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Saúde alimentar e qualidade de vida docente: uma revisão bibliográfica
(Universidade Federal de Goiás, 2025-07-04) Conte, Jéssica Araújo; Teixeira, Ricardo Antônio Gonçalves; Teixeira, Ricardo Antônio Gonçalves; Machado, Vilma de Fátima
Teachers' health has received increasing attention due to the precarious conditions in which many carry out their profession. This study aims to investigate how teachers’ eating habits are related to their mental health and professional context, considering the impact of work conditions on their quality of life. This is a qualitative and exploratory research developed through a literature review based on theses and dissertations available in the Brazilian Digital Library of Theses and Dissertations (BDTD). The search yielded 69 studies, from which 8 were selected after applying inclusion and exclusion criteria. The analysis revealed a high prevalence of overweight, physical inactivity, sleep disorders, emotional eating, and psychological distress among teachers. The main factors associated with these conditions were work overload, multiple employment contracts, low wages, chronic stress, and lack of time for self-care. It was also found that, although many teachers acknowledge the importance of healthy eating, they struggle to maintain adequate dietary practices under daily pressures. Women, who represent the majority in basic education, appeared as the most vulnerable group to these health issues, especially during the COVID-19 pandemic, when professional and domestic responsibilities accumulated. The studies also identified significant use of disordered eating as a coping mechanism for stress and exhaustion, highlighting the interdependence between mental health and eating behaviors. Based on the expanded concept of health and the Human Right to Adequate Food (HRAF), this research proposes to understand teachers’ eating habits not merely as individual choices, but as outcomes of social, emotional, cultural, and labor determinants. The data show that teachers' health issues cannot be explained solely through biomedical terms, but require an intersectoral approach that recognizes working conditions as direct health determinants. It is concluded that promoting teachers’ health involves ensuring decent working conditions, access to adequate food, and mental health support. This requires coordinated involvement from the health, education, and social assistance sectors. Valuing the teaching profession involves not only fair pay and training but also recognizing teachers as whole individuals — with bodies, emotions, and care needs. This study contributes to the debate on teachers’ nutritional and mental health, offering insights to support public policies aimed at promoting the well-being of this essential professional group for building a fairer and healthier society
Impactos da educação feminista na formação crítica e autônoma de estudantes dos anos iniciais do ensino fundamental
(Universidade Federal de Goiás, 2025-02-12) Polonski, Eduarda Cristina Silva; Ferreira, Yvonélio Nery; Ferreira, Yvonélio Nery; Dering, Renato de Oliveira
This paper aims to reflect on feminist education and how its promotion contributes to students’ critical and autonomous education. The research adopted a bibliographical methodology with a qualitative approach, based on books, articles, websites and legislation. To develop the research, the work was divided into three chapters. The first chapter deals with feminisms and, to substantiate it, authors such Simone de Beauvoir (1970), Céli Pinto (2010), Vanessa Berner (2017), Djamila Ribeiro (2017), Ana Beatriz dos Anjos (2021), Pierre Bourdieu (2012), Carla Akotirene (2019), Patricia Hill Collins (2022) and other authors who were added throughout the research were used. The second chapter discusses feminist education and critical and autonomous training, based on the works of Guacira Louro (2003), Sônia Barrachi (2004), Júlia Campos (2022), Adriano Maslowski and Andressa Martins (2023), Daniel Cara (2019), Paulo Freire (1965, 1973, 1996) and bell hooks (2013, 2019). The last chapter discusses feminist education in the school environment, highlighting studies by Kelly Sakata and Caroline Viana (2021), Suênia Pinto and Sandra Montenegro (2016), Márcia Silva and Eliane Godinho (2017), Teresa Cristina Rego (1995), Letícia Silva and Leonice Mourad (2022), Joana D’arc Nascimento (2022), as well as Brazilian legislation and other scholars who were fundamental to the development of the aspects discussed. In view of this, it is essential to understand the issue, since various minority populations, with an emphasis on women, are affected by forms of inequality and discrimination. As education is an instrument for transforming society, it is urgent to adopt a model based on the principles of the feminist movement, in order to help break down violence against women. This must be based on critical, autonomous and reflective training, aimed at developing teaching that values, plays a leading role in and promotes democracy, equity and justice for all. Since education is a means of social reproduction and coexistence, it is essential to promoting a space for mutual respect
