Amidst the challenges of the new millennium, the growing need for emotional regulation in contemporary society highlights the importance of developing socio-emotional competencies and Nonviolent Communication (NVC) in the holistic education of children, especially during the elementary level of school. This study focuses on fostering these competencies among 5th-grade students in a full-time school setting, aiming to contribute to the development of social skills and values that render violence unacceptable. The research addresses the question: How can socio-emotional competencies and Nonviolent Communication be developed with 5th-grade students to promote integral education? The main objective is to promote the learning of these competencies as a means of integral formation. Specific goals include aligning socio-emotional skills from the BNCC with the research group’s characteristics; identifying students' self-awareness in interpersonal relationships; comparing attitudes before and after the intervention; and evaluating the pedagogical intervention project. The study is grounded in the BNCC and UNESCO's four pillars of education, drawing on the theoretical contributions of Freire, Rogers, Rosenberg, Vygotsky, Zabala, and Resnick. The methodology is qualitative, applied, and participatory, guided by action research, with data collected through semi-structured interviews and participant observation, and analyzed using Saldaña’s coding cycles. The intervention will take place in a full-time public school in Natal/RN, using a pedagogical project that incorporates socio-emotional education and NVC principles. As a technical product, an educational game co-created with students will be developed to support the enhancement of these competencies within the school and broader community. Expected outcomes include improved socio-emotional skills, enhanced school coexistence, reduced aggressive behaviors, and strengthened peaceful conflict resolution, contributing to a more empathetic, democratic, and emotionally-aware school culture

Youth and Adult Education (EJA) plays a fundamental role in promoting equal opportunities and combating illiteracy, as well as enabling and emphasizing concepts for basic mathematics learning. The implementation of innovative methodologies with a variety of visual and auditory resources is an alternative that can further strengthen students' probabilistic and statistical skills in the development of pedagogical practice. The general aim of this study is to analyze how a didactic sequence using video cases can contribute to learning about the construction, interpretation and comparison of statistical data with EJA students. To this end, the theoretical and scientific assumptions that support this discussion are based on studies on scientific methodology (Almeida; Valente, 2011; Braga, 2022; Creswell, 2010; Ferrés, 1996). The research is characterized as qualitative/quantitative, exploratory in nature, since it examines the object of study in its social context, using questionnaires, tests, focus group interviews, analysis of audiovisual resources and a logbook to collect data. The research method used was action research, since the intervention process was carried out by applying the didactic sequence using video cases and the joint participation of the researcher and the students. The field research was carried out in a state public school, located in the urban area of the municipality of Ceará-Mirim–RN, with a 1st grade high school class from EJA. The choice of the research locus arose from the need to build an innovative practice in mathematics classes through videos with themes that address the thematic units statistics and probability, considering that I have been a teacher at this institution for years. The educational product resulting from this research was a didactic-pedagogical notebook for mathematics teachers, which addresses how a didactic sequence, based on the use of video cases, can contribute to learning about construction, interpretation and comparison of statistical data with students in EJA. The proposal presented during the didactic intervention was developed for the student to be the protagonist of the process, making the video an incentive for creativity. This study contributes to the educational area by proposing an innovative approach, in the specific context (locus of research and participants), for teaching Mathematics at EJA, highlighting the role of technologies in the comprehensive training of students. 

This research aimed to systematize a set of editorial guidelines for the production of open
educational resources in digital book (e-book) format, with the goal of didactically structuring
knowledge in publishing and enhancing the editorial production of the Publishing Department
of the Distance Education Secretariat at the Federal University of Rio Grande do Norte. The
theoretical framework is grounded in studies on Open Educational Resources, distance
education, open education policies, graphic, editorial, and interface design, as well as the
significance of books and educational materials in the digital age. To delve deeper into the
topic, a Systematic Literature Mapping was conducted, revealing significant gaps in the field.
The research adopted a qualitative approach, applied in nature, classified as exploratory and
descriptive in terms of objectives, and characterized as documentary and bibliographic
regarding methodological procedures. The guidelines were obtained through Content Analysis
(Bardin, 2011), carried out in four stages: organization, coding, categorization, and inference.
This process resulted in an initial set of 561 guidelines, which, after being interpreted and
grouped, were reduced to 134. These guidelines were subsequently evaluated by eight experts
in digital book layout, using the Content Validity Index (CVI) as a validation instrument.
Following this evaluation, the number of guidelines was consolidated into 128, systematically
organized into seven categories related to editorial design. As the final product of the
research, a practical guide was developed in the form of an e-book, containing these guidelines
to assist layout designers and design students in the production of open educational resources
in digital book format, contributing to the professionalization of the field and the
strengthening of open education.

Logical reasoning is present on teaching programming involving everyday skills, which focus on encouraging technical degree students, in the area of computer science, to think creatively and collaboratively. However, difficulties in learning technical content involving the use of logic, compromise students performances and impact their results, causing some to drop out of technical school. Thus, students must be encouraged to study collaboratively, since it promotes protagonism that contributes to improving academic performance. Therefore, this dissertation aims to create the Coding Space, a study space focused on the development of logical reasoning based on collaborative learning in digital educational environments, which strengthens autonomy and the enhancement of skills and problem-solving in programming teaching. To achieve the objective, bibliographical reviews, analysis of related works and application in a school environment interspersed with class time were carried out. The methodology describes the stages of development of the project, emphasizing the practice of actions, organized using an execution schedule involving the participation of students in the first and second year of technical training high school, in activities that combined the use of unplugged computing and online platforms, highlighting the protagonism and collaborative learning, allowing autonomous practice of logical reasoning skills, obtaining results based on the analysis of the artifact with the application of a questionnaire and reports from the protagonists, aiming to measure the applicability and offer interaction in a different locus and highlight the viability of the project, together with other educational institutions.

Computer programming is intrinsically linked to all areas of education in information technology (IT), from short-term courses to postgraduate degrees. It is crucial to develop competencies and skills related to programming, despite the challenges inherent in the knowledge-building process. Programming-related subjects are considered complex, as they often require prior knowledge that students may not have previously acquired. One example is the Object-Oriented Programming (OOP) course, which presents difficulties and high dropout rates due to the challenge of grasping concepts, developing logical reasoning, students’ lack of interest in the face of difficulties, and teaching methodologies. OOP is a system development paradigm based on the concepts of objects and classes, where classes are the templates for constructing objects, and objects are the instances of classes. The concepts and the way they are conveyed must be directly linked to the learners to achieve meaningful learning, given the subject’s difficulty, whether due to understanding the concepts or shifting the development paradigm from procedural to modularized. In technical education programs in informatics, difficulties in computer programming courses are also observed, often associated with the teaching method adopted by the instructor, which can hinder comprehension, and the lack of student engagement in the learning process. Active methodologies (AM) have contributed to improving the learning environment by promoting a collaborative approach. One of the AMs that stands out is Coding Dojo or Programming Dojos, which, in addition to integrating with other methodologies, offers versatility in creating collaborative environments through formats such as Kata, Randori, or Kake. In light of this, the main objective of this study is to develop a methodology using Coding Dojo for teaching OOP. The research methodology adopted was Design Science Research (DSR), focusing on solving applied problems using the nominal sequence of the Design Science Research Methodology (DSRM). The target audience is a class from the Technical Course in Informatics at a state school in Rio Grande do Norte.

This dissertation examines Educational Robotics in the context of didactic-pedagogical training for Science and Technology (S&T) students who serve as instructors in the URA (Um Robô Por Aluno) extension project at the Federal University of Rio Grande do Norte (UFRN). The project, composed of undergraduate students enrolled in Engineering and Computer Science programs, seeks to democratize access to robotics in Brazil, particularly in Rio Grande do Norte, by integrating low-cost robotics (hardware and software) into basic and higher education. However, introducing technology students into pedagogical environments poses a significant challenge. Their traditional training focuses primarily on technical skills, often lacking in didactic-pedagogical approaches essential for effectively disseminating robotics knowledge in schools. While technically proficient, these students often lack strategies and pedagogical methodologies to convey their expertise clearly and engagingly to teachers-in-training, who will subsequently teach robotics to primary and secondary school students. This gap between technical expertise and pedagogical competence can undermine the quality of teaching and the educators' ability to deliver inclusive and meaningful learning experiences. Acknowledging this gap, this research aims to enhance the didactic-pedagogical training of URA instructors, understanding that better-prepared instructors will positively impact teaching practices and the spread of educational robotics. With over ten years of experience, the URA project, linked to UFRN's School of Science and Technology (E.C.T.), has developed several low-cost robotics kits. Preliminary analysis revealed that past training sessions focused predominantly on robotics' technical aspects. In response, this research proposed a space for discussion and ongoing training on using didactic practices combined with active methodologies to prepare URA student instructors better. The core of this study is the continuing education of these undergraduate instructors who, in turn, train teachers. The main objective was to investigate how a short-term (20-hour) didactic-pedagogical training program, combining synchronous and asynchronous activities and exploring pillars of didactics and active methodologies, could enhance the theoretical and practical repertoire of robotics instructors. Specific objectives included: (1) assessing these students' knowledge of educational robotics; (2) implementing a pedagogically focused training process; and (3) evaluating the impact of this intervention on instructors' training from different perspectives. This research employed participatory observation and data collection from project instructors and schoolteachers, utilizing applied, bibliographical, exploratory, and descriptive research methodologies. The significance of this study lies in addressing the lack of pedagogical training for technology students, aiming to improve teacher education quality and expand educational robotics in schools. The results were highly satisfactory, as evidenced by post-training questionnaires demonstrating the effectiveness of didactic-pedagogical training for technology students. The study also evaluated the satisfaction of both the Engineering and Computer Science students and the schoolteachers regarding the instructors' performance post-training. Additionally, the research identified areas for improvement, such as enhanced virtual access to training materials, updates to video lessons, and the inclusion of evaluative activities, to further optimize the project's impact.

The Pedagogy course has a different kind of training, which aims to prepare teachers both for teaching and learning and for developing activities in the roles of coordination and school management. The Law of Guidelines and Bases of Education - LDB No. 9394/96 establishes democratic management as a principle for public educational institutions, leaving it up to the discretion of the school board. In the municipality of Parnamirim-RN, Complementary Law No. 185/2021 redefined the structure of school management, establishing the positions of Administrative-Financial Director and Pedagogical Director, which created challenges in delimiting the functions of these professionals. In view of this, this study aims to analyze the contributions of Design Thinking in the work of the Pedagogical Director, seeking to understand how this approach can help solve problems and structure the work of these Directors. In this sense, the research is based on Design Thinking as a creative and people-centered approach, structured in five stages: discovery, interpretation, ideation, experimentation and evolution, according to the Educadigital Institute (2010). To this end, the study draws on the ideas of Libâneo, Oliveira and Toschi (2012), Almeida (2012), Brown (2010), Bacich and Moran (2018), Martins and Brocanelli (2010) and Gonsales (2017), among others. In methodological terms, the research adopts a qualitative and exploratory approach, with nuances of Action Research, following the phases proposed by Thiollent (2011). In methodological terms, we borrowed some assumptions from Bardin's (2016) content analysis as an alternative for analyzing/debugging the information provided by the research collaborators. The study was carried out in (06) six Early Childhood Education teaching units in the municipality of Parnamirim-RN, with the participation of (06) six Pedagogical Directors. Data was collected using a form via Google Forms, with the aim of diagnosing the participants' prior knowledge of the subject of the study. Based on the results obtained, specific training was offered to support the application of this approach with the Pedagogical Directors. Finally, as a result of this process, we produced a structured material called the Training Plan, a didactic sequence based on the planning developed for the team of participants. This plan aims to expand and strengthen the qualification of teachers in the Municipal Education Network who work as Pedagogical Directors and who did not participate directly in the research.

This dissertation aims to evaluate the contributions of interactive online worksheets as a mediating tool for English language practice, applied to 9th-grade classes in a public middle school located in Extremoz, Rio Grande do Norte, Brazil. The theoretical framework draws on the principles of Almeida and Moran (2005) regarding active learning through digital media, Tori (2010) and Silva (2000) in the discussion of interactive environments and interactivity, and Prensky’s (2001) theory of digital natives within the perspective of digital literacy. To achieve this, a qualitative action research was conducted, involving the implementation of a didactic sequence using the interactive tool in the experimental group, while the control group followed a traditional methodology. Data collection included pre- and post-test questionnaires, participant observation, and analysis of students’ written productions. The results indicated that the use of interactive online worksheets fostered greater motivation, engagement in activities, and appreciation for digital resources; those results indicate the pedagogical potential of the tool. As a final product, an educational guide was developed with practical guidelines to help public school teachers create and apply this resource. The research contributes to the strengthening of innovative practices in English language teaching, expanding the pedagogical use of digital technologies within the context of public education.

Given the growing emphasis on the use of digital technologies in the educational context, their potential for interdisciplinary integration across different fields of knowledge stands out, enabling learners to engage in practical experiences that foster protagonism in the teaching and learning process. In this context, the present study investigates the effectiveness of using technologies, particularly those based on the Arduino platform, in Physics education, aiming to make the learning of Ohm’s First Law more meaningful for students in the third period of Youth and Adult Education (EJA) at a public school in the municipality of Extremoz RN, Brazil. The investigation is grounded in the Theory of Meaningful Learning by David Ausubel (2003), based on the contributions of Marco Antônio Moreira (2023), as well as on the principles of Paulo Freire’s (1996) critical pedagogy, which advocates for a dialogical, contextualized, and emancipatory education. Considering the specific characteristics of EJA students, who often face challenges such as gaps in mathematical knowledge, extended time away from formal education, and work overload, the study adopted the Design Science Research methodology, which is guided by the development and evaluation of artifacts aimed at solving real-world problems through educational technological solutions. With a qualitative approach, the study resulted in the creation of the product of this research: a didactic kit composed of simple electronic components based on the Arduino board. This artifact, named OHMLY, was designed to bring Physics content closer to the students’ reality, promoting a more contextualized, participatory, and meaningful learning experience. By offering hands-on activities, the kit aimed to increase engagement and foster a more concrete understanding of the physical concepts involved. The results obtained at the end of the implementation indicated that the use of OHMLY contributed significantly to enhancing student engagement and improving their understanding of Ohm’s First Law. It is concluded that the OHMLY kit achieved its objectives, providing greater conceptual clarity to the learners and encouraging their active participation throughout the teaching and learning process.

Considering the educational reality of Brazil, whose illiteracy rates remain worrying, and the recognized contributions of digital games to learning, this research aims to answer the following research question: what are the potential contributions and limitations of the digital games available on the MEC Digital Educational Resources Platform for the literacy cycle? Therefore, it analyzes the digital games available on the MEC Digital Educational Resources Platform related to 1st and 2nd grades of elementary school – early years. This study elects as specific objectives: to identify the digital games available on the MEC platform recommended for 1st and 2nd grades; and to analyze the selected digital educational games from that platform. This study has as bases Alves (2016), Ferreiro (2011), Ferreiro e Teberosky (2007), Frade et al. (2018), Freire (1989, 2006), Kishimoto (2017), Leal (2020), Morais (2005, 2006, 2014, 2022), Petry (2014), Prensky (2012), Ramos e Pimentel (2021), Soares (2023, 2004a, 2004b), Weisz (2004, 2014) and as theoretical approach constructivist and socioconstructivist. As for the methodology, this is an applied research with a qualitative approach, and exploratory research with some bibliographic and documentary procedures. For the analysis of the selected games, it presents a Protocol for the Evaluation of Digital Educational Games for Literacy, based on evaluation instruments proposed by Coutinho (2017), Santos (2018) and Vilarinho & Leite (2015). It develops yet a didactic guide composed of reflections and suggestions based on a pedagogical perspective for designers of digital educational games focused on literacy.

Keywords: literacy; digital educational games; MEC Platform for Digital Educational Resources.

The teaching of Portuguese is essential, but many students face difficulties in reading, interpreting and producing texts, which compromises engagement and performance (Antunes, 2003). These difficulties may be linked to the lack of methodologies that make learning more meaningful, dynamic, and innovative. To this end, the present research aims to analyze a proposal for teacher training based on active methodologies with the use of digital technologies for the promotion of pedagogical practices for the teaching of Portuguese Language. It is based on the light of scholars who discuss the teaching and learning of the Portuguese language (Travaglia, 1996; Bakhtin, 2003; Antunes, 2003; Rojo, 2020), active methodologies (Almeida; Valente, 2011; Camargo; Daros, 2018; Bacich; Moran, 2018; Moran, 2019); and, Digital Information and Communication Technologies - TDIC (Prensky, 2001; Kenski, 2012; Brackmann, 2017; Prado and Rocha, 2018), and among others. The methodology of this research contemplates the qualitative approach, whose type of research is characterized as action research, based on the inductive method. The instruments for data collection and analysis were the application of online questionnaires, as well as the records of the field diary of the formative experience. Thus, the results obtained in this research show that teacher training provides significant contributions to the development of skills and competencies of Letters professionals, for the creation of authorial educational practices based on active methodologies with digital technologies in the teaching of Portuguese Language. In this way, it is understood that it is through these formative actions that it is possible to transform the teaching of the Portuguese language, making it more dynamic, meaningful and innovative in order to meet recent educational demands.

We live in a rapidly changing society where technology plays a crucial role. Hybrid Education emerges as a significant opportunity to foster active learning, even beyond the traditional classroom setting. In Rio Grande do Norte, despite curriculum frameworks already highlighting the need for hybrid learning, a suitable Pedagogical Proposal adapted to this reality is still lacking. This research aimed to answer the question: what contributions can a pedagogical proposal offer, especially to High School education in Rio Grande do Norte, with a view to Hybrid Education? The general objective was to develop a pedagogical proposal with the active participation of teachers and pedagogical advisors, through action research within the state's Hybrid Education Network, using instructional design as a methodology. The research adopted a qualitative approach, seeking a contextualized analysis of issues related to teaching practices linked to Hybrid Education, promoting collaboration between the researcher and the educators involved in the Innovation Network for Hybrid Education (RIEH). The main findings revealed that, while the conceptual understanding of hybrid education among network professionals largely aligns with its premises, translating this understanding into effective pedagogical practice remains a challenge. The integration of online activities is intermittent, and models like "Flex" or "A La Carte" are incipient or nonexistent in the network's methodological repertoire, despite familiarity with "Flipped Classroom" and "Station Rotation." Technological infrastructure, though showing near-universal connectivity, has only "reasonable" internet quality and a scarcity of computer labs, devices, and recording studios, severely restricting the full implementation of hybrid education. Furthermore, continuing teacher training focuses on handling digital tools, demanding capacity building on hybrid learning pedagogical strategies, designing meaningful activities, and, primarily, the principles of Instructional Design. This Pedagogical Proposal for the Innovation Network for Hybrid Education in Rio Grande do Norte, developed from observations of past experiences and directed at High School Night teachers and Educational Technology Support Nucleus advisors from the Regional Education Directorates (DIREC), with an analysis of completed forms, is expected to contribute to the pedagogical and formative process of teachers in the state. The proposal is grounded in contextualized instructional design, following Filatro's (2023) perspective.

The teaching of Physical Chemistry plays an essential role in shaping critical citizens, as it is directly linked to understanding everyday phenomena and the technological development of society. However, traditional instruction, marked by an excessive emphasis on mathematical formalism and the decontextualization of content, hinders learning and reduces student interest. In rethinking this model, the STEAM approach (Science, Technology, Engineering, Arts and Mathematics) emerges as a possibility to promote interdisciplinary practices that place students at the center of the teaching and learning process. This study sought to answer the following research question: What are the impacts of implementing the STEAM approach on the teaching of Physical Chemistry concepts in High School? Based on this question, the general objective was defined as: to analyze how the STEAM approach contributes to the learning of Physical Chemistry by second-year High School students. The specific objectives were: (I) to map teaching strategies and practices based on the STEAM approach applied to the teaching of Physical Chemistry; (II) to design and implement an interdisciplinary pedagogical practice based on the STEAM approach, aimed at developing specific and general skills; and (III) to assess the impact of this approach on students’ engagement, motivation, and conceptual understanding. The theoretical framework considered aspects related to science teaching, the learning difficulties in Physical Chemistry, the STEAM approach, and the competencies outlined in the Brazilian National Common Curricular Base (BNCC). This qualitative research was conducted through action research procedures and employed the active methodology of Project-Based Learning (PBL) to plan and execute a didactic sequence applied in a private school in Greater Natal, RN, Brazil. Participants were 37 second-year High School students, including learners with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD), which required inclusive pedagogical practices. Data collection instruments included photographic and audiovisual records, field diaries, students’ productions, assessment rubrics, classroom observations, and interviews. As educational products, an innovative Teaching Guide for Chemistry teachers—presenting strategies and resources for applying the STEAM approach to Physical Chemistry—and the didactic sequence developed during the research were produced. The results indicate that the integrated application of the STEAM approach and PBL made it possible to address concepts such as Thermodynamics, Electrochemistry, Chemical Kinetics, and Gases in a contextualized and interdisciplinary manner, fostering conceptual understanding, connections with real-world situations, and the development of competencies such as critical thinking, problem-solving, creativity, and collaboration. It is expected that this work will contribute to the implementation of innovative practices in Basic Education, strengthening meaningful learning in Physical Chemistry and promoting student protagonism.

