Portal de Programas de Pós-Graduação (UFRN)

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PPgITE/IMD PROGRAMA DE PÓS-GRADUAÇÃO EM INOVAÇÃO EM TECNOLOGIAS EDUCACIONAIS DIRETORIA DE ENSINO - IMD Phone: (84) 3342-2216/138 E-mail: ppgite@imd.ufrn.br https://posgraduacao.ufrn.br/ppgite

Dissertations/Thesis

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2025

	Dissertations
1	JAILSON CARLOS DA SILVA BARBOSA THE USE OF VIDEO CASES IN LEARNING ABOUT CONSTRUCTION, INTERPRETATION AND COMPARISON OF STATISTICAL DATA WITH STUDENTS YOUTH AND ADULT EDUCATION Advisor : ISMENIA BLAVATSKY DE MAGALHÃES COMMITTEE MEMBERS : ADJA FERREIRA DE ANDRADE ELVIS MEDEIROS DE MELO ISMENIA BLAVATSKY DE MAGALHÃES WILLIAM BRENNO DOS SANTOS OLIVEIRA Data: Jan 23, 2025 Show Abstract 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.
2	JAIRO DOS SANTOS LEITE JUNIOR Contributions of the Peer Instruction Methodology to Understanding First-Degree Mathematical Functions: Proposal for a Didactic Sequence in High School Advisor : KLEBER TAVARES FERNANDES COMMITTEE MEMBERS : APUENA VIEIRA GOMES KLEBER TAVARES FERNANDES MARIA DE FATIMA DE LIMA DAS CHAGAS Data: Jan 28, 2025 Show Abstract The learning of Mathematics content in Brazilian High Schools has shown significant room for improvement. In recent years, results from large-scale Brazilian exams and the PISA exam support this scenario. Regarding the State Education Network of Rio Grande do Norte (RN), gaps in learning have also been identified, particularly in the understanding of mathematical functions. In 2023, according to data from the Integrated Monitoring and Institutional Evaluation System (SIMAIS/RN), the content of functions was noted as the one with the least related skills developed by students. Methodologically, there is still a mechanized approach to solving exercises after content exposure, with much emphasis on memorization and less on comprehension. There is little connection between expected competencies, the student's life project, and the social utility of logical-mathematical knowledge. However, the scientific advancement and technological transformations of recent decades prompt the use of active methodologies in education, leveraging their ability to engage and foster critical thinking, thus countering content-based and passive learning approaches. Therefore, this research aims to investigate the contributions of the Peer Instruction (PI) methodology to understanding knowledge objects related to functions, specifically linear functions, a topic covered in the 1st year of high school according to the officially prescribed curriculum in Brazil. After considering the issue, a systematic literature review (SLR) was conducted to assess the state of the art. The research adopts a pragmatist paradigm and aims to be exploratory with an action research approach, as it proposes the experimentation of PI by students in the classroom with the researcher’s participation. The study site is a 1st-year high school class in a state school in Natal (RN). A didactic sequence (DS) for applying the PI methodology was planned, consisting of four stages and the lessons within each stage. The research instruments include questionnaires, a logbook, conceptual tests on linear functions, and digital tools for recording. Data will be analyzed quantitatively and qualitatively. For applying the PI tests, and considering that each test involves “the idea of solving a problem,” the theoretical assumption is that “through the problem-solving process,” both the resolution process and the mathematical concepts involved are mutually and continuously constructed. Additional theoretical contributions come from Vygotsky's theory of learning, considering the dialectical relationship between the learner and the object of study. The study also takes into account the competencies based on the National Common Curricular Base (BNCC). Convergent trajectories are seen in the student's prior knowledge, the prescribed curriculum, and the employed active methodology. After the research intervention and data analysis, recommendations are made that could contribute to teaching linear functions. Limitations and difficulties encountered during the research, as well as gaps to be addressed in future work, are also noted. As a final product, the creation of a guide (e-book) on the application of the produced didactic sequences is proposed.
3	PRISCILA CÂMARA REIS A LOOK BEYOND PAGES: GUIDELINES FOR DESIGNING OPENEDUCATIONAL RESOURCES IN DIGITAL BOOK FORMAT Advisor : CELIA MARIA DE ARAUJO COMMITTEE MEMBERS : CELIA MARIA DE ARAUJO CIBELLE AMORIM MARTINS JOSE GUILHERME DA SILVA SANTA ROSA MARA LÚCIA FERNANDES CARNEIRO Data: Apr 1, 2025 Show Abstract This research aimed to systematize a set of editorial guidelines for the production of openeducational resources in digital book (e-book) format, with the goal of didactically structuringknowledge in publishing and enhancing the editorial production of the Publishing Departmentof the Distance Education Secretariat at the Federal University of Rio Grande do Norte. Thetheoretical framework is grounded in studies on Open Educational Resources, distanceeducation, open education policies, graphic, editorial, and interface design, as well as thesignificance of books and educational materials in the digital age. To delve deeper into thetopic, a Systematic Literature Mapping was conducted, revealing significant gaps in the field.The research adopted a qualitative approach, applied in nature, classified as exploratory anddescriptive in terms of objectives, and characterized as documentary and bibliographicregarding 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 andgrouped, were reduced to 134. These guidelines were subsequently evaluated by eight expertsin digital book layout, using the Content Validity Index (CVI) as a validation instrument.Following this evaluation, the number of guidelines was consolidated into 128, systematicallyorganized into seven categories related to editorial design. As the final product of theresearch, a practical guide was developed in the form of an e-book, containing these guidelinesto assist layout designers and design students in the production of open educational resourcesin digital book format, contributing to the professionalization of the field and thestrengthening of open education.

2024

	Dissertations
1	GILUIZA CATARINA CARDOSO ALVES BORGES STUDENT PROTAGONISM IN STATISTICAL LITERACY FROM THE PPDAC INVESTIGATIVE CYCLE IN THE 5TH YEAR OF ELEMENTARY EDUCATION Advisor : DENNYS LEITE MAIA COMMITTEE MEMBERS : DENNYS LEITE MAIA MARIA CRISTINA LEANDRO DE PAIVA MARIA ELIZABETE SOUZA COUTO Data: Feb 15, 2024 Ata de defesa assinada: Show Abstract Pedagogical practices with statistical literacy mobilize students’ skills and competencies necessary for their daily lives. It is important that learning experiences that promote investigative thinking and statistical literacy are developed with students from the early years of Elementary School, providing a leading role both in learning and in acting in society. The use of the PPDAC Investigative Cycle (acronym for Problem, Planning, Data Collection, Analysis and Conclusions), in addition to promoting investigative thinking, favors student statistical literacy, providing meaningful and active learning. With the purpose of stimulating student involvement and engagement, through an investigative and creative practice that influences the development of statistical literacy, the central question of this research is: How can student protagonism be developed in all phases of PPDAC for promotion of statistical literacy in the early years of Elementary School? Thus, the general objective of this research is: To analyze the development of student protagonism in all phases of PPDAC to promote statistical literacy in the 5th year class. As theoretical support, we have: in the field of statistical literacy - Cazorla and Santana (2010), Gal (2002), Cazorla (2017) and Campos, Wodewotzki, Jacobini (2011); regarding student protagonism, Pagano (2017), Santos, Felicetti (2013), Costa (1999), Freire (1996), Dewey (1979) and Friedmann (2017) were used; and for the PPDAC/Mathematics Education Investigative Cycle, Wild and Pfannkuch (1999) and Ole Skovsmose (2021). The research was carried out with students in the 5th year of Elementary School, from a state public school in the city of Natal/RN. The methodology of this research is qualitative, aiming to examine the object of study in its social context, thus being exploratory in nature, using it to collect data from filming and photographic records, in addition to student productions. The research method was Action Research, due to the researcher's involvement in the intervention with the participants. The investigative and creative learning practice implemented was carried out through research that started from a problem highlighted by the students themselves. As a result, the students acted as protagonists in all stages of the PPDAC Investigative Cycle, as well as helping to promote the student's statistical literacy.
2	TÁLISON SADRAK DE OLIVEIRA THE EFFECTIVENESS OF DIGITAL GAMES IN LANGUAGE TEACHING: THE USE OF THE FREE FIRE GAME FOR COMMUNICATION IN SPANISH LANGUAGE Advisor : ARLETE DOS SANTOS PETRY COMMITTEE MEMBERS : EZILDA MACIEL DA SILVA ARLETE DOS SANTOS PETRY ISMENIA BLAVATSKY DE MAGALHÃES IZABEL SOUZA DO NASCIMENTO KLEBER TAVARES FERNANDES Data: Mar 14, 2024 Show Abstract 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.
3	LINDEMBERG FABRÍCIO CARIDADE RESET - PRACTICE BASED ON A MULTIDISCIPLINARY PROJECT TO REAPPROPRIATE ELECTRONIC WASTE IN A PUBLIC SCHOOL IN RIO GRANDE DO NORTE Advisor : JOSE GUILHERME DA SILVA SANTA ROSA COMMITTEE MEMBERS : JOÃO EDUARDO CHAGAS SOBRAL ADJA FERREIRA DE ANDRADE ISMENIA BLAVATSKY DE MAGALHÃES JOSE GUILHERME DA SILVA SANTA ROSA Data: Mar 15, 2024 Show Abstract Faced with technological advances and varied supply of electronics, daily observes the growing obsolescence of these, thus increasing the amount of electronic waste. Considering this scenario, the objective of this work is to structure, apply and evaluate what contributions the RESET project has with the reuse of electronic waste in a state public school in Rio Grande do Norte. Given this, the study has a descriptive and exploratory character, because it seeks to identify, through practices, how this practice contributes to the teaching and learning process. For the descriptive and exploratory research, based on qualitative approaches, observation procedures were used through interviews, questionnaires, and forms. The discussion on solid waste and electro-electronic waste gains advances with the National Policy on Solid Waste (Law No. 12,305/2010) since it is this that will guide and hold accountable governments, companies, and citizens regarding the disposal of environmentally appropriate waste and tailings. In this discursive field, he observes that the work carried out through technology and sustainability through the use of electronic waste, enabled the generation of physical materials (prototypes) produced by the students and their understanding of the recycling process and the importance of reuse and correct disposal for environmental sustainability, while the professors reiterate that the RESET project is a great multidisciplinary teaching initiative.
4	IDI CARLA SANTOS DE ARAÚJO MICROLEARNING: COMPUTATIONAL THINKING FOR TEACHERS ON INSTAGRAM Advisor : AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI COMMITTEE MEMBERS : JARBELE CASSIA DA SILVA COUTINHO ADJA FERREIRA DE ANDRADE AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI Data: Mar 22, 2024 Show Abstract 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.
5	RENATA LARISSA DE PAIVA FERREIRA PRESCHOOL CHILDREN: REVELATIONS ABOUT EXPERIENCES INVOLVING COMPUTATIONAL THINKING Advisor : AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI COMMITTEE MEMBERS : AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI KLEBER TAVARES FERNANDES EVANILSON GURGEL DE CARVALHO FILHO Data: Mar 22, 2024 Show Abstract Recently, children have taken a leading role in research, becoming part of the investigation through their active participation. However, when it comes to public policy, children are still hardly heard. Thus, after learning about the recently approved Complementary Document to the BNCC (2022), the desire to carry out this research intensified. It aims to clarify how the pedagogical proposals outlined in the computational thinking axis of the complementary document to the BNCC, which deals with the inclusion of computing in the basic education curriculum, impact on the learning and development of children in Early Childhood Education. Thus, the aim of this research is to investigate the contributions of the pedagogical proposals set out in the computational thinking axis of the complementary document to the BNCC, based on the perspectives and meanings that children attribute to the practices developed with them. To this end, the aim is to diagnose which studies have been carried out on the development of Computational Thinking (CP) among children in Early Childhood Education in Brazil; to implement the pedagogical proposals set out in the complementary document to the BNCC - Early Childhood Education, in the CP axis in a pre-school class; to carry out a sensitive and attentive "listening" to the children about their experiences based on the proposals related to CP; to analyze the meanings attributed by the children to the experiences carried out. Understanding that computing and digital technologies are increasingly present in the lives of children and their families, together with the institution, we designed a space to build possibilities for experiences involving different languages. As theoretical support, we have: Dahlberg; Moss; Pence (2019), Fochi & Vasconcelos (2016), Cruz (2008), Kramer et al. (2019) Rinaldi (1999; 2012), Malaguzzi (1999) who help us understand children as social actors, subjects with rights, participation and voices. To discuss the concept of curriculum, we used Faria & Salles (2012), the DCNEI (2009), the BNCC (2017), and the Rio Grande do Norte Curriculum Document for Early Childhood Education (2018), and to discuss computational thinking, we used specific references from the SBC area (2019), CIEB (2020), Valente (2016); Wing (2006; 2011), Brackmann (2017). For the development of this research, we will use the case study method. The data will be collected using documents, audio, photographs, videos, a field diary, participant observation and semi-structured group interviews with the children. To analyze the data, we will use Textual Discourse Analysis. The research is being carried out in a level six class at a public school in Parnamirim-RN. The implementation of the proposals, sensitive listening to the children and analysis of their conceptions will make up the research analysis material which will allow us, as one of the possible results, to understand the relevance of the BNCC Complementary Document with regard to the CP axis from the children's point of view. As a technical product, we will hold a workshop with the teachers at the institution where the research is being carried out, in order to present possibilities for using the space built at the school to develop both plugged-in and unplugged activities
6	MARIEL WÁGNER HOLANDA LIMA PORTRAITS OF GEOPARQUE SERIDÓ-RN: EXPLORING AND INNOVATING UNDER THE LOOK OF LANGUAGE AND TECHNOLOGY Advisor : CELIA MARIA DE ARAUJO COMMITTEE MEMBERS : APUENA VIEIRA GOMES CELIA MARIA DE ARAUJO CELIA MARIA DE MEDEIROS GLAUCIA DA SILVA BRITO SANDRA KELLY DE ARAUJO Data: Mar 26, 2024 Show Abstract 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.
7	ILZE MONIQUE DE FRANÇA OLIVEIRA TEACHING COMPUTING IN ELEMENTARY GRADES OF BASIC EDUCATION: A TEACHER TRAINING PROPOSAL Advisor : KLEBER TAVARES FERNANDES COMMITTEE MEMBERS : MARIA DE FATIMA DE LIMA DAS CHAGAS AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI AQUILES MEDEIROS FILGUEIRA BURLAMAQUI KLEBER TAVARES FERNANDES Data: Mar 27, 2024 Show Abstract The presence of Information and Communication Technologies (ICT) in education has expanded the possibilities of the teaching and learning process. Over time, several institutions have issued guidelines for the integration of ICT in classrooms. In Brazil, this issue has been debated since before the implementation of the National Common Curricular Base (BNCC) and, more recently, in Resolution CNE/CEB 01/2022, which includes the need for continuous training of teachers for teaching Computing in Education Basic. In this context, it is crucial to select technical and pedagogical approaches that support teachers in this endeavor. This study aims to analyze the impact of continuous teacher training to teach computing in the initial grades of elementary school, based on current regulations. The research is classified as exploratory and applied, and the data was analyzed using qualitative methods. In order to achieve the established general objective, a pedagogical intervention was carried out in the form of a course aimed at teachers at a private school in Natal/RN. The training covered legal aspects, the relationship between education, technology and society, computing teaching and its three guiding axes, with an emphasis on computational thinking. The teaching approach used was based on games, where participants developed an "unplugged" game with the aim of identifying the principles of computational thinking in their practice and relating them to the school routine, establishing connections with other subjects in elementary school - years Initials. Data were collected through a semi-structured questionnaire with open and closed questions, group discussions and observations of meetings recorded in a diary. The training course, together with its materials, constitutes the technical and technological product of this study, which, after demonstrating its effectiveness, may be made available to teachers already trained or in training. This research contributes significantly to the development of teacher training in computing education, particularly with regard to the computational thinking axis, in basic education.
8	ROBERIA SILVA DA PENHA LOURENÇO THE STEAM APPROACH IN DEVELOPING GEOMETRY SKILLS IN HIGH SCHOOL Advisor : DENNYS LEITE MAIA COMMITTEE MEMBERS : DENNYS LEITE MAIA GUILHERME MENDES TOMAZ DOS SANTOS ISMENIA BLAVATSKY DE MAGALHÃES Data: Mar 27, 2024 Show Abstract 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.
9	MICHELI GOMES DA SILVA CONTEXTUALIZED INSTRUCTIONAL DESIGN IN THE FEDERAL PUBLIC SERVICE: A GUIDE FOR PLANNING DEVELOPMENT ACTIONS Advisor : APUENA VIEIRA GOMES COMMITTEE MEMBERS : BRUNNA CARVALHO ALMEIDA GRANJA APUENA VIEIRA GOMES BRUNO LEONARDO BEZERRA DA SILVA DENNYS LEITE MAIA Data: Apr 4, 2024 Show Abstract This research deals with the planning of the training and qualification program for civil servants at the Federal University of Rio Grande do Norte (UFRN). We analyzed the reality of the Training and Professional Education Division (DCEP), which is responsible for managing this program. Considering the growing need for continuous learning in organizations, we highlight the importance of efficient planning to offer quality training actions that meet institutional demands and the interests of civil servants. We therefore investigated the following research question: what strategies can help plan training proposals that meet the complexity of the public sector and make this process more productive and dynamic? The general aim of this research is to develop and evaluate the contributions of a planning model, based on contextualized instructional design, to the development of federal civil servants. In the theoretical background of this study, we discussed training in the public service, planning development actions, innovation in planning and contextualized instructional design. For this investigation, we carried out participant research, with a view to integrating the researcher into the social environment of the object of study. In terms of objectives, it was exploratory because it sought to deepen our knowledge of the phenomenon being analyzed. We adopted a qualitative approach, aiming for a detailed study of the defined object. In terms of nature, this research was applied because it sought to intervene in a problem experienced in social reality. As a result of this study, we produced a planning model based on contextualized instructional design, based on a diagnosis of the reality of the DCEP. In the initial assessment of this model, we observed its coherence with the needs of the unit and the feasibility of its implementation. The model developed can foster continuous processes of evaluation and improvement of the training activities made available to civil servants, as well as provide a constant review of the planning flow itself. Among the contributions of this model, we highlight the possibilities for promoting efficiency in the planning of training activities, as it provides a more complete view of the whole and allows for a better analysis of which steps or procedures can be improved to generate the desired results. In addition, we have produced a guide, in e-book format, on the planning model to support the development of actions and new reflections on the subject. Finally, we believe that the elements resulting from this research are important opportunities for us to reflect on and invest in the quality of the development actions offered to civil servants. However, we feel that there is a need for further studies in this area, focusing mainly on the practical reality of the teams that manage these training projects and the educational needs of civil servants.
10	JÉSSICA AGNA CAVALCANTE DE ANDRADE SILVA ACTIVE METHODOLOGIES FOR DEVELOPING INDIVIDUAL AND COLLABORATIVE SKILLS IN THE DISCIPLINE OF MATHEMATICS Advisor : ISMENIA BLAVATSKY DE MAGALHÃES COMMITTEE MEMBERS : CELIA MARIA DE ARAUJO FRANCISCO DJNNATHAN DA SILVA GONÇALVES ISMENIA BLAVATSKY DE MAGALHÃES Data: Jun 6, 2024 Show Abstract 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.
11	LÍVIA PRISCILA RODRIGUES DE OLIVEIRA Collaborative Management Model: How to factor Innovation in Teacher Planning Advisor : ADJA FERREIRA DE ANDRADE COMMITTEE MEMBERS : ADJA FERREIRA DE ANDRADE APUENA VIEIRA GOMES BETANIA LEITE RAMALHO LEBIAM TAMAR GOMES SILVA Data: Aug 2, 2024 Show Abstract This research investigates the importance of collaboration for teacher professional development, the role of school management, and digital technologies as facilitators. Implementing the BNCC and the reform of secondary education highlights the need to implement collaborative strategies for planning classes and projects. Considering the context of high school in the state of RN and the growing need for continuous teacher training, the research question is concerned with understanding how school management can encourage and support teacher collaborative work? The general objective is to develop a Collaborative Model of School Pedagogical Management that favors innovation in teaching planning. To this end, the theoretical framework sought contributions to school management in the works of Lück (2000, 2009), Libâneo (2012), Paro (2017a, 2017b), and Nóvoa (1995). About teaching collaboration and learning from social interaction in Vygotsky (1996) and Freire (2002, 1987), Nóvoa (2002, 2009), Niza (2012), Hargreaves and O'Connor (2018). As for the methodology, it is an exploratory study, predominantly qualitative and uses collaborative and documentary research as strategies. A systematic mapping of the literature was carried out, identifying collaborative strategies, benefits and difficulties for promoting collaborative work. Then, the diagnosis of inhibiting and facilitating factors of teaching collaborative work through questionnaires, documentary analysis of instruments and documents guiding planning and interviews with members of school management and representation of the teaching staff. Based on the analysis of this data and the theoretical foundation, a collaborative pedagogical management model was developed containing strategies, methods and tools to facilitate collaborative work. A collaborative evaluation of the model and application of a questionnaire was also carried out with the participation of members of school management and representatives of the teaching staff through a training workshop for teachers and managers. When evaluating the model, participants understood that the model is consistent with the reality of the school, considering possible strategies to be applied and seeing potential in their implementation. Regarding the evaluation of the workshop, it can be seen that it managed to boost a collaborative movement based on a collective and reflective look at the subjects who make up the school, their relationships and problems. As a product, a guide with guidelines for school managers was proposed. The research contributes to creating good practices in collaborative school management, stimulating a more participatory environment, and reflecting on the collective's potential in building a quality public school.