Jogos digitais na pré-adolescência: efeitos na vida escolar e possibilidades de mediação pedagógica
(Universidade Federal de Goiás, 2025-11-27) Aviz, Rayssa de Queiroz Oliveira; Morales Gámez, María José; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Morales Gámez, María José; Costa, Fernando Wagner da
This Final Course Project (TCC) in Pedagogy at the Federal University of Goiás analyzes how digital games affect the school life of preteens between the ages of 9 and 12 and discusses possibilities for pedagogical mediation that favor the critical and conscious use of these technologies. The research, which is qualitative and bibliographic in nature, was based on studies published between 2020 and 2024, located in the databases of the Coordination for the Improvement of Higher Education Personnel (CAPES), the Brazilian Digital Library of Theses and Dissertations (BDTD), and Google Scholar. The results indicate that pre-teens have been using digital games inappropriately and without family guidance, which has repercussions on their behavior, attention, and school performance. It is evident that mediation, understood as a dialogical process, is fundamental to critically guide the responsible use of digital games. It is concluded that family and pedagogical mediation is indispensable for the balanced development and construction of digital citizenship among pre-adolescents
O papel da pedagogia do diálogo e da pergunta no acolhimento na educação infantil
(Universidade Federal de Goiás, 2025-12-01) Ribeiro, Bruna Nogueira; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Oliveira, Sheila Santos de; Morales Gámez, María José
This Undergraduate Thesis aimed to examine the different perceptions and practices related to welcoming in Early Childhood Education, investigating the extent to which the pedagogy of dialogue and the pedagogy of the question, from Paulo Freire’s perspective, contribute to its development. This qualitative and bibliographic study was conducted using research located in the Brazilian Digital Library of Theses and Dissertations (BDTD) and the CAPES Journal Portal. The study first contextualized the historical and social importance of Early Childhood Education and discussed how welcoming is addressed in Brazilian official documents, highlighting its legal and pedagogical relevance. The theoretical framework was grounded in Freirean philosophy, which guided the analysis of eighteen academic works on the topic. The findings revealed four main categories: Listening and Dialogue, Continuous Affective Bond, School–Family Relationship, and Freirean Challenges. They also indicate that the pedagogy of dialogue is well established in the literature, while the pedagogy of the question still appears in an emerging and less explored form. The study concludes that welcoming is strengthened when these pedagogical approaches are applied together: dialogue fosters bonds and attentive listening, while questioning nurtures curiosity and critical thinking. Thus, welcoming emerges as an ethical, humanizing, and transformative dimension of teaching
A formação de professoras para a inclusão: uma pesquisa exploratória em um centro municipal de educação infantil
(Universidade Federal de Goiás, 2025-11-24) Oliveira, Ana Luísa Rezende de; Silveira, Eliana Passos da; Araújo, Michell Pedruzzi Mendes; Araújo, Michell Redruzzi Mendes; Limonta, Sandra Valéria; Silveira, Eliana Passos da
This research aims to analyze the training of teachers at a Municipal Center for Early Childhood Education (Centro Municipal de Educação Infantil - CMEI) in Goiânia for the implementation of inclusive pedagogical practices. Grounded in the assumptions of Inclusive Education, the investigation seeks to understand how initial and continuing education can prepare professionals to overcome the segregational and merely integrative model that prevails in schools. The theoretical framework is Lev S. Vygotsky's Historical-Cultural Theory, with emphasis on the concepts of mediation, zone of proximal development, and defectology, which provide the lens for analyzing child development and the teacher's role. This is a qualitative and exploratory study, whose data were collected through semi-structured interviews with four pedagogues working in the municipal network. For the treatment of empirical material, the Content Analysis technique was used, as proposed by Bardin (1977). The results revealed a significant disconnect between the teacher training received and the real demands of inclusive practice in Early Childhood Education. Initial training was reported as insufficient, with serious gaps in preparation for inclusion. In turn, the continuing education offered by the municipal network was characterized as sporadic, generic, and excessively theoretical, resulting in a feeling of unpreparedness and helplessness among the teachers. Given the fragility of formative and institutional support, pedagogical practices were shown to be sustained predominantly by experiential knowledge built in daily life, through improvisation and individual effort. It is concluded, therefore, that the effectiveness of an Inclusive Education in early childhood is directly compromised by the absence of continuous, critical, and contextualized teacher training, aligned with a consistent support structure. Thus, the study reinforces the urgency of formative policies that, anchored in Vygotsky's assumptions, prepare the teacher to act as a mediator in the development of all children