In an increasingly interconnected and dynamic world, where information circulates rapidly, developing digital pedagogical competencies that foster meaningful learning and student engagement by integrating Digital Information and Communication Technologies into the educational process is fundamental. In this context, Brazil's National Digital Education Policy aims to prepare citizens to face the challenges of digital transformation, developing essential digital competencies for both the professional world and life in an increasingly technological society. Considering that the Federal University of Rio Grande do Norte (UFRN) has a department responsible for the continuing education of its staff, this research seeks to answer the following question: How has the continuing education provided to UFRN faculty contributed to the development of their digital pedagogical competencies? To address this question, the general objective of this research is to propose guidelines for improving the continuing education programs offered to UFRN, based on identified gaps and training needs in digital pedagogical competencies, utilizing the DigCompEdu framework. Specific objectives include: a) analyzing the course plans offered by PROGESP (UFRN's Pro-Rectory of People Management) to UFRN over the past three years to identify which digital competencies were addressed; b) analyzing the current level of digital pedagogical competencies among UFRN faculty based on the DigCompEdu framework; and c) developing a diagnosis outlining the weaknesses and primary training needs for UFRN faculty based on DigCompEdu. The theoretical framework for this research encompasses themes such as faculty training, teaching competencies, digital teaching competencies, self-assessment instruments, and the DigCompEdu model. This framework is complemented by a systematic literature review describing existing knowledge on the subject in Brazil and abroad. The methodology is based on mixed methods, employing a sequential explanatory design to compare the institutional perspective with faculty self-perception. Data collection involved: a) document analysis of course plans offered to UFRN faculty over the past three years; and b) a DigCompEdu survey (Check-in) to map faculty digital competencies. Data analysis utilized: a) content analysis based on Saldana's coding method; and b) descriptive statistical analysis of the survey results. As a result, the research identifies weaknesses in the training programs offered by UFRN concerning the Assessment digital pedagogical competency, which was also confirmed as the lowest-scoring digital competency among Check-in respondents. Conversely, the most frequently addressed digital pedagogical competency in the courses was Teaching and Learning, which also emerged as the highest-scoring area among respondents in the DigCompEdu diagnostic analysis. The results of these analyses informed the development of guidelines, which comprise a technical report, the product of this research. It is expected that this product will contribute to decision-making regarding future digital competency training programs offered by UFRN. Thus, this research can positively assist not only in the continuing education of faculty at UFRN but also in other institutions that adopt the same method, thereby promoting digital inclusion and the transformation of these professionals' pedagogical practices.

The development of Computational Thinking (CT) has been a constant topic in discussion forums addressing Computer Science education in Basic Education. In 2022, with the publication of Resolution No. 1 of October 4, 2022, along with the BNCC Complement document - Computing, this education became a mandatory part of the national school curriculum. In Brazil, access to technological resources appropriate to students' needs is quite unequal, and when we consider deaf students, this inequality is even more pronounced. Deaf students, whose preferred language is Libras, as established by Law No. 10,436 of April 24, 2002, must be provided with resources that recognize and address their linguistic differences. Therefore, this research is based on the ideal of deaf education guided by a bilingual approach (Libras-Portuguese), which considers that any and all resources intended for deaf students should be presented primarily in Libras, with Portuguese as a second language. Based on the above, this research focuses on the design and prototyping of a bilingual digital educational resource aimed at developing Computational Thinking skills in deaf students in basic education. Therefore, the following research question was formulated: What are the essential characteristics of educational software aimed at supporting the development of Computational Thinking in deaf students? Based on this, the following general objective was defined: to develop an interactive prototype of bilingual educational software (Libras-Portuguese) for deaf students, focusing on the development of Computational Thinking through block programming. To achieve this goal, the following specific objectives are defined: (i) identify essential characteristics of educational software for PC development through block programming; (ii) investigate the essential characteristics of bilingual educational software (Libras-Portuguese); (iii) systematize the resource development process from its conception to the prototyping stage; (iv) conduct a reception study of the educational software prototype with the deaf community to observe its applicability and potential uses. Based on the ideas of Wieringa (2009) and Pimentel et al. (2020), this research adopts the epistemological-methodological approach of Design Science Research (DSR), with the regulatory cycle as the research stages. To validate the resource's suitability for its target audience, a validation process was conducted with experts in deaf education and computer science education. As a result, the research presents the resource development process, from the conception phase to prototyping. The main result of this research was the interactive prototype of bilingual educational software (Libras-Portuguese). This prototype demonstrates the integration of block programming with sign language, allowing deaf students to develop Computational Thinking skills. The reception study with the deaf community reveals the level of acceptance of the prototype, its usability, and the clarity of the instructions and concepts presented in Libras, identifying the resource as intuitive and engaging for the target audience. The results of the validation with experts in deaf education and computer science teaching provided critical insights into the pedagogical and technical adequacy of the prototype. This feedback confirms the relevance of the resource, highlights necessary improvements, and validates the essential characteristics identified as effective.

This research investigated the use of images generated by Artificial Intelligence (AI) with the support of digital tools as a pedagogical resource in the teaching of French as a Foreign Language (FFL). The objective was to understand how the intentional use of these images could foster students' creativity in written production, through visual stimuli that awaken new ideas, narrative paths, and forms of expression. The focus was on the relationships between these images and the texts produced by the target group of students linked to the FUNCERN language center, taking into account the challenges they faced in reaching the proficiency levels of the Common European Framework of Reference for Languages (CEFR), especially in constructing detailed descriptions, articulating ideas, and using more complex structures. The productions were analyzed based on the criteria of the Défi 2 material from Édition Maison des Langues and compared with the CEFR descriptors, which allowed verification of proximities and distances relative to the expected competencies at the A2/B1 level. The research was conducted in the context of the researcher’s own virtual classroom, based on the observation of recurring obstacles in students’ writing: vague descriptions, limited vocabulary richness, and difficulties in textual organization. The entire implementation was carried out as action research, following the proposal by Thiollent (1986) and the action-reflection-action cycle of Lewin (1946), including, at the end, the application of a questionnaire composed of closed questions, analyzed through the Likert Scale, and open questions, subjected to discourse categorization. The theoretical framework gathered authors who address the presence of technology in the learning process, such as Papert (1980), and the importance of creativity as an essential part of classroom work, such as Stein (1953), for whom creativity is a process that generates something new and valuable for a social group. The personalization of proposals and the encouragement of students’ autonomy were inspired by the ideas of Courtillon (2014) and Knowles (1980). Vygotsky (1987) and Souza (2010) contributed to the understanding of language as social mediation, while Rojo (2001, 2012) and Rojo and Moura (2019) highlighted multiliteracies and criticality in the use of technologies. Simondon (2007) provided philosophical foundations for the notion of image as an immanent mediation of human experience. The understanding of the symbolic role of images was supported by Santaella (2001), Eco (2003), and Peirce (1999). The digital tool used was Mídia Mágica, integrated into the Canva platform, which allowed students to generate images based on textual descriptions produced by themselves. The visual and semantic quality of these images was directly related to the formulation of the prompts, requiring precision and clarity in writing, as discussed by Silva (2023) and Rombach et al. (2022) in their studies on diffusion models and visual generation through artificial intelligence. The images, generated from textual descriptions, proved potentially capable of functioning as stimuli for more creative, complete, and coherent rewritings, suggesting the existence of a visual-textual cycle between written production and image representation. The results indicated that the use of images contributed to expanding students’ linguistic repertoire, favoring discursive organization, and generating greater engagement in activities, with a direct impact on confidence and pleasure in writing. The research was conducted with attention to the ethical and cultural implications of AI use in education, in accordance with UNESCO’s Recommendation on the Ethics of Artificial Intelligence (2021) and the guidelines of CIEB (2023). As a final product, a free online course (MOOC) was developed, with teaching materials, practical examples, and guidance aimed at teachers who wish to experiment with this approach, promoting authorship, creative expression, and accessibility in language teaching.

This research discusses the development of digital teacher competencies and addresses the topic "Proposal to Develop Digital Teacher Competencies: A Continuing Education Course for the Use of Digital Tools in the Computer Lab." It aimed to answer the following question: How can continuing education for teachers in the use of digital tools in the computer lab contribute to expanding their digital competencies and integrating technology into the curriculum? This study resulted, according to CAPES Technical Production definitions, in a professional training course, delivered in-person and in the computer lab of the Professor Francisco Barbosa State High School, located in São de Mipibu, Rio Grande do Norte. The reasons that led to the development of this proposal arise from the experience of the researcher's work locus, in the 2nd Regional Directorate of Education and Culture - 2nd DIREC, based on the monitoring of schools in the elaboration of projects for opening the computer lab and allocation of the computer lab teacher. The study is justified by its relevance, given the current context and the legal requirements for Digital Technology Integration into the Curriculum (DCT). We must recognize that DCT requires new training processes that contribute to the development of teachers' digital competencies. The overall objective was to provide ongoing training in the computer lab, using digital tools, for teachers at a state school affiliated with the 2nd Regional Directorate of Education and Culture (DIREC), focusing on expanding digital skills. To this end, the specific objectives were outlined as follows: Mapping the digital competencies required for basic education teachers to support the development of continuing education strategies; Planning continuing education for the use of digital tools in the computer lab at a school within the 2nd Directorate of Education (DIREC); Developing teaching resources that integrate digital tools to support and enrich pedagogical practices in the computer lab. The theoretical framework was based on studies about public policies aimed at implementing TDCIs in the educational context, survey of current legislation and guidelines that guide the integration of Digital Technologies in education. Legal discussions regarding educational technologies will consider policies and programs implemented in Brazil in recent decades and those currently underway, as well as international experiences in digital education. The study is characterized as action research. Considering the theoretical and practical implications of the impact of this research, it is expected that this study will contribute to teacher training, leading them to expand their digital skills and enabling them to use digital tools in the computer lab, thus contributing to the integration of technologies into the curriculum and thus making classes more innovative, enabling a change in perception about the use of digital technologies in the educational context.

In language teaching, we still encounter the frequent use of traditional methods that do not facilitate communication, such as teaching materials for teaching the Spanish language, which prioritize the approach to grammatical topics. Also considering the presence of digital games, particularly the Free Fire game, as a target of interest for students, this study aims to communicate in Spanish through the game in focus. Thus, the research question revolves around answering how to use the Free Fire game for communication in Spanish. With the increasing use of Digital Communication and Information Technologies (DICT) as educational support, potentially digital games, our general objective is to understand the effects of using the online digital game Free Fire on learning language practices for oral communication in the Spanish language. As specific objectives, we have: i) Analyze the linguistic potential of the digital game Free Fire, through observation of online chats; ii) Plan didactic sequences that aim to practice language for oral communication in Spanish, based on the digital game in focus; iii) Identify the learning of oral communication in Spanish by students in the 1st year of high school who will be communicating in the language in online chats in digital games. In the theoretical foundation, we seek meaningful learning, based on social interaction, relying on Vygotsky (1991), Ausubel (2003) and Freire (1987; 2011). Regarding the use of digital games in education, we look for Prensky (2012), Petry (2010), Bahia (2010), and also, regarding the teaching of Spanish and its relationship with TDIC, we have Lobato (2018), Rojo (2013) , Almeida (2009) and documentary bases that govern the Brazilian educational system. This work is applied in nature and uses a mixed or qualitative-quanti methodological approach (Sampieri, Collado and Lucio, 2013; Prodanov and Freitas, 2013) for data analysis and action research (Gil, 2002; Tripp, 2005) as a form of procedure for its application. The data analyzed showed that the strategies adopted with Free Fire created active, playful and attractive experiences, where oral language was used in different situations with real communication effects, namely: 1) improvement in oral communication capacity, both in which concerns speaking as much as listening; 2) the acquisition of new vocabulary that enriched the speech; and 3) the approximation of the native way of speaking, with more assertive intonation and rhythm.

This work is part of an investigation with the application of micro-learning in a continuous teacher training, about computational thinking on Instagram. It arises from the need to (re) think new models of continuous teacher training, which proposes to verify, how can micro-learning contribute to the continuous teacher training of teachers? It is based on successful experiences of teachers who used social media to promote interactions with the most diverse content with their students, which were mapped in the literature review of this work. The mapping sought publications on the training of literacy teachers with relevance of knowledge and practices of computational thinking in the early years, on social media, Instagram. The methodology developed is of an applied, exploratory, descriptive and explanatory nature. With support from Gil (2002); Minayo (2007); and Lakatos & Marconi (2007). It has action research, based on Thiollet (1986) and the creation of a Contextualized Instructional Design with reference to Filatro (2018; 2023), both for the creation of content on computational thinking, and for the Instagram profile, seeking in an innovative way, to develop a prototype of training by micro-learning via the aforementioned social network. Here is the translation to English: It was approved by the Ethics Committee, under the CAAE number of nº 70562623.2.0000.5537. In addition, as a theoretical reference, it reflects on the (re) construction of the teacher’s identity, the implementation of public policies, the perception of the international and national scenario on the development of these policies, considering documents such as American Computer Science Teacher Association (CSTA); International Society for Technology in Education (ISTE); Brazilian Computer Society (SBC); Center for Innovation for Brazilian Education (CIEB); and the National Common Curricular Base (BNCC), as well as experiences of teachers inside and outside Brazil. In addition, it has Almeida (1987); Freire (1987); Gabrielli (2006); Filatro (2003; 2004; 2008; 2015; 2017; 2019; 2023); Pascal (2020); Moran (2019); Elia (2021); Ambrós (2022); Klering, Trarbach e Kersch (2023); De Souza Rios (2023); that support the reflections and constructions of the structuring of this research. This work developed the experience of micro-training with literacy teachers in the initial years, presenting as a product a social technology, possible to be replicated, scaled at low cost, in an innovative way with the content of democratic access, bringing teachers closer to the resources and technological tools to learn about the axis of computational thinking with children in the initial years in literacy.

This study aims to highlight the contributions that the Seridó Geopark brings to the teaching-learning process of Biology and Geography, in the 1st grade of Potiguar High School, at the Professor Antônio Aladim de Araújo State School, in the city of Caicó-RN, based on string productions, from the perspective of language and technology. The theoretical basis was drawn from: Seridó Geopark (2023); Gomes (2019); Freire (2003); Thiollent (1986); Demo (2008); Brazil (1996, 1998, 2006) and other various authors. The relevance of this study lies in associating students' reality with the region in which they live, especially regarding the existence and contribution of the Seridó Geopark to the space in which they reside, attributing to this notions of Biology and Geography, such as, for example, rain, winds, solar radiation, transformation of rocks, flowering, fruits, environmental disasters, global warming, water issues, minerals, among others. All these aspects are experienced by students in their daily lives, and it is important that they have knowledge of the influence and contribution that the Geopark has on this matter. Regarding the research question, we have: "How do the language and technology surrounding the Seridó Geopark contribute to the teaching-learning process of students with regard to the subjects of Biology and Geography?". As for the methodological aspects, it is an action research with a field visit, by the 1st grade class of the Professor Antônio Aladim de Araújo State School, in the municipality of Caicó-RN. The results were: the production of strings with the students, both material and animated virtual, thus proving the students' grasp of knowledge; and the understanding that both students and teachers have little access to information about the Geopark. Furthermore, it was seen that teachers need to master more knowledge about the place, so that they can teach their students about this region considered so important.

Data from the International Student Assessment Program (PISA) shows that Brazil always occupies the last positions among participating countries with regard to proficiency in Mathematics. Seeing ready-made and finished abstractions without representation or disconnected from the real world makes everything more difficult. A field of Mathematics that could contribute to this visualization process as advocated by the National Common Curricular Base (BNCC) is Geometry. Research shows that students have difficulty using Geometry in different contexts and real situations, a consequence of the history of compartmentalized teaching, based on techniques for memorizing formulas and solving standardized questions. The STEAM approach (acronym for Science, Technology, Engineering, Arts and Mathematics) is an alternative, as it considers, in addition to curricular content in the areas of Science, Technology, Engineering, Arts and Mathematics, also the skills and competencies developed by students in a interdisciplinary and transdisciplinary approach to solving real-world problems. To this end, we seek to answer the following question: How can the STEAM approach result in the development of skills guided by BNCC in High School Geometry? The objective of this work is: To analyze how the development of different skills occurred by students when teaching Geometry with the STEAM approach in High School. The specific objectives are: i) Analyze the skills and abilities of teaching Geometry at BNCC aligned with the STEAM approach; ii) Develop pedagogical practice using the STEAM approach in teaching Geometry in the second year of high school; iii) Evaluate the Geometry skills and abilities mobilized by students; iv) Develop teaching material for Mathematics teachers. The methodology consists of qualitative research with an exploratory approach, following the action research model, and Project-Based Learning (PBL) for the development of the didactic sequence. Data collection instruments: logbook, questionnaires and classes with multimedia recordings. Furthermore, the BNCC document and the Van Hiele model were used to evaluate students' geometric thinking performance during the research. The research participants were students from a second year high school class at a public state school in Natal-RN. The educational products arising from the research were two teaching materials: i) A didactic sequence for teaching Geometry using the STEAM approach in High School; and ii) A teaching guide for Mathematics teachers. The results of this research demonstrate that the STEAM approach provided the opportunity to work with contents of perimeter, area, orthogonal and spatial views of geometric figures, Pythagoras' theorem, Thales' theorem, percentage, average, construction of graphs, rule of three and isometric transformations, and made it possible to integrate Mathematics with the area of Natural Sciences within a real situation. The students were scientists, creative, innovators, critics and protagonists in the construction of knowledge, and improved their socio-emotional and cognitive skills. It is hoped that this work will assist Basic Education Mathematics teachers in using more active pedagogical practices through real problems of interest to students.

The research has the general objective of proposing a methodology that uses active methodologies to develop individual and collaborative skills and engagement in the mathematics discipline. This is a case study of a qualitative and quantitative nature. This research was carried out in two schools on the outskirts of the city of Natal/RN, one from the public school system and the other from the private school system. The participants were students in the final years of elementary school who were enrolled in the 8th year, as well as their respective mathematics teachers who worked in these respective grades. To carry out this research, active teaching methodologies, as well as cinema, were used as a pedagogical tool. Initially, a questionnaire was administered to the participating students with questions related to the research, then the students chose a film to be shown and carry out the proposed activities based on the active methodologies and mathematics content seen in the classroom, relating them to the film seen in the room. At the end of these procedures, another questionnaire was administered about the methodology used, as well as an experience report was requested from the teachers participating in this research. At the end of this study, it was hoped to identify the main factors that interfere with teaching and learning in the subject of mathematics, the correlations between active methodologies and the development of skills and abilities, as well as contributing to the educational development of the participating students. As a final product of this research, teaching material was created for mathematics teachers to serve as support in their classes and to expand the development of students' skills in the subject of mathematics.