12	IANY RENATA ARRAIS DIGITAL BILINGUAL LEARNING TRAILS FOR THE DEVELOPMENT OF ADDITIVE STRUCTURES BY DEAF STUDENTS Advisor : FLAVIA ROLDAN VIANA COMMITTEE MEMBERS : FLAVIA ROLDAN VIANA DENNYS LEITE MAIA CLAUDIA ROSANA KRANZ ALINE DE MENEZES BREGONCI Data: Aug 8, 2024 Show Abstract 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.
13	FERNANDA KAINARA MARCELINO DA FONSECA An Experience of Developing a Mobile Application Prototype for Study of Cytology in an Interdisciplinary Perspective with Chemistry in High School Advisor : BRUNO SANTANA DA SILVA COMMITTEE MEMBERS : BRUNO SANTANA DA SILVA CELIA MARIA DE ARAUJO AIRTON ARAÚJO DE SOUZA JÚNIOR Data: Aug 30, 2024 Show Abstract In the face of technological evolution and social transformations, documents such as the National Common Curricular Base (BNCC) and the National Curricular Parameters for High School (PCN) recommend exploring interdisciplinarity between curricular components, as well as development of skills and abilities to use technology. In this context, smartphone presence in school environments is configured as a possibility for the mobile learning educational strategy. Smartphone applications can provide resources such as animations, multimedia and interactive simulations that can favor learning. In the study of Biology in High School, Cytology is a subject that stands out for its learning difficulties, mainly involving students' abstract thinking in complex reasoning. Thus, the objective of this work was to learn about the process of developing mobile applications for the study of Biology in High School. To this end, an exploratory descriptive research was carried out with analysis of qualitative and quantitative data using the case study methodology organized in five stages. In the first stage, a documentary research was carried out in which technical and pedagogical aspects of Android smartphone applications available in the Play Store were analyzed. As a technical product of this stage, a catalog with 371 applications that can be used for the study of Biology was created. In the second stage, a bibliographical research was carried out in order to understand and offer support for the three learning difficulties defined in the scope of this work. A set of desirable characteristics that the applications could have to help students face some of their learning difficulties was proposed. In the third stage, the content analysis method was applied to 9 applications that can assist the study of Cytology in High School, within the scope of specific content defined. The technical product produced in this stage was a booklet with good examples to be followed and bad examples to be avoided in the process of developing an application. In the fourth stage, the prototype of an application for the study of Cytology in High School was developed from an interdisciplinary perspective with Chemistry. This stage allowed developers to apply the desired characteristics defined, in addition to realizing the relevance of pedagogical planning in this process. In the fifth stage, this prototype was evaluated by 6 Biology and Chemistry teachers using a questionnaire with quantitative analysis. Overall, the prototype was well evaluated with 72% of positive results. Given all the stages carried out in this work, it can be concluded that it is not easy to develop an educational application, especially with the desire to innovate in teaching resources and address learning difficulties. However, we hope that the desire to seek improvements in the teaching process with the integration of ICTs continues to motivate researchers to advance in future works.
14	RAQUEL DE LIMA SILVA CAVALCANTE BUILDING TEACHER KNOWLEDGE: CONTINUOUS TRAINING IN DIGITAL COMPETENCIES FOR PROMOTING TEACHER AUTONOMY AND TECHNOLOGY INTEGRATION IN TEACHING Advisor : APUENA VIEIRA GOMES COMMITTEE MEMBERS : APUENA VIEIRA GOMES DENNYS LEITE MAIA ISABEL DILLMANN NUNES ANA BEATRIZ GOMES PIMENTA DE CARVALHO Data: Sep 12, 2024 Show Abstract 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.
15	AMAURI GOMES BESERRA JÚNIOR Digital tools in English language classes: experience in elementary school 2 Advisor : SELMA ALAS MARTINS COMMITTEE MEMBERS : JANAINA WEISSHEIMER LUCELIO DANTAS DE AQUINO RAFAEL VETROMILLE-CASTRO SELMA ALAS MARTINS Data: Sep 17, 2024 Show Abstract This research addressed the following theme: Digital tools in English language classes: na experience based on active methodologies in an eighth-grade class of elementary school 2. The problem in question was the lack of interest and engagement of students during English classes. leading us to propose the use of digital tools in an attempt to involve students in the learning process. Therefore, we ask ourselves: What are the impacts of using digital tools, based on active methodologies in teaching and learning English in 8th grade classes in EF2? In turn, the general objective of the research was: to understand the implications of using digital tools, mediated by active methodologies, in teaching and learning English in an 8th grade class and as specific objectives we had: Investigate the impact of using the digital tools Whatsapp, Padlet, Wordwall, Kahoot and Canva, mediated by active methodologies, in the participation and engagement of students in English classes; analyze whether digital tools, associated with current themes and mediated by active methodologies, can contribute to English language learning through collaborative work and evaluate whether the intervention proposal produced significant changes, beyond learning English. And among the active methodologies we chose PBL, collaborative learning, flipped classroom and mobile learning. To develop the research, we worked with authors such as Zabala (1998), Moran (2000; 2013;2015; 2018), Almeida and Valente (2011; 2012), Bender (2015) Bergmann and Sams (2018), Freire (2015), Vygotsky ( 1991), Dillenbourg (1999), among others. In turn, the method used was action research. And based on the analysis of data from the pilot carried out in 2022 with eighth grade classes, we chose to develop our work in just one class from that grade. After collecting and analyzing the data, we found that the majority of students improved their learning and vocabulary in IL regarding the project theme: Global warming and Natural Disasters. Furthermore, the students enjoyed working collaboratively, in addition to the possibility of developing autonomy and gaining autonomy. The final product, a website entitled English is fun!, was created during the pandemic and improved with the publications of the final works, involving the themes chosen by each group using one of the TDIC presented to the students, as well as links to activities and games for the classes sixth and seventh years of EF2 and EJA students
16	BIANCA JOSEFA RIBEIRO DE OLIVEIRA PROBLEM-BASED LEARNING AS A STRATEGY TO DEVELOP COMMUNICATION AND COLLABORATION SKILLS IN DISTANCE EDUCATION Advisor : APUENA VIEIRA GOMES COMMITTEE MEMBERS : APUENA VIEIRA GOMES DENNYS LEITE MAIA EDNEIDE DA CONCEICAO BEZERRA Data: Sep 17, 2024 Show Abstract 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.
17	STELLA LAYSE DA SILVA LIMA BRITO THE STEAM APPROACH FOR DEVELOPING SOCIO-EMOTIONAL SKILLS IN STUDENTS WITH HIGH ABILITIES Advisor : DENNYS LEITE MAIA COMMITTEE MEMBERS : DENNYS LEITE MAIA FLAVIA ROLDAN VIANA JULIANA TEIXEIRA DA CÂMARA REIS JUSCILEIDE BRAGA DE CASTRO Data: Sep 19, 2024 Show Abstract The development of socio-emotional skills is necessary to ensure the comprehensive education of individuals, providing a foundation for forming critical and reflective citizens. In this context, the STEAM approach, an acronym for Science, Technology, Engineering, Arts, and Mathematics, involves interdisciplinary work between these areas of knowledge. When used in conjunction with the active methodology Project-Based Approach (ABPROJ), the STEAM practice encourages students to engage in projects where they are motivated to find solutions to complex real-world problems. In this process, mediated by the teacher, students develop cognitive, practical, and also socio-emotional skills. Individuals with high abilities may struggle to develop socio-emotional skills, which can lead to a potential gap between gifted students and regular schools. Addressing the needs of this audience, the Talento Metrópole Program, an initiative of the Digital Metropolis Institute (IMD) at the Federal University of Rio Grande do Norte (UFRN), offers training for students with High Abilities/Giftedness in Information Technology (IT). Given this, the research question of this study is: "How can the use of the STEAM approach, through project development, help high-ability students in Basic Education develop socio-emotional skills?" To answer this question, the general objective was defined as: To analyze an investigative and creative practice, using the STEAM approach, for the development of socio-emotional skills with students from the Talento Metrópole Program. The specific objectives were: i) To identify socio-emotional skills that can be explored through the STEAM approach; ii) To develop an investigative and creative project with a group of students from the Talento Metrópole program; and iii) To identify the socio-emotional skills developed by students with high abilities/giftedness (HA/G) during the practice; iv) To produce a teaching guide to instruct teachers on the STEAM approach with high-ability students for the development of socio-emotional skills. The research was conducted with a focus on a qualitative approach, grounded in elements of action research. It was carried out within the context of the Talento Metrópole program, in a class aimed at ten Basic Education students with HA/G. Data were generated through participant observation of the program’s classes, photographic and written records of the project’s execution, and focus groups. For the practice, two groups were formed to develop projects on the theme of “Accessibility.” One group worked on creating a shoe for blind people with a sensor to indicate obstacles, and the other developed a low-cost Braille printer. As a technical product of this Professional Master's study, in addition to the planned and implemented practice, a teaching guide was prepared aimed at teachers, to provide a reference for using the STEAM approach in the classroom with HA/G students. The results show that the socio-emotional skills of critical thinking, creativity, collaboration, connectivity, communication, and citizenship were widely mobilized during the STEAM practice for HA/G students, contributing to the comprehensive education of these students as critical, reflective, and creative citizens. Moreover, the ten general competencies required by the National Common Curricular Base (BNCC) were addressed at each stage of project development, indicating the relevance of this practice in an inclusive teaching and learning context.
18	MADSON GOMES RODRIGUES DIGITAL TECHNOLOGY WITH INNOVATIVE PRACTICES ON THE DEVELOPMENT OF VIRTUAL FIELD TRIPS IN GEOGRAPHY TEACHING Advisor : CIBELLE AMORIM MARTINS COMMITTEE MEMBERS : CIBELLE AMORIM MARTINS JOSE GUILHERME DA SILVA SANTA ROSA LETICIA DOS SANTOS CARVALHO Pablo Sebastian Moreira Fernandez KEILA ANDRADE HAIASHIDA Data: Sep 20, 2024 Show Abstract 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.
19	JESSICA JERLANE FERREIRA DA SILVA BARRETO STORYTELLING AND MICROLEARNING IN THE DEVELOPMENT OF READING AND WRITING: AN INNOVATION PROPOSAL FOR ELEMENTARY EDUCATION Advisor : CELIA MARIA DE ARAUJO COMMITTEE MEMBERS : CELIA MARIA DE ARAUJO CELIA MARIA DE MEDEIROS ILANE FERREIRA CAVALCANTE LUCELIO DANTAS DE AQUINO Data: Sep 23, 2024 Show Abstract One of the great challenges of education is being able to motivate reading and develop writing skills in students. Thus, research indicates a substantial decrease in the number of readers, especially among children and adolescents. In this sense, it is necessary to develop innovative methodologies that can help improve reading and writing rates. Thus, the general objective of this study was to analyze the use of an innovative proposal to improve reading and writing practices in Elementary School, using storytelling and microlearning, with the aim of developing students' communicative competence. The characterization of the research method of this work was based on the methodology of action research, with a quantitative and qualitative approach, of an applied nature and exploratory objective. The research was applied during a study workshop in a 9th grade class at a state school in the city of Natal, in Rio Grande do Norte, and data collection and analysis took place through questionnaires, field diaries, productions textual, participant observation, images and videos. The results indicatedthat the implementation of storytelling and microlearning methodologies led to a significant increase in student engagement in reading and writing. The products generated by this work were a workshop and an educational guide, explaining how to use the proposed methodologies in the classroom.
20	EDSON CAIO SILVA From Idea to Digital Game: A Proposal for Curriculum Integration in the Technical and Professional Itinerary of the New High School Advisor : KLEBER TAVARES FERNANDES COMMITTEE MEMBERS : CHARLES ANDRYE GALVAO MADEIRA EDUARDO HENRIQUE DA SILVA ARANHA KLEBER TAVARES FERNANDES MARIA DE FATIMA DE LIMA DAS CHAGAS Data: Sep 25, 2024 Show Abstract 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.
21	ANDRÉ PARDUCCI SOARES DE LIMA MISSIONS IN DIGITAL RPG GAMES FOR TEACHING AND LEARNING GEOMETRY Advisor : CHARLES ANDRYE GALVAO MADEIRA COMMITTEE MEMBERS : CHARLES ANDRYE GALVAO MADEIRA EDUARDO HENRIQUE DA SILVA ARANHA KLEBER TAVARES FERNANDES MARCELO DA SILVA HOUNSELL Data: Sep 26, 2024 Show Abstract Data collected about the level of teaching and learning of Mathematics reveal a substantial deficit in Basic Education students. This demonstrates that the method traditionally used by teachers in the area is not proving to be effective for students of the current generation, since Mathematics is presented in an abstract and decontextualized way, making understanding difficult and making the subject complicated and boring. Given this scenario, it is imperative to seek alternatives for the Mathematics teaching and learning process. With this in mind, we live in a society in which students are immersed in digital technologies, increasingly using smartphones and computers actively. That said, learning based on digital games presents itself as an active methodology that allows the integration of Mathematics concepts into games, making Mathematics classes more interesting and related to students' daily lives. Furthermore, Geometry concepts can be integrated in a playful and visually attractive way in the context of digital games, transforming what is abstract into something concrete and meaningful. Therefore, this research aims to develop strategies for using digital games in an engaging and thought-provoking way as a pedagogical tool for teaching and learning geometry in the classroom. Given this, the central question of this research arises: how can a digital game that explores geometry concepts become immersive and thought-provoking, in order to effectively contribute to the assimilation of explored content? With the aim of seeking more information on the subject, a systematic review was carried out on the use of digital games in the classroom, for which it was found that many digital educational games have been planned with a focus “only” on the transmission of content, neglecting important aspects of design and psychology that are responsible for providing enjoyable experiences for players. Seeking to answer this research question, Minecraft was chosen, which is one of the most popular game environments today, as a platform for creating quests focused on geometry in an RPG game aiming to attract students' attention. To achieve this, the quests were designed through visual representations, transforming concepts previously considered abstract into meaningful situations for students. The quests developed were applied in the context of a 9th year class of Elementary School II at a public school in Natal/RN, as well as in an extension course offered to undergraduate students and Basic Education teachers. The teachers and students who participated in the application evaluated the developed solution based on a set of criteria related to engagement and learning. The results obtained demonstrate that the proposed solution appears to be a very promising alternative for teaching and learning geometry.
22	FÁBIO THIERRY DOMINGUES DA SILVA STRATEGIES ADAPTED TO DIGITAL RPG GAMES FOR CARTOGRAPHIC TEACHING AND LEARNING Advisor : CHARLES ANDRYE GALVAO MADEIRA COMMITTEE MEMBERS : ÍTALO SOUSA DE SENA ARLETE DOS SANTOS PETRY CHARLES ANDRYE GALVAO MADEIRA JOSE GUILHERME DA SILVA SANTA ROSA Data: Sep 27, 2024 Show Abstract 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.
23	LORENA KAREN PRAXEDES MARIZ Digital support to search for content in health professionals permanent education process using microlearning Advisor : BRUNO SANTANA DA SILVA COMMITTEE MEMBERS : APUENA VIEIRA GOMES BRUNO SANTANA DA SILVA CARLOS JORDAO DE ASSIS SILVA Data: Sep 27, 2024 Show Abstract Healthcare professionals need to continue learning throughout their lives so that their healthcare practices remain up to date with advances in science and technology. However, these professionals face a high demand for activities, which limits their time for traditional training. Carrying out Permanent Education in Health (PEH) only with courses with long content that are not targeted to specific demands may be ineffective, as some professionals do not start or drop out of these courses due to lack of time or motivation. Some of these difficulties in operationalizing PEH can be addressed with microlearning, a pedagogical approach that makes it possible to offer small units of content on demand for immediate application in the work context. When microlearning provides a very large amount of small content, professionals face the challenge of finding necessary content to meet their needs at a given time. Therefore, the objective of this study was to design appropriate ways for healthcare professionals to find desired content with digital support during the PEH process according to microlearning. The theoretical foundations involved PEH, information and communication technologies, digital educational resources, the Meaningful Learning theory, microlearning, and information systems and architecture. This objective was achieved through exploratory research conducted in four stages. In Stage 1, opportunities for improvement in information search and consultation were identified through a survey (questionnaire) with health professionals. As a result, it was decided to direct the focus of this work to support the search for content of interest to professionals at a given time and context. In Stage 2, an information architecture on safe medication administration was defined, based on the analysis of educational materials and review by nurses. In Stage 3, the interface of a digital solution was designed to search for content that can satisfy the informational needs of professionals. Finally, in Stage 4, a comparative evaluation of the statement of informational needs in the designed interface and in another similar existing interface was carried out. The results of this research can contribute to the improvement of PEH by improving the digital supports inspired by the proposal of this work. Thus, the search for content will be more flexible and adapted to the daily demands of healthcare professionals, contributing to their lifelong learning.
24	GISELE DA SILVA BATISTA THE USE OF TECHNOLOGIES: NOTES OF THE TRAINING NEEDS OF PRESCHOOL TEACHERS Advisor : MARIA CRISTINA LEANDRO DE PAIVA COMMITTEE MEMBERS : GIOVANA CARLA CARDOSO AMORIM MARIA CRISTINA LEANDRO DE PAIVA SANDRO DA SILVA CORDEIRO Data: Sep 27, 2024 Show Abstract 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.
25	RAFAEL OLIVEIRA FREIRE DIDACTIC SEQUENCE FOR SPECIALIZED EDUCATIONAL ASSISTANCE: MUSIC AS A PROMOTER OF MATHEMATICS LEARNING FOR PEOPLE WITH INTELLECTUAL DISABILITIES Advisor : IZABEL AUGUSTA HAZIN PIRES COMMITTEE MEMBERS : ADJA FERREIRA DE ANDRADE GIOVANA CARLA CARDOSO AMORIM IZABEL AUGUSTA HAZIN PIRES Data:** Oct 7, 2024 Show Abstract The present study focused on the use of music for learning mathematics among people with intellectual disabilities (ID), understood here as a clinical condition characterized by deficits in intellectual functioning and adaptive behavior, the latter expressed as conceptual, social, and practical adaptive skills. These limitations must be present before the age of 18. Given the high number of students with intellectual disabilities enrolled in the regular state education system of Rio Grande do Norte, it is necessary to understand and intervene so that they reach their potential for development and mathematics learning, minimizing the challenges they face. This work stems from the following problem: How can we guide teachers of Specialized Educational Assistance (AEE) to use music to enhance the mathematics learning of individuals with intellectual disabilities? The general objective of this research was to construct a didactic sequence for teaching multiplicative structures, using music as the main mediation tool. The didactic sequence was developed based on Galperin's Theory of Step-by-Step Mental Actions. It is believed that this study can contribute to the pedagogical practice of AEE teachers, supporting inclusion through the development and learning of students with intellectual disabilities.

2023

	Dissertations
1	MARIA DA CONCEIÇÃO ARAÚJO MORENO HackSaúde: Awakening Entrepreneurial Skills in Health Area Graduates Advisor : ISABEL DILLMANN NUNES COMMITTEE MEMBERS : CHARLES ANDRYE GALVAO MADEIRA ISABEL DILLMANN NUNES MANUEL JACINTO DE ASCENSÃO JARDIM Data: Feb 15, 2023 Show Abstract 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.
2	ANÁLYA CRISTINA LEITE CORTEZ DO CARMO THE USE OF TECHNOLOGIES FOR CONSTRUCTING COMMUNICATION BETWEEN SCHOOL/FAMILIES IN A PUBLIC SCHOOL SYSTEM OF RIO GRANDE DO NORTE Advisor : CIBELLE AMORIM MARTINS COMMITTEE MEMBERS : CIBELLE AMORIM MARTINS CELIA MARIA DE ARAUJO DINO LINCOLN FIGUEIROA SANTOS HERIK ZEDNIK RODRIGUES Data: Feb 27, 2023 Show Abstract This research aimed to analyze new paths for a more dialogical communication, using Digital Information and Communication Technologies, between the school and the families through actions that aim to bring the two institutions together in a context of collaboration and co-responsibility. Therefore, the theoretical-scientific assumptions that support this investigation are based on studies by Lévy, Kenski, Freire, Paro, Fullan, among others, who discuss the concepts of technology, communication and the relationship between school and family. The central question of this investigation is: How can the use of digital information and communication technologies contribute to dialogic communication between school and family? We defined as a central objective: to analyze new paths for a more dialogical communication between school and families, using digital information and communication technologies. The research methodology is based on a qualitative approach and has as an empirical field the dependencies of the Senador Dinarte Mariz State School, and as research subjects the parents/guardians of students from Elementary School II classes, students from the morning shift and the school staff . As for the objectives, the research is explanatory, as it seeks to better understand the researched reality, identifying the factors that determine or contribute to a more dialogic communication between school and family. As for the method, it is characterized as participatory research, in which the research technique called focus group was used. Data collection was made from participant observation, logbook, questionnaire and audio recordings. To carry out the analyses, we sought to interpret the speeches of the research subjects; as well as the interpretation of the facts by the researcher. At the end of the research, subsidies were gathered to analyze the impacts of the actions, realizing what contributions digital technologies can bring to school communications and which of these technologies are more viable for implementation in the researched school. Finally, it was possible to conclude that the communication between the school and the families, in the researched school, needs to be strengthened, based on the adequate use of the tools that facilitate this communication, so that the two institutions can fulfill their formative roles in a collaborative way. Thus, it was possible to build collectively - with the participation of the school and families - a personalized communication plan that met the school's objectives and that took into account its target audience. It was also possible to conclude that families follow the students' training process and want a more dialogic relationship with the school. However, the school still feels that this family monitoring in relation to the students' school life needs to be better polished. In turn, students value these communicative exchanges between the two institutions and feel welcomed, as they understand the importance of family participation in their school life, since they are teenagers and need guidance.