Educação e desenvolvimento da criança surda no contexto escolar
(Universidade Federal de Goiás, 2025-11-28) Japiassu, Rafaela Neves; Morales Gámez, María José; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Morales Gaméz, Maria José; Santos, Genessí Borba Gomes Alves
This undergraduate thesis, developed in the Pedagogy program at the Federal University of Goiás, aimed to understand the limits and possibilities of the education and development of deaf children in the school context. The study sought to: (i) discuss the development of language in deaf children based on contributions related to mediation, language, and deafness as a cultural construction; (ii) analyze how recent academic literature has addressed the education and development of deaf children in Brazil; and (iii) reflect on the contributions of bilingual education to the linguistic development of deaf children. The research adopted a qualitative approach, using a bibliographic review conducted in the CAPES and BDTD databases. Articles, theses, and dissertations published between 2005 and 2025 were selected and organized into thematic categories aligned with theoretical perspectives from historical-cultural studies and sociocultural conceptions of deafness. The results indicate that Libras (Brazilian Sign Language) is a central element in the cognitive, social, and identity development of deaf children, acting as a mediator of interactions and meaningmaking processes. The literature highlights that bilingual school environments, with the presence of deaf teachers and pedagogical practices mediated by Libras, foster language development, autonomy, and cultural belonging. Persistent challenges were also identified, such as the continuity of oralist practices, gaps in teacher training, difficulties in implementing public policies for bilingual education, and limited research on visual resources, bilingual early childhood education, and teacher preparation in Libras. The study concludes that the development of deaf children depends on linguistically rich environments, inclusive pedagogical mediation, and early access to Libras. The findings reaffirm that bilingual education is a fundamental right and that teacher training, the presence of deaf educators, and recognition of deaf culture are essential elements for achieving effective inclusion. This research contributes to the field of Pedagogy by revealing the need for more consolidated educational policies and further studies on bilingual practices, deaf childhood, and linguistic development
Relações entre didática, educação inclusiva e tecnologias assistivas: uma análise bibliográfica
(Universidade Federal de Goiás, 2025-11-28) Melo , Thaiza Gonçalves; Luz, Mony Iaslyn Sampaio; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Oliveira, Sheila Santos de; Luz, Mony Iaslyn Sampaio
The present monograph, submitted as the Final Course Assignment (TCC) for the Pedagogy program at the Federal University of Goiás (UFG), aimed to examine, through a literature review, how academic works present the concepts of didactics, inclusive education, and digital/assistive technologies, as well as to identify gaps in the articulation among these three elements within the teaching–learning process of children with disabilities. To gather the data, a bibliographic survey was conducted in order to understand the different didactic possibilities involving the use of digital technologies in mainstream education. A total of nineteen studies were selected, addressing inclusion and various technologies with potential applications in education. Furthermore, the study sought to understand how technology can go beyond the mere acquisition of skills, serving as a means to expand access to education and promote the effective participation of children with disabilities in the school environment. Brazilian Law No. 13,146/2015, known as the Brazilian Disability Statute, guarantees fundamental rights and protections for the social inclusion of this population. For such rights to be fully realized, an adequate support structure is necessary—one that ensures, among other aspects, architectural, communicational, and technological accessibility (Brazil, 2015). The literature review revealed an important gap: studies have not explored the integration of didactics, technologies, and inclusion as an articulating axis of pedagogical practices. Instead, they tend to address the use of technologies associated with specific disabilities, treating these dimensions separately. In this context, the research problem is reaffirmed, highlighting the need for studies that move beyond fragmented approaches and analyze how the triadDidactics, Technology, and Inclusive Education) can guide pedagogical practices capable of resp (onding to the diverse group of students present in early childhood and basic education classrooms