Brazilian education faces the challenge of including the target audience of Special Education, provided for in the Law of Guidelines and Bases of National Education (Law 9,394/96), in schools. We are constantly searching for an educational model capable of offering students access, permanence, participation and learning, regardless of their specificities, in order to build a fair and egalitarian society. According to the 2021 School Census, there are 21,841 deaf people and 38,990 People with Hearing Impairment, totaling 60,831 enrolled in Brazil, expressing the need for adaptations at school, recognizing them as visual subjects, as it is mainly from the visual senses that the deaf can come to understand the environment. However, due to the specificities inherent to the socio-anthropological perspective of being deaf, it is common for some educators to face difficulties when teaching this audience, especially when teaching mathematics. The predominant methods for this teaching in the classroom include oral presentations, memorization and repetition of algorithms, which limit access to the content presented and do not meet the specific needs of deaf students. Added to this fact is the lack of teaching materials aimed at this audience, and the lack of adaptations of existing materials. Thus, the object of this research is Digital Information and Communication Technologies (DICT) to assist in skills in the Conceptual Field of Additive Structures for second-year students in the Early Years of Elementary School, through Digital Bilingual Mathematics Learning Trails. This research aims to develop accessible Digital Mathematical Learning Trails for the appropriation of Additive Structures by deaf students in the Early Years of Elementary School. The research, with an interpretative paradigm and qualitative approach, will follow the intervention research model, inserted in a participatory research approach. The development of Digital Bilingual Learning Trails will be anchored in the Instructional Design methodology. The locus of the research will be the State Center for Training Educators and Assistance to People with Deafness - CAS, located in the city of Natal (RN) and the participants will be deaf or hearing teachers proficient in Libras who teach mathematics and have deaf students. The technical product resulting from the research will be teaching material: the Digital Bilingual Mathematics Learning Trails. The investigation aims to contribute with different strategies and/or resources for teaching mathematics, taking into account the educational needs of deaf people. Furthermore, there is the challenge of giving new meaning to some teaching practices, helping teachers who lack materials to teach deaf students, which will contribute to the scientific field, closing an important theoretical gap and significantly impacting teaching practice.

Digital technologies are part of everyday life and need to be included in school environments, as per the National Common Curriculum (BNCC). However, there is a disconnect between national guidelines and daily school life, with the absence of continuous training for teachers being one of the main factors. Many teachers not only lack proficiency but also exhibit significant insecurity regarding the use of these technologies in the pedagogical context. In this scenario, this study investigates how continuous training focusing on the development of digital competencies can contribute to teacher autonomy and the integration of digital technologies in teaching in a municipal public school. Thus, this research aims to develop continuous training in digital competencies to stimulate teacher autonomy and the integration of technologies in teaching for teachers at the Ana Rita Trigueiro Municipal School of Elementary Education (EMEF). The specific objectives are: i) To investigate the level of digital competencies of the school’s teachers; ii) To plan, together with the teachers, a proposal for continuous training; iii) To implement the proposed continuous training; iv) To evaluate the contributions of the continuous training carried out. The theoretical foundation of this study addresses continuous teacher training, digital competencies, and digital information and communication technologies. In terms of its nature, this research is applied with a qualitative approach and exploratory character. Participatory research was adopted, with the researcher being actively involved throughout the process. Methodologically, contextualized instructional design was used for planning, creating, and evaluating the training. The training was titled "Building Knowledge: Teacher Training in Digital Competencies" and had a workload of 20 hours. During the training application, Problem-Based and Project-Based Learning, among others, were used to stimulate interaction, practical, and meaningful learning. In each training session, teachers were encouraged to learn about new digital tools and explore their pedagogical potential. As activities, teachers produced educational artifacts and lesson plans integrating digital technologies for their classes. At the end of the training, the data collected through the initial diagnosis, participant logbooks, educational artifacts, and lesson plans were tabulated and analyzed using Maxqda software, based on Bardin content analysis. The results showed that continuous training not only promoted greater autonomy and confidence among teachers, but also actively encouraged them to experiment with and incorporate new digital tools into their pedagogical practices. The introduction of digital information and communication technologies in teaching areas emerged as a direct and significant consequence of this formative process. However, the school's inadequate infrastructure was one of the main obstacles to the integration of technologies in teaching. As a technological product, the training program was made available through Google Classroom.

Distance Education is still marked by the use of traditional teaching methods, virtual learning environments with programmed instruction that do not meet the essential skills of the 21st century, represented by the 4C's (critical thinking; collaboration; communication and creativity). The prevalence of activities represented by reading texts, question forums, individual activities and quizzes that prioritize only the verification of content, reflect in massive, repetitive activities that do not promote practical, reflective and contextualized learning with the reality of professional practice. Maintaining these practices makes us reflect on the development of skills needed by future administrators, such as communication and collaboration. From this perspective, the active methodology of Problem-Based Learning (PBL) can enable immersion in the context of an administrator's work, by solving problems inherent in the organizational environment. With this in mind, this research aims to contribute to the problem by pointing to the use of PBL as an efficient alternative for developing communication and collaboration skills. Thus, this research sought to answer the following guiding question: Can Problem-Based Learning contribute to the development of skills related to communication and collaboration among students on the Public Administration course, in distance learning mode? Based on this question, the research had the following general objective: Analyze the skills related to communication and collaboration, based on PBL in the EaD Public Administration course at UFRN. In order to achieve this objective, we sought to: a) find out the current situation of students in relation to communication and collaboration skills. b) plan the implementation of a course in the UFRN EaD Public Administration course, together with the teacher-trainer, based on the stages of PBL; c) mediate and apply, together with the course tutors, the stages and activities based on PBL; d) analyze student participation in the course. The theoretical basis of the dissertation covers the fundamentals of Distance Education, Communication and Collaboration and Problem-Based Learning, as well as the presentation of a Systematic Literature Review. The methodology is of a qualitative approach, of an applied nature, with exploratory and descriptive research objectives, with nuances of action research. The instruments used were observation, questionnaires and interviews. Based on the application of the PBL learning cycles, together with the proposed activities, the data was analyzed by thematic categories, revealing that PBL provided the development of cognitive processes for solving real problems, autonomy and interaction between students and group work, requiring communication and collaboration skills. In this way, the research helped to reflect on the inclusion of new pedagogical practices in distance education, allowing students in this modality to have meaningful experiences. As an educational product, the research presented a teaching guide with the sequences of the PBL learning cycles applied in a distance learning course.

Field trips are considered one of the strategies for teaching geography and help in the process of building knowledge through experiences in which it is possible to observe some concepts in a more contextualized way. Aiming to contribute to the teaching of this curricular component and, at the same time, offer innovative alternatives to approach concepts that are difficult to observe in situ, this research analyzed digital technologies to assist in the implementation of virtual study trips. To achieve the proposed objective, it was decided to carry out an action research, in which geography teachers from public and private schools in the city of Natal, Rio Grande do Norte participated, so that they collaborated in proposing didactic sequences for carrying out these pedagogical activities. The methodological procedures were organized in four stages: I) Identification and definition of the compositional elements of a virtual study trip; II) Research on technological resources for the creation of these field trips; III) Definition of innovative educational methodologies; and IV) Development of didactic sequences for carrying out these educational practices. At the end of the research, it was possible to consider that these learning activities, with a pedagogical strategy based on the use of digital technologies and innovative methodologies, allow students to explore different places in the world and build concepts in a more immersive way, creating a more dynamic, playful, contextualized and meaningful learning process. As a final product, an e-book was created with didactic sequences structured in order to contribute to the teaching of geography, particularly with regard to carrying out these experiences.

The high school reform established the Formative Itinerary for Technical and Professional Education, which must be integrated into the General Basic Education, as outlined in the National Common Curricular Base (BNCC), to ensure the comprehensive education of students by developing the skills and competencies required for the 21st century. Among these, Computational Thinking (CT) skills are fundamental as they aid in solving complex problems. This research is guided by the following question: Does the creation of educational digital games in an elective course in the new high school curriculum foster the integration between general basic education and the technical and professional itinerary, stimulating the development of CT in students? Accordingly, the general objective of this research was to analyze the development of CT in students of the new high school, integrated with professional education, through the creation of educational digital games that reflect their professional practice to stimulate the development of 21st-century competencies. The specific objectives are i) to conduct a systematic literature review to identify tools, contributions, challenges, duration, and contexts of CT development activities in high school and new high school students; ii) to plan, implement, and evaluate an elective course focused on CT development in new high school students through the creation of educational digital games; iii) to analyze the development of CT skills after the course. This study is an exploratory, applied research with an action research methodology, utilizing a qualitative and quantitative evaluation approach through game-based learning for the creation of the didactic sequence. Data collection methods included questionnaires, logbooks, assessments with Bebras questions, and analysis of games produced in the Dr. Scratch tool. The participating students are from a public school in the second year of the integrated occupational safety course. The results showed the development of digital competencies, creative, critical, innovative, and investigative abilities through the identification of problems in their professional practice and the construction of educational digital games. At the end of the didactic sequence, fifteen educational digital games were produced, which, according to the evaluation of the school community, effectively proposed solutions to problems in the professional field and successfully integrated general basic education with the technical and professional itinerary. Additionally, the measurements conducted through the Bebras assessment indicated an increase in all CT skills. This research produced an educational product: a didactic sequence of eight lessons for creating mini-games on the Scratch platform and the game design model used for creating professional educational games. It is expected that these products will be used by educational networks to foster curriculum integration and stimulate the development of 21st-century competencies.

The cartography teaching, within the context of Geography as a discipline, faces significant deficiencies due to a series of challenges that lead to learning gaps that persist throughout people's lives. The lack of resources, teacher training and updates, student disinterest, outdated teaching methodologies, among other factors, contribute to these issues. One alternative for change is to connect teaching with the students' realities, establishing links between the content and encouraging student agency in the construction of geographic knowledge, with innovations in educational technologies, particularly digital educational games, that value the students' experiences, knowledge, and identities. However, for digital games to reach their full potential, they need to be contextualized through engaging challenges that stimulate reflection, critical analysis, and engagement. In this context, one possible approach is to explore Role-Playing Games (RPG) as an environment for experimentation and the creation of quests/missions. Thus, this study aimed to develop cartographic quests within an educational digital game resource, focused on Geography education, capable of facilitating cartographic practice in an immersive and enjoyable way. This research is classified as a case study involving an in-depth and comprehensive analysis of strategies adapted for teaching and learning cartography through quests, seeking to obtain detailed knowledge of digital educational games, supported by a Systematic Literature Mapping to search for works with a similar focus on developing digital educational games in the field of Cartography. For the design and implementation of the quests, methods and techniques were used within Minecraft's modification development environment. During the activities, validations of both participants' experiences and knowledge were conducted, demonstrating a positive impact, with a significant increase in motivation among participants. Although the quests yielded satisfactory results, the formal content evaluation was unable to provide a detailed analysis of learning issues, highlighting the need for an automated approach for a more accurate assessment. This study shows that teachers can actively participate in the conception of a digital educational game, overcoming the challenges of working with a range of new digital technologies.

Digital Information and Communication Technologies have been increasingly present in contemporary times, so that their use has been established, on a daily basis, in all sectors, including education. The increasingly earlier access to digital tools brings the need to consider technologies as potential for pedagogical practices, from the beginning of schooling. In this way, for the development of a socially referenced pedagogical practice, the primacy of training throughout professional life linked to teaching needs is ratified, in order to consider, for the development of training, the real training needs of teachers, which can be identified by gaps, problems, interests and motivations. In view of the above, this research has the general objective: to investigate the training needs of preschool teachers in the municipal education network of Natal/RN, regarding the use of technologies in their pedagogical practice. The main authors invited for discussion in this research were: Bujes (2001), Kramer (1995, 2003, 2005), Ditonet (2003), Cerisara (1999), Oliveira-Formosinho (2005), Paiva (2009), Garcia (1995, 2009), Nóvoa (2019), Freire (1993, 2003) Rodrigues and Esteves (1993), Rodrigues (2006), Kenski (2007), Valente (2000, 2018), Almeida and Valente (2011), Mishra and Koehler (2006 ) and Amante (2007, 2013). This research is supported by a mixed approach - quantitative and qualitative. To construct the data, an electronic questionnaire structured by Google Forms was used, with 39 open, multiple-choice questions and also with a seven-point Likert scale. Data analysis was carried out using the principles of categorization and inference of content analysis by Bardin (2016). The results showed the enthusiasm of teachers to learn about possibilities for using technologies in pedagogical practices and highlighted the following training needs: Resources and Tools, Development of Digital Skills, Active Methodologies and Technologies in Pedagogical Practice and Inclusion and Accessibility. The challenges for integrating technologies into practice were also evident, such as the lack of specific training and the scarcity of technological resources. Regarding technological pedagogical content knowledge, teachers are not confident, corroborating the training needs of preschool teachers regarding the use of technologies in their pedagogical practice. Based on the considerations presented in this study, we emphasize the essential nature of investigating teacher training needs to ensure that the training offered corresponds to real pedagogical demands. As a final product, a technical report was prepared to be made available to the Municipal Department of Education, aiming to provide an overview of the training needs of preschool teachers, regarding the use of technologies in their pedagogical practices. Using this material, it is expected that the SME will use the results to promote training actions that meet the real needs of teachers, thus contributing to the improvement of pedagogical practices and the integral development of children in Early Childhood Education.

Developing entrepreneurial skills requires the individual to be exposed to complex and challenging tasks that actively mobilize their knowledge. The National Curriculum Guidelines advocate that one of the challenges for academic training in the health area is the use of methodologies that favor the active participation of the student in the construction of knowledge and the integration between contents and the development of collaborative interprofessional skills. With the objective of developing a guide that helps educators and academics with an application plan model that allows the awakening or strengthening of entrepreneurial skills in higher education students in the health area, while participating in a HackSaúde. The three phases proposed by the Design Science Research – DSR methodology were used. In the problem identification phase, it was possible to monitor the Health Business Summit (HBS) event and carry out a survey with health students who were involved in that event. During the exploratory phase, the Systematic Literature Review - RSL made it possible to identify the active methodologies that have been applied in undergraduate courses in Medicine in recent years in Brazil, as well as collaborating with the definition of the role of teachers and the choice of strategies proposed methodologies for carrying out HackSaúde; event with educational purposes that sought to bring together university students from different courses, with the objective of identifying and proposing solutions to problems in the health area. HackSaúde was carried out using the stages proposed in Design Thinking, with the predominant participation of students from the Medicine course, professors acting as mentors and an interdisciplinary panel that evaluated the proposals presented for the problems. The analyzed results show that the event is an applicable strategy and an opportunity to develop and/or improve entrepreneurial skills during the academic training process. Therefore, a Guidance Guide for the Application of a Health Hack was prepared, which will be presented in an e-book format, which contains the proposed steps before, during and after the implementation of a Health Hack.

The use of digital technology in the classroom can bring innovation to the practice of teaching and learning. The use of digital media, especially video, can contribute to awakening students' creativity. The problematic of this research is inserted in the difficulties of didactic transposition of the Humanist area, in which Philosophy is inserted, for the context of teaching and learning. Many students do not understand the importance of the philosophy discipline, and the teacher needs to develop, in a motivating and dynamic way, the autonomy and reflection of the student's thinking. The general objective of this work is to create a methodological proposal with the objective of teaching to philosophize through audiovisual production. As for the methodology, the research has a qualitative approach with characteristics of an action research, with the purpose of investigating and documenting a real learning situation through the production of audiovisuals and a methodological intervention through a didactic sequence. The subjects of the research are students of the second year of high school, from the state school Senador Dinarte Mariz, located in the east zone of Natal/RN. The instruments used were the conversation wheel and the questionnaires. This work has the purpose of developing a methodological intervention for the philosophy teacher, through the product originated from the research, allowing a greater dynamic in the teaching process, seeking to make the classes more dynamic and attractive, valuing the students' previous knowledge and making -them to reflect and learn through their productions. At the end of the research, through data analysis, it was found that the methodological proposal is a possible strategy. This work is characterized as a contribution to the area of Educational Technology and to the teaching of Philosophy. The results indicate that the audiovisual production activity carried out by the students promoted engagement and creativity in philosophy learning and gave them the opportunity to be the main actor in their learning process. The product consisted of the elaboration of a guide for philosophy teachers.

In view of the exponential technological advance, behavioral changes have been observed in the most recent generations in relation to the use of Information and Communication Technologies, especially with the advent of digital technologies, so that it is necessary for society to understand the changes in its structure, so that it can adapt to the needs of individuals and, in addition, manage to progress in the face of the rise of digital culture. Thus, within the educational scope, it is possible to understand that the incorporation of digital culture in educational processes is essential, particularly in assessment activities that aim to diagnose the reading level of students. Therefore, the main objective of this work was to analyze the use of multimodal texts in the process of diagnostic reading evaluation. From the dimension of this study, we raised the themes that underlie this work, which are: reading (SOARES, 2002; SOARES, 2019; SANTAELLA, 2004, SANTAELLA, 2013) linked to the concept of multiliteracies (ROJO, 2012), understanding that complement each other. In addition, we seek to verify the concept of evaluation (ESTEBAN, 2010; FERNANDES 2010; FREIRE, 1989), in addition to the concept of multimodal texts (ROJO, 2017). Regarding the research approach, we emphasize that two types were applied, qualitative (MINAYO, 2012), since it implies an experience with active subjects in the process. In addition to the qualitative nature, we understand that the aforementioned investigation had a relational nature (SOUZA, 2021). With regard to the type of research, we had two types: collaborative research, referring to technical procedures and explanatory research, regarding the objectives, since we aim to explain how multimodal texts can improve the process of diagnostic reading evaluation. It was concluded that the type of text influences the evaluation process, as well as making it more fluid and enjoyable. In addition, it can be seen that multimodal texts are immersed within this school culture and that the reframing of the evaluation process must be continuous. In addition, it was possible to reframe the evaluation format, in order to have the process improved, taking full advantage of the contact with the student. Finally, a new evaluative rubric was created in order to assess, in a more complete way, the level of reading and comprehension of the students.

The qualitative research presented in this dissertation emerged from observations experienced in teaching practice

at CAS Natal, which revealed the difficulty in understanding statistical graphs by deaf students.

During the diagnostic evaluation, we presented the students with some types of graphics and of the 16 students in

the class, 11 answered that they had never studied this content. Considering that graphics permeate our daily lives

in different environments, we understand that the lack of this knowledge can negatively interfere with the full

participation of the deaf person in society. Based on this issue, we sought a tool that would help answer the

question, how can the use of educational software help teachers teach statistical graphics to deaf students?

After the active search, we did not find a tool that suited our reality. In this way, we have developed a ludic and

visual educational software that allows the creation of statistical graphics, bilingual and that can, through

suggested tasks, present to the student errors and successes in use, considering Statistical Literacy as a guide.

Data collection, the concepts of greater and lesser, in addition to the production and reading of statistical

graphs will be the knowledge evaluated. We adopted as a theoretical framework for software development

Quixaba, Cardoso and Perry (2019) and Stumpf (2010), for software content, Gal (2002) and Nogueira (2013)

and Arnoldo Junior, Geller and Fermandes (2013). In the methodology, we used Dresch, Lacerda and Antunes 

Júnior (2015). For software validation we used Rios and Moreira (2013) and Bastos et al (2007). 

The methodology adopted was Design Science Research (DSR). After applying the software with two classes, 

with a total of 17 deaf students, we observed that the software showed good usability and allowed assessing 

the level of graph reading in a simple and practical way. The visual aspect was the factor that allowed students 

to respond without difficulties, even without previous experience with graphics. The software also allowed us to

perceive the difficulty in subtraction with reserve. Thus, we understand that the use of software in teaching 

graphics can contribute to the formation of deaf students.

The skills of reading and writing constitute a foundation for the good performance of students in all school activities, as well as in the construction of various knowledge indispensable for cognitive, social, and cultural growth. However,  the indexes of learning evaluations evidenced low proficiency in Reading and Writing in Brazil. This problem intensified in the context of the COVID-19 pandemic, in which many students in public schools had to deal with the lack of infrastructure and Internet access to follow the classes. Given this scenario, adopting a pedagogical approach that promotes reading and writing practices in an innovative, meaningful, and playful way in the school environment becomes necessary. In this sense, Maker Culture presents an alternative to promote learning based on practices relevant to the student, encouraging his engagement and creativity through active participation in practical experiences. Therefore, the main objective of this research is to investigate how Maker Culture can contribute to developing reading and writing skills in 4th-grade students in the early years of elementary school in a public school. A Didactic Sequence (DS) was developed and applied to achieve this goal, involving the creation of analogical artifacts and textual production. As a theoretical contribution, this dissertation covers the foundations of the Maker Movement, which inspire the development of methodologies focused on education, Creative Learning, and reading and writing practices through meaningful texts. The study also includes a Systematic Literature Review. The methodology adopted presents a qualitative approach, applied nature, with exploratory research objectives and action research procedures. The instruments used were: observation, questionnaire, student productions, and interviews. As a result, the research presents the DS as an educational product, which contributes to the insertion of the Maker Culture in Portuguese language teaching, allowing its dissemination and improvement. Besides pointing out that the approach provided an engaging learning practice that stimulated the students' creativity and motivated them in textual productions, thus mobilizing their reading and writing skills. Therefore, the study can collaborate with rethinking pedagogical practices, opening space for exploring new opportunities in the teaching and learning process, connecting students with relevant and significant themes, and evidencing the benefits that Maker Culture can offer for education.