3	CIRO DIAS TEACHING PHILOSOPHY THROUGH AUDIOVISUAL PRODUCTION Advisor : ADJA FERREIRA DE ANDRADE COMMITTEE MEMBERS : ADJA FERREIRA DE ANDRADE CELIA MARIA DE ARAUJO PAULO SERGIO GOMES SOARES Data: Feb 28, 2023 Show Abstract 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.
4	RONILSON FERNANDES DA SILVA PLAYING THE GAME: A PROPOSAL FOR CONTINUING EDUCATION IN GAMIFICATION FOR HIGH SCHOOL TEACHERS OF THE PUBLIC NETWORK IN THE STATE OF PARAÍBA Advisor : JOSE GUILHERME DA SILVA SANTA ROSA COMMITTEE MEMBERS : ARMANDO MACIEL TODA JOSE GUILHERME DA SILVA SANTA ROSA PATRICIA BORBA VILAR GUIMARAES Data: Feb 28, 2023 Show Abstract Given the numerous debates regarding Twenty-First Century education, gamification hasgained prominence in recent years as a result of the understanding that motivation andengagement can be key pieces for the school to become a more attractive place for students. Inthe wake of this methodology, there is the possibility of inserting the DICTs in the context ofpedagogical activities, since when talking about gamification, naturally one can bring up theuniverse of games, especially digital ones. In this sense, this universe has a lot to offer to basiceducation, since, at the same time that it is inserted in the digital context of the contemporaryworld, it brings several elements (dynamics, mechanics and aesthetics) that can contribute tothe improvement of the teaching and learning process within the school space. For this, it isunderstood that it is necessary to have appropriate initial and continuous training that preparesprofessionals to work with these methodologies in a conscious and effective way. The initialtraining of teachers in Brazil has very slowly incorporated, and sometimes neglected, the useof DICTs and active methodologies, including gamification, as pedagogical tools. Continuingeducation, in turn, is the one that tends to fill these gaps, as it represents for teachers theopportunity to delve into themes and areas that were little or unexplored in their initial training.For these reasons, it is essential to understand how the continuous training of teachers for theuse of active methodologies, especially gamification, can contribute to the integration of DICTsinto the pedagogical practice of educators, with a view to promoting educational innovation andimproving the quality of teaching and learning for basic education students, especially in thecontext of the public school system. Based on this assumption, this research has as generalobjective: to understand how continuing education in gamification for public high schoolteachers in the state of Paraíba can promote innovative, efficient and effective pedagogicalpractices in the context of the use of DICTs in the classroom. As for its approach, this researchis configured as qualitative, as for its nature, as an applied research. Regarding the objectives,the research has an exploratory character, as it seeks to investigate a theme that is still littleexplored, which is the continuing education of Public High School teachers. Regarding theprocedures, it is characterized as an action research, as it seeks to investigate and intervene inthe reality that is presented, together with the High School teachers who work in the 9th REM(Regional Education Management), in order to promote practical changes in the methodologiesof work of the subjects involved. The technical product from the research was the proposal ofContinuing Education, which application and analysis of the results allowed to understand thelevel at which gamification is as a possibility for the development of innovative teachingmethodologies that are efficient and effective in the context of the classroom. By understandingthis relation, it will be possible to support the creation of state policies, especially within thepublic network of Paraíba, that may encourage investments by the government in thedevelopment of training strategies for the teachers of SEECT-PB (Secretary of Education andScience and Technology of Paraíba). Thus, this research is a deep account of the application ofa continuing education in gamification for High School teachers that is proposed to be scalableand replicable in various contexts, in order to further disseminate the methodologies andpractices associated with gamification in education.
5	MARIA EDUARDA LINS DE LIMA MULTIMODAL TEXTS IN THE DIAGNOSTIC ASSESSMENT OF READING OF 2nd YEAR ELEMENTARY SCHOOL STUDENTS Advisor : CIBELLE AMORIM MARTINS COMMITTEE MEMBERS : ADJA FERREIRA DE ANDRADE CIBELLE AMORIM MARTINS MESSIAS HOLANDA DIEB Data: Feb 28, 2023 Show Abstract 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.
6	MÁRCIO KLAUBER MAIA Use of mini cases in Religious Education Advisor : MAX LEANDRO DE ARAUJO BRITO COMMITTEE MEMBERS : MARIA CRISTINA LEANDRO DE PAIVA MAX LEANDRO DE ARAUJO BRITO RICARDO LUIZ PEREZ TEIXEIRA Data: Apr 12, 2023 Show Abstract The general objective of the research is to discuss teacher training for the use of mini cases in the pedagogical practice of confessional teaching. This is a qualitative study. 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. Religious education teachers who teach, are interested in teaching or have taught at the Agnus Dei Educational Center were included in the survey. As a result, the study shows that the use of cases for teaching by teachers demands an initial reflective process for subsequent use in the classroom. It is a methodology that is perfected by daily practice and by the individual deepening of each teacher. As a product, a guide for the production of educational content was developed to help Religious Education teachers in the development and application of mini cases, aiming at increasing student engagement. The guide walks you through the step-by-step planning, construction, and application of the mini cases in the classroom. Finally, the study concludes that the use of mini cases for Religious Education can collaborate with the training of Religious Education teachers, being a tool to streamline classes, but it requires commitment and dedication from these teachers, both in the preparation of mini cases and in use.
7	PRISCILLA FONTENELE ARNULF DE OLIVEIRA Bilingual portfolios with digital technology in teaching Visual Arts for deaf people Advisor : ARLETE DOS SANTOS PETRY COMMITTEE MEMBERS : ANA BEATRIZ BAHIA SPINOLA BITTENCOURT APUENA VIEIRA GOMES ARLETE DOS SANTOS PETRY RITA DE CASSIA BARBOSA PAIVA MAGALHAES Data: Apr 28, 2023 Show Abstract This research deals with the systematization of a methodology for the use of digital technology for the production of bilingual portfolios in the teaching of Visual Arts for deaf people. The portfolio as a pedagogical instrument is understood with the possibility of being composed of various documents and activities, built jointly between educator and students. This research takes the Triangular Approach as the conception of art/education for the use of the portfolio. This approach is composed of three guiding pillars: reading images, contextualizing productions and making art. The instrument proves to be able to articulate these three pillars and provide a formative assessment. This work adopts the paradigm of the social model, which recognizes society's responsibility in creating barriers for individuals and being responsible for eliminating them. This model also considers the participation of the subjects themselves to be important in the propositions to be elaborated on a given public, in addition to emphasizing the importance of teamwork. In addition, to think about the deaf subject, this work assumes a socio-anthropological conception to think about the construction of the bilingual portfolio, based on the language, identity and culture of this public. The research methodology is action research, a type of empirically based social research, in which researcher and participants work cooperatively. The organization of the stages is divided into planning, action, reflection and evaluation, in an iterative cycle according to the perceived results. The digital technology for building the bilingual portfolios is a cell phone application that allows you to record notes in Sign Language on the works of art produced. The research participants are deaf students and the use of the application proves to be effective for the production of the bilingual portfolio, assisting in their teaching and learning. The performance of the Sign Language translator-interpreter and his relationship with the educator, with the content presented and with the students, in addition to the cooperation of a deaf person to assist during classes, demonstrations will be important differentials for the quality of teaching and learning in this context.
8	MARIA GONÇALVES DE AQUINO PRECEPTORSHIP DEVELOPED BY NURSES: PEDAGOGICAL STRATEGIES IN THE LIGHT OF NEW METHODOLOGIES AND DIGITAL TECHNOLOGIES Advisor : APUENA VIEIRA GOMES COMMITTEE MEMBERS : APUENA VIEIRA GOMES CINTIA CAPISTRANO TEIXEIRA ROCHA DENNYS LEITE MAIA MARIA ALZETE DE LIMA Data: May 3, 2023 Show Abstract The present study aimed to develop a model based on active methodologies and digital technologies, to subsidize the practice of preceptorship in nursing, aiming to improve the methodological processes of teaching in the wards of the Hospital Universitário Onofre Lopes (HUOL) located in Natal/RN. It consists of an action-research with an interpretative paradigm and a qualitative approach, focusing on mapping and the possibility of proposing a model to support the practice of preceptorship in nursing based on active methodologies, especially the PBL. The population consisted of twenty-three clinical nurses who tutor students in the undergraduate and residency courses in nursing at the Federal University of Rio Grande do Norte (UFRN). The empirical research was carried out in October 2022 through an online questionnaire, after agreement with the TCLE by the respondents. It had the consent of the institution where the study was developed and approval by the Research Ethics Committee of UFRN, according to CAAE n° 63349722.2.0000.5537. The analysis of the information was carried out from the content analysis, in the thematic modality. Thus, four categories were defined a priori, named as follows: Skills for exercising preceptorship; Difficulties/challenges for acting in preceptorship; Methodologies used in preceptorship; Suggestions for improving the activity. The results indicate that, despite the limiting factors of the activity, such as the absence of a specific workload, training and integration with the services, these nurses have positive opinions about this experience and recognize themselves as a fundamental piece in the integration of theory and practice, contributing to a differentiated training of these students for the job market. As a product of this study, the Practical Guide for Preceptors in Nursing was collectively constructed, using the ADDIE model of Contextualized Instructional Design, guided by the use of active teaching methodologies, especially problem-based learning (PBL), as a possibility of ( re)signification of preceptorship practice, promoting changes in the teaching and learning process in the hospital environment.
9	RICARDO WAGNER DA PURIFICAÇÃO OLIVEIRA PIRILAMPO: AN EDUCATIONAL SOFTWARE PROPOSAL FOR THE EVALUATION OF THE STATISTICAL LITERACY OF DEAF STUDENTS Advisor : FLAVIA ROLDAN VIANA COMMITTEE MEMBERS : FLAVIA ROLDAN VIANA DENNYS LEITE MAIA SIMONE LORENA DA SILVA PEREIRA ALINE DE MENEZES BREGONCI Data: Jun 22, 2023 Show Abstract 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.
10	MILENA ALVES TEIXEIRA CREATIVE LEARNING IN EARLY CHILDHOOD EDUCATION: POSSIBILITIES AND CHALLENGES IN DAILY PRACTICE IN MAKER ACTIONS. Advisor : AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI COMMITTEE MEMBERS : AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI SAMUEL OLIVEIRA DE AZEVEDO SANDRO DA SILVA CORDEIRO ZULMARA VIRGINIA DE CARVALHO Data: Jun 30, 2023 Show Abstract Early childhood education is an educational stage that has been establishing space in the field of pedagogical research over the last few years. Many of these issues are related to educators' search for innovative didactics to meet pedagogical demands and favor children's protagonism. The desire to expand the possibilities of creation and imagination in the daily life of early childhood education based on the implementation of creative learning were motivational aspects that drove the development of this research. With this, the objective was to investigate the organization of pedagogical work from the perspective of creative learning and maker culture in an early childhood education unit in Parnamirim/RN. The methodology used is of an applied nature, guided by the principles of a qualitative approach with nuances of action research. The group of research collaborators consisted of 11 participants, 09 teachers, 01 administrative director, 01 pedagogical director. In the process, the following instruments were used: questionnaire, participant observation, document analysis and individual and group interviews. The course of the research involved training in context, lasting 20 hours. The journey followed included the construction of a collective webfolio, supported as a source of monitoring, analysis and evaluation of the formative process, configuring the didactic-pedagogical product of the dissertation. The study has as main references: Resnick (2019); Alencar (2003); Martinez (2006); Vygotsky (1934); Papert (1985), Blikstein (2017); Oliveira-Formosinho (2007; 2019); Horn (2017). The results indicate that: a) there is a concern to promote a more creative practice; b) difficulty sustaining children's creative ideas; c) creative learning is a possible practice, but requires changes in conceptions, teaching posture and demands a collaborative process.
11	MARESSA MARIA LEMOS DE SOUSA MAKER CULTURE AS A STRATEGY TO DEVELOP READING AND WRITING SKILLS IN STUDENTS: A DIDACTIC SEQUENCE PROPOSAL FOR THE EARLY YEARS OF ELEMENTARY SCHOOL Advisor : APUENA VIEIRA GOMES COMMITTEE MEMBERS : ANA BEATRIZ GOMES PIMENTA DE CARVALHO APUENA VIEIRA GOMES DENNYS LEITE MAIA KLEBER TAVARES FERNANDES Data: Jul 5, 2023 Show Abstract 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.
12	JÚLIO CÉSAR DA SILVA DANTAS THE USE OF AUGMENTED REALITY IN SCIENCE TEACHING: A RESEARCH PROPOSAL Advisor : ADJA FERREIRA DE ANDRADE COMMITTEE MEMBERS : FABRICIO HERPICH ADJA FERREIRA DE ANDRADE AQUILES MEDEIROS FILGUEIRA BURLAMAQUI Data: Jul 12, 2023 Show Abstract Augmented Reality (AR) comes out of science fiction works and enters the educational context. This work is concerned with how this absorption by the school takes place: although the benefits pointed out by the use of this technology are already documented in the national and international literature, the didactic method that guides its use predates the technology and deserves attention. In this sense, it is justified as it embarks on an area little explored in the literature, while also aligning itself with national curriculum documents. It is a research with a medium degree of innovation developed in the Pós-Graduate Program in Innovation in Educational Technologies (UFRN), in the line of Educational Practices with Digital Technologies. The investigated research question aims to identify the impacts of educational practices in science allied to augmented reality and developed under the scope of investigative teaching sequences. The main objective is to evaluate the impacts of a methodological proposal guided by the investigative use of learning objects in augmented reality and aims, as specific objectives, to evaluate the use of applications by students, to investigate the reach or not of the learning objectives and to evaluate the contributions of the paradidactic guide used in the interventions. The methodology is of an applied and exploratory nature, having a ninth grade class as its public, following a quali-quanti approach, guided by the case study paradigm, and using questionnaires and usability tests as collection instruments. The results corroborate the literature when they point out that interventions that use augmented reality are engaging, fun and increase students' curiosity; on the other hand, he points out that this use lacks present support from the teacher and that his absence cripples the process of investigation and use of applications. The product built in this dissertation was a paradidactic ebook about the solar system, containing research proposals, recommending other materials and integrating the content with augmented reality applications, in order to disseminate active practices mediated by technologies.
13	ANDREZZA SIMÕES DA SILVA THE ORALITY OF STUDENTS IN THE EARLY YEARS: AUDIOVISUAL LANGUAGE AS A POSSIBILITY Advisor : AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI COMMITTEE MEMBERS : AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI SANDRO DA SILVA CORDEIRO FRANSELMA FERNANDES DE FIGUEIREDO Data: Aug 11, 2023 Show Abstract 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.
14	ISABEL CAROLINA PEREIRA DE MEDEIROS GADELHA TEACHER TRAINING IN EARLY CHILDHOOD EDUCATION: CHALLENGES AND POSSIBILITIES FOR THE DIGITAL INCLUSION OF CHILDREN IN CONTEMPORARY TIMES Advisor : MARIA CRISTINA LEANDRO DE PAIVA COMMITTEE MEMBERS : MARIA CRISTINA LEANDRO DE PAIVA APUENA VIEIRA GOMES DENISE MARIA DE CARVALHO LOPES GIOVANA CARLA CARDOSO AMORIM Data: Aug 11, 2023 Show Abstract The present research has as general objective to analyze the contributions of teacher training for the inclusion of digital technologies in Early Childhood Education, having as subsidy the guidelines of the Reference Curriculum in Technology and Computing (CRTC). The training was developed with teachers from four children's centers in the municipality of Parnamirim / RN, in a hybrid format and started from a professional master's research of the Postgraduate Program in Innovation in Educational Technologies - PPgITE / UFRN. The training, inspired and guided by the CRTC guidelines, explored the Digital Citizenship and Computational Thinking axes of the aforementioned curriculum, through active methodologies and digital tools, with the skills to be developed by the children suggested by each axis. Reflections were made on teacher training, curriculum, curriculum in Early Childhood Education, according to: Gatti; Saviani; Perrenoud; Oliveira-Formosinho; Oliveira; Macedo; Moreira and Candau; Fochi. To discuss teaching practice and the use of technologies, we rely on Cunha; Almeida and Valente; Tardif. The research is methodologically supported by the qualitative approach with nuances of action research as a way of understanding and intervening in the chosen context. Through the application of questionnaires, field diary and collective and individual interviews, we traced the profile of the participants, to better understand the context in which they were inserted, we identified the perception by the subjects of the importance of the use of digital technologies in early childhood education and verified the main challenges faced by them for the inclusion of digital technologies in the daily life of children's centers, in order to provide moments of construction of new knowledge, in a process of continuing education. Data analysis occurred through the principles of categorization and inference present in content analysis, proposed by Bardin (2011). As a final product, a continuing education plan was prepared that will be available to the Parnamirim/RN education network. The results showed that the training path aligned with the CRTC curriculum guidelines aroused the interest of teachers, promoted reflection on the use of digital resources and, above all, aroused children's curiosity, interest, and contributed to the development of digital skills.
15	SIMONE CRISTINA OLIVEIRA DA SILVA Mini cases in teaching and learning in Science in Youth and Adult Education Advisor : MAX LEANDRO DE ARAUJO BRITO COMMITTEE MEMBERS : ALEX PAUBEL JUNGER MAX LEANDRO DE ARAUJO BRITO VANESSA SPINOSA Data: Aug 16, 2023 Show Abstract 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.
16	LIDIANE BEATRIZ RIBEIRO SOUSA DA SILVA PERFORMANCE OF EXECUTIVE FUNCTIONS IN CHILDREN IN ELEMENTARY SCHOOL I: STUDY WITH INTERVENTION OF UNPLUGED COMPUTATIONAL THINKING ACTIVITY Advisor : ISABEL DILLMANN NUNES COMMITTEE MEMBERS : ANA LIZ SOUTO OLIVEIRA AQUILES MEDEIROS FILGUEIRA BURLAMAQUI CHARLES ANDRYE GALVAO MADEIRA ISABEL DILLMANN NUNES Data: Aug 17, 2023 Show Abstract The dissertation presented debate about the importance of stimulating, from the Early Years of Elementary Education, skills such as logical reasoning and problem-solving, essential to citizens of the 21st century, as they stimulate the development of Executive Functions important for this audience, mainly, in a world that is increasingly turned to technology, we should think strategies to facilitate and optimize the processes and solve problems. Children who are new users and future developers should learn from an early age skills in teamwork, leadership, decision-making, critical thinking, adaptability and coping with their own emotions through the technologies available in school, exploring the possibilities and experiencing self-discovery for the development of logical reasoning. In this sense, the general objective is to analyze whether unplugged Computational Thinking can contribute to the performance of Executive Functions. To this goal, specific goals for the research have been listed, which are: a) Develop Cognitive Training and Sessions of Computational Thinking Activities that point to the development of Executive Functions; b) Compare and evaluate the performance, pre- and post-test, of the executive functions of inhibitory control and cognitive flexibility in children subjected to the activity of Computer Thinking unplugged; and c) Produce an e-book with the systematization of PC activities related to their pillars to executive roles and their skills as a method for the cognitional development of children. The research will be of an applied nature with a quali-quanti approach if it is based on the principles of action research and is guided by the steps indicated in the work of Gil (2017), being carried out, at first, a study of works on Computational Thinking (BRACKMANN, 2017 and WING, 2006), Unplugged Computing (BRACKMANN, 2017 and BELL et al., 2015) and Executive Function (DIAMOND, 2013 e DIAS; SEABRA, 2013) based on the studies carried out, pre- and post-tests were applied to analyze the performance of Executive Functions in students of the 3rd year of Elementary School I (children aged between 8-9 years), from a municipal public school, located in Parnamirim/ RN, based on the application of cognitive training activities and unplugged computational thinking. The systematization of the process resulted in the production of an e-book that brings together activities from the book “Computer Science Unplugged” written by Tim Bell, Ian H. Witten and Mike Fellows. Thus, this work points to the importance of developing strategies for teaching computational thinking in the face of the diversity of educational realities in Brazil and to develop logical reasoning and problem-solving in children.
17	DELANNE PAULINO DA SILVA TEACHER TRAINING FOR THE USE OF THE FLIPPED CLASSROOM METHODOLOGY IN THE TEACHING AND LEARNING PROCESS OF ENGLISH LANGUAGE GRAMMAR IN MIDDLE SCHOOL Advisor : LUCELIO DANTAS DE AQUINO COMMITTEE MEMBERS : DIÊGO CESAR LEANDRO ISMENIA BLAVATSKY DE MAGALHÃES LUCELIO DANTAS DE AQUINO Data: Aug 17, 2023 Show Abstract 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.