Papel da direção na gestão escolar da educação básica
(Universidade Federal de Goiás, 2025-11-27) Pereira, Brenda Francesca Soares; Luz, Mony Iaslyn Sampaio; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Fonseca, Maria Aparecida Rodrigues da; Luz, Mony Iaslyn Sampaio
This study examines the role of the school principal in the management of public basic education schools, revealing challenges in the implementation of public education policies. The study is a qualitative analysis based on bibliographic and documentary research using academic works available on the CAPES Platform and the Brazilian Digital Library of Theses and Dissertations. The results indicate that, although democratic management is provided for in the 1988 Federal Constitution and in LDB No. 9,394/1996, its implementation still faces barriers related to lack of infrastructure, limited participation of the school community, and the absence of continuous training for principals. It was also found that recent educational reforms, guided by managerial principles, have intensified the demands on the principal's work, imposing goals and accountability mechanisms that strain school autonomy. Under these circumstances, the principal assumes a strategic role in articulating Coordination between the State, the school, and the community, aiming to balance the administrative dimension with the pedagogical and ethical one, in favor of a democratic, participatory, and socially committed public education
As produções sobre a trajetória e qualidade dos Centros Municipais de Educação Infantil (CMEIs) em Goiânia-GO
(Universidade Federal de Goiás, 2025-12-01) Sá, Jacilene Alves de; Luz, Mony Iaslyn Sampaio; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Oliveira, Sheila Santos de; Luz, Mony Iaslyn Sampaio
The study analyzes the trajectory and quality of the Municipal Early Childhood Education Centers (CMEIs) in Goiânia, examining how public policies for early childhood are materialized within these institutions. Based on a bibliographic review, it discusses the historical evolution of the concept of childhood—from the perception of children as “mini adults” to their current recognition as subjects of rights—according to national and international legal frameworks. The survey conducted in the CAPES Journals Portal and the BDTD revealed a scarcity of research specifically focused on the CMEIs of Goiânia and highlighted recurring challenges such as precarization, the closure of units, and the influence of neoliberal policies. The selected studies were organized into four main axes: quality and pedagogical work; public policies and legislation; the right to Early Childhood Education; and institutional management. The findings indicate legal progress but also reveal gaps related to infrastructure, equity, funding, children’s voices, and teacher training. Additionally, it presents updated data from the municipal network, which comprises 146 CMEIs serving approximately 30,000 children, and reinforces the lack of studies on the historical trajectory of these institutions. It concludes that, although essential to child development, the CMEIs of Goiânia remain under-investigated, underscoring the need for research that can support effective public policies committed to the right to Early Childhood Education
Produção científica sobre egressos da pós-graduação em educação na região centro-oeste (2017–2024)
(Universidade Federal de Goiás, 2025-11-28) Chagas, Alice Santos; Morales Gámez, María José; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Morales Gámez, María José; Santos, Genessí Borba Gomes Alves
This study, developed as the Undergraduate Final Project in Pedagogy at the Federal University of Goiás (UFG), examines the scientific production on graduates (egressos) of postgraduate programs in Education in the Center-West Region of Brazil. Graduate Programs play a relevant role in training researchers and consolidating scientific production in the country, and their periodic evaluation by CAPES highlights the importance of monitoring graduates and analyzing academic works—theses, dissertations, and articles—as indicators of quality and social relevance. Within this context, the objective of the study is to analyze research published between 2017 and 2024, corresponding to the CAPES evaluation quadrennium. A qualitative bibliographic survey was conducted using the BDTD and the CAPES Journal Portal databases, identifying trends, gaps, and contributions present in the selected studies. The findings reveal the low representativeness of the Center-West Region in this field, with only three studies located in the period, mostly qualitative and focused on trajectories, identities, permanence, and training conditions. These results indicate that research on graduates remains incipient in the region, reflecting historical asymmetries in the National Graduate System and reinforcing the need for institutional policies and initiatives that support the monitoring of graduates and the strengthening of local research networks. By systematizing and discussing these productions, this study contributes to broadening the scientific visibility of the Center-West Region and to deepening the debate on equity and quality in postgraduate Education in Brazil
