https://repositorio.ifg.edu.br/handle/prefix/21 Mon, 12 Oct 2026 01:17:24 GMT 2026-10-12T01:17:24Z https://repositorio.ifg.edu.br/handle/prefix/2857 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 Thu, 02 Jul 2026 00:00:00 GMT https://repositorio.ifg.edu.br/handle/prefix/2857 2026-07-02T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2855 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 Thu, 09 Jul 2026 00:00:00 GMT https://repositorio.ifg.edu.br/handle/prefix/2855 2026-07-09T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2836 Título: Educação ambiental crítica e o consumo de água: contribuições de um Caderno Pedagógico Investigativo interdisciplinar à luz da Pedagogia Histórico-Crítica Autor(es): Sousa, Robson Luiz Primeiro Orientador: Sousa, Marluce Silva Abstract: This research investigates the problem of the water crisis and high water consumption in the municipality of Iporá (GO). Given this scenario and the fragmentation of teaching, the study aimed to analyze the contributions of an interdisciplinary Investigative Pedagogical Notebook (Geography and Mathematics), in the light of Historical- Critical Pedagogy (HCP) and Critical Environmental Education (CEE), for the critical reading of reality and the proposition of actions in the school context. Characterized as qualitative, applied, and pedagogical intervention, the research was developed at Colégio Estadual Edmo Teixeira with the participation of 26 students from the 6th and 7th grades of Elementary School. Data collection occurred through participant observation, analysis of student productions, and a validation form, with the corpus submitted to Bardin's Content Analysis and data triangulation. The Educational Product, based on the dialectical articulation of the five methodological moments of HCP, mobilized a field action at the springs of Ribeirão Santa Marta as an intentional approach to the Initial Social Practice, unfolding organically into 14 classroom meetings. In these meetings, students mobilized geographical and mathematical knowledge to investigate everything from the school's water bill to the "invisible water" consumed by agriculture and industry. The results evidenced the advance from a syncretic view to a broadened understanding of the water crisis. However, the research indicates that this appropriation occurred heterogeneously and that the elaboration of action mini-plans configured an embryonic approach to socio-environmental praxis. It is concluded that the notebook, evaluated more favorably by students in its refined version, constitutes a formative instrument with the potential to promote contextualized, critical, and transformative teaching, conditioned to the teacher's intentionality and pedagogical mediation. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Dissertação Fri, 11 Sep 2026 00:00:00 GMT https://repositorio.ifg.edu.br/handle/prefix/2836 2026-09-11T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2834 Título: O autogerenciamento na preparação para concursos públicos docentes: um estudo com professores de matemática Autor(es): Santos, Higor Angelo dos Primeiro Orientador: Ferreira, Nilton Cezar Abstract: This study investigated the performance of candidates in selection processes for the teaching career in the state of Mato Grosso, analyzing, among other aspects, how skills developed through self- management influence the way candidates cope with the demands present in examinations. The study was based on the assumption that preparing for public examinations involves not only the acquisition of content knowledge, but also the adoption of self-management practices that contribute to the organization, monitoring, and regulation of the learning process. In this regard, the objective of the research focused on understanding the elements of self-management in learning that influence the preparation of Mathematics teachers for public examinations, with a view to developing a self-management proposal for this context. The methodology adopted consisted of a bibliographic study, the survey and analysis of selection processes for hiring Mathematics teachers in the public education system, and the conduction of interviews. Data interpretation was carried out through data triangulation, integrating information obtained from the documental analysis of official calls and examination tests, as well as interviews conducted with Mathematics teachers. This procedure made it possible to understand, in an articulated manner, the relationship between self-management and the demands present in the investigated selection processes. As a result, an Educational Product was developed, entitled Strategic Self-Management Guide for Public Examinations, presented in the form of a website that brings together theoretical and practical resources, including instructional videos and a guidance manual. The material aims to support candidates in organizing their study routines and in dealing with the demands of selection processes. The research highlights the relevance of self- management in the preparation for public examinations, offering theoretical and practical contributions that may enhance the training process of teachers. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Dissertação Fri, 26 Jun 2026 00:00:00 GMT https://repositorio.ifg.edu.br/handle/prefix/2834 2026-06-26T00:00:00Z