18	ALEX ALVES DE MEDEIROS DESTSIGN: WEB SYSTEM FOR WRITING IN SIGNWRITING Advisor : FLAVIA ROLDAN VIANA COMMITTEE MEMBERS : FLAVIA ROLDAN VIANA DENNYS LEITE MAIA ALINE DE MENEZES BREGONCI Data: Aug 21, 2023 Show Abstract In Brazil, according to IBGE data, 5% of the Brazilian population have a hearing loss, however, there are still many educational barriers faced by them. The Brazilian Sign Language (Libras) is the way in which the deaf express themselves and communicate in a natural way in the country and because they are inserted in a society based on the hearing language, the acquisition of knowledge through reading and writing is something difficult to access since there are few ways available for such purposes in their mother tongue, in addition, the deaf have gaps in the domain of Portuguese precisely because this language is based on being a hearing person. In this way, the present work, through a qualitative-interpretative approach and using the Design Science Research (DSR) method, aims to develop a web system to provide the writing of signs in SignWriting, which is a widely spread format in Brazil and world, to provide the deaf person with an environment in which they can write in a writing system anchored in their mother tongue.
19	JOSÉLIA PRAXEDES DA SILVA PEDAGOGICAL DOCUMENTATION IN THE DIGITAL AGE: TEACHER TRAINING PROPOSAL FOR EARLY CHILDHOOD EDUCATION Advisor : MARIA CRISTINA LEANDRO DE PAIVA COMMITTEE MEMBERS : FERNANDA DE LOURDES ALMEIDA LEAL MARIA CRISTINA LEANDRO DE PAIVA MARIANGELA MOMO SANDRO DA SILVA CORDEIRO Data: Aug 22, 2023 Show Abstract 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.
20	MARCILENE PAULINO DA SILVA MANSO THE USE OF THE COLLABORATIVE TOOL CANVA IN THE WRITTEN PRODUCTION OF TEXTUAL GENRES: A LOOK AT TEACHING PRACTICE Advisor : LUCELIO DANTAS DE AQUINO COMMITTEE MEMBERS : JACIARA LIMEIRA DE AQUINO LUCELIO DANTAS DE AQUINO MARIA CRISTINA LEANDRO DE PAIVA Data: Aug 23, 2023 Show Abstract Schools are considered social institutions that provide excellent opportunities for teaching and learning writing. In order to create a conducive environment for meaningful and engaging learning, educators need to be equipped with the necessary knowledge to adapt to changes in society and foster innovation. With this in mind, the research question arises: how can teacher training be promoted for the use of the collaborative tool Canva in the written production of textual genres in the fifth year of Elementary School? The object of this research is to evaluate a training proposal for the use of the collaborative tool Canva to enhance the teaching practice of written production of textual genres for the fifth year of Elementary School. The research was conducted in a private school located in Natal/RN, with eleven pedagogues participating, who work with students in the 5th year of the initial years of elementary school. The theoretical framework draws upon the studies of Geraldi (1999), Marcuschi (2002; 2008), Koch and Elias (2009) in relation to textual genres, and Almeida (1997), Almeida and Valente (2011), Valente (1999), Moran et al. (2003), and Moran (2012) in relation to the integration of technology in education. In terms of teacher training, discussions by Alarcão (2001; 2011), Freire (2001; 2005), Nóvoa (1995; 1997; 2022), and Schön (1995; 2000) were considered. The research adopted a qualitative research approach, utilizing the methodological assumptions of scholars such as Gil (2008; 2010), Minayo (2012), and Tripp (2005), and employed action research. Data analysis was conducted based on records from two questionnaires, the didactic sequence developed by the teachers, and the researcher's field diary. The findings indicate that the use of the Canva tool in the teaching practice of producing textual genres can significantly contribute to student empowerment, collaborative work, and the production of various textual genres relevant to students' daily lives. Canva is a versatile, free, interactive pedagogical resource that enhances educational practice by providing a diverse collection of textual genres that students can engage with, along with other available teaching resources. As a result of this research, in addition to the dissertation, a face-to-face training course was developed and registered as an Extension Project, along with an e-book titled "Didactic Guidelines for the Practice of Written Production of Textual Genres through the Canva Collaborative Tool," leaving a lasting impact on Brazilian education within professional, academic, and social spheres.
21	RAÍZA DE ARAÚJO DOMINGOS SOARES TEACHING AND LEARNING CHEMICAL CONCEPTS THROUGH THE STEAM APPROACH IN K-12 EDUCATION Advisor : DENNYS LEITE MAIA COMMITTEE MEMBERS : DENNYS LEITE MAIA ADJA FERREIRA DE ANDRADE CARLOS NECO DA SILVA JUNIOR LILIAN CASSIA BACICH MARTINS Data: Aug 25, 2023 Show Abstract 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.
22	RUSSIANA COSTA SANTOS DA SILVA THE USE OF PADLET FOR TEXT PRODUCTION IN PORTUGUESE LANGUAGE Advisor : LUCELIO DANTAS DE AQUINO COMMITTEE MEMBERS : JACIARA LIMEIRA DE AQUINO KLEBER TAVARES FERNANDES LUCELIO DANTAS DE AQUINO MARIA DAS GRACAS SOARES RODRIGUES SELMA ALAS MARTINS Data: Aug 25, 2023 Show Abstract The teaching of textual production in Portuguese, nowadays, should give more emphasis to some factors such as the protagonism of the learner and the use of methodologies and technologies that help in learning in a meaningful way. In this sense, the Padlet tool presents itself as a possible tool to be used in this context to propose collaborative learning. That said, the present study aims to analyze the use of the Padlet digital tool for the practice of textual production in Portuguese, in a 3rd grade high school class. For that, we take as reference the studies that discuss the teaching of the Portuguese language, turning our attention to the production of texts (ANTUNES, 2003; MARCUSCHI, 2008; GERALDI, 2012); in addition, we bring reflections on active methodologies and collaborative learning (BACICH; MORAN, 2018; MORAN, 2019; TORRES; IRALA, 2014) to support our intervention based on the Didactic Sequence model proposed by Dolz, Noverraz and Schneuwly (2004) . As for the methodology, we used action research, anchored in a qualitative approach, of an applied and exploratory nature (TRIPP, 2005; GIL, 2017; GOMES; GOMES, 2020), based on an intervention carried out with a group of the 3rd grade of High School at a Full-Time State School, in the city of Macau-RN. In this study, we carried out a descriptive-interpretative analysis based on the constituted corpus, based on the following steps: a) planning: application of a questionnaire and readaptation of the initially proposed didactic sequence; b) implementation: application of the didactic sequence with text production activities in the Padlet tool and direct observation of the activities; and, c) evaluation: with analysis of text productions, use of semi-structured interview and questionnaire. In the end, it is evident that the intervention carried out was able to make students more critical and reflective text producers, with satisfactory results in the teaching and learning process of text production in Portuguese. Furthermore, as final products, the tutorial for using the Padlet on the cell phone and the didactic sequence for the teacher with guidelines on the use of the Padlet for textual production and one to be made available to students were produced.
23	FELLIPE SILVA CÂMARA WORKING ON ENTREPRENEURIAL SKILLS IN THE IFRN HOTEL PROJECTS PROGRAM Advisor : CHARLES ANDRYE GALVAO MADEIRA COMMITTEE MEMBERS : ANNA GISELLE CAMARA DANTAS RIBEIRO RODRIGUES CHARLES ANDRYE GALVAO MADEIRA DIEGO SILVEIRA COSTA NASCIMENTO JOSE GUILHERME DA SILVA SANTA ROSA SÉRGIO ANTÔNIO ANDRADE DE FREITAS Data: Aug 31, 2023 Show Abstract 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.
24	ERIDIANA ALVES DA SILVA BEZERRA EVIDENCE-BASED LITERACY WITH USE OF DIGITAL GAME GRAPHOGAME BRASIL IN THE EARLY YEARS OF ELEMENTARY SCHOOL Advisor : CHARLES ANDRYE GALVAO MADEIRA COMMITTEE MEMBERS : CHARLES ANDRYE GALVAO MADEIRA ARLETE DOS SANTOS PETRY KLEBER TAVARES FERNANDES FILOMENA MARIA GONÇALVES DA SILVA CORDEIRO MOITA Data: Aug 31, 2023 Show Abstract Brazil is in an uncomfortable situation regarding the educational results of literacy. Over the past three years, the pandemic has made it even harder to overcome reading and writing challenges. To seek improvements in the quality of learning in literacy, teachers, researchers and governments have gathered efforts in search of public policies based on scientific evidence of successful experiences in other countries. In this sense, digital technologies have been discussed as a possible solution to contribute to the improvement of the current scenario of low learning rate. In the field of technology, active methodologies have been highlighted as relevant practices to address this issue, focusing on improving the quality of learning in the context of literacy. One of these methodologies is learning based on digital games, which presents innovative elements capable of offering diverse situations of conscious and systematic learning. However, although digital games are already considered innovative tools, there is still a certain lack of application of validated and reliable instruments that demonstrate evidence of student learning in Brazilian which is a concern for the consolidation of learning based on digital games. Therefore, this research seeks to help fill this gap and investigate how digital games are contributing to the literacy process of students in the early years of elementary school.The main objective of this study is to analyze the application of digital games aimed at scientific evidence-based literacy. For this, some specific actions were carried out: I) systematic review of the literature to identify the main research on the learning of literacy based on digital games in the last five years; II) application of the digital game GraphoGame, which has an evaluation system with feedback on learning outcomes, in the game environment itself; and III) analysis of learning outcomes, obtained using the game GraphoGame, in order to obtain scientific evidence that demonstrates its effectiveness in developing literacy skills. The research was conducted with 90 students of the 1st and 2nd years of Elementary School - early years, the Municipal School João Gomes de Torres, located in the city of Canguaretama/ RN.To study the reliability of the proposal, the students were organized into two groups, identified as: Experiment Group, with 69 students, and Control Group, with 21 students. The adopted methodology presents nuances of action research, considered a social research with empirical basis, which involves the relationship with an action or resolution of a collective problem. Therefore, the proposal of pedagogical intervention elaborated in the study allowed us to understand, based on the evaluation model used in the that the learning outcomes of literacy with the use of digital games can provide substantial benefits when compared to traditional teaching methodologies.
25	CLÉSIA JORDÂNIA NUNES DA COSTA GAME OF AFRICAN ORIGIN AT SCHOOL: AN INTERVENTION PROPOSAL FROM SHISIMA Advisor : ISMENIA BLAVATSKY DE MAGALHÃES COMMITTEE MEMBERS : ISMENIA BLAVATSKY DE MAGALHÃES DENNYS LEITE MAIA SIMONE MARIA DE MORAES Data: Dec 28, 2023 Show Abstract 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.

2022

	Dissertations
1	SORAYA ROBERTA DOS SANTOS MEDEIROS COMPUTATIONAL THINKING IN THE TRAINING OF YOUTH AND ADULT EDUCATION TEACHERS Advisor : CIBELLE AMORIM MARTINS COMMITTEE MEMBERS : MÁRCIA GONÇALVES DE OLIVEIRA CHARLES ANDRYE GALVAO MADEIRA CIBELLE AMORIM MARTINS LETICIA DOS SANTOS CARVALHO TACIANA PONTUAL DA ROCHA FALCÃO Data: Jan 28, 2022 Show Abstract Computational Thinking has been recommended to be applied in many students and teachers trainings. It contributes to the development of critical learning, among other skills. However, there are still few works that report activities in Youth and Adult Education related to this theme. The gap widens when the focus is on training teachers who work in this educational field. Based on these issues, the following research question arises: Is it possible to settle a relationship between the pillars of Computational Thinking and Paulo Freire's literacy method in the training of teachers in Youth and Adult Education? Thus, the general objective is to analyze the relationship between the pillars of Computational Thinking and Paulo Freire's method. It aims to contribute to the process of training teachers in Youth and Adult Education. It seeks specifically to: i) analyze the insertion of Computational Thinking in the process of training teachers at EJA; ii) assess the teaching materials used by EJA teachers, aiming to provide endowments for the development of Computational Thinking; iii) identify the training specificities related to the EJA audience for defining didactic-pedagogical parameters of the Paulo Freire method that can be associated with Computational Thinking; and iv) create a pedagogical guide aimed at training EJA teachers to assist in the literacy process of young people and adults with computational thinking. In the methodological scope, this research fits in the area of Human Sciences, having an interdisciplinary character between the areas of Computing and Education. As far as its nature is concerned, it follows a qualitative approach. As for its objectives, it is classified as an explanatory research. Regarding technical procedures, it is characterized as a field study. The questionnaire was used as data collection instrument. The adopted analysis technique was the descriptive statistics. To carry out these steps, training was developed with teachers who work in EJA at the Antônio de Azevedo State School, in the city of Jardim do Seridó, in Rio Grande do Norte. All training was carried out using Google Education tools. As a result, it was identified: when inserting Computational Thinking in EJA, it is necessary to deconstruct its myth to strengthen its use with EJA; the materials used by EJA teachers are the same ones used by them in regular education; disseminating channels where it is possible to obtain resources and sources to produce activities for EJA is healthy to work with the Paulo Freire method integrated to Computational Thinking; a Computational Thinking Guide was prepared by the participating teachers with a view to sharing knowledge during the course with other teachers who also work at this level of basic education in Brazil. The training was validated by the participants and proved to be relevant to be inserted in larger formations in the context of EJA.
2	GLICE ROCHA PIRES Augmented Reality as a Support for Learning Vectors in Higher Education Advisor : CHARLES ANDRYE GALVAO MADEIRA COMMITTEE MEMBERS : CHARLES ANDRYE GALVAO MADEIRA DENNYS LEITE MAIA EDUARDO HENRIQUE DA SILVA ARANHA GEBER LISBOA RAMALHO SAMYR SILVA BEZERRA JACOME Data: Feb 25, 2022 Show Abstract 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.
3	ANGELICA VERONICA DE OLIVEIRA MARTINS GOOGLE MAPS AND INTERDISCIPLINARY EDUCATION OF GEOGRAPHY IN THE FIRST YEARS OF ELEMENTARY SCHOOL Advisor : SELMA ALAS MARTINS COMMITTEE MEMBERS : SELMA ALAS MARTINS ADJA FERREIRA DE ANDRADE EDU SILVESTRE DE ALBUQUERQUE ISONEL SANDINO MENEGUZZO Data: Apr 20, 2022 Show Abstract Amid the guidelines brought by official documents that direct to new pedagogical practices, teaching still presents a disciplinary concept, there is no interaction between disciplines, students continue as listeners without any protagonism during the teaching and learning process. In order to bring about changes, sensitize and motivate teachers from the municipal education network of Parnamirim/RN, the Google Maps tool was articulated to different subjects, in the early years of elementary school, in order to make learning more interesting and meaningful. A didactic sequence was developed and applied with teachers and students of the 4th year of the Luiz Carlos Guimarães Municipal School, giving rise to the GeoIntegra guide. The research presents characteristics of an action research, with a qualitative approach with exploratory stages. The general objective is to develop an interdisciplinary methodological proposal based on meaningful learning for teachers in the early years of Elementary School, with Geography and Google Maps as an integration link. As specific objectives we seek to i) Identify teachers' difficulties and interests for innovation in their practices; ii) Elaborate a didactic sequence, articulating the contents of the different disciplines and starting from the children's daily life using the Google Maps tool; iii) Test it with 4th grade students and teachers; iv) Adjust and validate the sequence with students and teachers; v) Produce a didactic guide for teachers in the public school system in Parnamirim. In this way, we used as data collection instruments: questionnaires applied to teachers, conversation circles with students, in addition to the records made during the application of the didactic sequence. At the end of the research, through data analysis, it was found that the methodological proposal is a possible, adaptable and effective strategy for what is proposed. This work is characterized as a contribution to the area of Educational Technology and to the interdisciplinary teaching of Geography, for bringing a new perspective to teaching in the early years of Elementary School.
4	CRISTIANE MONTEIRO DANTAS DOS SANTOS VIDEO AS MOTIVATIONAL TOOL IN SPANISH CLASSES: AN EXPERIENCE IN THE MODALITY OF YOUTH AND ADULTS EDUCATION Advisor : SELMA ALAS MARTINS COMMITTEE MEMBERS : SELMA ALAS MARTINS ISABEL DILLMANN NUNES CARLA AGUIAR FALCÃO JOSILENE PINHEIRO MARIZ Data: Apr 27, 2022 Show Abstract 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.
5	MARIA LOURENA DE QUEIROZ DIGITAL BOOKS IN THE EDUCATION OF LITERARY READERS WITH INTELLECTUAL DISABILITIES Advisor : GESSICA FABIELY FONSECA COMMITTEE MEMBERS : GESSICA FABIELY FONSECA FLAVIA ROLDAN VIANA CÉLIA MARIA ADÃO DE OLIVEIRA AGUIAR DE SOUSA Data: Jun 20, 2022 Show Abstract In studies focused on the education of students and teachers, the importance of training readers through literacy has been recognized, since the act of reading literature is seen as a source of elucidation and democratization of culture. However, in order to overcome the old barriers of exclusion and to form readers with Intellectual Disabilities through literary, it is necessary to reflect on the role of the new reading and writing tools brought by digital technologies and how these instruments can help in the processes inclusion, accessibility, teaching and learning of students with specific needs. From these premises, this work aims to develop a guide to help the adaptation of digital books of literature for people, from 5 to 12 years old, with Intellectual Disabilities. More specifically, we aim to explore the material available on the eduCAPES portal in the form of digital literature books for people with Intellectual Disabilities; to build a survey on the digital books of literature available on the portal, within the scope of accessibility for people with Intellectual Disabilities; and to investigate the potential use of digital books made available on the portal for literacy and the inclusion of people with Intellectual Disabilities, in order to support the preparation of the guide. This work is a research with a qualitative, exploratory approach, of the netnography type. As the locus to carry out our study, we chose the eduCAPES portal, which is an online educational portal, created by the Diretoria de Educação a Distância - DED/CAPES, with the objective of disseminating and disseminating learning materials and objects developed by students and education professionals. For data collection, we defined some search criteria for searching the material available on the portal, filtering the available content by type of file (digital book), language (Portuguese), year of publication (2015 to 2021) and content (books of literature). After data collection, we analyzed the materials found, based on content analysis, based on previously defined analysis criteria: the integrity of the text (complete work), the use of visual resources (images and illustrations) and characteristic elements of the literary texts (plot, theme, character, dialogues, intonations, etc.) and the inclusion of accessible reading alternatives (easy reading and/or plain language). In the end, we realized that the education of readers of literature with Intellectual Disabilities, mediated by digital books, can re-signify teaching practices and contribute significantly to the inclusion of people with specific needs and to the dissemination of culture, literature and knowledge. However, the movement towards cultural accessibility and adaptation of books for people with Intellectual Disabilities is still little rooted in society, so few materials are elaborated and disseminated to the public.
6	ISRAEL DOMINGOS DOS SANTOS JÚNIOR THE PRODUCTION OF DIGITAL COMIC IN ENGLISH LANGUAGE TEACHING AND LEARNING Advisor : CELIA MARIA DE ARAUJO COMMITTEE MEMBERS : CELIA MARIA DE ARAUJO JOAO BATISTA DA COSTA JUNIOR GLAUCIA DA SILVA BRITO Data: Jun 22, 2022 Show Abstract 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.
7	VERIDIANA KELIN APPELT THE STEAM EDUCATION APPROACH AS AN ENHANCER OF STATISTICAL LITERACY IN THE 7TH GRADE OF MIDDLE SCHOOL Advisor : DENNYS LEITE MAIA COMMITTEE MEMBERS : DENNYS LEITE MAIA ISMENIA BLAVATSKY DE MAGALHÃES ROSELI DE DEUS LOPES Data: Jun 24, 2022 Show Abstract Statistical literacy, which is present in the Mathematics curriculum, is related to skills such as collecting, organizing, representing, interpreting and analyzing data based on concepts, facts and procedures present in the student's daily life, for judgment and decision making. Such competence is aligned with the STEAM Education approach (Science, Technology, Engineering, Arts and Mathematics), considered innovative for dealing with real problems in an interdisciplinary way, with an emphasis on student protagonism, based on investigative and creative practices. This research seeks to answer the following question: how are skills related to statistical literacy mobilized in a STEAM education practice? Therefore, the general objective was defined as to analyze the mobilization of skills related to statistical literacy by seventh year students from an educational practice based on the STEAM approach. From it, three specific objectives were outlined: i) to survey experiences in Basic Education based on STEAM Education that enable the development of statistical literacy; ii) implement a pedagogical practice based on the STEAM approach for the development of skills related to statistical literacy; and iii) analyze the mobilization of statistical skills from STEAM practice. The theoretical foundation is anchored in statistical literacy, especially in the concepts and procedures related to the skills of the seventh year of Elementary School as well as in the conceptualization and characterization of pedagogical practices in a STEAM approach to Basic Education. This research has a qualitative character, based on Action Research, which allows the analysis and intervention of problems in the researcher's context, based on stages that configure the investigation. Initially, the description of the research context was carried out, in which eighteen students from the seventh year of Elementary School, from a private school in the city of Natal/RN, took part. Subsequently, as an action plan, a STEAM practice was carried out, anchored in the active methodology of Project-Based Learning (PBL), with the purpose of developing students' statistical skills. As data collection instruments, participant observation, field diary, as well as photographs, videos and audio recorder were used. The results confirmed the relevance of STEAM practices for the development of statistical literacy, in order to promote conclusions based on analysis. From the implementation of the STEAM practice, which aimed at the production of a public cell phone charger from solar energy, it promoted student engagement by building something in favor of the community, and the appropriation of statistical concepts in an active way, in addition to other socio-emotional skills. The experience provided innovation in the organization of classes, with the expansion of learning spaces through the use of other environments as an extension of the classroom. The results also demonstrate the relevance of partnering with other professionals who are familiar with electronics and carpentry concepts, as it was the case with this research. As products of this research, a teaching sequence was elaborated that guided the practice and a guide for the application of STEAM practices.