Efeitos das redes sociais no comportamento estudantil na educação básica pós pandemia da covid-19
(Universidade Federal de Goiás, 2025-11-27) Almeida, Iasmin Aparecida Faria de; Luz, Mony Iaslyn Sampaio; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Luz, Mony Iaslyn Sampaio; Costa , Fernando Wagner da
The present research proposes to analyze the use of social networks in the school environment, seeking to understand how digital culture and excessive exposure to these platforms impact student behavior and the teaching–learning process in Basic Education, particularly in the post-COVID-19 pandemic context. In this sense, the primary objective of the study is to understand the psychological and educational effects resulting from the moderate use of social networks by students, correlating such effects with current patterns of digital culture. Methodologically, the investigation adopts a qualitative approach and is strictly bibliographic in nature. Its theoretical foundation is based on the critical analysis of scientific works—such as articles, theses, and dissertations—whose meanings are examined and interpreted using specific academic repositories (the CAPES Journal Portal and the BDTD). The time frame for selecting this material was set between 2019 and 2024, aiming to contextualize the transformations that occurred in the educational landscape following the impact of the pandemic. Thus, when considering this post-pandemic panorama, in which social networks have taken on a central role in young people’s lives, it becomes evident that intensified exposure has significantly altered students’ attention patterns and mental health. Moreover, the excessive use of these platforms has generated clear negative consequences, such as difficulty concentrating, superficial assimilation of content, and a noticeable increase in cases of anxiety and stress. In light of this, the findings from the bibliographic survey—which indicate a strong correlation between intensive social network use and harm to psychological well-being and academic performance, a topic widely explored in the health field—highlight the major pedagogical challenge imposed by the culture of immediacy and the urgent need for more targeted studies in Basic Education. Therefore, it is possible to conclude, based on the relevance of this work to the educational field, that a deeper understanding of the effects of social networks is essential for the development of digital citizenship competencies, which will enable students to engage more critically, ethically, and responsibly in cyberspace
Musicalização no trabalho pedagógico com crianças autistas: um estudo bibliográfico
(Universidade Federal de Goiás, 2025-11-26) Menezes Sobrinho, Mariane; Silva, Maria Angélica de Oliveira da; Araújo, Michell Pedruzzi Mendes; Araújo, Michell Pedruzzi Mendes; Machado, Gustavo Chaves; Silva, Maria Angélica de Oliveira da
This study aimed to understand musicalization in pedagogical work with autistic children. Methodologically, it is characterized as a qualitative bibliographic research, as presented by Minayo (2001), Gil (2002), and Lakatos & Marconi (2003). The theoretical framework is based on Vygotsky’s Historical-Cultural Theory (1991, 1999, 2018, 2022) and collaborators such as Nassif (2025). The categories of analysis included: identifying the main characteristics of Autism Spectrum Disorder (ASD); understanding the pedagogical practices developed in the process of musicalization; and recognizing the role of music as a resource capable of enhancing the specificities of autistic individuals. As a result, it is reaffirmed the importance of understanding what characterizes a neurodevelopmental disorder in order to properly identify ASD and its specificities. Regarding the relationship between music and autism, it is understood that music is a significant resource in the process of children’s development and learning, as it enhances their particularities and allows mediation to occur in accordance with the Historical-Cultural Theory. In this way, music is configured as a valuable instrument in pedagogical practices aimed at autistic children, providing meaningful educational experiences that foster communication, emotional expression, concentration, and social interaction
Altas habilidades / superdotação: práticas pedagógicas no contexto da educação inclusiva
(Universidade Federal de Goiás, 2025-11-25) Santos, Kamily Vitória Xavier dos; Araújo, Michell Pedruzzi Mendes; Araújo, Michell Pedruzzi Mendes; Rocha, Jaqueline Maria do Nascimento; Iglesias, Jacqueline de Oliveira Veiga