The Audiovisual language is part of everyday social life and its dissemination has been growing through mobile devices and internet access. The consumption and production of audiovisual content has repercussions in the school environment and proves to be relevant for the teaching and learning process of orality. Oral language, in turn, is an essential language practice for human development. Thus, this research aimed to perceive the potential of audiovisual language for the development of orality, providing opportunities for children's speech in a playful and contextual way. As a theoretical contribution, Vygotsky (2009) and Bakhtin (2003) were used for knowledge about the development of oral language and its social relationship, Morin (2018) and the BNCC (2018) for studies about digital technologies as facilitating resources and directions on oral language teaching, and Bates (2017) and Coutinho (2013) on audiovisual language and education in the digital age. The methodology of this research was based on the qualitative approach (MINAYO, 2014), of an applied nature. As a methodological procedure, some elements that constitute action research (THIOLLENT, 2018) were used, through a methodological intervention using the didactic sequence (ZABALA, 1998). This research had as locus a municipal school in Natal/RN, and the public was 28 students of the 3rd year of this school institution. The following data construction instruments were used: participant observation, field diary, audio and video recordings, focus groups and semi-structured interviews for students. For the analysis of these data, the speeches of the individuals included in the research and the understanding of the facts by the researcher were considered. For this, content analysis was used (BARDIN, 2015). At the end of the research, it was possible to verify that the audiovisual language was configured as a way to enhance teaching practices for the development of orality, as it awakened in students the encouragement and empowerment of their speeches, enabling greater engagement in activities related to teaching language. oral language, and above all the awareness of the importance of learning about orality to prepare their speeches according to the requested context.

This dissertation aims to investigate the use of mini cases associated with digital information and communication technologies, as didactic resources in the teaching and learning process in Science in Youth and Adult Education. Methodologically, this is qualitative and quantitative research aimed at the 4th period of Youth and Adult Education (EJA) in a public school in the city of Touros/RN. The study was appreciated and approved by the Ethics Committee of the University Hospital Onofre Lopes of the Federal University of Rio Grande do Norte - HUOL/UFRN. Data collection took place through observations, application of activities and application of online forms. As a result, the study reveals that the application of mini cases related to Science content in the studied classes values the prior knowledge of students, making them capable of intervening in their social environment. The product generated by the research is a didactic guide with suggestions for the elaboration and application of mini cases in the classroom, to aid pedagogical practice in Youth and Adult Education. Finally, the study concludes that the use of mini cases associated with digital information and communication technologies favors the formation of active and participatory subjects, who understand knowledge as a whole.

English language teaching has demanded the use of methodologies and strategies that enable meaningful learning for students. Thus, understanding continuous professional development education as a crucial element to update and deepen teacher’s knowledge and help them acquire new skills and competencies, we propose to train them in using the Flipped Classroom methodology for English grammar teaching and learning. This methodology seeks to expand learning beyond the physical classroom and optimize and personalize instruction (BERGMANN; SAMS, 2020; TALBERT, 2019; VALENTE, 2014, among others). Therefore, this research aims to understand teacher’s perceptions of a training course focused on implementing the Flipped Classroom in English grammar instruction with students in Middle School. We adopted a qualitative (LUDKE, 1986; MINAYO, 2002; SOUZA; KERBAUY, 2017) and quantitative approach (SCHNEIDER, FUJII & CORAZZA, 2017) based on action research (FILLIPO; ROQUE; PEDROSA, 2021), designed following the stages of planning, implementation and evaluation of an extension training course that used meta-training as a methodological proposal. Data collection instruments included questionnaires, participant observation, and analysis of materials produced by teachers throughout the course. The results showed a positive evaluation regarding the benefits of the Flipped Classroom, indicating that teachers felt confident and prepared to implement the methodology in their real teaching contexts. It was also concluded that careful planning and attention to important details, such as the selection of the grammar topic, the definition of the learning objectives, and the choice of the learning strategies, are necessary to successfully implement this methodology.

The desire to give voice to the learning of children and adults and the desire for changes in pedagogical registration and documentation practices, based on using digital technologies, were motivational aspects that inspired the development of this research. Thus, this paper, developed during Professional Masters Degree on Innovation in Educational Technologies of the Metrópole Digital Institute, had as its main objective to analyze the contributions of Digital Information and Communication Technologies (DICT) during the process of construction of pedagogical documentation, as a formative instrument of teaching practice in Early Childhood Education. The methodology used had an applied nature, based on principles of qualitative approach, subsidized by research-training with nuances of action research. In order to fulfill its purpose, this research presents the learning constituted with the teachers who assumed the commitment to experiment with new registration and documentation practices through a proposal for continuing education in context. The course lasted 40 hours and was certified as an extension project. The research was developed in a Children's Center, located at Parnamirim city, state of Rio Grande do Norte, in which the researcher currently holds the position of academic coordinator. The study has as main references: Alarcão (2011), Fochi (2018; 2019), Kramer (2002; 2006), Kenski (2012; 2013), Malaguzzi (2016), Nóvoa (2009; 2019), Oliveira-Formosinho (2002; 2016), Ostetto (2011; 2017), Proença (2018; 2022) and Rinaldi (2014; 2016; 2021). The following instruments were used to construct the data: questionnaire, collective interviews, document, researcher's field diary and the participants' logbook. The analysis and discussion of the data had some of Bardin's (2016) content analysis technique. The results indicate that: a) the challenges faced in the suspension of face-to-face activities due to the Covid-19 pandemic enabled new registration practices with the use of digital technologies; b) the changes in registration practices, due to the use of technologies, enabled a new way of looking at children, the way of relating to them and their respective families; c) the teachers show a lack of training focused on the use of technologies in Early Childhood Education; d) the time factor is an obstacle to teaching professionalism; e) among the digital tools they use in practice, they highlighted the use of cell phones, mainly for recording photos and videos and the use of applications to edit them; f) photos and videos are usually shared with the children's families in the class WhatsApp group or on the institution's social networks, most of the time as a means of proving to parents that the child participated in the proposed activities; g) the research-training brought initial contributions for the teachers to build knowledge and reflect on pedagogical recording and documentation practices in Early Childhood Education and h) digital technologies help in the production of records and documentation, giving more visibility to the learning process of children and adults, making the communication process richer, more attractive and facilitating its sharing, whether with families, with fellow teachers, or leaving it stored so that it can be accessed whenever necessary. Thus, it can be inferred that pedagogical documentation is a strategy that enables in-service teacher training, since it requires the teacher to take an investigative stance, so that technologies can be great allies in this process.

Chemistry Teaching is important for the formation of citizens. Even though the chemical phenomena are present in our surroundings, students find it difficult to observe them, especially when teaching is decontextualized from reality and it prioritizes memorization. In a search of rethinking the traditional teaching model, the STEAM approach (Science, Technology, Engineering, Arts and Mathematics) emerges as a possibility for the development of practices that place the student at the center of both teaching and learning processes. This study sought to answer the following research question: What are the impacts promoted by the implementation of the STEAM approach in the teaching of Organic Chemistry? From this idea, the following general objective arose: to identify the impacts of the STEAM approach in the teaching of Organic Chemistry. Based on that, the following specific objectives came up: I) To identify the competences and abilities related to the content of Organic Chemistry in the National Common Curricular Base (BNCC); II) To implement a didactic sequence for the teaching of Organic Chemistry with both STEAM and PBL approaches; III) To analyze the Organic Chemistry teaching sequence from the STEAM approach point of view; IV) To build a didactic guide for Chemistry teachers. In order to discuss the theoretical assumptions, the aspects that were taken into account were related to the STEAM approach, the reflections on the teaching of Organic Chemistry, the learning difficulties and the relation between the STEAM approach and the National Common Curricular Base (BNCC). The present proposal used a methodology of qualitative nature and its stages were constructed according to the procedures of an action-research. The active methodology called Project-Based Learning (PBL) was used to develop the didactic sequence that was applied in a State School located in Natal, Rio Grande do Norte, Brazil. The participants were the students of a 2nd year class of High School. The data collection instruments used were a logbook, including textual and multimedia records and the diary of reflections prepared by the students through the Padlet platform. The educational products of this study were a didactic sequence of Organic Chemistry for High School for the construction of a school vegetable garden, using the STEAM approach and a didactic guide aimed at Chemistry teachers. The results of this research demonstrate that the use of the STEAM approach together with the PBL allowed the development of the introduction content called Organic Chemistry, and also contemplated, in an integrated way, the aspects of definition, study of carbon chains, nomenclature, molecular formula, hydrocarbons, in addition to other contents, taking into account the project needs, such as studies of natural and synthetic polymers, inorganic functions and essential nutrients. This procedure allowed students to perceive the relation among educational content, their project and the applications in everyday life. The students became protagonists of the learning process and developed planning, critical thinking, creativity and teamwork skills. It is expected that this work can contribute to the implementation of innovative practices in the context of basic education, inspiring approaches that increasingly allow students to understand the concepts through more active experiences in the school environment.

Entrepreneurial Education works on student protagonism, developing in them an entrepreneurial profile and attitudes that aim and seek the implementation of creative solutions to various problems in society. Currently, the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) has an innovation and entrepreneurship ecosystem composed of nine business incubators in which the stage that precedes the incubation takes place through the Hotel de Projetos (Projects Hotel), a free entrepreneurial training program that allows the participation of students, former students and members of the community outside the Institute. However, although most of the IFRN business incubators conduct the program through modules that qualify their participants in attributes of entrepreneurship and business administration, directing them to formalize a business for eventual incubation after graduation, entrepreneurial behavior aspects, fundamental to the success of any business, are neglected by the program. Identifying and improving entrepreneurial skills and competencies allows students to learn about their strengths and weaknesses so that they are better prepared for the volatility and dynamism characteristic of the current socio economic scenario. Thus, this study aimed to explore active methodologies in the context of Hotel de Projetos, with special attention to gamification, aiming at training entrepreneurs with appropriate behaviors for the challenges of the 21st century. To achieve this goal, the research concatenates the attributes listed by McClelland, Lackéus and the European Commission, to accurately validate entrepreneurial skills through a gamified structure in two integrated learning environments: virtual and face-to-face. The locus of application of the research was the Technological Incubator of the IFRN campus Macau. Because it is participatory, the study fits as an action research and the methodological procedure adopted was a descriptive research with a qualitative approach. Although the methods and tools used in the prototype motivated students in the first half of the course, a drop in engagement was observed, which, when collecting feedback, was explained by external factors such as studies, commuting and lack of participation from teammates . Finally, the research concludes that the scalability of the product depends on adapting the learning path to the needs of each incubator, in addition to identifying the need for more automation resources that optimize the course management work.

This investigation believes in the importance of games as a didactic pedagogical strategy in working with mathematics education. Moreover, allied to this assumption, it perceives the need to insert the discussion of Afro-Brazilian traditions in the Brazilian educational context, given our ethnic matrices, in this case, through the rescue of games from that continent. To this end, it proposes research with qualitative and quantitative nuances—in the sense of proposing a pedagogical work that favors Shisima, a game of African origin—through the structuring of didactic-pedagogical strategies that allow the promotion of different actions that consider the context of children's sociocultural context, the objectives foreseen for the teaching year that will be the target of the research, in addition to the potential of the students involved. As a theoretical contribution, the research is based on D'Ambrosio (1985, Valentim and Backes (2008), Brasil (2018), and Passos (2021). Methodologically, it is based on the assumptions of action research, with elements of intervention research and, for structuring the work, the use of didactic sequences as a way of systematizing the activities to be proposed (Prodanov and Freitas 2013, Gil 2008, Zabala 1998, and Thiollent 1986). As the investigation is in progress, you see that the construction of the "state of the art" points to a significant expansion. However, minimal works in games of African origin are applied to mathematics teaching, with a more excellent representation in the northeast region with uses in elementary and higher education regarding teacher training, exploring geometry, and algebra. From the application of a work proposal with the concrete and online game in its gamified version (the second stage of the research), it does expect to recognize the potentialities of the Shisima application through observation and students' speeches, in addition to establishing specific knowledge of the mathematical field (pattern analysis through the game's mathematical and geometric logical reasoning possibilities). To contribute as a possible alternative to complying with Law 11.645/2008—the study of indigenous and Afro-Brazilian history and culture in elementary and high school curricula—through an area still little explored for this purpose—mathematics—in the sense of helping in mathematical literacy from a historical-cultural perspective, with technology as an essential element in this process. As a product, it proposes the organization of a manual with guidelines for using African games in an educational context, emphasizing Shisima in its concrete and digital versions.

Higher education students have been facing challenges in learning Analytic Geometry, the sub-area of Mathematics that links Algebra and Geometry fields. Within Analytic Geometry, the study of Vectors is introduced as an algebraic resource that serves as an instrument for solving geometric problems, and vice versa. The study of Vector Algebra has strong applicability in several fields of knowledge, such as Physics, Engineering, Computing, Economics, etc. It is essential that the student is well trained in this regard. Nevertheless, the learning difficulties related to basic Vectors concepts and operations are evident. Disciplines that address this issue in higher education require a high level of abstraction from the student, and usually adopt teaching materials that are poorly contextualized, disfavoring learning approaches that make sense to the student and take into account their educational needs. Many current technologies assist learners in problematic educational contexts, such as augmented reality. In this context, this research aimed to develop an augmented reality solution to make the teaching and learning process of Vectors more meaningful, with a visual and contextualized mathematical approach. For this, the research went through methodological procedures based on Design Thinking, once it is an approach that seeks an innovative solution centered on the needs of end users. The target audience of the research was composed of undergraduate students from the Federal University of Rio Grande do Norte (UFRN) who were taking the Vectors and Analytical Geometry (VAG) course. The research was able to develop a prototype of an augmented reality application that stimulates the learning of vector concepts and operations. The research product was evaluated in two ways. First of all, it was analyzed whether the application had resources for addressing needs identified during the initial stages of the research. Following that, the application was tested in VAG classes in the remote teaching model, due to restrictions imposed by UFRN related to the covid-19 pandemic. With experimentation, it was possible to evaluate the educational potential of the application, by analyzing the impacts of the application on the students' learning experience. The research made possible several findings about the educational tool produced: it is suitable for mathematics teaching; it enables a visual teaching approach of Vectors; it promotes visualization and understanding of vector concepts, operations and real-life applications; it deals with vector concepts in an interactive and dynamic way, within a context that makes sense to the student. It is expected that the present work can foster new research on the same theme and that the developed solution is taken forward in favor of a more enriching learning experience.

The demands of the contemporary world inevitably impel us to use different technologies in the school environment. In this perspective, when we insert TDIC into our teaching practice, we can not only enhance teaching-learning, but also make learners more motivated and interested in classes. This research had as main objective to develop a collaborative activity between teacher and students, aiming to motivate them to learn Spanish. In this direction, we decided to investigate how students of Youth and Adult Education (EJA) perceive the use of technology in Spanish classes; to propose, under the mediation of didactic sequence, video production as a tool to promote language learning; as well as assess whether the product performed by the students focused on increasing motivation and interest in learning. The theoretical foundations that guide this research were based, notably, on the works developed by Moran (1995); Freire (1996); Dolz, Noverraz and Schneuwly (2004); Lima (2008); Valente (2012); Barrére (2014); Leffa (2016); Bacich and Moran (2017). The methodology used is of a qualitative nature and is characterized as action research. In addition, it has a bibliographic bias, since it uses already published materials, and supports the interventional proposal applied to the apprentices of the 1st grade EJA of high school in the public network of Natal. As data collection instruments for this research, we used two questionnaires and a conversation circle, which were analyzed according to the Content Analysis technique, also based on the theoretical framework adopted. The results show that the audiovisual production activity carried out by the students promoted engagement and motivation to learn the Spanish language and gave them the opportunity to be the main actor in their learning process. Finally, Due to the specificities of the Professional Master's, we present a final product that consisted of the elaboration of the didactic sequence.

The English language is present in most education systems around the world. However, there is a need for considerable changes in English Language teaching and learning, so that pedagogical practices can make it increasingly meaningful and effective. Therefore, this study aims to investigate how the production of Digital Comics can contribute to a teaching-learning process that leads to the development of communication skills, within a context of collaborative work, with more student autonomy in the construction of knowledge. The research aims to propose the production of digital comics from the development and application of a didactic sequence, which includes the realization of a workshop for the production of digital comics, through the Comica Application and PowerPoint, in addition to the analysis of the productions of the students, regarding the development of communicative skills and competences in English Language, according to some descriptors of Communicative Approach. The research is based on the following theoretical contributions: The teaching-learning of English Language; the potential of comic books; linguistic and digital literacy; Mobile Learning; and the didactic sequence as an instrument of pedagogical actions. The students come from three classes of the ninth of Elementary School, totaling 77 students, aged between 14 and 17, with whom the researcher works as an English language teacher. The research is qualitative in nature, proposing the analysis of documents that deepened the teaching-learning process. From the analysis of the data collected through the initial free productions of comics, the productions of digital comics, some questionnaires and activities to raise awareness of the comics genre and self-assessment, it was verified the feasibility of using the didactic sequence for the production of digital comics, in English, contributing to the development of multiliteracies; favoring creativity, motivation, construction of lexical repertoire and moments of discussion.

The Internet of Things (IoT) is one of the main tools of Industry 4.0, considered fundamental for its implementation because it allows the incorporation of computing, communication and control elements in physical objects in the most diverse environments with a focus on productivity and efficiency. Such a scenario produces direct impacts on society in the most diverse aspects, which includes relationships in the world of work and educational processes. Given this reality, considering the context of Professional and Technological Education (EPT), this dissertation sought to identify how the IoT can be used as a teaching resource in Integrated High School (EMI), with the general objective of developing a didactic guide addressing the use of technologies IoT in integrative pedagogical practices in EMI. To achieve it, the following specific objectives were outlined: mapping the state of the art regarding the use of IoT as a didactic tool; to develop an interdisciplinary didactic sequence with themes of Agricultural Sciences and to design an IoT-based system using existing hardware and free software technologies. The epistemological approach used was Design Science Research (DSR), implemented through the Design Science Research Methodology (DSRM), which provides for activities related to the design, development and evaluation of artifacts. In this way, an interdisciplinary didactic sequence was proposed for the 1st year of the medium level technical course in Agriculture at IFRN Campus Apodi with the theme "Digital Agriculture: Technologies, impacts and experiences" and a prototype of an IoT system capable of collecting data. sensors and control actuators from a data panel accessible via a wireless network. In the evaluation stage, two workshops were held with a total of seven teachers and two technicians who work in the course, where a questionnaire related to the guide was applied. As a result, it was possible to verify in the perception of the research participants that the theme is relevant, there is great interest in fully or partially applying the proposal, that the artifacts help in the implementation of the integrated curriculum of the EMI and enhance the teaching-learning process, emphasizing although the approach used can be replicated in other formal or informal educational contexts.

Educational digital games, when known and well used, can provide students with active learning. The significant number of students with Intellectual Disabilities enrolled in the municipal network of Natal/RN, which corresponds to more than 50% of the special education public, makes us reflect on how we can offer, in public schools, learning through digital games for these children. children, providing an improvement in the inclusive process. For this, it is necessary to think about how we can provide teachers with formative moments, which give them the opportunity to know a little more about the student with ID and what points can be taken into account in order to be able to work mathematical skills through educational digital games in regular education. Thus, the problem of this research is: how can we contribute to teacher training in the use of digital games in inclusive educational contexts with students with intellectual disabilities? The aim is to develop a proposal for teacher training, as a knowledge strategy and presentation of mathematical digital games for the inclusion of students with intellectual disabilities in the early years of elementary school. We specifically aim to identify mathematical digital games, from different free repositories, more significant for the inclusion of students with intellectual disabilities, to experience the use of digital educational games with students with intellectual disabilities and to develop training on portals and their educational digital games for teaching. Mathematics for Students with Intellectual Disabilities. It is an action research of a qualitative nature, since the participants (teachers in the early years of elementary school of students with ID, researcher and student with ID) will be actively involved in search of improvements in the teaching and learning process. Thus, the data collection techniques used during the research will be questionnaires, to be applied with teachers before and after the training process, field diary and records (photo and/or video) of the use of games by students. With this research, we seek to be able to contribute to the teaching work in the early years of elementary school, showing them the possibilities of using educational digital games, free portals, so that they can explore the potential of this tool in an inclusive vision.