8	JACKSON DA CRUZ COSTA PEDAGOGICAL PRACTICES WITH INTERNET OF THINGS IN INTEGRATED HIGH SCHOOl Advisor : LUIZ AFFONSO HENDERSON GUEDES DE OLIVEIRA COMMITTEE MEMBERS : LUIZ AFFONSO HENDERSON GUEDES DE OLIVEIRA CHARLES ANDRYE GALVAO MADEIRA MARCELO HENRIQUE RAMALHO NOBRE Data: Jun 27, 2022 Show Abstract 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.
9	MARIA VERÓNICA SEGOVIA GONZÁLEZ DEVELOPMENT OF DIDACTIC SEQUENCES ALLIED WITH EDUCATIONAL ROBOTICS FOR ENGLISH LANGUAGE TEACHING Advisor : AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI COMMITTEE MEMBERS : AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI AQUILES MEDEIROS FILGUEIRA BURLAMAQUI DENNIS BARRIOS ARANIBAR SEBASTIÃO EMÍDIO ALVES FILHO Data: Jun 30, 2022 Show Abstract English has become the most widespread language in the world, an essential language today for the job market, international relations and education. Due to this, the English language has been incorporated into regular education in Brazil for some decades, although this scenario has not improved much in terms of communication skills.The work takes as a starting point the difficulties that teachers of regular schools, in Brazil, face in relation to the teaching and learning processes of English. This problem may be due to the scarcity of teaching resources that present teaching strategies for the creation of playful and attractive environments for the teaching-learning process of the language in question.For this reason, it is evident the need to diversify activities in English classes using new technological resources, adjusting the didactic material in order to guide the teacher in a different way in this process. Therefore, one can make use of Educational Robotics (ER) that have brought numerous advances to Education, and one can find in it a way to improve the environment in the classroom. Therefore, this dissertation presents a proposal for the integration of RE as a tool to aid in the teaching and learning processes of the English language, with the onstruction of didactic sequences combined with the use of a low-cost robotic kit, to guide the educator in this integration process. The suggested development methodology is inspired by the instructional design, the field of application being a regular school in the public school system in the municipality of Parnamirim, and the target audience consists of English teachers in the sixth year of Elementary School. For the initial stages of the project, an analysis was carried out through questionnaires addressed to teachers, in order to know the needs in this area, in addition to a literature review for the theoretical foundation of the project. Then, didactic sequences were developed proposing the use of a low-cost robotic model. Finally, an evaluation of the proposed methodology was carried out, through interviews and questionnaires addressed to teachers in order to analyze the effectiveness and feasibility of using the didactic material, as well as important information was collected that duly led to the construction of this material. At first, there was a bit of resistance on the part of the teachers regarding the idea of using RE technology in their classes, due to the connection they make of Robotics with a level of knowledge with computing, electronics or programming, but after getting to know the proposal better and having a participation in the construction of the didactic material (giving their opinion and talking about their needs) were more confident and excited. The results indicate that with the use of didactic material for teachers combined with robotic technology, the paradigm that only with training in the area of ICTs can one make use of a robot in the classroom, as well as improve the teacher performance with regard to the integration of new technologies in the classroom.
10	Jéssica Maria de Araújo Neves Gois Teacher training for students with intellectual disabilities for the pedagogical use of digital games Advisor : GESSICA FABIELY FONSECA COMMITTEE MEMBERS : FLAVIA ROLDAN VIANA GESSICA FABIELY FONSECA MARCIA TORRES NERI SOARES Data: Jun 30, 2022 Show Abstract 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.
11	ELY TICIANA DA SILVA RAMOS USE OF SCRATCH IN LITERACY: PRODUCTION OF MULTIMODAL CONTENT WITH ETHNIC-RACIAL REPRESENTATION Advisor : CIBELLE AMORIM MARTINS COMMITTEE MEMBERS : CIBELLE AMORIM MARTINS DENNYS LEITE MAIA TATIANA SANTOS DA PAZ Data: Jul 28, 2022 Show Abstract This research emerged from the identification of difficulties faced by students in the literacy process, the lack of ethnic-racial representation in the teaching materials available at schools, and the ineffective teacher training regarding the use of information technology in education. The central issue of this research is to investigate how Scratch software can contribute, as a multimodal content creation device, in the initial training of Pedagogy students, for the production of literacy proposals, through contact with Afro-Brazilian culture and with a pedagogical approach based on creative learning.The objective of the research is to analyze the use of Scratch as an auxiliary device in the initial training of students of the Pedagogy Course for the creation of multimodal literacy content with ethnic-racial representation. The methodological approach is in nature qualitative, exploratory in terms of objectives, experimental and action-research in terms of technical procedures. Based on this research, an e-book was developed a with pedagogical guidelines based on the creative learning approach for the use of Scratch in the literacy process with the materials that can promote improvement in reading and writing skills, in addition to ethnic-racial references.
12	MARIA CLARA MEDEIROS SILVA FLIPPED CLASSROOM FOR SPANISH LANGUAGE LEARNING: THE USE OF THE WEBSITE INTERACTIVO ELE Advisor : LUCELIO DANTAS DE AQUINO COMMITTEE MEMBERS : ALEXANDRO TEIXEIRA GOMES CARLA AGUIAR FALCÃO LUCELIO DANTAS DE AQUINO SELMA ALAS MARTINS Data: Sep 1, 2022 Show Abstract 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.
13	DANIELE LORENA GOMES DIGITAL GAMES AND MATH LITERACY IN EARLY CHILDHOOD EDUCATION Advisor : MARIA CRISTINA LEANDRO DE PAIVA COMMITTEE MEMBERS : ARLETE DOS SANTOS PETRY CLAUDIA ROSANA KRANZ FRANCISCA TEREZINHA OLIVEIRA ALVES MARIA CRISTINA LEANDRO DE PAIVA Data: Oct 4, 2022 Show Abstract The alpha Generation children are exposed to digital information and communication technologies from birth, play and learn using these resources. Among the available digital technologies that can be used as a pedagogical resource, digital games stand out, given the children`s familiarity with these software and their potential, which can favor the construction of concepts in different areas of knowledge, including mathematics. Therefore, this research has as a general objective to analyze possibilities of use of digital games in the process of mathematical literacy in early childhood education. In addition to this, the following specific objectives are part of the research: identify digital games that can be used in mathematical literacy in early childhood education; build didactic sequences that use digital games for mathematical literacy, develop a training proposal for early childhood education teachers on the possibilities of using digital games in the process of mathematical literacy, to evaluate didactic sequences, using digital games for mathematical literacy, with the collaboration of the participants of the training course. This is a qualitative research, with action research characteristics, involving teachers from CEI Rui Miranda, located in the municipality of Ceará-Mirim, Rio Grande do Norte. To support the discussions, dialogues were woven with authors such as Prensky (2012), Kenski (2008), Fittipaldi (2009), Alves (2008), among others. In its results, the research shows that digital games can be used as a pedagogical resource in order to favor the process of mathematical literacy and the construction of the concept of number, as well as pointing to the of a technological structure in school as requirements for the integration of digital technologies into pedagogical practice. It presented as a contribution an e-book with the didactic sequences analyzed during the research, which represent possibilities for the use of digital games in the processo of mathematical literacy in early childhood education and can inspire the transformation of the practice of many teachers, make mathematical literacy more enjoyable for children at this stage of basic education.
14	MARIANA ALVES DANTAS CHILDREN'S LITERATURE AS A STRATEGY TO STIMULATE COMPUTATIONAL THINKING SKILLS: A PROPOSAL FOR ELEMENTARY SCHOOL TEACHERS Advisor : CELIA MARIA DE ARAUJO COMMITTEE MEMBERS : CELIA MARIA DE ARAUJO APUENA VIEIRA GOMES MARA LÚCIA FERNANDES CARNEIRO Data: Oct 27, 2022 Show Abstract 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.
15	ODAIR SOARES DE SOUZA COMPUTATIONAL THINKING: a proposal for the early years of elementary school based on students' daily life Advisor : ANDRE MAURICIO CUNHA CAMPOS COMMITTEE MEMBERS : ANDRE MAURICIO CUNHA CAMPOS CHARLES ANDRYE GALVAO MADEIRA EDUARDO HENRIQUE DA SILVA ARANHA WINDSON VIANA DE CARVALHO Data: Oct 31, 2022 Show Abstract The exponential growth and the adoption of technological solutions have been driving constant transformations in the social, cultural, economic and political sectors. Given this reality, creativity and the ability to think tend to be increasingly valued. Many have pointed to the adoption of active teaching and learning methodologies to encourage the formation of these skills. In this sense, specialists have emphasized the integration of computational thinking since the first levels of Basic Education to collaborate with the development of critical thinking and problem-solving skills. When talking about teaching computational thinking, it is common to think about the use of digital information and communication technologies. However, the reality of most public schools in Brazil, which still has precarious infrastructure and technological scarcity, shows that relying solely on these tools proves to be an unfeasible solution. Another problem is the deficit in teacher training, which is also a barrier to be overcome. Given this scenario, unplugged computing presents itself as a more affordable alternative. However, the literature review carried out for this research showed that most of the studies that investigated the integration of computational thinking in the early years of Elementary School were limited to replicating practices and experiences developed and designed for contexts and realities very different from those that are experienced by public school students. Faced with this problem, this research aims to contribute to the teaching and learning of computational thinking in the early years of Elementary School. In order to achieve this objective, didactic material based on theories that prioritize previous knowledge, the local reality, the interests and preferences of the students was developed. The material consists of guidelines and a set of unplugged activities. In addition, two training sessions were carried out with teachers from the municipality of Parnamirim-RN. To validate the proposal, during the last training, the teachers were guided and were able to use the didactic material in the planning of practical activities. According to the results, it can be said that the activities carried out based on the methodological procedures and the proposed didactic material contributed significantly to the teaching and learning of computational thinking by students and teachers participating in the course.
16	MÁKIO PATRICIO CASSEMIRO DE SOUZA PROFESSIONAL TRAINING OF INSTRUCTORS OF THE MILITARY POLICE OF RIO GRANDE DO NORTE ACCORDING TO THE CONTRIBUTION OF PROBLEM-BASED LEARNING Advisor : APUENA VIEIRA GOMES COMMITTEE MEMBERS : APUENA VIEIRA GOMES BETANIA LEITE RAMALHO DENNYS LEITE MAIA JOÃO BATISTA DA SILVA Data: Dec 5, 2022 Show Abstract 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.
17	GRACIKEILLY RIBES THE PROCESS OF EVALUATION OF LEARNING SUPPORTED BY DIGITAL TECHNOLOGIES IN THE FINAL YEARS OF ELEMENTARY SCHOOL Advisor : MARIA CRISTINA LEANDRO DE PAIVA COMMITTEE MEMBERS : MARIA CRISTINA LEANDRO DE PAIVA ADJA FERREIRA DE ANDRADE KEILA CRUZ MOREIRA Data: Dec 5, 2022 Show Abstract Experience with the use of technology by remote learning, gave rise to a period of redefinition of the daily teaching environment. With the gradual return to face-to-face classes, the search for strategies that utilize such technologies, on behalf of teachers, in the education process, specially with regards to teaching evaluation, in virtual scenarios, has become a territory mined with doubts. In order to investigate this issue, the current research looks to understand the use of digital technologies in the learning evaluation process in the Fundamental Studies stage II. Therefore, we aim to identify assessment strategies for using digital technologies during remote teaching, as well as analyzing the strategies for using digital technologies in the assessment process; and finally, to elaborate a guide, for teachers of Fundamental II, with the contributions of the integration of digital technologies in the process of evaluation of learning in the face to face context or online. This research is characterized by a qualitative approach, of applied and exploratory nature, utilizing a case study, together with bibliographic research. The data was produced via a questionnaire, lesson plans and personal documents. The evaluation perspective adopted has as a reference the mediated evaluation, according to Hoffman (2004), diagnostic evaluation, according to Luckesi (2011), and evaluation for learning, by Balula (2014). Based on the scarcity of academic productions published in recent years on the use of digital technologies in the learning assessment process, we can say that this topic is little explored, especially when related to the final years of Elementary School. The final product of the research is a guide for the use of digital technologies in the learning assessment process. Some of the results of the present research point out that the evaluation with the use of digital technologies allows: I. the monitoring of the students' progress, being a possibility for the evaluation of learning in virtual environments; II. conducting continuous assessment, sending immediate feedback, and the consequent decrease in psychological pressure caused by the written tests; and III. The use of diversified strategies as an alternative for the integration of digital technologies to the evaluation process.
18	PATRICIA REGINA VIEIRA VIANA DE ANDRADE Literacy practices, in remote education, in a second-year class of elementary school at a College of Application Advisor : JOSE GUILHERME DA SILVA SANTA ROSA COMMITTEE MEMBERS : GIOVANA CARLA CARDOSO AMORIM JOSE GUILHERME DA SILVA SANTA ROSA MARIA CRISTINA LEANDRO DE PAIVA REBECA RAMOS CAMPOS DE OLIVEIRA Data: Dec 6, 2022 Show Abstract 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.
19	EDNNY KELLY DE ALMEIDA SALES THE USE OF MOBILE LEARNING AND QR CODE TO SUPPORT TEACHING AND LEARNING READING IN PORTUGUESE CLASSES FOR THE 5th GRADE OF ELEMENTARY SCHOOL Advisor : LUCELIO DANTAS DE AQUINO COMMITTEE MEMBERS : JACIARA LIMEIRA DE AQUINO LUCELIO DANTAS DE AQUINO SELMA ALAS MARTINS Data: Dec 9, 2022 Show Abstract Technologies and mobile devices currently available enable mobile connection to the internet and, therefore, integrate media that provide new ways of communicating, recording and representing, enabling innovations in the way of teaching and in the way of learning, enabling more classes pleasurable and effective in teaching subjects in the area of language combined with active teaching methodologies. It is observed that the presence of smartphones in schools has been increasingly common and their use in the classroom has been frequently banned. After clarifying the digital tool and the educational technological contexts, the aim was to answer the following question: how to effectively use Mobile learning with the QR Code resource in Portuguese language classes for reading development in 5th grade classes of elementary school. Thus, the research has an interventionist character with a methodological basis in action research for proposing a reflexive and collective construction of knowledge with a view to changing the structure of social or educational practices. In this perspective, after carrying out a bibliographic study as well as a diagnostic evaluation, we realized the feasibility of carrying out the intervention. For this, we formulated didactic sequences for the teaching of reading with the use of QR Code, taking mobile learning as a guiding principle to conduct work with mobile devices by students in carrying out textual and grammatical interpretation activities.This intervention was observed, described and evaluated with a qualitative perspective. The intervention proposal provided an advance in the development of the participants' textual comprehension skills, allowing a more significant learning from QR code readers using the smartphone or tablet, elements that are part of the students' daily lives. However, caution is needed in the application of the proposal, because it is necessary to know the reality of the students, if they have mobile devices and if the school provides internet access. In this way, the use of the BYOD proposal as a didactic-pedagogical resource is configured as a viable possibility for teaching reading, especially with regard to the work of interpretation and understanding from the study of textual genres. We highlight, as a result of our research, the following product: An instructional guide for teachers, which gathers information about the use of Mobile learning in Portuguese language classes with the didactic sequences developed for the application of the research.
20	ERIC EDUARDO DA SILVA ALENCAR AUTHORING TOOL FOR INSTRUCTIONAL DESIGN - ATID NOTIFICATIONS MODULE: A PROPOSAL FOCUSED ON ACTIVITIES DELIVERY Advisor : ISABEL DILLMANN NUNES COMMITTEE MEMBERS : APUENA VIEIRA GOMES DENNYS LEITE MAIA ISABEL DILLMANN NUNES RAFAEL FERREIRA LEITE DE MELLO Data: Dec 15, 2022 Show Abstract 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.
21	GUSTAVO LIMA DO NASCIMENTO DISTANCE TRAINING IN COMPUTATIONAL THINKING FOR ELEMENTARY SCHOOL TEACHERS WITH A PRACTICAL AND INTERDISCIPLINARY APPROACH Advisor : CHARLES ANDRYE GALVAO MADEIRA COMMITTEE MEMBERS : ANDRE MAURICIO CUNHA CAMPOS CELIA MARIA DE ARAUJO CHARLES ANDRYE GALVAO MADEIRA TACIANA PONTUAL DA ROCHA FALCÃO Data: Dec 15, 2022 Show Abstract The globalized world is, in general, in need of professionals who are increasingly prepared to solve problems in an innovative and enterprising way, involving several areas of knowledge. This need has provoked debates in the world about what is the best way to constitute an education capable of preparing citizens to act in this context. One of the themes highlighted in these debates is Computational Thinking. The Brazilian educational model, in general terms, is incapable of forming this type of professional. Today's educators, who are responsible for ensuring this type of training, have not been trained in this perspective and, therefore, have not experienced innovative practices with Computational Thinking that allow stimulating problem-solving skills in their students. In this context, the Norte-rio-grandense Program of Computational Thinking is inserted, which has helped to change this reality by offering continuing education courses for educators, in face-to-face and remote formats, with a focus on pedagogical praxis, active learning and interdisciplinarity. But given the dimensions of a country like Brazil and the urgent need for teacher training in Computational Thinking, it is necessary to improve the courses offered, aiming to bring this type of training to a much larger number of educators. This need raises the following problem: how to design a training in Computational Thinking, with a focus on pedagogical praxis, active learning and interdisciplinarity, in order to provide the didactic transposition of knowledge to a much larger number of educators? In search of a solution to this problem, this research aims to improve the model of teacher training courses of the North Rio Grande Program of Computational Thinking, with the objective of validating a course model in the open and massive online format (MOOC) . For this, a literature review and an analysis of existing courses in the Brazilian context were carried out, which allowed gathering the necessary information for the construction of a new course proposal. This new proposal was offered in the Moodle environment, serving approximately 200 course participants from 15 Brazilian states, trained in different areas of knowledge. Throughout the course, a good evolution of most of the course participants was observed in terms of acquiring Computational Thinking skills, since they produced several learning objects adapted to their area of expertise and, consequently, to the reality of their classroom. With these results, the new EaD training model proves to be a driver of the North Rio Grande Program of Computational Thinking, being able to take training to a much larger number of educators, while maintaining the quality of the work that was already being done in other course formats.
22	LUCAS MEDEIROS DE ARAÚJO VALE BIKERNAU'S LAST SONG (RPG): DEVELOPING A ROLE-PLAYING GAME ON GYPSY GENOCIDE FOR HISTORY TEACHING Advisor : AQUILES MEDEIROS FILGUEIRA BURLAMAQUI COMMITTEE MEMBERS : AQUILES MEDEIROS FILGUEIRA BURLAMAQUI ARLETE DOS SANTOS PETRY ANA BEATRIZ BAHIA SPINOLA BITTENCOURT MARIA PATRÍCIA LOPES GOLDFARB Data: Dec 15, 2022 Show Abstract 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.
23	THIAGO MOURA BARBOSA MASSIVE OPEN ONLINE COURSE (MOOC) IN TEACHER TRAINING FOR THE CONSTRUCTION OF SHORT DIGITAL EDUCATIONAL GAMES ALIGNED TO THE BNCC Advisor : AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI COMMITTEE MEMBERS : AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI AQUILES MEDEIROS FILGUEIRA BURLAMAQUI KLEBER TAVARES FERNANDES MAYRA RODRIGUES FERNANDES RIBEIRO RUMMENIGGE RUDSON DANTAS Data: Dec 16, 2022 Show Abstract Amidst the growing use of different digital educational resources at school, digital educational games have increasingly stood out and shown potential as an important pedagogical strategy capable of promoting active learning. Simultaneously to this, there has been evidence of a growing demand for continuing education aimed at the target audience of teachers. However, these trainings need to be able to prepare teaching professionals beyond the mere use of digital information and communication technologies, thus encouraging the active participation of these professionals in the construction of their own digital educational resources, such as games for example, since that it is the teachers who know the reality of the school, the students, the classroom and the curricular contents that need to be included in these resources. In view of this, this research aimed at building and offering a Massive Open Online Course (MOOC) with the purpose of working on skills and abilities related to the construction of digital educational games with teachers. In this way, the open and massive online course, product of this research, was built and directed to basic education teachers with the objective of offering these professionals training for the construction of digital educational games with curricular contents aligned with the Base Nacional Comum Curricular – BNCC. For this purpose, the design principles of the instructional model ADDIE – Analysis, Design, Development, Implementation and Evaluation were used in the construction of the MOOC. To validate the course product of this research, a training offer was made to a pilot group composed of twenty teachers from the public education network in the municipality of Santana do Matos in the interior of the state of Rio Grande do Norte. As a result, it became possible to highlight the relevance of open and massive online courses in promoting quality continuing education, insofar as the MOOC model, when well planned and structured, can be an efficient alternative, capable of promoting continuing education clearly, quickly, with quality, at a low cost and with effective results.