This study aims to understand the pedagogical practices within the context of inclusive education developed for children with giftedness and high abilities in the early years of elementary school, based on a qualitative bibliographic study. The theoretical foundation is grounded in the HistoricalCultural Theory developed by Lev Vygotsky, along with contributions from his collaborators. In this regard, six studies on children with giftedness and high abilities were analyzed. The categories of analysis were divided into: specific characteristics of students with giftedness/high abilities; the role of teachers and school management in the inclusion process of these children; and the pedagogical practices developed for them, highlighting the most recurrent practice found in the analyzed studies. The results emphasize the need for teachers to be trained to recognize these students in the classroom so that they can act intentionally and propose meaningful practices for their integral development. Furthermore, it is highlighted that school management should be responsible for providing the necessary training for teachers and ensuring access to quality education for these students. In this sense, acceleration, curriculum flexibility, and curriculum enrichment are understood as fundamental prerogatives for quality education, although there are still challenges regarding the implementation of these practices
Inteligência artificial e formação docente: tensões, possibilidades e desafios
(Universidade Federal de Goiás, 2025-11-19) Neves, Helen Ribeiro; Morales Gámez, Maria José; Lima, Daniela da Costa Britto Pereira; Lima, Daniela da Costa Britto Pereira; Rodrigues, Rodrigo Gouvêa; Morales Gámez, Maria José
This undergraduate thesis, developed within the Pedagogy course at the Federal University of Goiás, investigates the integration of Artificial Intelligence in teacher training, identifying tensions, possibilities, and challenges present in this process. The central focus is to analyze how Artificial Intelligence can be incorporated into the initial and continuing education of educators, examining the pedagogical, ethical, and practical implications of this integration. The methodology adopted is a qualitative approach, combining bibliographic research with documentary research and data analysis. The bibliographic research included a systematic review of the literature on the subject, and the documentary research focused on the analysis of two official documents from 2025: the Brazilian Artificial Intelligence Plan and Complementary Law No. 205. The collected data were subjected to content analysis, allowing the identification of thematic categories and the establishment of relationships between the empirical findings and the theoretical framework. Among the main contributions, the study highlights the systematization of contemporary challenges such as inadequate infrastructure, resistance to change, gaps in digital literacy, and ethical issues related to privacy and algorithmic biases. Simultaneously, it reveals promising possibilities, including personalized teaching, optimization and automation, and the development and use of technology-linked methodologies, tools, and strategies, such as intelligent tutoring systems and gamification. The study stands out for its pioneering articulation of recently released official documents with academic productions in the field, broadening the understanding of current guidelines on this topic in the Brazilian context. It concludes that the incorporation of AI in teaching is an unavoidable reality that must be conducted responsibly and critically. Contemporary educators need to develop technological skills without losing sight of the relational, ethical, and social dimensions inherent in the educational act. The research shows that it is necessary to reformulate curricula, invest in infrastructure, and promote reflective spaces that prepare professionals capable of using AI while maintaining a focus on human relationships
Acompanhantes terapêuticas nas escolas: um estudo exploratório
(Universidade Federal de Goiás, 2025-12-09) Moura, Larissa Silva Soares de; Araújo, Michell Pedruzzi Mendes; Araújo, Michell Pedruzzi Mendes; Soares, Valdete Teles Xavier; Silva, Raíssa Ellen Pereira da
Inclusive education in Brazil, strengthened by specific legislation, establishes the right to education for all students. In this context, the work of the Therapeutic Companion (TC) in schools has become an important alternative for the inclusion of children with Autism Spectrum Disorder (ASD). This study aimed to analyze the role of the TC in this process, investigating their daily practices, training, and the relationships they establish with the school team and families. This is a qualitative and exploratory research, whose analysis was guided by the Historical-Cultural Theory, which understands human development as an essentially social process mediated by culture. Data were collected through interviews with five therapeutic companions working in private schools in Goiânia and analyzed using content analysis. The results show that the TC plays a mediation role, facilitating the child's interaction with the school environment and promoting the development of social and cognitive skills. However, the data reveal a tension between two models of inclusion: one that seeks to transform the school environment to accommodate