The present research aims to develop a didactic-methodological proposal for the use of the Flipped classroom methodology, based on the website Interactivo ELE as a knowledge mediator resource in the teaching and learning of Spanish as a Foreign Language (SFL). For this, the studies on the teaching of Foreign Language (FL) were taken as a theoretical contribution from the perspective of the communicative approach, based on Martinez (2009), Almeida Filho (2015), Paiva (2014), and others; discussions about the importance and use of technologies and active methodologies, especially the flipped classroom, based on Moran, Masetto e Behrens (2013), Bacich e Moran (2018), Camargo e Daros (2018), and other studies. Therefore, a qualitative approach was developed, based on an action research, applied in the form of an intervention in a 4th year class of the Integrated Technical Course in Chemistry of the Federal Institute of Education, Science and Technology from Rio Grande do Norte (IFRN) - Campus Nova Cruz. To achieve the objective of this work, several research instruments were used: pre-test and post-test applied at the beginning and end of the didactic sequences; an evaluation rubric in order to verify if there was a development of the oral competence of the participants throughout the teaching and learning process; and the electronic questionnaire applied at the end of the intervention, with the aim of evaluating the impressions of the research participants in relation to our didactic intervention and the individual factors regarding interaction, motivation and student autonomy. Despite the challenges imposed by the educational context during the Covid-19 pandemic, the results show that the Flipped classroom methodology and the use of the Interactivo ELE website provided an advance in the development of the oral competence of the participants, the promotion of a open space for the dialogue of transversal themes that contributed to the oral practice of the language during the classes, as well as the possibility of a more interactive learning. However, we believe that the implementation of the Flipped classroom methodology needs to be done with caution, because there are many limitations and adversities found throughout the classes, such as the lack of previous study of the material. Therefore, the use of the Flipped classroom methodology, from the Interactivo ELE website as a mediating resource of knowledge in teaching and learning, is established as a viable possibility for teaching SFL, especially with regard to work with a focus on the communicative approach. We emphasize, therefore, that derivatives of our research resulted in the following products: the Interactivo ELE website; the didactic sequences developed for the application of the research; and an instructional guide, thought for teachers, which gathers information on the use of the flipped classroom methodology in language classes, and the presentation and use of the Interactivo ELE website.

The dissertation presented here is situated in the debate about the importance of stimulating, since the Early Years of Elementary School, skills such as logical reasoning and problem solving, pointed out by the National Common Curricular Base (BNCC) as essential for the citizens of the 21st century. The research presents Computational Thinking (PC) as a means of stimulating these skills, from the development of strategies to take it to the most different classrooms, considering different social, economic and cultural contexts, in order to democratize access. to this type of knowledge. In this sense, the general objective is to develop didactic-pedagogical strategies for elementary school teachers to teach Computational Thinking from classics of children's literature. To achieve this objective, specific objectives for the research were listed, namely: a) To analyze the previous knowledge of teachers in the Initial Years of Elementary School about the PC; b) Develop and validate CP activities that can be replicated in different contexts; c) Produce an e-book with the systematization of the concepts and activities worked during the research. The methodology used throughout the work is based on the principles of action research and is guided by the steps indicated in the work of Gil (2002), being carried out, at first, a study of works on Computational Thinking and new technologies (BRACKMANN , 2017), production of didactic material (FILATRO and CAIRO, 2015), children's literature and development of skills and abilities (BNCC), and then the production of a didactic material on the teaching of CT, having as target audience elementary school teachers. Based on the studies carried out and the proposal implemented, the research revealed the feasibility of working with the PC from classics of children's literature, since children's narratives facilitate the understanding of the concepts studied. The systematization of the process resulted in the production of an e-book for teachers, containing reports of experiences, a set of activities based on children's stories and suggestions for PC classes that do not require digital resources for execution. Thus, this work points to the importance of developing strategies to expand the teaching of computational thinking in the face of the diversity of educational realities in Brazil.

In the context of Military Police education, the institution may adopt the theoretical and methodological guidelines of the National Curriculum Matrix for the training actions of the professionals in the public security area. The instructors can have their practices strengthened by the use of educational methodologies that contribute to the discussion of the Military Policeman's professional reality in a meaningful way, placing him as the protagonist of the teaching and learning process. This research, focused on teacher training, aimed at collaborating with military police education through the development of a training course for instructors of the Military Police of Rio Grande do Norte (PM/RN), based on the National Curriculum Matrix, supported by the contribution of Problem-Based Learning (PBL) using Contextualized Instructional Design (CID). To this purpose, as a sample, it mapped the social, demographic, and professional profile of the instructors of the PM/RN Training and Improvement Courses, which, after identifying and categorizing the training needs on PBL, became the parameters for the modeling of the proposed course. This academic work has an exploratory nature and consists in qualitative research, based on documental analysis, the use of questionnaires and closed forms. In the methodological path of CID, during the planning phase, the application of PBL as a methodological instrument was analyzed with the PM/RN and its instructors. During the development phase, a rehearsal of one of the curricular components of the proposed course was performed in the classroom with a group of instructors, and it has proven to be effective in strengthening the collaborative work for analysis, discussion, and resolution of problem situations, with strong engagement of the military policemen to achieve the proposed learning object. The discussion of reality in the teaching of military police officers can generate attitudes of confrontation in the face of social injustices by these public security agents, by developing cognitive models capable of making them reflect on the consequences for before, during, and after their actions. The product of this work is a plan for a Military Police Instructor Training Course, which can be validated in its entirety in the context of the PM/RN, and can be applied to other realities. The more critical Military Policeman, responsible for his professional and personal development, can and should act decisively in changing the reality to which he belongs, and also contribute to the development of his institution, as the protagonist of its constitutional mission to preserve public order and protect the lives of people and their property. The strengthening of these endeavors goes through the valorization and good training of the instructors who will train these military policemen.

The pandemic, caused by the new Coronavirus (Covid-19), made even more evident the need to use digital technologies in teaching practices. The context brought challenges to the educational sector, which needed to rethink teaching in several Brazilian educational institutions, which started to implement remote teaching as an emergency alternative to keep students linked to the school and thus guarantee the continuity of their teaching activities. Considering that remote classes are predominantly taught in Virtual Learning Environments (AVA), the search for knowledge and innovation in teaching practice has become a keynote, since technological mediation, by digital means, has become essential for the teaching and learning processes. In this context, we aim to investigate literacy practices developed in the form of remote education, with students in the second year of Elementary School at the Childhood Education Center,  College of Application, Federal University of Rio Grande do Norte (NEI-Cap/UFRN). The research shares the principles of the qualitative approach, using the Case Study as an investigative method, since we intend to analyze the singularities of the observed educational context, demarcated in a specific time and space. For this purpose, we used the following procedures: observation of literacy practices and semi-structured interviews with teachers. We apply as instruments: field diary to record observations, screen captures and recording of classes to facilitate obtaining the details of interventions for further analysis. The interviews will be analyzed and categorized, a posteriori, in accordance with Bardin (1977). The research context is the NEI-CAP/UFRN, whose collaborators are the teachers working in the second year of elementary school, the director and the pedagogical coordinator of the early years of elementary school. As for the theoretical aspects, we will discuss conceptual perspectives related to literacy, literacy, digital literacy, digital technology and remote learning. As research results, we hope to contribute to the practice of teachers in the literacy process and, as a research product, we intend to develop, collaboratively, with the research teachers, a Thematic Booklet on literacy and remote teaching practices, taking students as a reference. of the second year of Elementary School, and the learning and development objectives foreseen in the Common National Curriculum Base (BNCC). Preliminarily, we observe that the literacy practices experienced by the class are similar to the experiences, linked to writing and reading, in which children are involved in their social context. From the experience of a multiplicity of practices in which literate knowledge is inserted, the School has acted as a literacy agency, promoting a continuous relationship of children with situations that match their life experiences. Actions such as reading texts that help organize daily life (school routine, calendars, tables, which explain the organization of remote education); reading literary texts and building meanings from them; writing informative texts for the socialization of knowledge built on different themes; reflections on pre-textual and textual elements that make up an e-book are some actions that exemplify the use of reading and writing in order to enable students to mobilize their knowledge to achieve individual goals and engage in socially established practices. These practices have been possible due to the use of Digital Technologies of Information and Communication (TDIC) that provide integration between different environments and learners, in a multiple network of sabers, facilitating communication between its members, the construction and exchange of sabers, enhancing , thus, the teaching and learning of reading and writing. Thus, the initial results of the evaluations of teaching practices reveal that the moments that favor child literacy, in the remote context of teaching, are those in which the teacher considers the children's linguistic history, creating literacy events from real communicative situations offering qualitative measures regarding the use of TDIC.

Distance Education still continues to grow in relevance today, and for this modality, the so-called virtual learning environments (VLE) have emerged as a support for course management. Among them, we can highlight the Moodle platform, which allows the creation and management of courses. In addition to VLEs, for the planning and definition of strategies for these courses, tools are available to define and visualize the instructional design - DI, which is the field of study responsible for the design of the planning of a course. Such tools allow the construction of flowcharts, such as the Authoring Tool for Instructional Design (ATID), which allows teachers to define or import the DI of a course through integration with Moodle. ATID currently has a demand for teachers to be notified about the non-performance of activities by students. In this way, the objective of this research is to develop a module, that is, a new improvement for ATID which will allow teachers to communicate about DI activities that were not carried out. In this way, this research is guided by the questioning of how it is possible to help teachers to identify students with activities not carried out through notifications directly in the DI. In addition, the research sought to develop the module from the application of the Design Science Research (DSR) methodology to guide the development, which aimed at the application of user tests with the module already developed and its evaluation through a questionnaire. As a result, it was highlighted that test participants were satisfied with the inclusion of notifications within the DI and believe that this inclusion will imply better monitoring of the course.

The porrajmos - as the gipsies in the Roma group call the Nazi genocide promoted by the Nazis in the 20th century - was the consequence of a long process of anti-Roma in Europe, and despite being a very significant event in the history of Roma peoples, it is, even today, a learning content little taught in Basic Education, in view of the absence of affirmative public policies and teaching materials for this. Faced with this problem-situation, this research had as its central theme the development of a pedagogical tool for the teaching of porrajmos. We delimited the research to the development of the Role Playing Game - RPG - entitled "The last song of Birkenau", which aims to contribute to the mastery of a skill in the curricular component History, described in the National Common Curriculum Base, for the 9th year of Education Fundamental, which dialogues directly with the theme. The methodological flow of this research was elaborated taking as reference the projective and epistemological paradigm of Design, through the Design Science Research approach, in the form of applied research, and resulted in the production of 1) a game-book for the player; 2) a teacher's game book; 3) six character cards; and 4) a game website. By developing an educational game that addresses Gypsy histories and cultures, and which is directly related to a skill described in the BNCC, in addition to promoting greater visibility for Gypsies, we seek to enable other teachers to access a learning object with potential playful, transformative, collaborative, interactive and creative. 

Entrepreneurship has been proving to be a promising professional option for many young people. However, entrepreneurial ventures have shown a still reduced number of successful outcomes in the context of the technological area. One of the important causes of the high number of failures is the unpreparedness of entrepreneurs in the task of creating and communicating value to the customer. In response, an active and reflective posture in solving real problems is essential and can be made possible in the experience of active learning methodologies, especially those that involve empathy with the target audience. Thus, using the empathic characteristics of Design Thinking and Storytelling, this research seeks to answer the following question: How can entrepreneurial behavior skills be developed in technology professionals using Design Thinking and Storytelling? For this purpose, the general objective was defined: To analyze the combination of Design Thinking and Storytelling in the development of characteristics of entrepreneurial behavior that favor the performance of professionals in the technological area in innovative entrepreneurship. For the general objective to be achieved, four stages were fulfilled, namely: i) Identification of the main behavioral difficulties faced by startup entrepreneurs; ii) Combination of Design Thinking stages and Storytelling elements in a pedagogical proposal that helps to minimize the identified difficulties; iii) Application of the elaborated pedagogical proposal; iv) Evaluation of the impact of the pedagogical proposal on the development of entrepreneurial behavioral characteristics. As a theoretical basis, concepts involving entrepreneurship and innovation, characteristics of entrepreneurial behavior and active methodologies, especially Design Thinking and Storytelling, were detailed. Exploring the characteristics of action research, the researcher took advantage of her professional context to interview entrepreneurs in the technological area about the main difficulties faced. With this information in hand, a pedagogical proposal was developed and applied in Technological Residency classes, for reasons of convenience and opportunity. The results obtained confirm the pertinence of using practices involving the combination of Design Thinking and Storytelling in the development of characteristics of entrepreneurial behavior. From the experience of the interventions, the participants worked on solving real problems and persuasively presented solutions that required the indicated entrepreneurial behaviors, in addition to other skills. In addition, by using narratives in the format of short videos, the practice benefited from the engagement and better understanding of the concepts by the participants. The results also show the relevance of the participants' accessibility to information and people involved in the problem under analysis. This condition allowed greater dynamism and richness in the holdings. Finally, as a product of this research, a teaching sequence guided by the intervention described here was elaborated.

Covid-19 pandemic has brought immense challenges to all sectors, in Brazil and worldwide. In an attempt to reduce the wide spread of the virus, isolation and prevention measures were adopted by countries. In Education, such measures meant the closure of schools, and with the interruption of face-to-face classes, emergency remote teaching was adopted. However, it is known that internet access was, and still is, variable, which greatly impacted the trajectory of many students in 2020 and 2021, notably those living in rural zones. Therefore, the following research problem arises: What are the representations of students and teachers, from urban and rural zones, on the use of technologies in the face of the Covid-19 pandemic? In view of this, the following general objective was listed: to characterize the senses and experiences of students and teachers, from different realities, both urban and rural, on the role of technologies in facing the Covid-19 pandemic; and the specific ones were: i) To characterize the pedagogical practices used by teachers in times of the Covid-19 pandemic; ii) Map the possible difficulties and possibilities of using technologies during the pandemic; iii) Create an e-book with the productions of students from urban and rural zones based on their experiences. The need to deepen the study of educational technologies in pedagogical practices, rural and urban, comes from the lack of teachers having to think of new methodological strategies in the school environment, considering spaces as co-producers of meanings and experiences. In addition, due to emerging changes in teaching due to the Covid-19 pandemic, generating impacts and changes in the organization of classes and pedagogical practice as a whole, still little investigated. For this, the qualitative approach was chosen as an investigative methodology, and due to the interest in investigating several variables that can act on the phenomenon, the multicase study was chosen, with the application of semi-structured interviews for students and teachers of 4th and 5th years of public schools in Natal/RN and Ceará-Mirim/RN, in addition to the story-drawing technique, which is only for students. As for the transcripts of the interviews, they will undergo analysis, based on the nuclei of meaning. As a final product, an e-book will be prepared, with the students' drawings and a characterization of the researched territories (rural area of Ceará-Mirim and urban area of Natal). In the end, an innovative production is expected to unite representations of urban and rural children, low cost and easy to share.

Computational Thinking (CP) has been alluded to as one of the ways to encourage the development of essential skills for people in the 21st century, such as problem-solving skills, collaborative work and creativity. The National Common Curricular Base (BNCC) points out that CT involves problem-solving skills in a methodical and systematic way. However, despite the Norms on Computing in Basic Education having been approved and ratified in Brazil, and having PC as one of their thematic axis, the process of implementing the teaching of CT in schools is still in an embryonic stage. In addition, several difficulties and challenges arise for this implementation to take place, such as the lack of teachers trained in CT, the lack of training courses in CT for teachers, the lack of adequate infrastructure in schools to allow the use of available tools, among others. In view of this, in order to collaborate with the feasibility of implementing the teaching of CT in the early years of Elementary School, this research seeks to understand the contributions of carrying out unplugged activities with fifth grade students in a public school, in order to minimize the difficulties of implementation due to lack of infrastructure. In view of this, in order to collaborate with the feasibility of implementing the teaching of CT in the early years of Elementary School, this research seeks to understand the contributions of carrying out unplugged activities with fifth grade students in a public school, in order to minimize the difficulties of implementation due to lack of infrastructure. For this, we have the following specific objectives: i) search for unplugged computing resources available for free that can be used in research; ii) develop didactic strategies with unplugged computing activities as a method or tool for inserting PC teaching in the 5th grade curriculum; iii) carry out interventions in the classroom with the developed strategies; iv) evaluate the results obtained from the use of the elaborated strategies; v) to develop didactic material for teaching Computational Thinking in the fifth year of Elementary School. The research fits into the area of human sciences, with an interdisciplinary characteristic between the areas of Computing and Education. It is characterized as a qualitative approach, of an applied and interventionist nature, based on action research. Data were obtained from the application of didactic-pedagogical strategies in a public school, for which an observation was made about the activities carried out by the students and questionnaires were applied. The research results show the possibility of promoting the teaching of CT based on unplugged activities, considering that students were able to develop the CT skills explored during the interventions. As a final product, didactic material was prepared, contemplating a set of unplugged activities, aimed at teachers in the early years of elementary school.

The study addresses the pedagogical use of the multiplatform messaging, WhatsApp, a tool that has gained enormous prominence given the emergency needs imposed by social isolation during the Covid 19 pandemic period. . In this context, we chose the following question as a research problem: what knowledge and professional skills need to be learned by teachers to incorporate WhatsApp as a digital technological tool in their pedagogical activities? To this end, the general objective was: to develop an in-service training-action course for teachers in a public school (initial years of elementary school), to enhance the didactic-pedagogical use of WhatsApp. It was defined as specific objectives: to describe the socio-professional profile of the teachers; identify and characterize their demands regarding the pedagogical use of digital technologies (especially WhatsApp); plan and implement, with teachers, training activities (synchronous and asynchronous) about the didactic-pedagogical use of WhatsApp. To this end, some theoretical categories were prioritized: in-service training for teachers, pedagogical knowledge with digital technological support and the teaching-learning process. Reference authors such as: Almeida and Valente (2010); Ramalho, Núñez, Gauthier (2004); Imbernón (2010), Sibilia (2012), Kenski (2012), Gómez (2015), Moran et al (2013), Bannel (2020), Porto et al (2017), in addition to official documents from the country and the School (MEC , CNE, BNCC, Political Pedagogical School Project), UNESCO, OECD due to the broad role of these Institutions in international educational policy. The research, of an exploratory and descriptive nature, adopted Action-Investigation procedures advocated by Tripp (2005) and Filippo et al (2020). The study contributed to formalize, together with teachers, potentialities of the planned use of TDIC, especially WhatsApp as a resource that facilitates teacher-student, student-teacher interaction with regard to teaching-learning activities. It was found that teachers are open to new learning such as the use of TDIC. In this sense, the training developed and mediated with the participation of teachers was a strategy that potentiated significant changes in teachers' pedagogical practice, regarding the use of TDIC, notably WhatsApp, a successful resource and facilitator of the teaching-learning process. learning.

The separation between the study of theory and the realization of practical experiments
has always been a challenge in the disciplines of electricity and electronics. Some instruments
used in practical classes that allow the generation and measurement of electrical quantities
are usually expensive to acquire by most students, which restricts their realization to a specific
laboratory of the educational institution and to specific times. This factor also makes it impossible
for students to carry out these practical activities at home, which goes against current teaching
trends, which are semi-presential education and distance education. In view of this reality, the

present work consists of the development of the MiniLab Metrópole, an innovative and low-
cost portable computational solution for practical experiments in electricity and electronics.

The research and construction of this artifact was initially thought for students of the semi-
presential technical course with an emphasis on electronics at the Instituto Metrópole Digital

(IMD). The idea is for the device to be composed of electronic hardware, with a microcontroller
(ESP32) centralizing the execution of actions, commanded by software embedded in a cell
phone (also developed in this project and which will be the control interface by the user).
As characteristics, it is intended to incorporate into the product the main functionalities of a
multimeter, an oscilloscope and a signal generator, which are traditional instruments and widely
used in experiments in this area. MiniLab Metrópole seeks to make it possible for students to
have their own small laboratory for carrying out introductory experiments in subjects involving
electricity and electronics in the course, without necessarily having to wait for the specific
moment of a face-to-face class. Thus, some basic practical activities could be carried out at home.
As it involves the construction of a technological artifact, it was decided to adopt Design Science
Research as an epistemological-methodological approach. Initially, the main functionalities
of the equipment used in electricity and electronics laboratories that have the potential to be
integrated into the project were identified. With this survey, some of the prototype’s functional
modules were developed, while others will be produced in the rest of the research. The next step
is to propose practical activities that can be performed with the device. Finally, the prototype will
be validated through its use in three practical experiments and compared with results obtained
using commercial equipment. It is hoped at the end of the dissertation that the use of this
educational artifact by students in the technical course at IMD can bridge the gap between theory
and practice, resulting in an increase in learning.