24	TATHIANY DEYSE FERNANDES ROCHA DESIGN THINKING AND STORYTELLING FOR THE DEVELOPMENT OF ENTREPRENEURIAL BEHAVIOR CHARACTERISTICS: A STIMULUS TO INNOVATIVE ENTREPRENEURSHIP Advisor : CHARLES ANDRYE GALVAO MADEIRA COMMITTEE MEMBERS : CHARLES ANDRYE GALVAO MADEIRA GEBER LISBOA RAMALHO IRIS LINHARES PIMENTA GURGEL ISABEL DILLMANN NUNES LUIZ AFFONSO HENDERSON GUEDES DE OLIVEIRA Data: Dec 16, 2022 Show Abstract 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.
25	ANDRESSA KROEFF PIRES PENSE MAIS: DIGITAL GAME WITH COGNITIVE TRAINING BASED ON COMPUTATIONAL THINKING WITH DIGITAL LITERACY CONTENT FOR THE ELDERLY Advisor : ISABEL DILLMANN NUNES COMMITTEE MEMBERS : ISABEL DILLMANN NUNES APUENA VIEIRA GOMES KLEBER TAVARES FERNANDES BELTRINA DA PURIFICAÇÃO DA CÔRTE PEREIRA Data: Dec 19, 2022 Show Abstract Brazil has a growing trend of elderly population growth due to the better health conditions that advances in this area provide, resulting in a better quality of life. In this sense, population aging raises the search for ways to enable elderly citizens to remain socially and economically independent and integrated into society. It is also noteworthy that during the aging process a possible reduction in the cognitive performance of the elderly can happen, causing difficulties in carrying out common day-to-day tasks. Traditionally, cognitive interventions are carried out with sessions conducted by psychology specialists. Computational Thinking (CT) can also be used for the cognitive development of elderly people, as it works with problem solving and memorization based on adapted activities. Focusing on this demographic and realizing how digital technology can contribute to the development of activities to keep them active, this study relies on the CT to stimulate both cognition and the development of technological skills in the elderly, with the aim of developing cognitive training with Digital Literacy contents in a digital game. The research is of an applied nature, with a qualitative approach, and its methodology is Design Science Research (DSR), which aims to solve a practical problem through the development of an artifact and the formation of new knowledge. Thus, by carrying out a Systematic Mapping of Literature, it was possible to verify the greater interest and use of digital technologies by the elderly, with emphasis on mobile devices and that games are widely used to carry out activities with this public. Soon, as a result, a digital educational game was created, entitled "Pense Mais", with the proposed cognitive training with three challenges and 12 activities. The game was validated by the Digital Educational Materials (DEMs) instrument for mobile devices, aimed at the elderly, and its assessment was that "Pense Mais" is in accordance with the needs of the elderly. The main contribution of the research stands out as the innovative proposal of using a digital cognitive training based on the PC with Digital Literacy contents for the elderly, enabling them to have a critical thinking in this digital world.
26	LUANA CAMPOS GINES LORENA DE SOUZA REMOTE TEACHING AND LEARNING ENABLED BY TECHNOLOGIES DURING COVID-19: SENSES AND EXPERIENCES OF STUDENTS AND TEACHERS IN URBAN AND RURAL ZONES Advisor : IZABEL AUGUSTA HAZIN PIRES COMMITTEE MEMBERS : CARLOS EDUARDO NORTE DENNYS LEITE MAIA IZABEL AUGUSTA HAZIN PIRES Data: Dec 19, 2022 Show Abstract 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.
27	GELLY VIANA MOTA UNSUPERVISED LEARNING FOR CLASSIFICATION IN THE SURVEY OF FORMATIVE DEMANDS FOR NURSING Advisor : APUENA VIEIRA GOMES COMMITTEE MEMBERS : APUENA VIEIRA GOMES CINTIA CAPISTRANO TEIXEIRA ROCHA DANIELE VIEIRA DANTAS ISABEL DILLMANN NUNES ISMENIA BLAVATSKY DE MAGALHÃES Data: Dec 21, 2022 Show Abstract Inadequate or deficient training of healthcare professionals can lead to serious complications for patients. In particular, in the Neonatal Intensive Care Unit (NICU), the risk is evident in babies who have barely started their lives. Continuing Education (PE) in healthcare is based on the assumption of significant and problematizing learning, proposing strategies that enable collective construction, in addition to guiding paths for a dialogical relationship. The NICU presents its own intense dynamics in relation to the activities performed by the nursing staff, which hinders the PE in understanding the whole and acting preventively to possible sequelae. The production of changes in the work process of these teams, in the practices of management, care, and social control in the health area has been desired by the actors of this process through continuing education in line with the demands of the service itself. In the line of development of educational technologies, this work has as its main objective to help and contribute to hospital continuing education in the survey of formative demands for nursing at the NICU through Unsupervised Learning (UL). To this end, data from January to December 2021 of the system incorporated in the NICU sector, the Research Electronic Data Capture (REDCap), which contains information from discharge and death records, were analyzed, resulting in 392 records. The research has a quanti-qualitative approach and for the development process of this work the PDCA (Plan, Do, Check and Action) method was adopted, which aims at delivering continuous improvement in the processes it enhances. Exploratory data analysis was performed using Colab, Python and R tools for this purpose . About 70.6% of the 2021 admissions were premature babies and 96% of these had hypothermia on admission. The difficulty in finding patterns due to the diversity of the data, made it possible to apply the UL to identify the formative possibilities for the NICU nursing team based on the data. Based on the data that were defined according to their specificities in REDCap, the algorithm was used to perform a clustering in order to explain the total variability of the data. When the algorithm was applied to the set of maternal antecedents, respiratory intercurrences and ophthalmologic intercurrences, these explained a variability from 56.6% to 47.3%. This demonstrates the explanatory variability of each set of data and that can guide continuing education on which training needs can be addressed by these factors that occur in the NICU. This study aims to help health professionals, especially nurses, in the indication of knowledge based on data from the unit's daily routine, which is necessary and appropriate for the exercise of their function in a safe and independent way, when promoting quality care to newborns in the neonatal unit. And finally, impact on the reduction of hospital costs that can be avoided through a qualification that is in line with the demand of the service.
28	JOSIEL MOREIRA DA SILVA UNPLUGGED COMPUTING AS AN APPROACH FOR IMPLEMENTING COMPUTATIONAL THINKING IN ELEMENTARY SCHOOL Advisor : CHARLES ANDRYE GALVAO MADEIRA COMMITTEE MEMBERS : ROZELMA SOARES DE FRANÇA CHARLES ANDRYE GALVAO MADEIRA EDUARDO HENRIQUE DA SILVA ARANHA MARIA CRISTINA LEANDRO DE PAIVA Data: Dec 21, 2022 Show Abstract 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.
29	CAROLINE CARLOS BEZERRA MOREIRA DE SOUZA PEDAGOGICAL COORDINATORS OF EARLY CHILDHOOD EDUCACTION: TRAINING FOR THE USE OF DIGITAL TOOLS Advisor : MARIA CRISTINA LEANDRO DE PAIVA COMMITTEE MEMBERS : MARIA CRISTINA LEANDRO DE PAIVA DENNYS LEITE MAIA LUCELIO DANTAS DE AQUINO KEILA CRUZ MOREIRA Data: Dec 22, 2022 Show Abstract The COVID-19 pandemic brought unexpected challenges to the world. For the professors, such challenges highlighted the need to definitely enter into the use of digital information and communication technologies - DICT. In view of this, the teachers who exercise the function of pedagogical coordinators had an impact in terms of their responsibility in: carrying out training, ensuring a link with the school community and teachers, monitoring the teaching and learning process of children, among other tasks. In view of this, a training course was developed for the use of digital technologies for pedagogical coordinators of Early Childhood Education, by the Coordination for the Development of Early Childhood Education (CODEI), of the Municipal Secretary of Education and Culture of Parnamirim/RN. The course was part of this master's research, whose researcher is a technical advisor to the aforementioned coordination. In this context, the objective was to analyze the contributions of continuing education for the use of digital technologies in the teaching work of the pedagogical coordinator of Early Childhood Education. With the following specific objectives: diagnosing the training needs related to the TDIC of the pedagogical coordinators; to develop training for the pedagogical coordinators, based on the training needs identified in the diagnosis; address the possibilities of using digital tools in the daily life of the pedagogical coordinator. It is a qualitative research, with characteristics of an action-research, involving the pedagogical coordinators of Early Childhood Education of the Municipal Network of Parnamirim. The study had as reference the authors BUZATO (2006), FORMOSINHO (2002), PIMENTA (1996), SARMENTO (2000). The analyzed data indicated contributions to the practice of the pedagogical coordinator, with regard to the use of digital tools, as well as the carrying out of training actions in the teaching units of Early Childhood Education of the education network, for the use of digital technologies. As the beginning of training, the inclusion of the training proposal in the Plan of Action of the Municipal Education Network of Parnamirim/RN is pointed out. It is like an e-book product with a didactic guide with the training course proposal.
30	IVONE MARIA DE OLIVEIRA THE USE OF WHATSAPP AS A METHODOLOGICAL RESOURCE IN THE CONTINUING EDUCATION OF TEACHERS OF FUNDAMELTA EDUCATION Advisor : BETANIA LEITE RAMALHO COMMITTEE MEMBERS : APUENA VIEIRA GOMES BETANIA LEITE RAMALHO JOÃO RICARDO FREIRE DE MELO Data: Dec 27, 2022 Show Abstract 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.

2021

	Dissertations
1	MILENA DE FRANÇA MONTEIRO TOM TOM: EVALUATING AND STIMULATING THE DEVELOPMENT OF SOCIAL COGNITION IN THE AUTISM SPECTRUM DISORDER Advisor : IZABEL AUGUSTA HAZIN PIRES COMMITTEE MEMBERS : EMMY UEHARA PIRES GESSICA FABIELY FONSECA IZABEL AUGUSTA HAZIN PIRES Data: Mar 30, 2021 Show Abstract Autism Spectrum Disorder (ASD) presents qualitative impairments as characteristics, related to interaction, social communication and behavioral patterns. The processes that enable social development and, therefore, the aspects mentioned, comprise social cognition, which has the function of mediating social relations. In turn, the area of social cognition with the greatest damage in TEA is called Theory of Mind (ToM), responsible for allowing the understanding and prediction of its own actions and the actions of third parties. It is through this meta-representation that a person can understand desires, emotions, cognitions and beliefs, as well as allowing to negotiate, to cheat, to teach. People with ASD reveal flaws in ToM, when expressing difficulty in establishing and maintaining social relationships, which directly interferes in their learning process and, consequently, in engagement with school activities, in interaction with their peers and with teachers. Digital games, in turn, have shown effective results in the field of education, notably for children with qualitatively different development trajectories. For this reason, this research has as its central objective the development of a digital game (ToM ToM) that allows to evaluate and stimulate the development of ToM in children from 6 (six) to 8 (eight) years with ASD. The methodology of elaboration and development of the ToM ToM game consisted of the following phases: pre-production (planning, elaboration of the Game Design Document, based on classic ToM paradigms), production (prototyping of the game) and post-production (technical validation, content and pedagogical). The methodological path adopted is characterized as quanti-qualitative, with elements of exploratory and explanatory research, given that information is raised about the object of study, to delimit the field of action and, then, record and analyze the data in order to seek explanations for what was observed. The data obtained in the post-production stage, from the analysis of judges, revealed that the game was considered adequate, being recommended as an instrument for expanding learning. The product derived from this study contributes to the offer of a tool that simultaneously enables assessment and intervention, corroborating the acquisition of skills and new skills in the field of ToM for students with autism.
2	CICERO JOSEAN MATEUS NUNES DA SILVA MiniLab Metrópole – An Educational Artifact for Experiments in Electricity and Electronics Advisor : LUIZ AFFONSO HENDERSON GUEDES DE OLIVEIRA COMMITTEE MEMBERS : AQUILES MEDEIROS FILGUEIRA BURLAMAQUI LUIZ AFFONSO HENDERSON GUEDES DE OLIVEIRA MARCELO AUGUSTO COSTA FERNANDES PAULO VITOR SILVA Data: Apr 12, 2021 Show Abstract The separation between the study of theory and the realization of practical experimentshas always been a challenge in the disciplines of electricity and electronics. Some instrumentsused in practical classes that allow the generation and measurement of electrical quantitiesare usually expensive to acquire by most students, which restricts their realization to a specificlaboratory of the educational institution and to specific times. This factor also makes it impossiblefor students to carry out these practical activities at home, which goes against current teachingtrends, 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 cellphone (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 amultimeter, an oscilloscope and a signal generator, which are traditional instruments and widelyused in experiments in this area. MiniLab Metrópole seeks to make it possible for students tohave their own small laboratory for carrying out introductory experiments in subjects involvingelectricity and electronics in the course, without necessarily having to wait for the specificmoment 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 ScienceResearch as an epistemological-methodological approach. Initially, the main functionalitiesof the equipment used in electricity and electronics laboratories that have the potential to beintegrated into the project were identified. With this survey, some of the prototype’s functionalmodules were developed, while others will be produced in the rest of the research. The next stepis to propose practical activities that can be performed with the device. Finally, the prototype willbe validated through its use in three practical experiments and compared with results obtainedusing commercial equipment. It is hoped at the end of the dissertation that the use of thiseducational artifact by students in the technical course at IMD can bridge the gap between theoryand practice, resulting in an increase in learning.
3	CINTIA REIS DE OLIVEIRA CHATBOT SYSTEM IN THE DIGITAL INCLUSION OF ELDERLY Advisor : ISABEL DILLMANN NUNES COMMITTEE MEMBERS : ISABEL DILLMANN NUNES LUIZ AFFONSO HENDERSON GUEDES DE OLIVEIRA PAULEANY SIMOES DE MORAIS Data: Apr 16, 2021 Show Abstract The elderly population in the world has been growing gradually. It is estimated that in 2060 aquarter of the population in Brazil will be formed by the elderly (IBGE, 2018). This refers to the need to create actions to encourage assistance and insertion of the elderly population in all fields of activity. In the context of digital inclusion, public institutions have been constituting education programs for the elderly, mostly through classroom courses, such as the Instituto Metrópole Digital - IMD, with the Extension Project for Digital Inclusion for the Elderly - ProEIDI, which semiannually teaches basic computer and smartphone content. However, based on research carried out with the elderly, they want to continue inserted in the educational environment, seeking to participate again in the course, which reduces the offer of places. Thus, the research problem permeates how to keep the elderly learning after a face-to-face digital inclusion course, based on the following research question: how the use of conversational agents can favor complementary training after face-to-face digital inclusion courses for the elderly? Thus, this work has the general objective: to develop a model of interaction with chatbot on smartphones for complementary distance training in the digital inclusion of the elderly. To achieve this goal, a bibliographic survey, systematic review and the architecture and design of the software were carried out. The research has an applied character with a methodology based on the qualitative approach, being validated by instruments for the evaluation of Digital Educational Materials (MEDs), aimed at the elderly audience in the use of smartphones. The evaluation was based on technical aspects with a focus on usability and accessibility criteria, and pedagogical aspects with analysis of geronto-educational indicators. The innovative proposal of using chatbots systems for the elderly in the context of digital inclusion stands out as the main contribution of the research, proposing the use of the tool as a scenario of complementary distance training, for elderly participants of digital inclusion.
4	CRISTIANE CLÉBIA BARBOSA OBSERVATORY OF CONTINUING TEACHING TRAINING FOR DATA COLLECTION ON TRAINING NEEDS Advisor : CIBELLE AMORIM MARTINS COMMITTEE MEMBERS : APUENA VIEIRA GOMES CIBELLE AMORIM MARTINS DANIELA DA COSTA BRITTO PEREIRA LIMA JACYENE MELO DE OLIVEIRA ARAUJO Data: Apr 23, 2021 Show Abstract 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.
5	GILDÁSIO DA COSTA TEIXEIRA MCCATI: A COLLABORATION, COMMUNICATION AND LEARNING METHODOLOGY FOR ICT TEAMS AT THE UFRN INSTITUTO METROPOLE DIGITAL Advisor : APUENA VIEIRA GOMES COMMITTEE MEMBERS : APUENA VIEIRA GOMES IRIS LINHARES PIMENTA GURGEL ISABEL DILLMANN NUNES ITAMIR DE MORAIS BARROCA FILHO PATRICIA CABRAL DE AZEVEDO RESTELLI TEDESCO Data: May 28, 2021 Show Abstract This dissertation presents how computer-supported collaborative learning (CSCL) can contribute to development, training, collaboration and learning activities in a work environment. Through the CSCL and its methods, it is possible to promote more active learning that encourages critical thinking, peer interaction, problem solving and self-regulation of the learning and teaching process. This work also acts in researching educational practices and technologies, and aims to develop a methodology based on applications and CSCL concepts, in order to implement collaboration, communication and learning for an IT team. With specific objectives, the work here presented proposes to diagnose the skills and hardships of the participants, members of an IT team, and to identify the most appropriate group formation strategy to their reality; and to validate the proposed methodology. The method used to build the proposed methodology was the Design Research Methodology (DRM). The data were analyzed in the light of the Textual Discourse Analysis (TDA) with the support of the MAXQDA© software. It was identified that with such heterogeneity of the participants, they tend to need mediation, and that they’re willing to work collaboratively. As a group formation strategy, it is possible to state that Belbin's theory meets the requirements for grouping with the use of CSCL in the research locus. To analyze the validation of the methodology, 3 categories were created, from which 9 units of analysis emerged. After this analysis, it was possible to infer that MCCATI can be classified as an educational technology for organizational training; that the mediation strategies used were able to facilitate a learning situation and to resolve conflicts; that there was social interaction through the elements of negotiation, responsibility and trust among peers. The difficulty in measuring and evaluating the awareness artifact indeed existed and it was not possible to confirm the communication analysis unit in the coded sections. This research contributes with a collaborative artifact that can be used by different IT teams (both support and infrastructure areas), serving as a driver for the promotion of learning beyond the classroom.
6	ALINE PEROBA PITOMBEIRA INTEGRATION OF ACTIVE METHODOLOGIES TO THE EVALUATION PLAN OF THE PREPARATION COURSE FOR FORCE SQUADRON OFFICERS. BRAZILIAN AERIAL Advisor : ADJA FERREIRA DE ANDRADE COMMITTEE MEMBERS : ADJA FERREIRA DE ANDRADE APUENA VIEIRA GOMES LUIS PAULO LEOPOLDO MERCADO TANIA CRISTINA MEIRA GARCIA Data: Jul 16, 2021 Show Abstract 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.
7	PERLA CARNEIRO DA SILVA DIDACTIC SEQUENCE MODEL BASED ON ACTIVE LEARNING METHODOLOGIES FOR TRAINING COURSE IN THE BRAZILIAN AIR FORCE Advisor : ADJA FERREIRA DE ANDRADE COMMITTEE MEMBERS : HENRIQUE NOU SCHNEIDER ADJA FERREIRA DE ANDRADE CIBELLE AMORIM MARTINS GESSICA FABIELY FONSECA Data: Jul 16, 2021 Show Abstract This research arises from the restlessness and need to enrich the pedagogical act, aligning new teaching methodologies within military instruction. The present work aims to propose a didactic sequence model based on active methodologies for the training of aspiring Aviator from Brazilian Air Force. On the methodological aspects, this research has a qualitative, empirical and interventionist approach. To achieve the proposed objective, training was carried out with the faculty from the Air Squadron Officer Preparation Course, pedagogical interventions in the preparation of lesson plans and monitoring of instructions using active methodologies. We analyzed the results of these classes, through the content analysis of the course review questionnaires, which guided us in the development of the didactic sequence model based on active methodologies: Hybrid Teaching, Flipped Classroom, Problem-Based Learning (PBL) and Gamification. As a result, a didactic sequence guide was created using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), containing technological tools and practical activities that can be used at different times during the planning and execution of a class. The expected result is to contribute in a pedagogical way to the mission of providing students with learning experiences that enable them to develop the operational and administrative activities inherent to the functions of aviator officer from Brazilian Air Force.
8	EDUARDO AUGUSTO MORAIS RODRIGUES EDUCATIONAL HARDWARE FOR TEACHING OF LOGIC PROGRAMMING Advisor : LUIZ AFFONSO HENDERSON GUEDES DE OLIVEIRA COMMITTEE MEMBERS : CHARLES ANDRYE GALVAO MADEIRA ISABEL DILLMANN NUNES JAN'' ERIK MONT'' GOMERY PINTO LUIZ AFFONSO HENDERSON GUEDES DE OLIVEIRA Data: Jul 23, 2021 Show Abstract 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.
