https://repositorio.ifg.edu.br/handle/prefix/86 Mon, 21 Sep 2026 09:13:10 GMT 2026-09-21T09:13:10Z https://repositorio.ifg.edu.br/handle/prefix/2775 Título: Modelagem Matemática E BNCC: Uma Revisão Sistemática Sobre As Práticas Pedagógicas Na Educação Básica Autor(es): Silva, Henrique de Mendonça Primeiro Orientador: Silva, Luciano Duarte da Abstract: This study presents a Systematic Literature Review (SLR) of dissertations and theses defended between 2018 and 2025, aiming to analyze the links between Mathematical Modeling and the guidelines of the National Common Curricular Base (BNCC) in the context of the final years of Elementary School and High School. This research adopts a qualitative approach, grounded in the technical procedures of SLR and Content Analysis from the perspective of Bardin (2016). Data collection was conducted in the Brazilian Digital Library of Theses and Dissertations (BDTD) and the Capes Catalog of Theses and Dissertations (CTD), resulting in the selection of 22 dissertations that comprised the corpus of this investigation. The results evidence that Mathematical Modeling is majorly used as a didactic strategy aimed at contextualization and bringing Mathematics closer to the students' daily lives, demonstrating convergence with the general and specific competences of the BNCC, especially regarding interdisciplinarity and problem-solving. A significant dispersion among the advisors of these productions and an expressive growth of publications in recent years were observed, although the absence of doctoral theses in this period signals gaps regarding the theoretical deepening of the theme. It is concluded that Mathematical Modeling has a high potential to qualify teaching in Basic Education; however, its effective consolidation in Brazilian classrooms demands the strengthening of the theoretical density of research and continuous investments in both initial and continuing teacher training. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Trabalho de Conclusão de Curso Mon, 01 Jun 2026 00:00:00 GMT https://repositorio.ifg.edu.br/handle/prefix/2775 2026-06-01T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2652 Título: As contribuições do modelo dos campos semânticos na educação matemática do Programa de Mestrado Profissional em Educação para Ciências e Matemática do IFG Autor(es): Leonardo, Bruna Gonçalves Primeiro Orientador: Silva, Franciane José da Abstract: This work presents a mapping of the dissertations supervised by Professor Adelino Cândido Pimenta in the Graduate Program in Education for Sciences and Mathematics (PPGECM) at IFG – Jataí Campus that adopt the Semantic Fields Model (MCS) as their theoretical framework. The study aims to identify, organize, and analyze how the model has been used in the research, highlighting the mathematical contents addressed, the themes investigated, and the relationship of these productions with teacher education. The research is characterized as qualitative, based on a documental survey in the IFG institutional repository, followed by a descriptive analysis of the dissertations found. From this mapping, the works were classified according to their methodological tendencies, also considering those that do not fit into any specific tendency. The results show that the MCS has been mobilized in different contexts, encompassing themes such as digital technologies, inclusive education, history of mathematics, problem solving, teaching of specific contents, and processes of meaning production in the classroom. It is observed that the model contributes to understanding how subjects construct meanings when learning Mathematics, allowing for more careful interpretations of students’ justifications, language, and orientations of speech. Additionally, the set of dissertations analyzed reveals the influence of the advisor’s work in consolidating this line of research within the PPGECM. It is concluded that the MCS plays an important role in teacher education and in research in Mathematics Education, providing theoretical–methodological tools that broaden the possibilities for analyzing school practices. The systematization carried out in this study offers an organized view of the program’s academic production, contributing to future research that seeks to deepen the use of the model or explore new applications in pedagogical practice. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Trabalho de Conclusão de Curso Wed, 17 Dec 2025 00:00:00 GMT https://repositorio.ifg.edu.br/handle/prefix/2652 2025-12-17T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2558 Título: Dificuldades enfrentadas por professores de matemática ao avaliar estudantes com deficiência visual Autor(es): Silva, Vinicius de Souza Gaspio da Primeiro Orientador: Nogueira Sobrinha, Denise Elza Abstract: This Course Completion Work (TCC) presents a critical analysis of Mathematics assessment practices within the educational system, focusing on how they impact the learning process of students with visual impairments. This qualitative and bibliographic study is based on theoretical frameworks concerning emancipatory assessment (Luckesi, 2011; Vasconcellos, 2014) and school inclusion (Mantoan, 2003). The research found that traditional assessment, which is predominantly classificatory and centered on written tests, often becomes a barrier to access mathematical knowledge for this population. The study investigated the challenges faced by Mathematics teachers, including insufficient initial and continuing training for specialized educational care, the complexity of adapting the mathematical language (symbols, graphs, and formulas) into accessible formats, and the scarcity of adapted pedagogical resources (such as Braille, Soroban, and tactile relief materials). The predominance of instruments that prioritize visual references and the culture of grading/testing reinforces educational inequalities. Given this scenario, the work proposes a re-signification of assessment to take on a continuous, procedural, democratic, and formative character, in line with the principles of the Brazilian Law of Inclusion (LBI/2015). Finally, two inclusive and practical assessment instruments are proposed for Geometry and Fundamental Operations, utilizing concrete relief materials and the Soroban, aiming to promote student autonomy and ensure equity in the conditions for demonstrating their learning. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Trabalho de Conclusão de Curso Sun, 30 Nov 2025 00:00:00 GMT https://repositorio.ifg.edu.br/handle/prefix/2558 2025-11-30T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2557 Título: Análise financeira de fundos de investimento imobiliário utilizando a linguagem python Autor(es): Faria, Andréia Ribeiro de Primeiro Orientador: Lima, Marcio Dias de Abstract: This work investigates the feasibility and effectiveness of the Python programming language in the analysis of financial data from Real Estate Investment Funds (REITs), highlighting its potential as a tool to support decision-making in the financial market. This is an applied research, with an exploratory approach and a qualitative-quantitative nature, based on a literature review and practical data analysis. The study includes the collection, processing, and visualization of information from a database with more than 500 funds listed on the Brazilian Stock Exchange (B3), using specialized Python libraries such as Pandas, NumPy, Matplotlib and yfinance. The central objective is to evaluate the applicability of Python in the analysis of financial indicators such as Dividend Yield, P/VP, and Profitability, in addition to performing simulations of different investment scenarios. The expected results indicate that the integration between knowledge of financial mathematics and the use of computational tools contributes to more precise, dynamic, and replicable analyses, promoting the development of technical and analytical skills relevant to academic and professional training in the financial area. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Monografia-Especialização Mon, 08 Dec 2025 00:00:00 GMT https://repositorio.ifg.edu.br/handle/prefix/2557 2025-12-08T00:00:00Z