The teacher training process needs to happen permanently, but the offer of courses must reflect the specific and contextual needs of the different realities faced by teachers. Identifying the training demands must be a process that precedes the planning of the courses, since the knowledge of such elements can bring a diagnosis and effectiveness to a training contextualized with the reality of the teachers. Thus, this research aims to create an Observatory of Continuing Teacher Education (ObFoCo) as an instrument to collect the demands of teacher training to subsidize the offer of continuing education courses. The methodological path of this work had the following specific objectives: a) To discover how teachers send their training needs to training institutions; b) Analyze how the proposal for continuing teacher training courses by the training institutions takes place, and c) Develop a permanent data collection system on teachers' training demands. The scientific method used for this work was Design Science Research (DSR), with a qualitative and applied approach. The research is also exploratory and descriptive. The number of respondents for the survey was 215 teachers of basic education and six representatives of training institutions. With the development of ObFoCo, teachers will be able to be protagonists of their training, constantly updating the system with information about their training needs. The training institutions will have an information bank that will serve as a reference when proposing courses with themes more in tune with the reality of the school floor.

Brazilian Air Force (FAB) has been seeking to modernize its pedagogical processes, basing its actions on the use of active learning methodologies. However, we noticed a problem involving the systematic of student assessment, especially the assessment instruments of a summative character. This research aimed to propose a student evaluation model supported by active methodologies. We define as specific objectives: to plan evaluative strategies in which they are aligned with active learning methodologies; prepare and apply the new Assessment Plan and analyze the opinion of students and teachers on the applied assessment process. The research took place in the Tactical and Specialized Instruction Group (GITE), an operational school of the FAB, with students and instructors from the Squadron Officer Preparation Course (CPROE). The study methodology was characterized by a research with a qualitative approach with applied purpose. As for the procedure, it was characterized by a bibliographical and documentary research. The instruments for data collection were interviews and questionnaires reporting the experience of students and teachers involved in the research. Data analysis was performed through a simple descriptive analysis. The result of this investigation was the development of a new student evaluation system for the CPROE and, as a final product, an eBook contemplating evaluative strategies and instruments integrated with active learning methodologies. Considering the evaluation as a tool of the pedagogical didactic process, we believe that the products of this research contribute to the planning of the systematic evaluation of FAB courses, as well as being able to be adapted to different educational contexts.

Throughout academic or professional training, we come across different disciplines and content that have different levels of complexity. One of the disciplines that most stands out for its high degree of difficulty, at least for most students, is Programming Logic. Associated with this, it can be seen that the traditional teaching system, used in most institutions, has low efficiency and is increasingly out of step with the reality of students called digital natives. Such factors have compromised the students' academic indexes in some subjects, mainly those related to Computational Thinking and Computer Programming. As a consequence, several scholars have sought to map the main causes of these difficulties, in order to develop more efficient teaching methodologies for teaching this topic. Through such studies it was possible to understand that the use of alternative methodologies to the traditional ones obtain better engagement and promote greater motivation in the participants, such as Game-Based Learning. Therefore, this work aims to develop an educational hardware, associated with the Game Based Learning (GBL) methodology, where the robot must explore a 2D map and complete missions using commands, applying Computational Thinking (CT) and Logic concepts. Programming, pre-programmed by users. In order to promote greater relevance to the artifact, a Systematic Literature Review (RSL) was made where it was possible to map three aspects: (1) the main learning difficulties of students beginning in introductory programming courses, (2) the methodologies most used for teaching these contents and (3) the results obtained through the application of these methodologies. In addition, there was an analysis of Educational Robotics games and kits that are applied to the teaching of Programming.

This research was conducted at the Federal University of Rio Grande do Norte's Graduate Program in Innovation in Educational Technologies - PPgITE, with the goal of developing objective podcasts on the educational and social aspects of Berardinelli- Seip syndrome and Down syndrome for use in public schools with teachers. Considering this, the following research question was established: What are the potential effects of using the open podcasts and its educational measurements for teaching, from the point of inclusive education with a focus on Berardinelli - Seip and Down syndromes? This question entails a discussion on Special Education, with a focus on Inclusive Education, as well as the didactic and pedagogical value of podcasts as a resource for teaching, owing to their numerous applications, particularly in the socialization of knowledge about the characteristics of Berardinelli – Seip syndrome and Down syndrome in a social and educational context. In terms of methodology, participatory action research was used, which was divided into two stages: the first one was the creation of podcasts, which were organized into eight episodes and addressed educational, social, and clinical aspects of Down syndrome and Berardinelli -Seip syndrome in the form of interviews; the second stage involves sharing all podcasts and, afterwards, the distribution of questionnaires to professors in order to evaluate the podcast as a pedagogical resource and to discuss the topics of Berardinelli - Seip Syndrome and Down Syndrome. The data was organized and analyzed using the principles of Content Analysis. To obtain the results of the first stage, which was based on the production of podcasts, the WhatsApp messaging app was used as a platform for conducting and recording interviews. The editing was done using Filmora 9 and Canva softwares. Second stage’s results show that 52,4% percent of teachers have never heard of podcasting and 81 percent of teachers do not use it as a teaching tool. The data confirms frailties in the access to information about the Berardinelli - Seip and Down syndromes. The research results reveal that the podcast is a viable pedagogical resource in the classroom, as 52,4 % of teachers identified aspects that motivated them to listen to podcasts and believe that this device can help with teacher training and socialization of issues related to special education. According to the results, podcast is a potential pedagogical and instructional tool for teachers in the context of inclusive education

This research arose from an experience, developed in the teaching practice in Child Education (Kindergarten), in a private school in the city of Natal, using eLearning as  innovative strategy, for the continuity of the educational process in times of pandemic. Two issues substantiate the construction of this study: the first concerns the proper use of digital technologies in the teaching practice of early childhood education, since children are considered digital natives, so technologies are part of their daily lives. The second issue deals with restrictions on children's exposure to screens, according to the guidelines of the Brazilian Society of Pediatrics, defended by specialists in the field of Early Childhood Education. Given the emblematic situations, the following research problem: How to enable the use of eLearning in Early Childhood Education in times of pandemic, in order to collaborate with innovative pedagogical practices, having as axis interactions and games? Thus, the objective is to analyze the feasibility of eLearning in pedagogical practice of Early Childhood Education in times of pandemic, having as axis interactions and game. The investigation was carried out in a private school, in a class with children aged between 5 and 6 years. The theoretical framework is based, initially, on the studies of PAPERT (1994), VALENTE (2010), MOREIRA and SCHLEMMER(2020), SANTAELLA (2013), KISHIMOTO (2010) e KRAMER (2006) inspired by PIAGET and VYGOTSKI. The chosen methodology has nuances of na action research, inspired by the model of Thiollent (2002). To this end, were developed didactic sequences with eLearning and used as research instruments to empirical observation, semi-structured interviews and questionnaire, with the teacher, the parents and children in the class from the study. The experience lived in the research contributed to the teaching practice in early childhood education, specifically, with the use of technologies, in the context of the pandemic, in addition to providing greater motivation for children, since digital information and communication technologies are part of children's daily life . The difficulties faced with the pandemic were not obstacles to the children's participation, in the educational process, as an author and not just as a consumer of technology. In addition, we realized that it is possible to provide interactions and games through eLearning, as pointed out in the experienced practices. Thus, the research brings as a contribution an interactive ebook with suggestions for didactic sequences with the use of TDIC for Kindergarten teachers.

Language is fundamental to the human being: it contributes to several fundamental issues of the subject's development, such as cognitive and social aspects. Children's language development is dependent on social relationships built with their families and in formal and non-formal school contexts. However, for the deaf child, whose mother tongue is the Brazilian Sign Language (Libras), this process is not simple. For the deaf child to have a full language development, he needs to be exposed to a visually accessible language, sign language. For communication and learning of the deaf it is important to make use of multiple representations in a visual medium, in addition to communication in Libras, such as the use of images and texts in written Portuguese, thinking of the school context in which most deaf students are literate in the language majority, as it assists in the acquisition and development of skills such as reading and writing. In the school environment and in this conjuncture that brings bilingualism as an important philosophical approach to the teaching and learning process of deaf subjects, technologies, within the scope of Educational Informatics, bring the great potential of digital tools to make this possible, and can be an important ally. Due to the possibility of bringing multimedia and interactive artifacts, several forms of information representation can be made possible. However, considering educational software that meets the needs of the deaf student, with regard to language acquisition, there is still a very small number of software. In view of the social circumstances that do not favor the development of language by deaf children and in view of the technological advancement that we experience, the central question of this research is: What are the characteristics for an educational software that may come to support the process of acquiring bilingual literacy by the child? deaf? To this end, it was defined as a general objective, to develop a prototype of an educational software that helps in the process of bilingual literacy by the deaf child. To achieve this goal, the following specific objectives were outlined: i) to investigate the essential characteristics to develop the basic structure of an educational software for the deaf; ii) analyze the stages of conception, elaboration and finalization of the educational prototype-software ALFALIBRAS; iii) evaluate the use of the educational prototype-software ALFALIBRAS in its applicability and usability by deaf users. Based on the ideas of Wieringa (2009), the conduct of this research will take place through the epistemological-methodological approach of Design Science Research (DSR), with the regulatory cycle as stages of the research. Thus, the five stages of the regulatory cycle will be: investigation of the problem - process of language acquisition by the deaf child, how can educational technologies help in this process ?; solution design - conception of an educational software prototype (ALFALIBRAS) to support the process of acquiring bilingual literacy by deaf children based on the investigation of the essential characteristics to develop the basic structure of educational software for the deaf; project validation - analyze the stages of conception, elaboration and finalization of the educational prototype-software ALFALIBRAS; implementation - use of the ALFALIBRAS educational prototype-software by deaf users; evaluation of implementation - application of a questionnaire so that they can be answered by deaf users who will use ALFALIBRAS, projecting as a result that the software will be validated by the deaf community and that it will contribute with teachers for the language development of this student.

The research aims to propose and analyze the use of digital games associated in their content with knowledge objects from Elementary School I as a pedagogical strategy for the teacher's work, using the mobile device as a tool and the WhatsApp application as a means of communication. Considering the importance of finding resources that are more accessible to all, reducing the social barrier to knowledge and providing digital access, this research focuses on teaching work carried out remotely with children between ten and eleven years old, attending the 5th year of Elementary School I. This is an applied research with a qualitative basis, which used bibliographical research and was inspired by characteristics of field research, whose guiding question was the investigation of the contribution of games to children's learning. Having worked on four digital games based on three criteria: (i) being available for free, (ii) installing on the cell phone and (iii) the game's content being related to an object of knowledge to be worked on, the research finds as some of its results the strong engagement of students during the activity of playing and active participation in class due to prior knowledge of the themes from the games.

Government strategies for the inclusion and promotion of digital technologies in schools have been gradually disseminated, having been scored since 1989 with Proninfe, followed by Proinfo in 1997 and its reformulation in 2007 and, more recently, with the Education Innovation Program Connected in 2017. These public policies to encourage the adoption of Digital Information and Communication Technologies (TDICs) can be seen in schools, through the traces left in the infrastructure and in the training of teachers. However, the infrastructure acquired and the training carried out have not yet managed to provide an effective integration of digital technologies into the curricula, nor to develop digital competences in teachers, so that they could follow new learning environments and innovations provided by TDICs. With the need to comply with the Common National Curriculum Base and monitor the new transformations caused by social isolation, resulting from the COVID-19 pandemic, we can observe that the continued training offered to teachers, by the programs to promote digital technologies in schools, were insufficient to overcome the new challenges. In this sense, seeking to contribute in this context, the research aims to seek alternative possibilities and processes for continuing education with a focus on the development of digital teaching skills. The guiding questions of the proposal were: What is digital competence and how to approach it in the continuing education of teachers? What are the possibilities and spaces for continuing education in a pandemic scenario? and what would be the strategies in teacher training for the development of digital skills? As research results, there was the production of a training itinerary in digital competences, based on a new matrix in digital teaching competences, elaborated from the theoretical survey on matrices in Brazilian digital competences. The new matrix provided subsidies for the creation of a self-assessment instrument for digital competences, which allowed for the mapping of competences in a group of teachers from a teaching network. With the results of the self-assessment instrument, it was possible to carry out a continuing education course for the development and improvement of digital skills. This course, designed for the remote format, worked with a reflective perspective on the development of digital skills and favored autonomous and innovative learning for the performance of teachers in different teaching and learning environments. To verify the research in practice, the aspects and contributions of remote continuing education to the teaching practice were evaluated, through self-assessment, development of educational products, lesson plans, among other artifacts developed in this training path. In conclusion, the importance and contribution of this training model to the appropriation of new knowledge, the reflection on the assessment of digital competences in teachers and practices with and for the use of TDICs was highlighted, highlighting the possibility of this training itinerary being constituted as a referential in teacher training continuing.

Students adapt to new technologies and the digital world more satisfactorily than teachers. In this sense, active methodologies fit with advances in these technologies as they seek greater student autonomy. This is fundamental above all in subjects that, historically, carry the stigma of being difficult, such as Mathematics. Digital Educational Resources (DER) are configured as alternatives to assist teachers in offering other representations about the studied subject, which can be more objective, dynamic and interactive. Studies prove the scarcity of DERs to aid in the teaching of Information Treatment, even though the means by which students most access resources are mobile devices. As an active methodology to assist in the teaching of Statistics, the investigative cycle places students in the position of researcher for the production of a statistical investigation. This research aims to answer the question "How to optimize, through an application, the investigative cycle?". To try to answer this question, the work aims to design a mobile application to optimize the development of statistical literacy through the practice of PPDAC. For this challenge, the specific objectives were: I) Identify, in other applications, technical and pedagogical characteristics necessary for a DER to assist in the Development of Statistical Literacy; II) Prototyping, on low-fidelity screens, a DER to work with the Investigative Cycle; and III) confirm the prototype on screen with specialists (Teachers and Researchers from REM) with knowledge of the Investigative Cycle. For Identification and Prototyping, the Design Science Research Methodology was used, for validation, the Delphi methodology was used, and 19 responses were received, which in the end resulted in a sample of the effects found in the digital transformation of phases of the Investigative Cycle from classroom to classroom. digital (with and without internet). Difficulty in phases such as Problematization and Conclusion was noted due to its discursive characteristics, which would be better done in person. However, it would help the teacher in the implementation of the Investigative Cycle, with students obtaining greater consensus among the evaluators. Furthermore, the need for teacher training on the investigative cycle and the maturity necessary to cover their practice by other means was also emphasized.

In view of the great importance of moving for children, movement should be part of the experience at school, thus becoming a constructive part of learning (HILDEBRANDT-STRAMANN, 1999). This training process is not only linked to cognitive learning, but also to the development of the senses and the body (HILDEBRANDT-STRAMANN, 2005). According to Reiner Hildebrandt, thinking about teaching as a whole, body and mind, is a problem that has not been solved by schools to this date, which results in a gross separation between the head (thinking) and the rest of the body. Aiming to harness interdisciplinarity when moving, with a view to breaking this barrier of separation of body and mind, we seek to validate games capable of perceiving the child's movements in order to generate real-time interaction with digital dynamics that encourage same. The project seeks to develop game prototypes using Scratch to help children in teaching, involving physical interaction. From this perspective, there is the insertion of the child in a playful digital environment with activities that develop the expected skills, where the movements interact with them. To support this discussion, the present work has as theoretical foundation the  Digital game-based learning combined with physical exercises, the exer-learnings. Exer-learnings for this work bring the possibility of integrating movement in the area of languages, no longer being an exclusive factor for the Physical Education discipline. It is expected that the device contributes positively to the education of children, making the concepts in the area of languages to be worked on and experienced, in addition to other added benefits that come from its application, from moving. The game enables not only teachers to deal with learning as a whole, from the body to the mind, but also aims to encourage children to be more active in the process, so that they stop being mere consumers and become protagonists of their own knowledge, actively participating in the dynamics.

The use of digital media in the classroom has intensified, mainly due to the need to incorporate active methodologies that are enhanced by the use of technological resources and aim to place the student as an active subject and protagonist of their learning process. One of the challenges parallel to this is the need to appropriate these tools in the classroom routines, in order to provide personalized, interactive, innovative and increasingly collaborative teaching practices, aligned with the learning objectives and didactic sequences inherent to teaching practice . The deaf student experiences experiences that configure a process of teaching and visual learning, requiring teachers to use didactic-pedagogical strategies mediated by their specificities of learning. Given this context, we aim with this research to analyze the use of Active Methodologies by residents (deaf and hearing students) of the Pedagogical Residency Program (RP) of the Literature and Portuguese Language and Libras course at the Federal University of Rio Grande do Norte (UFRN) , as a teaching and learning resource for deaf students in Basic Education, focusing on the development of more flexible didactic-pedagogical practices that can enable the construction and sharing of knowledge. We start from the hypothesis that the use of active methodologies as a didactic-pedagogical resource can make the education of deaf students more dynamic, effective and personalized. To this end, we developed a training workshop entitled “Active Methodologies in the Education of the Deaf”, offered to the target audience participating in the research. The methodology that guided the realization of our study was the action research of interpretive paradigm and qualitative approach. The proposed training workshop had the mission of promoting reflection, and promoting the construction of effective educational practices, which would lead to a significant development of the deaf student. The results found allow us to highlight important aspects that enable a better understanding about the use of active methodologies as a teaching and learning resource for deaf students in basic education based on the teacher education built in the Pedagogical Residency Program of the Language Course - Portuguese Language and Pounds from UFRN. The study pointed to the need for a change in the teaching attitude towards the teaching and learning process of deaf students. However, it is important to consider that only the use of active methodologies, without effective planning, with adaptations to the context of education for deaf people, does not imply disruptions in methodological practices rooted over time. For this use to be effective, effort, time and study are required. And it is in this sense that new research must emerge to contribute to the understanding and improvement of teaching for these students.

This research proposes to study the media language and its application in the educational practice, in order to promote training for the media. It was delimited as a goal teacher training for the critical, dialogical, experimental use of Digital Information and Communication Technologies as an aid to learning. For this formation we propose an action research of production and testing of a kit audiovisual media education, aiming at the training of teachers for the reflection on its relations with the media and a critical and creative appropriation of the multimedia island school. We will address the need to communicative ecosystems being indispensable for both technological literacy of teachers, digital and media literacy aimed at dialogic communication and, for therefore, the use of multimedia resources in the school space to learning. The study will be developed in a public school of the Rio Grande do Norte State. It is proposed to start from diagnoses about the use of technologies in multimedia by teachers in their classes at the institution. The diagnosis will be made according to the discussions in a focus group, the analysis of results will serve as a reference for the production of formation videos with the objective of the critical use of technologies in the school with principles of dialogue, research, experimentation and evaluation. During the research process teachers will develop productions with your students that will be incorporated into the "Tutorial for "The final product of this work. We hope to contribute to the development of the school relationship with the use of diverse languages in search of a learning, taking into account the acquisition life and work skills proposed by the new Common National Base Curricular.

Distance Learning (EAD) enables a new form of access to Education and provides a democratic way for education. Educational possibilities in Distance Learning expand the ways of teaching and learning. Considering the new educational scenario, the Brazilian Air Force (FAB) has sought to improve the education system to ensure effectiveness in the continued training of its own military members. In this context, a didactic transposition work was initiated from a classroom course to a distance course, in the Grupo de Instrução Tática e Especializada (GITE), locus of the present research. During the course of didactic transposition process of the courses, the contenters had difficulties in producing didactic materials for distance learning. Based on this fact, the research problem is centered about improving the development process of producing didactic material for Distance Learning in the military scope. The objective of this research is to develop an instructional design model for production of didactic material for distance courses in a Brazilian Air Force group called “Grupo de Instrução Tática e Especializada”. In order to achieve this idea, specific objectives were established, which enable the analysis of the current production process in coursewares of GITE and the investigation of the procedures adopted by the content teachers in the preparation of the courseware of GITE. Still, it was also contemplated, as specific objectives, the development of a model, for the production of teaching materials, for GITE and the proposal of a course in the preparation of courseware. The fundamental basis of this research was based on bibliographic research by EAD authors and documents dealing with this modality of Distance Learning in the Brazilian Air Force. The methodology of the work had a qualitative approach of a nature applied to the formation of knowledge for solutions of problems from the following phases: a) analysis of the didactic material of GITE; b) criticism analysis of the students who used the GITE courseware; c) application of a questionnaire with the content developers who prepared the courseware; d) focus group with the content writers who developed the courseware. In addition, the present study was based on instructional design, which is a systematic teaching tool. As a result of this research, a model for production of courseware and a virtual course in the preparation of courseware were developed. The products will contribute to improve training of content people GITE and consequently will provide the quality of didactic materials and the students' significant learning. The model for the production of teaching materials and the virtual course can be applied at GITE, in a huge area in FAB Units, as well as in the civil sphere.