9	DANIELLE OLIVEIRA DOS SANTOS ACTIVE STRATEGIES IN ONLINE DISTANCE EDUCATION: AN EXPERIENCE IN THE BRAZILIAN AIR FORC Advisor : CIBELLE AMORIM MARTINS COMMITTEE MEMBERS : ADJA FERREIRA DE ANDRADE CELIA MARIA DE ARAUJO CIBELLE AMORIM MARTINS LUIS PAULO LEOPOLDO MERCADO Data: Jul 23, 2021 Show Abstract The present work is inserted in the context of the expansion of distance learning in society, particularly in the Tactical and Specialized Instruction Group, a Military Organization of the Brazilian Air Force, the field in which this research was developed. From the experience of the researcher as a pedagogue in this institution, associated with the readings as a student in the Professional Master's Program in Innovations in Educational Technology, the problem of rethinking her professional practice from a pedagogical planning that would consider pedagogical practices based on active methodologies applied to online distance education emerged. Therefore, the following research question was raised: Can the logic of the active methodologies contribute to the development of didactic and pedagogical strategies in distance education? In order to answer this question and to contribute to the overcoming of an instructionalist pedagogical approach, very characteristic of the military environment, the main objective was defined as: To analyze how the logic of active methodologies can contribute to the development of didactic and pedagogical strategies in Distance Education. The research was based on a theoretical framework composed of Kenski (2012 and 2013), who presents discussions on education and technology, Mattar (2017), Bacich & Moran (2018) and Filatro (2008 and 2018) who present the educational practice based on active methodologies in various contexts, Tori (2017) and Junqueira (2018), who raise the particularities of distance education and content production for this audience. The work was developed from a qualitative research of applied nature, exploratory as to its objectives and experimental as to the technical procedures. A control group validation was carried out after the Tutor Preparation Course. The data collected comprised the perception of the students, with the application of questionnaires, and also the experience of the researcher as a tutor of the group. The product was an e-book that presents the content of this master's work in a summarized and practical way. The e-book does not exhaust the subject or even the methodological possibilities, but it serves as a guide for a more innovative pedagogical practice and a more active learning in the context of on-line distance education.
10	ARTUR DE MEDEIROS QUEIROZ Podcast as a pedagogical resource in inclusive education: a study on Berardinelli and Down´s syndromes Advisor : GESSICA FABIELY FONSECA COMMITTEE MEMBERS : BETANIA LEITE RAMALHO FLAVIA ROLDAN VIANA GESSICA FABIELY FONSECA THELMA PANERAI ALVES Data: Jul 28, 2021 Show Abstract 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
11	GISLLAYNE CRISTINA DE ARAÚJO BRANDÃO DESENVOLVIMENTO DE UM MODELO HÍBRIDO DE APRENDIZAGEM AUTORREGULADA PARA A EDUCAÇÃO MEDIADA POR TECNOLOGIAS Advisor : ADJA FERREIRA DE ANDRADE COMMITTEE MEMBERS : ADJA FERREIRA DE ANDRADE IZABEL AUGUSTA HAZIN PIRES EDSON PINHEIRO PIMENTEL Data: Jul 28, 2021 Show Abstract The context of this work seeks to analyze whether self-regulated learning can contribute to improve school performance in Distance Education, aiming at greater permanence and success of students. The objective of this work is to investigate how the teacher can stimulate self-regulated learning in students, through a Formative Assessment approach. For this, we performed an intervention in the planning of evaluation activities of a curricular component of a specialization course. Initially, we identified the cognitive, metacognitive and resource management strategies adopted by students in learning activities, we analyzed and evaluated whether the adopted strategies provided self-regulated learning, in addition to observing the components of the executive functions used in the self-regulation process. Regarding the methodology, the research is considered empirical and longitudinal. As for the type of method it is considered deductive. Regarding the paradigm, we use qualitative and quantitative methods; and with regard to the purpose, it is characterized as applied and interventionist research. In the course of the research, a systematic mapping and an exploratory phase were carried out, using as instruments for data collection: questionnaires and analysis of evaluative activities. By analyzing the results, we were able to confirm the premise that students can improve their performance through self-regulated learning. As a product of this research, a practical guide (e-book) was created containing good practices of evaluative activities that can be applied in a context of self-regulated learning and bring contributions to the area of student assessment in Distance Education.
12	ANA PATRÍCIA RODRIGUES CALISTRATO eLEARNING IN CHILDHOOD EDUCATION: POSSIBLE WAYS IN PANDEMIC TIMES? Advisor : MARIA CRISTINA LEANDRO DE PAIVA COMMITTEE MEMBERS : MARIA AURICÉLIA DA SILVA AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI MARIA CRISTINA LEANDRO DE PAIVA MARIANGELA MOMO Data: Sep 10, 2021 Show Abstract 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.
13	CLARISSA BEZERRA DE MELO PEREIRA NUNES The production of didactic material for teacher training in educational data analysis Advisor : APUENA VIEIRA GOMES COMMITTEE MEMBERS : APUENA VIEIRA GOMES DENNYS LEITE MAIA ISABEL DILLMANN NUNES ISMENIA BLAVATSKY DE MAGALHÃES RAFAEL FERREIRA LEITE DE MELLO Data: Nov 3, 2021 Show Abstract The evolution of teaching and learning processes has undergone physical changes in the classroom, in teaching materials, in the way students and teachers interact with each other, and in the relationship between time and space. In this perspective, some educational institutions adopt a Virtual Learning Environment (VLE) to assist students and teachers throughout the educational processes, which generates a substantial amount of data on how students interact with such tool, forming trails of learning. This work, which follows the Development of Educational Technologies line of research, has sought to elaborate a didactic material drawing from the Contextualized Instructional Design (CID) to promote teacher training and the analysis of educational data arising from the use of a Moodle VLE. The methodology used was based on some phases of action research, with a mixed quanti-quali approach, starting with the analysis of 6th grade students' results and interaction records gathered by Moodle regarding their English Language subject, in a private school located in Natal / RN, throughout the first half of 2020. Such data served as a basis for identifying access patterns and performance analysis. As products, models of learning paths were identified and digital teaching material on the analysis of educational data was created, the latter being made available on a website with written and video tutorials. Additionally, a teacher training course was held where the course takers, based on the analysis of profiles of learning paths prepared with the materials available on the website, suggested interventions to help the development and learning of students. As a contribution to society, the models of learning paths and teaching materials, which are the products of this work, can support the training and qualification of more teachers, so that more students can be assisted throughout their learning processes.
14	DÉBORA KAROLINE SILVA DE AZEVEDO CONCEPTION AND DEVELOPMENT OF AN EDUCATIONAL SOFTWARE PROTOTYPE TO SUPPORT THE BILINGUAL LITERACY PROCESS BY THE DEAF CHILD Advisor : FLAVIA ROLDAN VIANA COMMITTEE MEMBERS : DEBORA REGINA DE PAULA NUNES FLAVIA ROLDAN VIANA GESSICA FABIELY FONSECA WINDSON VIANA DE CARVALHO Data: Nov 25, 2021 Show Abstract 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.
15	NOÉLIA BARBOSA COSTA DE QUEIROZ TEACHER EDUCATION AND DIGITAL LETTERS: in the context of a pandemic Advisor : MARIA CRISTINA LEANDRO DE PAIVA COMMITTEE MEMBERS : MARIA CRISTINA LEANDRO DE PAIVA DENNYS LEITE MAIA ISABEL DILLMANN NUNES ANDREZZA MARIA BATISTA DO NASCIMENTO TAVARES KEILA CRUZ MOREIRA Data: Dec 10, 2021 Show Abstract It is factual that the pandemic caused by the threat of COVID-19 has brought to the fore a lack of teacher training regarding the use of TDIC In this context, we asked about the possibilities of modification of the formative practices that, before the pandemic, were carried out in person. It was reflected whether it would be possible to carry out an online teacher training that could articulate theory and practice, with elements of digital culture. Hence the present research that aimed to analyze the contributions of Online Training, from the Perspective of Digital Literacy, offered by the Municipal Department of Education - SME - Natal / RN, for the formative practice of pedagogical advisors and directors of teaching units. The theoretical framework of the study was based on the conceptions of teacher education and digital literacy, with Nóvoa, Garcia, Freire, Buzato and Moreira, among others, as reference authors in these areas of study. This is a qualitative research with nuances of an action research, based on empirical, characterized as interventionist. The data were generated through meet chat records, electronic questionnaires, field notes records, and semi-structured interviews. The study was carried out at the Municipal Department of Education of Natal, involving pedagogical advisors and directors of teaching units, during and with the development of the extension course “I Online Training” carried out by the Department of Education of Natal /RN. The data analysis indicates that online training has provided important impacts regarding the development of competencies in the personal and professional scope of participants, expanding digital literacies, as well as, caused developments in the formative action of the education network, which was restructured with and from the use of digital technologies. It is also possible to affirm that despite the advance of digital communication and information technologies, there is a demand for teacher training that brings teachers closer to the world of digital culture. As products of the study, in addition to the dissertation, an online training was carried out, duly registered as extension project, in addition to the production of a "Guide to online meetings" and a "booklet" that evidences the main aspects of the work performed in the course of the research.
16	KARINA DE SENA PEGADO ILNICKI DIGITAL GAMES IN REMOTE LEARNING: A STRATEGY FOR WORKING 5TH GRADE KNOWLEDGE OBJECTS THROUGH WHATSAPP Advisor : ARLETE DOS SANTOS PETRY COMMITTEE MEMBERS : RICARDO RIBEIRO DO AMARAL ANA BEATRIZ BAHIA SPINOLA BITTENCOURT ARLETE DOS SANTOS PETRY CIBELLE AMORIM MARTINS Data: Dec 14, 2021 Show Abstract 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.
17	JARLES TARSSO GOMES SANTOS PRODUCTION OF EDUCATIONAL ROBOTICS KIT FOR THE SCIENCE CURRICULUM COMPONENT: perspective to mobilize competences and competences within the scope of the BNCC Advisor : AQUILES MEDEIROS FILGUEIRA BURLAMAQUI COMMITTEE MEMBERS : FLÁVIO RODRIGUES CAMPOS AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI AQUILES MEDEIROS FILGUEIRA BURLAMAQUI LUIZ AFFONSO HENDERSON GUEDES DE OLIVEIRA Data: Dec 14, 2021 Show Abstract The teaching process from the context of skills and abilities has been widely discussed over the last decades. In Brazil, the Base Nacional Comum Curricular (BNCC) is the document responsible for guiding the curriculum of educational institutions that offer basic education, basing its proposal on the use of skills and abilities. However, educational institutions still face difficulties with regard to the adaptation of teaching proposals to what the BNCC presents, such as the lack of adequacy of teaching materials, in addition to the evaluation process, which requires instruments capable of helping the teacher to understand if students are acquiring the expected skills. Thus, it becomes necessary to propose alternatives that present means for the production of teaching materials that are in line with what the BNCC presents. Seeking to minimize this problem in the context of the Science curriculum component, this study brings as a research question: how can the use of an educational kit for teaching the subject Matter and Energy unit help teachers in teaching along the lines of the Base Nacional Comum Curricular, mobilizing specific skills and abilities for the Science curricular component, in the 8th year of elementary school? The main studies on the subject point out that teaching materials that encourage the proposition of problem situations in real contexts can help in the mobilization of specific skills. Therefore, this study aims to analyze the use of an educational kit produced as a resource to encourage teachers to teach according to the BNCC model, helping to mobilize specific skills and abilities for the Science curriculum component, in the 8th year of elementary school. Through a research methodology guided by design science research and action research, it was possible to understand the difficulties encountered by teachers and design an educational kit capable of minimizing such difficulties, based on the proposals of educational robotics. As a result, the study obtained an educational kit consisting of low-cost materials, such as assembly parts, electronic components and a didactic guide, capable of assisting in the conduct of didactic proposals, with sequences of activities for specific skills, as well as support in the process evaluation, from the use of rubrics that help the teacher to understand the process of acquisition of skills by students. From the use of the kit with students, data were obtained that indicate that the kit allows for adapting teaching to a problem-situation that can be intervened through the mobilization of a skill, as well as presenting the action schemes, that is, the conceptual, procedural and attitudinal contents relevant to teaching along the lines of the BNCC, helping to mobilize specific skills.
18	CRISIANY ALVES DE SOUSA Formative Itinerary in Digital Skills for Basic Education Teachers: A proposal based on Brazilian matrices Advisor : CHARLES ANDRYE GALVAO MADEIRA COMMITTEE MEMBERS : BETANIA LEITE RAMALHO CHARLES ANDRYE GALVAO MADEIRA CIBELLE AMORIM MARTINS LIANE MARGARIDA ROCKENBACH TAROUCO Data: Dec 16, 2021 Show Abstract 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.
19	JEANNE DA SILVA BARBOSA BULCÃO Continuing Education in Computational Thinking for Elementary School Teachers: Unplugged Computing in Educational Practices Advisor : CHARLES ANDRYE GALVAO MADEIRA COMMITTEE MEMBERS : ANDRE LUIS ALICE RAABE BETANIA LEITE RAMALHO CHARLES ANDRYE GALVAO MADEIRA CIBELLE AMORIM MARTINS Data: Dec 16, 2021 Show Abstract In line with global trends, Brazil recently approved the Common National Curriculum Base (BNCC) and included 10 general competences that students must achieve by the last stage of Basic Education. These general competencies are related to those identified in the international scenario as necessary for the formation of citizens and professionals in the 21st century. Among these skills, those related to Computational Thinking stand out, which involve pattern recognition skills, abstraction, logical reasoning, creative thinking, all culminating in the ability to solve problems, which is currently considered to be of great value in the social and professional context. . As a result, the training of students, in the current social, cultural, professional and technological scenario, requires from teachers new skills and professional competences that were not introduced to them during their initial training. Therefore, for teachers to be able to stimulate Computational Thinking with students, it is necessary to train them to change their mentality about the pedagogical possibilities in the face of technological scarcity in their work environment, as well as knowledge about what it is. and how to apply it in teaching and learning processes. It is in this context that this work aims to contribute by presenting a model of continuing education in Computational Thinking capable of stimulating the development of skills related to the topic in teachers, motivating them to take this knowledge to their students through Unplugged Computing practices in schools . The work systematized a first version of the continuing education course in Computational Thinking for teachers held in 2019 in face-to-face format, under the Norte-riograndense Computational Thinking Program, which served as a pre-test to assess the strategies and resources applied in order to propose improvements based on a new training model exposed here. A new version of the course was given in 2020 following the model proposed in this work, adapting to the online format due to the reality imposed by the Covid-19 pandemic. The results obtained indicate that training with a practical bias, which focuses on the acquisition of skills and competences, allows the development of the expected potential to build a teaching identity that meets the contemporary needs of the profession, stimulating the ability to solve problems and develop knowledge pedagogical and technological on Computational Thinking, which includes the curation of materials related to the theme and the application of educational practices in schools in the educational network.
20	ELI SALES MUNIZ LIMA APPDAC: A PROTOTYPE OF APPLICATION FOR THE INVESTIGATIVE CYCLE PRACTICE AND STATISTICAL LITERACY Advisor : DENNYS LEITE MAIA COMMITTEE MEMBERS : DENNYS LEITE MAIA ISABEL DILLMANN NUNES JOSÉ AIRES DE CASTRO FILHO Data: Dec 17, 2021 Show Abstract 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.
21	FRANCISCO DE ASSIS FREIRE DE MELO Construction of didactic sequences with augmented reality for students with Autistic Spectrum Disorder in the final years of elementary school - 6th year Advisor : AQUILES MEDEIROS FILGUEIRA BURLAMAQUI COMMITTEE MEMBERS : AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI ALESSANDRA MIRANDA MENDES SOARES AQUILES MEDEIROS FILGUEIRA BURLAMAQUI KEROLAYNE PAIVA SOARES Data: Dec 23, 2021 Show Abstract Inclusive education in Brazil comes as an educational policy from the Law of Guidelines and Bases of National Education (LDBN 9394/96), which determines that people with special needs are included in regular education classrooms. In addition to being in the same space physical, which can provide greater interaction and inclusion with other colleagues, such students have a teacher to assist in their activities. Although there are auxiliary teachers to provide this inclusion in the classroom context, educational institutions lack content that is inclusive and consequently allows for such inclusion. This research focused on students with autism spectrum disorder (ASD) and the objective of creating and validating didactic sequences with the use of augmented reality so that the student with ASD was more engaged in class and could also show their teacher/assistant tools for the creation of other didactic sequences regardless of the curricular component. We used as a basis a research classified as exploratory, using the procedures applied in the case studies. With the bibliographic study carried out and the pre-selected AR tools, we started the data collection with the search for teachers who were interested in including children with autism in activities using AR technology. Afterwards, we suggest and validate, with the help of the teacher, the didactic sequences carried out by the students. With this research, it became clear the potential of augmented reality as a tool to engage and enable the incorporation of adapted school activities in order to have a greater participation of students with ASD. Enabling teachers and assistants to use other digital technological resources is essential so that other practices are developed and the inclusion process becomes increasingly natural.
22	JADSON LUCAS GOMES SOUZA SCRATCH AND DIGITAL GAMES AS A TOOL FOR THE WORK OF CORPOREITY AND MOVEMENT IN THE LEARNING PROCESS Advisor : AQUILES MEDEIROS FILGUEIRA BURLAMAQUI COMMITTEE MEMBERS : AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI AQUILES MEDEIROS FILGUEIRA BURLAMAQUI FLÁVIO RODRIGUES CAMPOS RUMMENIGGE RUDSON DANTAS Data: Dec 28, 2021 Show Abstract 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.
23	ANIELLY ISABEL DUARTE DA SILVA DIGITAL GAMES IN THE LITERACY AND LITERACY PROCESS: A TRAINING PROPOSAL FOR TEACHERS FROM 1st TO 3rd GRADE OF ELEMENTARY EDUCATION Advisor : ARLETE DOS SANTOS PETRY COMMITTEE MEMBERS : ARLETE DOS SANTOS PETRY ELAINE LUCIANA SOBRAL DANTAS JACYENE MELO DE OLIVEIRA ARAUJO LUCELIO DANTAS DE AQUINO MARIA CRISTINA LEANDRO DE PAIVA Data: Dec 30, 2021 Show Abstract The research focuses on pedagogical strategies for the use of digital games in the literacy process in the early years of elementary school, having for its development an education proposal, organized as a university extension course for literacy teachers at the Municipal School Prof. Reginaldo Ferreira Neto, located in the city of Natal-RN. The educational digital games used are characterized by being free and analyzed using an evaluative instrument adapted from Vilarinho and Leite (2015). The research is qualitative in nature and based on aspects of Thiollent's (1986) action-research. Its theoretical basis was supported by authors such as Soares (2009), Mortatti, (2006); Ferreiro and Teberosky (1989), Cruz and Ramos (2018), Kapp and Boller (2018); Arruda (2011); Huizinga (2000), and also in the principles of Paulo Freire (1996) and Imbernón (2011). The study concentrates on the construction of pedagogical strategies that make use of digital games in the literacy process as an innovative practice for teaching reading and writing. To this end, the research brings didactic sequences, built by the group of teachers participating in the education, containing strategies for the use of these educational digital games in the literacy cycle of the 1st, 2nd and 3rd year of Elementary School.

2020

	Dissertations
1	EVERTON DA SILVA BRITO THE USE OF ACTIVE METHODOLOGIES IN THE TEACHING FORMATION OF RESIDENT STUDENTS OF THE LETTER COURSE - PORTUGUESE LANGUAGE AND LIBRAS FROM THE FEDERAL UNIVERSITY OF RIO GRANDE DO NORTE (UFRN) Advisor : FLAVIA ROLDAN VIANA COMMITTEE MEMBERS : DENNYS LEITE MAIA FLAVIA ROLDAN VIANA IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES Data: Apr 30, 2020 Show Abstract 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.
2	DANIEL ARAÚJO DE LUCENA Computational thinking as an intervention for cognitive development in the elderly Advisor : ISABEL DILLMANN NUNES COMMITTEE MEMBERS : ISABEL DILLMANN NUNES LUIZ AFFONSO HENDERSON GUEDES DE OLIVEIRA PAULEANY SIMOES DE MORAIS Data: Jun 12, 2020 Show Abstract Throughout aging, a reduction in cognitive performance may occur, compromising, for example, executive functions. In daily life, damage to executive functions results in difficulties in the performance of common activities such as driving a car, financial management and fulfilling obligations, leading to a reduction in the number of social relationships, depression and, finally, isolation. It is true that cognitive decline is not just the result of longevity, so that other factors such as hearing loss, depression, hypertension, education level, genetic inheritance and eating habits also enter the list of elements that cooperate for poor performance cognitive. Regardless of the cause of cognitive impairment, there is a growing interest in seeking strategies for maintaining and improving cognitive functions, so that quality of life can be preserved during old age. This study aims to develop cognition in the elderly using Computational Thinking through unplugged activities. To achieve this goal, a bibliographic survey, systematic reviews and the creation of a control and experiment group were carried out, respectively, to apply a cognitive training created by a psychologist and the Computational Thinking activities prepared by the research author. . After interventions with groups, formed by elderly participants, statistical tests were performed on the collected notes. The results obtained demonstrate that there was a statistically significant improvement in performance under the scores of the participants of the experimental group, being an indication of the effectiveness of the cognitive intervention based on unplugged activities of Computational Thinking.
