numbers as a complete ordered field, with emphasis on absolute value (or modulus), set limitation,lower bound, upper bound, infimum and supremum, and characterization of infimumand supremum via the completeness axiom. These concepts provide the theoretical basis necessary for understanding the behavior of numerical sequences. The second chapter systematically develops the theory of convergence of sequences,starting from the definition of limit to demonstrate three classes of fundamental results:operational theorems (uniqueness of limit, algebra of limits), convergence theorems (Comparison, Monotone 4 Convergence, Bolzano-Weierstrass), and the Cauchy Criterion as a characterization of completeness. Each theorem is accompanied by illustrative examples and counterexamples. Methodologically, we adopt a deductive approach based on [[2], Elon Lages Lima, 2006], integrating formal rigor with selected applications that show the relevance of these theorems in the analysis of sequence behavior. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Trabalho de Conclusão de Curso Tue, 19 Aug 2025 00:00:00 GMT https://repositorio.ifg.edu.br/handle/prefix/2655 2025-08-19T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2648 Título: Educação Matemática Antirracista: uma revisão de literatura envolvendo o silenciamento e as práticas antirracistas para o ensino da matemática. Autor(es): Santos, Luciene Rodrigues dos Primeiro Orientador: Reis , Maria do Carmo dos Abstract: This study aimed to analyze institutional and educational practices through a descriptive bibliographic review on mathematics education, its intersections with racial issues, emphasizing anti-racist practices and the current challenges of education for equity. In addition to conceptualizing Anti-racist Mathematics Education, the work aimed to present the laws and guidelines that support this theme, identify challenges, formative gaps, strategies, and institutional and pedagogical barriers to its implementation. The methodology adopted was a descriptive bibliographic review, of a qualitative nature, through research and analysis of theses and dissertations on the teaching of Mathematics and Anti-racist Education, in the period between 2015 and 2025. The searches were carried out in the repositories: CAPES, Brazilian Digital Library of Theses and Dissertations, Google Scholar, and in the main digital repositories of the main Brazilian universities (USP, UFRJ, UFMG, UFRGS, Unicamp, UnB, UFSCar, UFBA), resulting in 13 studies: 10 dissertations and 3 theses. The studies analyzed showed that, in many educational contexts, mathematics teaching tends to reproduce a stance of racial neutrality, manifested by curricula and materials that make African and Afro-Brazilian knowledge invisible, while initial and continuing teacher training rarely provides a solid foundation for working with anti-racist pedagogical practices aimed at valuing cultural diversity. However, it is possible to conclude that Anti-racist Mathematics Education has transformative potential to promote equity and cultural recognition, but its effectiveness depends on changes at different levels: formulation and implementation of public policies with anti-racist guidelines, investment in initial and continuing teacher training, focusing on culturally relevant pedagogical practices, as well as the revision and production of teaching materials that value African and Afro Brazilian knowledge. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Trabalho de Conclusão de Curso Tue, 03 Feb 2026 00:00:00 GMT https://repositorio.ifg.edu.br/handle/prefix/2648 2026-02-03T00:00:00Z