Teaching in the digital age needs to meet the challenges imposed by changes in the construction of knowledge. Although some authors of education defend the hypothesis that the student, when active in the educational process, develops learning in a more significant way, little is perceived in these assertive practices as strategies to achieve the success outlined in the teachers' planning. In this perspective, this research built a Didactic Sequence that focuses on audiovisual language as a metacognitive process of learning development. Through the qualitative, descriptive and exploratory approach, action research was adopted as a methodological option. The empirical research was carried out at Escola Municipal Sérgio Varela, located in the rural area of Ceará Mirim / RN, district of the Quilombola Community of Coqueiros, with 28 students as the subjects of this research, with average age between 10 and 15 years old, who together make up the 5th grade class of elementary school at that school. The research was developed in four stages, namely: proposition of the activity to commemorate Black Awareness Month, that was the theme chosen for this research project, execution of a video workshop and Knowledge Organization in a Didactic Sequence. The data were recorded through systematic observation notes made in the teacher's research diary. At the end of the research it was possible to verify that the production of the video was configured as an effective strategy of learning and metacognition because it awakened in the students the necessary sensitivity to the process of knowing, enabled greater engagement and active participation in the proposed activities and made the process of reflection on the actions carried out culminated in significant learning.

To think about teacher training is to reflect on the need to contemplate their daily lives, seeking to offer training in contextualized service to the reality in which it is inserted. Realizing that this problem influences the pedagogical practice, we propose a model of continuing education based on Design Thinking for mathematics teachers of the final years of elementary school in Macaíba, focusing on mathematics teachers of 8th and 9th grades. In order to achieve the proposed objective we will make a preliminary outline of the Training Model and the creation of the training course for mathematics teachers contextualized to their needs. To delineate the entire path, we use Design Thinking for Educators (Gonsales, 2014) as its basis and its five stages: Discovery, interpretation, ideation, experimentation and evolution. Each stage of Design Thinking will compose a stage of formation to be contemplated. The initiative to use Design Thinking is to propose thinking and creating together, collaboratively a formation where those involved feel contemplated, making each subject active and also responsible for walking during the training. Moreover, in-service training indicates a path in which the teacher does not need to move away from his pedagogical practice, allowing him to implement what he is learning. The research is characterized by an action research (Gil, 2002), participating in the process and thinking about the stages that research presents. As procedures and instruments, focus groups and semi-structured interview construction will be considered in order to enable teachers to talk about their classroom practices. In this sense, the main contribution of this work will be the use of the Design Thinking approach to be adopted more effectively in the construction of a teacher training model and the reflection of their pedagogical practices

Based on the democratization of video production and distribution, resulting from the use of cell phones and social networks, the work aims to promote a direction that allows students to embrace the chosen pedagogical practice, which in this specific case, is the audiovisual. The effectiveness of the proposal establishes the production of videos and the addition of all its stages, such as the elaboration of the script, production, editing and publication carried out by the students with the mediation of the teacher, in order to be published on video streaming platforms , such as YouTube on its own channel, created specifically to conduct the study. The measure attributes to students the uniqueness of protagonists in this teaching and learning process. The proposal used will be applied in the public sphere, at the Municipal School Nossa Senhora de Fátima, being developed in the curricular component of Geography, in Elementary School II, with the class of the 9th grade in the afternoon. The locus of work is the municipality of Extremoz - RN, inserted in the metropolitan region of the capital, more precisely in the rural community of Vila de Fátima. The aim of the study is to promote, through media production, the interaction between geographical concepts, worked in the educational environment with the local identity of the place. To verify the researched elements, the study tabulated the following aspects analyzed: the types of languages used by Youtubers, the Iconography of the videos, the sound, duration of the materials produced and the target audience. The verification elements mentioned were part of the set of items that worked in the process of observing the selected channels and evaluated during the research. The entire analytical procedure was based on the qualitative method. The theoretical framework was guided by a conceptual construction, attributing as parameters the following aspects: the educational system in some developed nations, the audiovisual as an educational tool and the video as a facilitating instrument for school activities. Thus, audiovisuals were conceived in their fullness and led by students. Therefore, the work reaffirms the purpose of contributing to the process, of dynamizing the educational scenario, bringing a contemporary, innovative and functional proposal regarding the improvement of students' learning.

We live in a connected society, at every moment new discoveries are made and shared, the advent of Digital Information and Communication Technology (TDIC) brought new parameters for these shares. Early childhood education is the first stage of a child's school life, being a space for exchange, development and learning. At this moment, it is necessary to go beyond the appropriation of technological resources by the teachers. It is necessary to reflect on their possibilities of use and pedagogical potential, attaching them in their planning, thus allowing a dialogue with the knowledge of the world of their students. This research has the general objective of elaborating Didactic Sequences, which highlight the use of Learning Objects aimed at Early Childhood Education that are in line with the Learning and Development Objectives of the Common Curricular National Base, with a view to assist teachers in their planning and practice , made available in ebook format for consultation. The methodology used is based on a qualitative approach, using nuances of action research, which seeks to combine theory and practice, and was carried out in a Municipal Center for Early Childhood Education located in Natal / RN. Among the phases that comprised the methodology of this research, the following stand out: survey, categorization and analysis of Digital Repositories that have Learning Objects for children of preschool age; interview with professionals from the Municipal Center for Early Childhood Education; workshop with the participants of the research on Digital Repositories and Learning Objects and application of questionnaires to assess the perception of those involved. As a result of the work it can be said that there is still a long way to go, with regard to the use of technology in early childhood education. The systematic review pointed to the need for further studies on Technology and Early Childhood Education, whether through the use, planning or training of professionals. Another data observed is related to the difficulty of finding Learning Objects produced specifically to meet the characteristics and demand of learning of the researched segment, which leads to the need to adapt the existing Learning Objects, in addition to little dissemination regarding Digital Repositories, which makes it more difficult to use Learning Objects. The analysis of the results showed that the research participants are favorable to the use of Learning Objects in the planning and access of Early Childhood Education age to technological resources, even with some reservations, it was also possible to conclude that the workshop was successful evaluated and that the proposed e-book was well received, and that it can be used not only in the field of research, but by other professionals in Early Childhood Education.

Given the fact that digital games are still little explored in the classroom as a resource for teaching and learning in the literacy phase, this study proposes to verify the possibilities and limitations of free and pre-selected digital games for writing learning in a group of students of the last stage of kindergarten in a private school at Natal. To this end, a collection of digital games, selected using a analysis instrument elaborated by Vilarinho e Leite (2015), converging with the theoretical principles of Piaget (1971) and Vygotsky (2005) and the levels of conceptualization of writing and reading established by scholars Emilia Ferreiro and Ana Teberosky (1989) and Soares (2002) was organized. Our problematic comes from the following question: What are the possibilities and limitations of the digital literacy games selected for the development of the children’s writing levels in the process of literacy? To answer such questions, the theoretical foundation is based on concepts of literacy and initial reading instruction, digital gaming and the child. The method used for the investigation was characterized as an exploratory approach supported by documentary and bibliographic research, analytical and qualitative nature. Based on the data collected from the games’ application, the research culminated in presenting an analysis of the possibilities and limitations of digital games used for the literacy process, especially the acquisition of written language.

This dissertation presents the contributions of the mathematics content available on the Khan Academy platform as a pedagogical complementation tool for Elementary Education students. A specific context had motivated this study, which is the performance of Brazilian students in mathematics. In the Programme for International Student Assessment(Pisa in Portuguese), in which eighty countries take part, Brazil occupies one of the last ten positions in mathematics literacy. The last published results for IDEB (Basic Education Development Index), indicated that only 15% of students in the 9th grade of Middle School were considered proficient in mathematics. Given this scenario, added to the demand for the use of digital technologies in the teaching and learning processes, the contributions of Khan Academy's mathematics content as a pedagogical complementation tool for Elementary Education students were investigated. In order to reach that, the following specific objectives were outlined: the planning and development of instructional material about the use of the platform; the monitoring of the participants' accesses and the results obtained by the students in the mathematics test applied at the end of the experience. The theoretical framework brings the concept of learning objects; the use of digital technologies for education and some of the contributions to the teaching-learning processes of mathematics. In addition, two systematic reviews were made: one on the use of Khan Academy in teaching and learning of mathematics and the other on the context surrounding school retention. The study fits into the exploratory research methodology in a qualitative approach, with practices outlined within the principles of action research. The participants were students of the 9th grade of Elementary School (in the brazilian category) from a public institution in Parnamirim/RN, as well as their mathematics teacher. All actions involving the participants were carried out remotely. The data were extracted mainly from the access information generated by the platform, in addition to the interactions of the students in the virtual group exclusively for the participants, as well as their results in the mathematics test. The analysis of the qualitative data was organized within the Kirkpatrick (1995) evaluation model. Positive feedback was identified in the use of the platform as support for regular education, highlighting the bank of exercises, from which students were able to answer, on average, four hundred questions, in an interval of five weeks, in addition to having presented progress in their mathematical knowledge. There was no evidence that the use of the platform replaces the experience of regular classes, nor the role of the teacher. On the other hand, the students' positive performance is related to the monitoring and motivation actions carried out by the researcher while accompanying them. As products, this study generated an open portfolio, in which there are instructional audiovisual materials about the use of Khan Academy and a guide to demonstrate how the researcher analyzed and crossed the data provided by the tool. It is hoped that the results of this study will inspire pedagogical practices enriched by the use of digital technologies, especially in public schools, and that this will contribute to the teaching of mathematics to achieve the projected results, in order to guarantee the students the necessary knowledge for the full exercise of their citizenship.

Faced with an educational reality that tends to give considerable focus to reading and writing skills, putting one of the most useful skills, oral, in the background, the present work has as its central proposal the development of a methodology, focusing on assisted language learning  using mobile devices that develop and evaluate oral skills in foreign language classes.  As part of this research, this new methodological perspective, Oratia, was developed, applied and validated.  It is based on the recognition of students' daily lives for the creation of a meaningful didactic proposal that encourages the constant creation of mini-videos, a media that makes it possible to recognize relevant aspects of orality to be evaluated, such as the movement of the speaking apparatus, fluency, expression and  pronunciation.  For that, the available digital pedagogical tools were used, incorporated into the lesson plans that brought the use of minivideos as an evaluative support.  For purposes of application and validation of the Oratia methodology in different educational contexts, a pilot test was carried out at a language institute, and a final intervention at a state school full time, generating proximity and possibility for the context of Brazilian Basic Education,  governed by the National Common Curricular Base - BNCC (2018) which points to the development of oral skill within the school.  At the end of the research, from the two application contexts, analyzing the data, such as semi-structured interview, field notes, questionnaire and materials from the practices, it was found that the Oratia methodology is a possible strategy, adaptable and effective to what  proposed, regardless of the educational scenario in which it is inserted.  In addition, this research contributes to the production of knowledge regarding the use of mobile devices in the development of oral skills in a foreign language, generating the Oratia methodology as a product, included in the existing methodological repertoire of teaching and learning for development and  fluid and significant assessment of orality.

Digital technologies are increasingly present in the school scenario, in teaching practices and in the daily lives of students, especially in this pandemic period of COVID-19, when presential classes were suspended. Children's alphabetization has also become a concern, as it is considered the basis of school life. Thus, remote education, on an emergency basis, appears as an alternative to continue the school year. Given this scenario, the research sought to analyze the implementation of remote teaching strategies in the process of alphabetization and digital literacy, in a class of the 2nd year of elementary school, from a public school in the municipality of Tibau / RN. The WhatsApp application was selected as the main means of communication, interaction and learning environment, as it is considered a technology with wide reach, easy access and present in the daily lives of families. The qualitative research used elements of action research, since it was proposed to carry out an active and innovative intervention in this context. The following instruments were applied: questionnaires, field diaries and screen shots that made it possible to register the intervention. Discussions were held on literacy and alphabetization, from: Soares (2002, 2004, 2005, 2009), Tfouni (2010), Kleiman (1997, 2007); on digital literacy: Buzato (2006); Selfe (1999), Freitas (2010, 2012), Frade (2004, 2018), Souza (2007), Ribeiro (2012), Xavier (2007); Coscarelli (2007), Oliveira, Costa and Moreira (2001), Glória and Araújo (2018); digital technologies in education: Martín-Barbero (2014), Rolando; Luz and Salvador (2015), Almeida and Valente (2011), Kenski (2007, 2008), Móran (2013); and remote education: Moreira and Schlemmer (2020), Arruda (2020), Rabello (2020), Soligo (2020). The analysis of the data showed that it is possible to develop remote teaching strategies in alphabetization, even if on an emergency basis, ensuring that children maintain contact with the school and the various languages, verbal and non-verbal, in order to acquire skills of the digital literacy, when interacting with several multimodal resources. As for the challenges, the research revealed difficulties in: obtaining feedback from students, maintaining close ties in the teacher-student relationship, monitoring the mediation performed by parents and the teaching-learning process along the intervention path. As for the possibilities: valuing the teaching work, given the evidence of the role developed; development of innovative teaching strategies; greater bond with parents; acquisition, by children, of skills related to digital literacy, made possible by contact with technological resources in this remote class format.

The changes that occurred due to the insertion of digital technologies in society allowed the formation of a new social group, in which culture, way of thinking and habits of interaction caused changes in the ways of seeking information and entertainment. With this, the knowledge of the world of the current generation allows it to learn in a different way from the past generations. Going in the opposite direction, education continues with traditional teaching methods that show little progress in the learning indices related to Mathematics, a discipline that provides strategic knowledge for the development of science. This demonstrates a certain mismatch between what educational institutions offer and what society needs. On the other hand, some researches have shown positive results through the use of active methodologies, such as, for example, learning based on digital games. However, digital games developed for educational purposes are, for the most part, considered uninteresting. This is due to the fact that this category of games differs considerably from the proposal of games aimed at entertainment, thus not captivating the interest of students and, consequently, not promoting a meaningful learning of the mathematical content explored in them. Therefore, to contribute to the development of immersive games that are really capable of motivating students in the learning process of Mathematics, this research aims to employ Mathematical Modeling to develop an innovative proposal to be applied in the mechanics and challenges of games digital educational programs, providing thought-provoking problems to be solved by students. This proposal aims to give the possibility for students to perform real experiments in virtual worlds, formalizing concepts through abstractions, stimulating creativity and providing a meaningful, fun and simultaneous learning of Geometry, Algebra and Arithmetic. To validate the proposal of this work, mathematical models were conceived during the development phase of a 3D platform game, called Pharos, whose objective is to assist in the teaching and learning process of Mathematics in the courses of the Open University of Brazil. Pharos presents a mathematics integrated to its scenario and its mechanics, having puzzles that allow it to simulate the mathematical models so that the students understand their operation in practice. The game will soon be evaluated with teachers and students, through a short course in online format, in order to present evidence of the results of the use of mathematical modeling in the context of digital educational games.

The use of geotechnologies has been a theme present in the approach of teaching Geography, both for its pedagogical didactic potential as a tool for the study of geographic space. However, it appears that in several public schools in the State of Rio Grande do Norte little is considered the pedagogical use of geotechnologies in the teaching-learning process. Starting from a finding about the restricted use of this tool and in order to collaborate with the teaching practice of geography teachers, a methodological didactic proposal was thought to contribute to the construction of the planning of activities for the teaching of Geography, through Digital Geocenaries in the basic education. Thus, our research problem considers that the resources offered by geography textbooks in basic education are insufficient to understand the geographic content according to studies by Martins (2019). In this sense, Digital Geocenarians can be a pedagogical resource with high potential to qualify and innovate the teaching of this discipline, especially for the teaching of Landscape, allowing to observe the same geographical content at different scales (local and global), interconnected to different contexts in a different way. interdisciplinary and multidimensional. The study is guided by the following question: what are the theoretical, methodological and didactic-pedagogical contributions of Digital Geocenarians as resources that enhance the learning of teaching Geography? The general objective is to develop Digital Geocenarians as a teaching language applied to the teaching of Geography, through pedagogical didactic activities for the teaching-learning process. Therefore, the following specific objectives were defined: a) to reveal the professional profile of teachers who teach geography (final years of Elementary School in the Municipal Network of Currais Novos / RN; b) to build training activities with teachers participating in the study about the use of Digital Geocenarians; and c) to present experiences of teaching and learning of Digital Geo-scenarios in the classroom in order to organize a didactic-pedagogical proposal for the inclusion of this resource in the teaching of Geography. We will have as a theoretical framework the studies of Bertrand (1971), Santos (1996) and Straforini (2004), in the search for the theoretical, methodological and conceptual construction of Digital Geocenaries, as well as the studies of Cavalcanti (1988), Callai (2013) , who discuss the teaching of Geography today. The applied study, of an exploratory and descriptive nature, is part of the qualitative research approach. It is considered that this proposal makes it possible to expand the knowledge base of teachers in the field of geography, with repercussions on student learning through Digital Geocenarians

The advent of the times of the information society imposed on the school the challenge of preparing students for a globalized and highly technological world. Besides that, we experience the challenge of making learning more and more attractive and meaningful for students of this new generation. However, Brazilian Basic Education institutions suffer from the low performance of most of their students in terms of text interpretation, problem solving and the logical-mathematical sequence. In this context, there is a need to explore practices in which students exercise and develop such skills that are required by the current job market, involving the professions of the future and academic challenges. For this reason, Computational Thinking (CT) appears as an instrument to increase human cognitive and operational power, using fundamentals of computer science teaching in order to encourage the problem solving process. The skills found in this field, as listed in the Reference Curriculum in Technology and Computing, are directly related to what is provided in the National Common Curricular Base (BNCC). When studying the interrelation of the CT with the subjects of basic education, the question arises: what does the student already know in practice about the CT? Aiming to contribute in this sense, this work proposes a diagnostic assessment model based on the Basic Education Evaluation System and the Bebras International competition to allow mapping the students' proficiency level and identifying skills and competence gaps related to the CP. The model consists of a reference matrix of skills for CT evaluation, a structure for elaborating questions and the structure of diagnostic assessment. This assessment model was validated through an extension course aimed at basic education teachers. The results demonstrate that this instrument may be able to enrich the practices that involve logical reasoning and problem solving from a more meaningful learning and in line with the BNCC.

The present dissertation is composed of two interconnected studies. The first study aimed to map the reality of the implementation of Multifunctional Resource Rooms (MRR) in the state of Rio Grande do Norte (RN), and to investigate the training and experiences of the teachers who work in these rooms. In turn, the second study aimed to offer theoretical and methodological subsidies to educators working in the MRR, for the use of assistive technology as a dynamic tool, composed of efficient strategies and potentiating of the learning process of the students with Intellectual Disabilities, who attend these rooms. The theoretical reference describes the characterization of the MRR, as well as assistive technologies, as an instrument guiding the National Special Education Policy in the perspective of inclusive education. The current conceptions about intelligence and intellectual deficiency, causes, diagnoses and interventions that may occur in the educational process of these subjects are also discussed. As a necessary support to these adaptations, a reflection on the training of the educators who work in these rooms, as well as the discussions inherent to the inclusive paradigm are presented. Subsequently, a historical context of the laws, decrees and recommendations that support and guide the inclusive process in regular schools, at national level, as well as in the local reality of Rio Grande do Norte (RN) is presented. A diagnosis of RN was made, based on the analyzes constructed with the answers of the state and municipal secretaries of education, together with the statements pointed out by the teachers who work in the MRR. From this diagnosis, it was verified that the greatest difficulties faced by the teachers are the lack of qualification and material resources. Based on these findings, an e-book (digital book) was developed for intellectual disability as a strategy for teacher training, with two objectives: a) to discuss the potential of the assistive technologies available in the MRR; b) to point out learning strategies based on the use of such technologies. The e-book was validated by eight evaluators, six from technical areas (design and computing) and twelve teachers of the MRR. From this validation, the suggestions were incorporated into the final product. It is hoped that this instrument will subsidize new actions related to MRR, enabling new pedagogical practices and, thus, seeking to ensure meaningful learning and full development of students with Intellectual Disability attending this device.