the student's uniqueness, and another, more common one, that expects the child to adapt to the school's pre-existing structures, constituting a superficial inclusion. The effectiveness of the TC's work proved to be directly dependent on the harmonious articulation between the clinic responsible for the child's care, the school itself, and the family. Among the main challenges identified are the lack of professional regulation, which generates ambiguity of functions, and the difficulty of integrating the TC into collective pedagogical planning. It is concluded that full school inclusion will only be achieved when there is a break with fragmented practices and the construction of a truly collaborative network among all agents involved in the child's educational process
O Núcleo de Atendimento às Pessoas com Necessidades Educacionais Específicas do Instituto Federal Goiano: uma pesquisa documental e bibliográfica
(Universidade Federal de Goiás, 2025-11-24) Silva, Júlia Resende da; Araújo, Michell Pedruzzi Mendes; Araújo, Michell Pedruzzi Mendes; Rocha, Jaqueline Maria do Nascimento; Ferrari, Marlinda Gomes
Recognizing Inclusive Education an essential principle for the democratization of education, this research aimed to understand, through documentary and bibliographic research, the actions developed by NAPNE regarding the inclusion of students with specific educational needs within the Instituto Federal Goiano. Anchored in Vygotsky's Cultural-Historical Theory and the assumptions of social interaction as a driving force for human development, the investigation followed an exploratory qualitative approach. For data collection, documentary and bibliographic resources were used and analyzed according to Bardin's (2016) content analysis proposal. The results revealed an alignment between the NAPNE Resolution and the guidelines of the 2008 National Policy on Special Education from the Perspective of Inclusive Education and the 2015 Brazilian Inclusion Law. This demonstrates a commitment to educational equity, as well as a proposal to involve the entire school context in favor of inclusion. However, it was found that the effective implementation of these guidelines still requires institutional improvement, particularly regarding the material conditions and human resources necessary for the full inclusion of students with specific needs at the Instituto Federal Goiano
Práticas pedagógicas para crianças autistas na educação infantil: um estudo bibliográfico
(Universidade Federal de Goiás, 2025-11-25) Fé, Sophia Mendes Godoi Santa; Araújo, Michell Pedruzzi Mendes; Araújo, Michell Pedruzzi Mendes; Rocha, Jaqueline Maria do Nascimento; Iglesias, Jacqueline de Oliveira Veiga
This research aims to understand the pedagogical practices developed for autistic children in the context of early childhood education, through a bibliographic study. Grounded in the theoretical assumptions of Vygotsky and his ollaborators, the study sought to analyze six previous works related to the theme. With a bibliographic and qualitative approach, the research was structured around the following categories of analysis: the main characteristics of children with Autism Spectrum Disorder (ASD); the pedagogical practices that contribute to the development of children with ASD and the inclusive pedagogical practices used by teachers in early childhood education; the bond between teacher and child in the inclusion process of autistic children in early education; and the pedagogical practices developed in Specialized Educational Support directed toward autistic children in early childhood education. The findings highlight the need for adaptation of materials and school routines so that the child feels like a fundamental part of the process. Furthermore, the study emphasizes the importance of investing in visual resources and play-based activities in daily practice, as well as building a solid affective bond between teacher and child. Additionally, it reinforces the need for continuous training and specialization in the field of Special Education, so that teachers understand the specific needs of each child, intentionally plan their activities, and are able to promote inclusion by looking beyond the clinical perspective and focusing on each child’s potential
A tertúlia literária na formação de leitores críticos e autônomos: reflexões sobre o desenvolvimento do pensamento crítico nos anos iniciais do ensino fundamental
(Universidade Federal de Goiás, 2025-12-02) Lopes, Yasmin Batista Ribeiro; Ferreira, Yvonélio Nery; Ferreira, Yvonélio Nery; Gabassa, Vanessa
