https://repositorio.ifg.edu.br/handle/prefix/593 Sat, 12 Sep 2026 09:02:59 GMT 2026-09-12T09:02:59Z https://repositorio.ifg.edu.br/handle/prefix/2412 Título: Metodologias ativas no ensino de matemática financeira na Educação de Jovens e Adultos Autor(es): Gomes, Elihane da Silva Primeiro Orientador: Bernardes, Giselle Carvalho Abstract: This study investigates the use of active methodologies in teaching mathematics, focusing on financial education for students in the Youth and Adult Education (EJA) program. The research was conducted through a literature review, analyzing dissertations and academic articles on different active methodologies applied to financial mathematics. The results indicate that active methodologies can provide better conditions for teaching this subject, promoting meaningful and contextualized learning. Among the methodologies highlighted, “gamification” and “problem-based learning” stand out for encouraging the construction of knowledge through concrete problems and real-life experiences, often experienced by students in their daily lives. These tools help engage students and enhance their understanding of financial mathematics content, facilitating the practical application of knowledge in the daily lives of EJA students. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Monografia-Especialização Tue, 18 Feb 2025 00:00:00 GMT https://repositorio.ifg.edu.br/handle/prefix/2412 2025-02-18T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2409 Título: Metodologias ativas no ensino de Química: uma revisão bibliográfica dos artigos publicados no período 2020-2024 Autor(es): Alves, Rafael José Primeiro Orientador: Silva, Luciano Alves da Abstract: Active methodologies have gained prominence in Chemistry teaching due to their ability to promote more engaging and effective learning. This article aimed to analyze the implementation of these methodologies in Chemistry education between 2020 and 2024. Methodologically, the study conducted a bibliographic survey based on the analysis of six scientific articles that address the use of active methodologies in Chemistry education. The research results indicate that active methodologies are valuable tools, promoting autonomy in the classroom, breaking away from the traditional model, valuing teamwork, connecting theory and practice, and enhancing students' critical thinking. However, these methodologies do not solve all educational problems and difficulties. Although there is a growing development of work in this area, it is recommended for future research to invest in continuous training programs for teachers, focusing on developing pedagogical skills for the effective use of active methodologies in Chemistry education. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Monografia-Especialização Thu, 06 Mar 2025 00:00:00 GMT https://repositorio.ifg.edu.br/handle/prefix/2409 2025-03-06T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2408 Título: Proposta de sequência metodológica fundamentada em metodologias ativas para o ensino de estatística Autor(es): Alves, Rafael Rodrigues Primeiro Orientador: Matos, Victor Fernando de Abstract: Faced with constant technological advancement, the need to insert technologies into the school environment is perceived, which is linked to innovative methodological proposals, breaking the traditional learning model, allowing the student to actively participate in the construction of knowledge. Given the relevance of technology today, it is also worth highlighting the importance of teaching statistics in a scenario in which facilitated communication presents information through graphs, tables and statistical data. The work presents the following problem: How to build a methodological sequence based on active learning methodologies (ALM) for teaching statistics? The general objective of this article is to build a methodological sequence based on MAA for teaching statistics. In relation to the methods and results, a bibliographical review of the methodologies is carried out and subsequently a proposal for a methodological sequence based on MAA and the three pedagogical moments is suggested. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Monografia-Especialização Mon, 27 May 2024 00:00:00 GMT https://repositorio.ifg.edu.br/handle/prefix/2408 2024-05-27T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2407 Título: Proposta de sequência didática para o ensino prático de compostagem Autor(es): Mendonça, Cássio Cezar Sousa Primeiro Orientador: Rezende, Gláucia Aparecida Andrade Abstract: This work aims to develop an educational guide for the practical teaching of composting, structured in a didactic sequence aimed at teachers and students in primary and secondary education. Composting is a sustainable practice that contributes to reducing organic waste and improving soil quality, making it an essential tool for environmental education. The study is based on theoretical references on sustainability, active teaching methodologies and environmental education. The methodology adopted comprises bibliographical research, development of the didactic sequence and application in an educational environment. The expected results include improving students' understanding of the decomposition processes of organic matter and encouraging the adoption of ecological practices. It is concluded that the implementation of practical composting activities can strengthen interdisciplinary learning and promote environmental awareness. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Monografia-Especialização Fri, 07 Mar 2025 00:00:00 GMT https://repositorio.ifg.edu.br/handle/prefix/2407 2025-03-07T00:00:00Z