E-books are inserted in educational institutions, as a new teaching resource, but when linked to collaboration, few are those that present themselves with elements that propitiate activities attending this practice. Most of the interactive e-books in Brazil are aimed at the children's audience and rare are those directed to the teaching of textual genres, so we need to explore the theme in order to aggregate collaborative learning and interactivity. The objective of the research is to develop a didactic proposal for the use of interactive and collaborative e-books in the teaching of Reading and Textual Production practices in Portuguese Language classes. In order to reach this objective, an analysis of the contributions of the argumentative and narrative genres in the practices of textual collaborative production will be done and practices will be carried out with the collaborative and interactive e-books, highlighting the benefits in adopting this type of material. The research methodology consisted of a bibliographic phase and a second phase of a practical nature, from the perspective of action research. As a result, we have created the Matrix of Analysis and its application, the analysis of e-books available on the Internet and the construction of the Didactic Cycle of e-books, as a methodological suggestion for the application of the research with the subjects. Finally, the present study has brought important contributions to research with e-books, mainly to motivate teachers and students to use the resource associated with collaborative learning and to add Information and Communication Technologies, in fact, to the curriculum.

The current society is permeated by the Digital Technologies of the Information and Communication (DTIC), so that the students coexist with diverse resources and tools, which require new ways of being and communicating. Faced with this scenario, there is not to escape from dealing the issue, or avoid the paradigmatic changes caused by educational technologies. It is assumed, therefore, that there is a close relationship between DTIC and distance education, given that this modality develops from and with the DTIC, in addition to its students being immersed in a virtual learning environment, whose tools contribute to the formation of digitally literate subjects. The exposed situation instigated us to investigate the digital literacy practices of the students in the Distance Learning Pedagogy Course of the Universidade Federal do Rio Grande do Norte (UFRN), aiming at identifying and analyzing the digital literacy practices carried out in the subject Teaching Profession, in addition to verifying the contribution of the Distance Education for teacher training in the perspective of digital literacy. The study focused on the Teaching Profession curriculum component, offered by the referred course, for the possibility of access and immersion in its Virtual Learning Environment (VLE), since it was acting, at the time, as a distance tutor. The theoretical reference, used in the accomplishment of this study, was anchored in the three elements: Distance Education; Digital Literacy and Digital Technologies of the Information and Communication, with Belloni (2015), Almeida and Valente (2011) and Buzato (2006) as guiding authors of these areas. The research had a qualitative character, using the bibliographical research and nuances ethnographic case study. The data were collected through questionnaires, field diary, documents and activities carried out in the subject Teaching Profession - collaborative forum and infographic. During the course of the investigation, it was observed that in the analyzed practices the processes of interaction, collaboration, interactivity and autonomy were instigated, together with internet search skills and critical evaluation of the content, which contributed to the formation of the subject in the perspective of the digital literacy. Therefore, we can see that distance education can contribute to teacher training in this perspective, when it offers its students support to work on pedagogical practices that are interwoven with DTICs. In this case, the use of active methodological strategies, with the use of technologies, for the formation of digital literate subjects, it can be pointed out as a necessary experience for those who experiences the distance modality, making the teaching and learning process attractive and coherent with the contemporary educational demands.

This research brings, from the perspective of Action Research, an introduction to the teaching of Digital Games Design, as an educational foundation, within a school environment with students of the 6th grade of the Imperial Marinheiro State School, located in Natal/RN. From the operationalization of the research in the referenced institution, it presents a Project of Educational Practice for teaching-learning Visual Arts. It has as theoretical framework the Digital Games, by the voice of Jesse Schell, the Visual Arts, with Ana Mae Barbosa and Ana Beatriz Bahia and Research-Action, for the fundamentals of David Tripp. The outline of the proposed didactic sequence is born from the guidelines established by the National Curricular Common Base (BRASIL, 2018). Its purpose lies in an alternative to teaching Arts, through the development of digital games, thus bringing processes and results that can be replicated in other situations and realities. 

This study discusses the customization of the “Schools on the Network” Platform (PER) in the State of Rio Grande do Norte (RN), the result of a partnership with the platform Digital School. The objective was, in general, to produce a methodological guide of customization to contribute with the platform Schools on the Network in the RN. In order to meet this objective, the team's challenges and potentialities in the customization process within the State Department of Education and Culture (SEEC/RN) were observed, with a view to proposing a new dynamics for the team in the act of customizing content. The theoretical framework was anchored in the discussions about customization, educational technology, Digital Technologies of Information and Communication (TDIC), Virtual Learning Environments (AVA), learning objects (OA) and digital learning objects (ODA), based on the authors: Litwin, Almeida and Valente, Prado, Valentini and Soares, Alonso, Silva and Maciel, Willey, Schwarzelmüller and Ornellas. The study adopted a qualitative approach, divided into two stages: the first dealt with the exploration and immersion of the empirical field, with characteristics of the exploratory research and nuances of the ethnographic case study. To do so, was used procedures and instruments such as questionnaire, interviews, participant observation, official documents and field notes. The second stage consisted of the production and validation of a digital platform customization guide, in which the methodological development method was adopted, in order to produce a didactic material validated by specialists and by the target audience. The data indicated that the challenges in the customization are of technological infrastructure, of the reduction of the team, of the management and pedagogical. Regarding the potentialities that the platform presents, is the interactivity of users and the fact that it is a teacher-student mediation tool with didactic material that is consistent with the local reality. From the field exploration, the guide was produced and validated by the Content Validity Index (IVC), reaching the maximum mark (1.00). Thus, it is expected that, with the current research, it will be possible to contribute to the PER customization process and, consequently, to the public education of the RN, which has a customized digital platform with content inherent to the diversified part of the school curriculum.

The training of human resources has been deficient in different educational spaces. This is evident from the growing prevalence of prevalent, but avoidable, worldwide adverse events. In Brazil, the increase in cases of dropout in higher education, especially in the courses of Exact and Technological Sciences, such as Engineering, Design and Information Technology, launches to education professionals the challenge of thinking about training that is part, in the midst of a set of actions, an effective action in the face of evasion and the promotion of a formative and humanitarian process in programming, contextualized, multidisciplinary and engaging to learning. In this sense, the Laboratory of Technological Innovation in Health - LAIS, Federal University of Rio Grande do Norte, has progressively developed actions that go beyond the frontiers of knowledge in education, emphasizing health education, programming teaching, seeking an active methodology innovative teaching that enables humanitarian training, combining concepts, techniques and also mobilizing the feelings and emotions of learners. All this, with the objective of enabling the understanding and reflection on practical and effective actions at work. Thus, inspired by the participatory culture, this work combines concepts from the area of pedagogy, neuroscience, learning styles and problem-based learning, as a methodology for monitoring human training and programming, of students from the different Engineering, Design and Biomedicine and researchers of the Laboratory of Technological Innovation in Health.

The use of games in education has become an increasingly present practice in contemporary
society. For so-called "digital natives" learning through electronic games becomes more
significant. The process of developing digital educational games can become complicated due
to the long time are generally intended in the preparation of the game, high financial costs and
lack of pedagogical knowledge of the teams that usually do not have educators as well as the
little resource and importance given to this genre of play. Game Design is a game project. It
describes how the game should be, defining its mechanics and interactions between player
and the virtual world of the game and how they can affect the game environment. In order, to
document the design of a game, there is the Game Design Document (GDD), whose one of
the main objectives, besides registration, is to help in communication between the different
production teams of a game, allowing the game designer a broad view of what is being
produced. However, because it is a large document that brings in detail all the main elements
for the production of a game, containing many pages, becoming, often, difficult to consult and
little used, especially if the focus is the elaboration of small games which are the majority of
the digital educational games that exist. For these short games, which can often be worked out
within in a few hours, there are the Short Game Design Document (SGDD). The SGDD will
describe the elements of the game in a simplified way possible, whereas the game to be drawn
from it is also a simple game. Because there are no documents specifying short digital
educational games that meet the real pedagogical needs of today's society composed of more
active, critical and reflexive students who seek the use of technology in education more
consistently and effectively, both in playful and didactic terms, this dissertation proposes to
elaborate a model of SGDD for short educational games: the SGDDEdu. The SGDDEdu
specifies elements of art, sound, mechanics and game programming, as well as educational
elements in accordance with the new National Curricular Common Base (BNCC) of
Elementary School, so that there is a standardization and better categorization of educational
games in line with the proposed pedagogical objectives and the skills and competences
described in each level of education. This dissertation was developed from the state of the art
on Digital Educational Games, Game Design, studying and analyzing some models of
existing SGDDs and the BNCC of Elementary School in general, generating in SGDDEdu,
which was elaborated by Reverse Engineering of an existing game. An Electronic Editor of
SGDDEdu was implemented to be applied with six education professionals, through a focus
group, requesting that they specify an educational game in the SGDDEdu template. It was
later applied to these professionals an evaluation questionnaire of the proposal. From the
results, we observed that the SGDDEdu has relevance and facilitates in the production of
digital educational games, guiding the educator in the writing of the game specification
document that best meet their real needs, providing the process of teaching and learning
through games. All the survey participants were able to write a specification document of
short digital educational games and they thought the experience was relevant. It has also been
verified that the BNCC contributes to the digital educational games development from the
definition and orientation of abilities that should be developed in the student when playing a
digital educational game with those abilities already linked to the game.

The Federal Institutes of Education, Science and Technology (IFs) have as their goal the social transformation of the region in which they operate, contributing to the economic development of the country. Solutions that improve the performance or prevent a greater loss of resources of these institutions has become increasingly necessary. A proposal is to reduce dropout since the received budget is related to the amount of active enrollment they have. The São Gonçalo do Amarante (SGA) campus of the Federal Institute of Rio Grande do Norte (IFRN) presented in its active regular classroom courses from 2015 to 2017 a dropout average rates of 13.4% for the technical level courses and 31.5% for higher ones. These values are above the target values set in the Institution's Strategic Plan for Permanence and Success and the National Education Plan 2014-2024. Given this scenario, this research aims to propose a descriptive model to assist the management of the IFRN SGA campus in decision-making to reduce the dropout of students of the Integrated Computer Technician (TII) and undergraduate program of Computer Network Technology (TRC). For this purpose, data related to academic, socioeconomic, demographic, participation in research and extension projects and participation in student assistance programs were extracted from the institution's academic system. These data were organized into categories according to the factors that influence dropout. Data mining techniques following the CRISP-DM methodology was used to discover implicit patterns and possible correlations between them by using Orange software. Related work that focused on understanding or proposing solutions to the problem of dropout using data mining techniques were analyzed and some of them were able to predict dropout of students with rates higher than 85%. By using the Exploratory Data Analysis (EDA), this study observed that students with a variety of characteristics may evade. However, the found patterns indicate that the probability of dropout in the TII course is higher, for example, when the student enters the institution over 16 years old or failing more than three times in propaedeutic subjects. To evaluate which attributes are more related to each other, decision tree algorithms and rule induction algorithms were used because through them it is possible to verify the rules that are being used to classify a student's situation as evaded or not. Based on this, the Lince tool was developed, which enables the student to be monitored with a focus on the rules and attributes that were detected as most relevant to dropout and, thus, assisting in proposing actions to combat it.

This research aims to systematize guidelines for the production of digital learning materials accessible to visually impaired people in e-book format. The study has its development locus the Department of Distance Education of the Federal University of Rio Grande do Norte (SEDIS / UFRN), whose premise is to meet a growing demand for visually impaired students, who have entered distance learning courses at the institution in the last years. The theoretical perspective is based on the conceptions of Filatro (2016), Rogers et al. (2013) and Portugal (2013). Methodologically, the research is divided into two stages: the first consists of a documentary research along with standards and accessibility guidelines in the digital context, as well as related documents, in order to identify practices to be adopted in the production of digital didactic materials. The second step involves the validation of a digital prototype, with accessibility practices previously raised with consultants. The result of validation culminates in a digital publication (ebook) to serve as consultation material for other professionals. The research results revealed, among other things, the importance of presenting comfortable text for the screen, making educational content available in media such as images, audio and video, besides offering the visually impaired student alternatives within the teaching material, such as support for printing and audio transcription.

With the technological and pedagogical revolutions that have occurred since the last century, the teaching and learning processes have been changing at a fast pace, however the same is not so evident with the forms of assessment. For example, in Brazil the main instruments of education assessment at national level are objective, such as SAEB, Prova Brasil, ANA, ENEM, ENADE and others. Considering the universe of 18 million high school and college students in 2018, this is an understandable strategy. But it should not be replicated within each individual classroom, whose private universes are much smaller, with only dozens of students. In this context other forms of evaluation may be used, such as subjective evaluations. Considering this, concept maps have already been established as an appropriate pedagogical instrument for visualization and subjective assessment of learning. Within the evaluative perspective, it is common in institutions, including the IFRN, locus of this work, to establish three main forms: diagnostic, formative and summative. Concept maps are often used as diagnostic and formative tools, but hardly as summative tools because they are considered qualitative rather than quantitative. Although there are already computer programs that allow the creation and manipulation of concept maps, there is a gap to be filled: software that assists in the summative evaluation of concept maps. There are criteria used to evaluate and correct concept maps, but there are no digital tools to use them properly, or to allow teachers to create their own criteria. From this need, this work arises, which is an applied research that aimed to develop the Xavier software, following the software engineering process proposed by Sommerville (2011). Methodologically, the specific objectives of this work are: to describe criteria for evaluation of conceptual maps and their computational application; establish methodology for the use of the software; conceptualize, design and develop the educational software. To produce the software artifacts of the conceptualization and design stages, the Lucidchart and Astah Professional 8.1 tools were used. In the construction phase were used the tools Apache 2.4, MariaDB 10.4, PHP 7.3 and phpMyAdmin 4.9, resulting in the availability of the software in the domain www.xavieredu.com.br. The theoretical perspective needed to support the educational aspect is based on the conceptions of Luckesi (2011), Moreira (2015), Novak and Cañas (2010) and Viana (2016). With the availability of Xavier, it is expected to spread the use of concept maps and their application as a learning assessment.

Academic orientation is a regimental activity to be performed by the professor in higher education institutions, with the purpose of guiding, follow-up and advising the student in his academic life and in the trails to be covered during the course and in activities of traineeship, research and extension. The UFRN - Federal University of Rio Grande do Norte has the SIGAA - Integrated System of Management of Academic Activities that computerizes the procedures of the academic area. It has a module of academic orientation, but it only allows the advisor to visualize some information of the orienting as the school history, exchange of messages and authorize the enrollment in disciplines requested by him. It is not possible for the advisor to be able to carry out an effective follow-up, since there is no display of the student's notes and frequency to the course of time and does not present information in a simplified form of the student's performance during the course, which can provide the observation, possible interventions and continuous counseling of the professor. However, having technological resources that provide the advisors with individualized analysis for each individual, based on the analysis of their profile data and characteristics, communicating in communication channels, being an effective way to better accompany and offer a better condition and making safer academic decisions along with the student. Therefore, this research presents a proposal for a tool to support the practice and methodologies of academic orientation held at UFRN, supported by techniques and processes of Learning Analytics (LA) that aim at extracting from analysis the data generated during the execution of the course in order to evaluate and optimize student learning. Information such as the notes, frequency and affiliation of the student will be used to verify their behavior and identify situations related to the progress of their learning, contributing to the efficiency of actions that the academic advisor can do. The possible results of this research are: the visualization of the current situation of the student through comparative graphs of their performance with real-time monitoring and issuance of alerts to the advisor, information on their benefits, social assistance received and scholarships, impact on improving the choices of curricular components to be studied, also in terms of their quantity, possibility of improvement in the completion rate and improvement of established institutional development goals.

The information and communication technology, when well applied, facilitates learning, thus becoming a tool with great potential in the teaching and learning process, as it provides students with the ability to actively and collaboratively build their own knowledge. Based on Papert's constructionism, the Maker culture emerges, which presents the proposal of an education based on skills such as creative thinking, problem solving, communication, cooperation and collaboration. This research seeks to investigate how Maker culture can provide more meaningful learning in the teaching and learning process through the application of a didactic sequence. Thus, its general objective is to analyze the new possibilities of using the Maker Culture with students of the fifth year of elementary school through the use of a didactic sequence with approach in mathematics; and as specific objectives, to elaborate a didactic sequence for use in the Maker room; to apply the didactic sequence with the teacher; and to identify the contributions of Maker culture to the teaching and learning process. In relation to its nature, it is characterized as an applied research. The methodological approach can be considered qualitative, and in relation to the objectives, it can be said that it has nuances in exploratory and action research. In order to carry out the research, a didactic sequence was developed and applied with the students of the fifth year of elementary school. After the application of the didactic sequence, the students answered a questionnaire with closed questions and the teacher answered one with open questions. Then an interview was conducted with the teacher and the most participative students. The research was conducted in a private school, located in Parnamirim, which has a Maker room and it is where the researcher works. The research highlights that the use of the Maker room linked to the use of the didactic sequence fosters autonomy, collaborative work, encourages problem solving, critical thinking, student engagement and time management. Thus enabling the development of skills that are not worked on in traditional education. The research highlights that the use of the Maker room linked to the use of the didactic sequence, fosters autonomy, collaborative work, encourages problem solving, critical thinking, student engagement and time management, thus enabling the development of skills that are not worked on in traditional education. Therefore, the development of practical projects, through the Maker culture, can make the student's role in the teaching and learning process an opportunity, making the Maker culture a possible way to be developed in the current educational system.

Programming learning has proven to be a valuable skill for the education of any professional, mainly because it is a transversal ability related to how students are able to systematize, analyze and solve problems at different levels of abstraction and granularity. The teaching in programming allied to the development of health systems by students from non computer science related courses emerges as a unique context identified in the Laboratory of Technological Innovation in Health - LAIS of the Federal University of Rio Grande do Norte - UFRN. This environment supports a formative ecosystem of health systems researchers by researchers, which are  trained for the most diverse projects and research bases of the laboratory. In this context, the research aims to systematize an active learning ecosystem of student-centered programming that relates calibrated steps, processes, and activities to drive an active learning experience in an iterative and incremental cycles called educational sprints facilitated by mentors and tutors. Learning activities that work in self-organized and cross-functional teams formed by researchers with transversal, complementary and interdependent personality profiles, course and area of expertise. The research methodology has an applied nature, objectives guided by exploratory research, qualitative and quantitative and its technical procedures mainly disciplined by action research. The main contribution of this work is the description of steps, processes and activities that assist in active programming learning in perspective of an integrated ecosystem, systematic review of the literature on active programming learning and evaluation of feedback about ecosystem collected from students, mentors and learning tutors of the LAIS / HUOL / UFRN Programming School.

The use of portable digital media and the expansion of connectivity enable a quick access to relevant information, at anytime, making the study fit to individual’s routine and need. In this context, health professionals have increasingly valued the use of digital technological resources as potential tools in search of improvement of their knowledge and professional practices. Thus, facing the evidence that attest the deficiency in training these professionals in hemotherapy, there is a need to make use of technology to improve the development of this practice so important for health care. This study aimed to analyze the evidence of validation of a didactic material to be included in a virtual learning environment of a distance modality course, for the teaching of hemotherapy to nursing students and professionals. The specific objectives are: elaborate a didactic material; describe the steps on developing the content and the media that make up the material and verify the evidence of content validation of the material by specialists in the field of hemotherapy. Methodological study is concentrated in quantitative-qualitative approach, that had the Contextualized Instructional Design as a theoretical-methodological framework, being developed in five phases: analysis, design, development, implementation and evaluation. The validation was based on 13 evaluation requirement adapted of Pasquali's theoretical pole of psychometry. The data were taken from the Content Validation Index, with all units of the course validated by a mean above 8.0, the lowest stipulated value of CVI. 23 amendments were suggested by the judges. Of these, 18 were accepted and 5 were rejected. The suggested modifications were considered for content improvement. The course was evaluated as recommended for teaching hemotherapy, and may contribute to the training of students and nursing professionals in this topic. It is hoped that the use of educational strategies as the one used on this paper stimulate an active learning, based on autonomous teaching, leading to a more secure and responsible professional practice.