The Course Completion Paper (TCC), titled “The Literary Gathering in the Formation of Critical and Autonomous Readers: Reflections on the Development of Critical Thinking in the Early Years of Elementary Education,” investigates the contributions of the literary gathering to the formation of critical and autonomous readers within a capitalist society characterized by an excess of information and by social relations frequently mediated by market interests. In this context, the main objective of this work is to reflect on how the literary gathering can contribute to the formation of critical and autonomous citizens in the early years of Elementary Education. In addition, it seeks to present, understand, and analyze the Dialogic Literary Gathering and the ways in which it is articulated with education aimed at developing critical and autonomous students. To achieve these goals, the study was conducted through bibliographic research with a qualitative approach. In order to examine the relationship between theory and practice and the impacts of this method on students’ critical development, case studies are analyzed as examples of the use of the Literary Gathering. For the theoretical framework, authors such as Gabassa (2009, 2012), Girotto (2007, 2020, 2025), among other scholars, are essential to understanding what the Gathering represents, addressing its definition and practical application, and emphasizing the importance of active listening and the discussion of ideas arising from reading. Likewise, authors such as hooks (2013, 2019, 2020) and Freire (2011, 2023) were fundamental to the development of reflections on critical, democratic, autonomous, and liberating education
Histórias musicais e o desenvolvimento da linguagem: contribuições para a alfabetização e o letramento nos anos iniciais do ensino fundamental
(Universidade Federal de Goiás, 2025-12-01) Silva, Moniky Clara Mizael; Ferreira, Yvonélio Nery; Ferreira, Yvonélio Nery; Dering, Renato de Oliveira
The present study investigates the contribution of musical stories to the literacy process and the development of reading and writing skills (literacy/letramento) in the early years of Elementary School. The central theme addresses an interdisciplinary approach that analyzes how musicality combined with narrative stimulates language construction, favoring students’ oral and written expression, creativity, and imagination. The problem lies in the limitation of traditional methodologies that make the learning of reading and writing tedious and unmotivating, highlighting the need for more welcoming and playful pedagogical practices. The general objective is to analyze how musical stories assist in this process, with specific objectives of presenting concepts of literacy (alfabetização) and reading/writing skills (letramento), understanding musical stories as a pedagogical resource, analyzing their use by educators, and exploring the benefits of integrating music, narrative, and written language. The adopted methodology is a bibliographic research with a qualitative approach, based on a survey of theoretical references. The theoretical framework is grounded in authors such as Magda Soares (2003), who defines literacy (alfabetização) and reading/writing skills (letramento) as social processes, and Teca Alencar de Brito (2003), who highlights the role of music in child development, emphasizing the association between music and literature for the expansion of the symbolic universe. The expected results indicate that musical stories promote an inclusive environment, strengthening communicative, cognitive, and emotional competencies, contributing to the holistic development of students and encouraging critical readers
Educação entre emancipação e reprodução: as contradições da escola na sociedade capitalista contemporânea e os desafios da pedagogia crítica
(Universidade Federal de Goiás, 2025-11-28) Dantas, Maryagna de Oliveira; Ferreira, Yvonélio Nery; Ferreira, Yvonélio Nery; Dias, Leila Borges
This undergraduate thesis (TCC) in Pedagogy investigates the contradictions of teaching within the context of contemporary capitalist society, analyzing how the school can simultaneously act as a space for the reproduction of inequalities and for potential social emancipation. The research seeks to understand the implications of market-driven and "banking" education, discussing alternatives for a critical, autonomous, and transformative pedagogy capable of promoting reflection, autonomy, and social justice in the educational process. This work is theoretically grounded in authors such as Dermeval Saviani (2002), Pablo Gentili (2002), Karl Marx (1985), and Pierre Bourdieu (1982), among others, for an analysis of educational aspects in contemporary capitalist society. Furthermore, it is inspired by the contributions of Paulo Freire (1987), Ildeu Coêlho (2012), and Daniel Markovits (2019) for definitions and limits regarding banking and market-driven education, which dialogues with the meritocratic ideal, contributing to the reproduction of social inequalities. I also highlight the possibilities for breaking away from and transforming oppressions through practices for liberation, with theoretical support from bell hooks (2013), Paulo Freire (1987), and Ildeu Coêlho (1993). The qualitative bibliographic research is supported by a reflexive analysis that aims to understand teaching, the relationship between educators and students, and pedagogical practices that overcome the banking education model that perpetuates ideologies of oppression. Therefore, it reaffirms the need for a pedagogical practice that fosters social emancipation

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