3	CIBELLE CRISTINA BARROS DE ALMEIDA EDUCATION FOR THE MEDIA: TUTORIAL KIT FOR USE OF MIDIATIC ISLAND IN SCHOOL SPACE Advisor : CIBELLE AMORIM MARTINS COMMITTEE MEMBERS : CIBELLE AMORIM MARTINS ADRIANO MEDEIROS COSTA JOAO TADEU WECK CÁTIA LUZIA OLIVEIRA DA SILVA Data: Jun 12, 2020 Show Abstract 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.
4	IGO JOVENTINO DANTAS DINIZ B-LEARNING IN THE TRAINING OF PUBLIC SERVERS IN IFRN Advisor : APUENA VIEIRA GOMES COMMITTEE MEMBERS : APUENA VIEIRA GOMES DENNYS LEITE MAIA ANDRÉ GUSTAVO DUARTE DE ALMEIDA Data: Jun 15, 2020 Show Abstract B-learning or Blended learning (BL) brings together distance and classroom learning pedagogical practices to maximize the learning experience by combining online and offline learning resources. BL has been strengthened as an active teaching methodology applied in companies, providing interactive, dynamic and personalized corporate training. Thus, the central question of this research is how the hybrid teaching methodology can contribute to the enhancement of the training policy for the employees of the Federal Institute of Education, Science and Technology of Rio Grande do Norte - IFRN. It was defined as a general objective to implement a training course for IFRN employees using the hybrid teaching methodology. The specific objectives were outlined as follows: Identify the training needs of IFRN's employees; Plan and structure the training course based on the hybrid teaching methodology; Conduct the training using the hybrid teaching methodology; Assess the effectiveness of the model applied to the training of IFRN employees. The methodology has objectives guided by exploratory research with a qualitative approach, its technical procedures are based on action research and the subjects were the employees working in the Natal-Cidade Alta campus of IFRN. To meet the proposed objectives, the course was developed based on the training process, following these steps: Diagnosis, Design, Implementation and Analysis. Among the main difficulties experienced in the execution of the training, we can emphasize the difficulty of engagement of the participants on the online moments of the course, caused both by structural issues of the training and personal issues of the participants. At the end of the training process, even with the difficulties encountered, it was possible to validate hybrid teaching as an important methodological alternative for professional training, since the training carried out in this format fulfilled its formative role for the participants, training each one of them in a personalized way regarding a relevant and necessary concern in their work activities, meeting their expectations of satisfaction and quality. In addition, the format used proved to be an efficient method for the institution in its financial aspect, as it was used its own physical and technological structure and the employees did not need to be absent from the workplace. On a larger scale, in light of these results, it is expected that the institute will adopt the BL methodology in the institutional capacity-building program and to the other campuses the similar format used, thus meeting the principles of effectiveness and efficiency in public services.
5	EDITH CRISTINA DA NÓBREGA INSTRUCIONAL DESIGN FOR THE PRODUCTION OF TEACHING MATERIALS FOR THE BRAZILIAN AIR FORCE DISTANCE COURSES Advisor : APUENA VIEIRA GOMES COMMITTEE MEMBERS : APUENA VIEIRA GOMES ADJA FERREIRA DE ANDRADE MARIA CARMEM FREIRE DIOGENES REGO ANA MARIA GARCIA MOURA Data: Jun 23, 2020 Show Abstract 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.
6	CARMÉLIA REGINA SILVA XAVIER CONTINUED IN-SERVICE TRAINING FOR THE PROFESSIONAL DEVELOPMENT OF TEACHERS WHO TEACH MATHEMATICS IN THE EARLY YEARS OF FUNDAMENTAL EDUCATION Advisor : DENNYS LEITE MAIA COMMITTEE MEMBERS : DENNYS LEITE MAIA FLAVIA ROLDAN VIANA EURIVALDA RIBEIRO DOS SANTOS SANTANA IVANILKA LIMA DE AZEVEDO Data: Jun 26, 2020 Show Abstract The continued training of teachers who teach mathematics in the early stages of elementary school can provide moments of reflection on teaching practice regarding this curricular component, depending on the way in which this statement was organised and mediated with teachers. Thus, the central question of this research is: How can the continuing and in-service training of teachers who teach mathematics, in the initial stages, be planned and executed in order to provide the professional development of teachers? to this end, it was defined as a general objective, to analyse the continuing education in service of statistical literacy for the professional development of teachers who teach Mathematics in the initial stages of Elementary School. In order to achieve this objective, the following specific objectives were outlined: i) to investigate teachers' knowledge of statistical concepts; ii) to carry out continuous in-service and collaborative training within the school environment; iii) to reflect on the results brought by the training for the teacher's teaching practice. The difference in the proposal is the fact that the training took place in the workplace of the teacher-collaborators and was developed with and for the teachers, starting from the reality in which they live, in a municipal school in Natal / RN. according to Gil (2010), the research is classified in a qualitative approach, focused on the interpretation and understanding of a certain reality, with the intention of intervening and transforming the practice that occurred in the research locus. With an emphasis on continuing education and professional development of teachers, who teach Mathematics in the early stages of elementary school, the research took place contemplating elements of collaborative research. For Ibiapina (2004), in addition to cognitive development, a research so classified also includes interpersonal relationships between school subjects and between them and researchers making individuals advance in their levels of development, through the mediation of others. This master's work was theoretically supported by some authors who deal with the continuing education of teachers who teach Mathematics from the perspective of professional development, such as Ponte (2014), Fiorentini and Crecci (2012), Imbernón (2010, Clarke and Hollingsworth (2002) and Day (2001). As for the statistical concepts to be worked on in the early years of elementary school, the authors used for the foundation were Cazorla (2010), Conti (2016) and the National Common Curricular Base, - BNCC (2017). The results of the research show that teachers recognise the benefits provided by the training process for their classroom practice, the challenges for their own learning, in the case of this research in Statistics, help in overcoming difficulties, improvements in practice and reflections teaching. In view of the validation, on the part of the collaborators, of all these elements, it was verified the effectiveness and the importance of a continuous formation occurred in the school environment. The structure for the development of this training can be found in Appendix A of the dissertation.
7	RAYANE EMANUELLE DE OLIVEIRA VALENTIM AUDIOVISUAL AS A METACOGNITIVE LEARNING PROCESS AT A QUILOMBOLA SCHOOL Advisor : CIBELLE AMORIM MARTINS COMMITTEE MEMBERS : CIBELLE AMORIM MARTINS SANDRO DA SILVA CORDEIRO SEBASTIAN FAUSTINO PEREIRA THIAGO ISAIAS NOBREGA DE LUCENA LETICIA BEATRIZ GAMBETTA ABELLA Data: Jul 1, 2020 Show Abstract 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.
8	STÊNIO LÚCIO DA ROCHA STATISTICAL EDUCATION FROM THE HYBRID EDUCATION PERSPECTIVE: AN EXPERIENCE FOR THE DEVELOPMENT OF STATISTICAL LITERACY WITH HIGH SCHOOL STUDENTS Advisor : DENNYS LEITE MAIA COMMITTEE MEMBERS : DENNYS LEITE MAIA APUENA VIEIRA GOMES ISMENIA BLAVATSKY DE MAGALHÃES IRENE MAURICIO CAZORLA Data: Jul 31, 2020 Show Abstract The changes brought about by Digital Information and Communication Technologies (TDICs) have been gaining ground and promoting research in Education to promote innovation in teaching practices, especially related to Mathematics. In this sense, the active methodology of Hybrid Teaching can re-signify the pedagogical practice for the development of statistical literacy by the student, providing comprehensive training and learning with more meaning for understanding and interference in reality. The central question of this investigation is: how to develop statistical literacy through a sequence of teaching based on Hybrid Teaching for high school graduates of the regular modality? Thus, the general objective of the research is to: Analyze the contributions of a teaching sequence to the development of statistical literacy based on Hybrid Teaching, in a public school in Baraúna / RN with regular high school students. To achieve this objective, the following specific objectives were defined: i) To survey experiences and conditions at school for the use of Hybrid Teaching; ii) Diagnose student skills about Statistics iii) Develop a teaching sequence to address the concepts of Statistics based on the Hybrid Teaching methodology to promote statistical literacy; and iv) Evaluate the pedagogical contributions of an experience with Hybrid Teaching in Statistical Education in a public school in the state network of RN, to expand the knowledge and skills of statistical literacy. The theoretical discussion is based on studies of Mathematical Education and Statistical Education and Active Methodologies with a focus on Hybrid Teaching and its modalities. Through the qualitative approach, the research method is based on action research, as it enabled the professor-researcher to investigate a problem in his context of performance. The research took place at João de Abreu State School, with students from the 3rd year of high school. At the end of the research, it was possible to verify that the Hybrid Teaching methodology contributes to the development of the teaching sequence, making the spaces and times for the acquisition of knowledge more flexible, favoring the mediation of the explored contents through a more active learning. With this, it promoted gains in the development of the statistical literacy of the investigated subjects, through activities that led the students to assume a more active, critical and reflective posture in face of the studied concepts contributing to a citizen formation. In addition, it helped to identify possibilities for integrating Hybrid Teaching with DICTs in learning Statistics. It is hoped that this research will serve as a basis for improving the teaching of mathematical concepts and strengthen the construction of the fields of Mathematics and Statistics Education.
9	JULIANA LACERDA DA SILVA OLIVEIRA THINKING DESIGN AS A METHODOLOGY FOR THE CONTINUOUS TRAINING OF MATHEMATICS TEACHERS Advisor : ADJA FERREIRA DE ANDRADE COMMITTEE MEMBERS : ADJA FERREIRA DE ANDRADE APUENA VIEIRA GOMES DENNYS LEITE MAIA MARCUS VINICIUS DE AZEVEDO BASSO Data: Aug 6, 2020 Show Abstract 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
10	MARIA DA CONCEIÇÃO LIMA VIEIRA THE USE OF INTERACTIVE DIGITAL WHITEBOARD IN TRAINING THE ENGLISH LANGUAGE TEACHER: LIMITS AND PROSPECTS Advisor : ADJA FERREIRA DE ANDRADE COMMITTEE MEMBERS : ADJA FERREIRA DE ANDRADE AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI LUCELIO DANTAS DE AQUINO FERNANDA SUMIKA HOJO DE SOUZA Data: Aug 14, 2020 Show Abstract This work deals with the Use of the Interactive Digital Whiteboard (LDI) in the school context. Our goal is to understand the practices and factors that make LDI a methodological tool that is not very useful in English classes. This underutilization is due both to factors related to infrastructure and to teacher training. The empirical reference of this study had the participation of 21 English language teachers from the final years of elementary school in the municipal network of Natal, who participated in surveys on teaching experiences with the equipment in question, as well as through didactic-methodological workshops. focused on handling this resource. From this study it was possible to interfere in the teaching performance, in the sense of mediating educational practices that contemplate the school curriculum, through the resources of technology and active methodologies, according to (Bacich and Moran, 2018). The research methodology is supported by (Gil, 2002; Severino, 2007). As Results, methodological strategies and a guide for the use of the LDI were developed for teachers, in order to bring relevant contributions when doing pedagogical activities in the use of ICTs.
11	RAIMUNDO GUILHERME DE LIMA CINEMATOGRAPHIC GEOGRAPHIC THE SPACE OF EXTREMOZ CITY ON YOUTUBE PLATFORM Advisor : ROGÉRIO JÚNIOR CORREIA TAVARES COMMITTEE MEMBERS : AQUILES MEDEIROS FILGUEIRA BURLAMAQUI CIBELLE AMORIM MARTINS EDSON DO PRADO PFUTZENREUTER ROGÉRIO JÚNIOR CORREIA TAVARES Data: Aug 27, 2020 Show Abstract 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.
12	ÁDILA DE LIMA FERREIRA MEDEIROS THE INVERTED CLASSROOM INTEGRATED TO DIGITAL TECHNOLOGIES IN CONTINUING TRAINING OF TEACHERS THAT ACT IN INTEGRAL HIGH SCHOOL Advisor : AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI COMMITTEE MEMBERS : AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI APUENA VIEIRA GOMES MARIA CRISTINA LEANDRO DE PAIVA ALEX SANDRO COUTINHO SANT ANA Data: Sep 4, 2020 Show Abstract The expanding scenario on the use of digital information and communication technologies is increasingly narrowing the distance between connections in physical and virtual spaces, thereby intensifying the teachers and students’ roles in the teaching-learning process. This conjuncture reflects, in a special way, in the teachers’ training, who need to assume new attitudes towards the use of technologies, breaking up with the very culture of a pedagogy traditionally carried out. The aspects presented and the specific problems of a school context, resulted in the understanding that a well-structured and mediated continued teacher education, through the integration of the inverted classroom (IAS) with digital tools, may promote moments of didactic reflection by teachers and consequently the incorporation in the teaching exercise. Thus, the central question that guided this research was: what are the contributions of the inverted classroom as an experimental model of continuous education for teachers working in Integral High School? In order to achieve answers to the questioning, it was defined as a general objective to analyze the experience of continuous education on the integration of IAS and digital technologies, with teachers from Integral High School of a state school in the city of Extremoz / RN. And as specific objectives: 1) Conduct a survey on the real conditions and needs for the experimental implementation; 2) Elaborate the training course’s proposal, using IAS as content and methodology; 3) Develop the continuous training course based on IAS with teachers; 4) Assess the possible training process contributions to the expansion of teachers' professional knowledge, skills and incorporate into pedagogical practice. For this, the paradigms of qualitative research were followed, initially using the technical procedures of bibliographic research to build the theoretical framework of the study’s base categories: Teacher Education, in the light of scholars, Freire (1996), Perrenoud (2001), Ramalho, Nuñez and Gauthier (2003), Tardif (2011), Imbernón (2011) and Libâneo (2011) and the Inverted Classroom from Moran (2015), Bacich and Moran (2018), Bergmann and Sams (2018 ) and Valente (2014). The method was active research, based on Thiollent (2011) for the adaptation of the following conductive stages of the investigative process: exploration of the study site; construction of the proposal for continuous education; implementation of the experimental training model based on IAS; validation of the training process from the application of an interdisciplinary lesson plan by teachers; evaluation of general results achieved with the experiment; and external dissemination of the research. The results showed that the training contributed both to the improvement of professional knowledge, which refers to the conceptual and didactic understanding of IAS, and to the development of competence for the use of different digital tools integrated into the methodology. And through the validation stage, the need to continue investing in training for the use of digital technologies with a focus on methodological innovation became evident. Despite the difficulties imposed by an educational context in Covid-19 pandemic times, teachers were able to take advantage of experiences of continuing education and giving a new meaning to their practice. Finally, given all the possibilities envisioned in this research, it is expected to provide important subsidies, mainly for the education of the Rio Grande do Norte State and the school institutions themselves in the valorization, maintenance and restructuring of the permanent processes of improvement of their professionals.
13	BARBARA FERNANDES DA SILVA DE SOUZA LEARNING OBJECTS: REFLECTIONS AND CONSTRUCTION OF TEACHING SEQUENCES FOR CHILDHOOD EDUCATION Advisor : APUENA VIEIRA GOMES COMMITTEE MEMBERS : APUENA VIEIRA GOMES DENNYS LEITE MAIA MARIA CRISTINA LEANDRO DE PAIVA ISABELA PEREIRA LOPES Data: Nov 19, 2020 Show Abstract 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.
14	LUCINEIDE CRUZ ARAUJO Digital Educational Games as Promising Tools in the Learning Process of Early Childhood Experience Fields Advisor : CHARLES ANDRYE GALVAO MADEIRA COMMITTEE MEMBERS : CHARLES ANDRYE GALVAO MADEIRA ARLETE DOS SANTOS PETRY MARIA CRISTINA LEANDRO DE PAIVA SANDRO DA SILVA CORDEIRO FILOMENA MARIA GONÇALVES DA SILVA CORDEIRO MOITA Data: Nov 30, 2020 Show Abstract Contemporary children come into contact with electronic devices in early childhood, transforming their social and school reality. These include digital games, which have been configured as a good tool for teaching practice, provided they are used in accordance with the learning objectives. Based on this context, the objective was to highlight the contributions of digital games based on the skills of BNCC in the context of Early Childhood Education, in a way that contributes to the learning process of the fields of experience proposed to children. The investigation was carried out in the Childhood Education Center, Application College linked to the Federal University of Rio Grande do Norte - NEI-CAp / UFRN, in a group of children in the age group between 5 and 6 years of age. The investigation assumed the paradigm of qualitative research, using some action research procedures. The research was carried out in four stages: a) preliminary phase, which consisted of exploring the field and systematic literature review; b) planning and characterization of the participating children; c) Approaching the class - observations, dialogues, interviews, experiences and experiences with the children; d) intervention sessions for the application of digital games. The research highlighted the possibility of pedagogical and intentional use of digital games since early childhood education in an articulated way with the fields of experience proposed by BNCC, in order to expand the cultural repertoire and the possibilities of expression and communication of children. The results showed how digital games can be part of children's daily life, of games, playful activities and, mainly, of the way in which children appropriate this instrument, establishing relationships in their learning context. It was also possible to verify that the applied games contributed with the skills of the BNCC and with the learning process of the fields of experiences proposed to the children of Early Childhood Education. We evidenced, therefore, that the games applied enabled significant experiences, as well as exercised cognitive and motor skills that favored the child's integral development. Thus, it is expected that, with the current research, it will be possible to contribute to a critical reflection about the pedagogical proposals and practices in Early Childhood Education that involve the use of digital games, inserting them together with other languages and knowledge, so that they can be expanded the concrete possibilities of children to become protagonists of the learning process.
15	MARIA APARECIDA ALVES DE ANDRADE Using digital games in the literacy process: possibilities to moving foward on the write levels Advisor : ARLETE DOS SANTOS PETRY COMMITTEE MEMBERS : VANICE DOS SANTOS ARLETE DOS SANTOS PETRY CHARLES ANDRYE GALVAO MADEIRA ELAINE LUCIANA SOBRAL DANTAS Data: Dec 2, 2020 Show Abstract 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.
16	BRUNA PATRICIA DA SILVA BRAGA BARACHO HIBRIEDUC: A HYBRID COURSE OFFER PORTAL FOR CONTINUING TEACHING TRAINING Advisor : CIBELLE AMORIM MARTINS COMMITTEE MEMBERS : APUENA VIEIRA GOMES CIBELLE AMORIM MARTINS DENNYS LEITE MAIA FRANCISCO HERBERT LIMA VASCONCELOS Data: Dec 4, 2020 Show Abstract It is well known that society has been going through profound and rapid changes in the technological sphere, affecting several areas, changing habits, social relations, making individuals in a constant process of adaptation and search for knowledge update. In view of this reality, it is necessary, therefore, to think about how digital culture affects the continuing education of teachers. Therefore, this work proposes a new format for continuing teacher education that meets the requirements of this context of education using digital technological resources. To this end, this study aimed to develop a portal to offer short-term continuing education courses (free) in a hybrid format, considering the scenario of changes that point to a digital culture and especially for professionals in the field education. The intention is that they access courses organized and offered in a hybrid format, meeting a ubiquitous demand for time and space in order to incorporate digital technological resources into the training processes, combined with classroom and distance learning, thus allowing the best of the virtual to be associated with the best in person. For the development of the research, the methodological matrix was qualitative, in which a technical survey and documentary procedure was carried out. As for the subjects involved in the research, they were education professionals from public and private institutions of basic education and higher education participating in an extension course developed by UFRN. Through their participation in the course that was offered in hybrid format, we sought to collect information to evaluate the course format, the portal proposal, as well as the profile of interested professionals. As an instrument of data collection, two electronic forms were made available, where we collected data from the enrolled students, as well as those who completed the course “Hybrid Teaching: new practices to innovate”. Finally, as a field to support this research, the virtual spaces Coursera, Udemy, Udacity, EduK and Fundation Bradesco - Virtual School were analyzed, professional training portals, in order to evaluate the elements of their interfaces that allowed a better usability to use as a reference for the HIBRIEDUC Portal. As a result of this research, a portal was developed offering courses for continuing teacher education, whose purpose is to concentrate possibilities of updating in hybrid format for education professionals in particular.
17	YNESSA BEATRIZ DANTAS DE FARIAS SANTOS The Khan Academy platform and its contributions to the learning of mathematics in Elementary Education Advisor : APUENA VIEIRA GOMES COMMITTEE MEMBERS : APUENA VIEIRA GOMES DENNYS LEITE MAIA JOSERLENE LIMA PINHEIRO MARIA CRISTINA LEANDRO DE PAIVA Data: Dec 9, 2020 Show Abstract 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.
18	JULIANA PINHEIRO MAGRO THE USE OF VIDEOS AS A RESOURCE FOR CONTINUING TEACHER TRAINING: A PROPOSAL FOR THE DIGITAL INCLUSION OF STUDENTS WITH VISUAL IMPAIRMENT Advisor : GESSICA FABIELY FONSECA COMMITTEE MEMBERS : DÉCIO NASCIMENTO GUIMARÃES FLAVIA ROLDAN VIANA GESSICA FABIELY FONSECA LUZIA GUACIRA DOS SANTOS SILVA Data: Dec 10, 2020 Show Abstract In view of the considerable number of students with visual impairment enrolled in the regular state education network of Rio Grande do Norte / RN, it is pertinent to understand, among other things, how these students' access to the curricular content offered to all students has been. too much in the school environment. In addition, it is necessary to propose and apply innovative teaching strategies in the pursuit of improving an inclusive process. Thus, it is necessary to think of proposals that contribute so that classroom teachers, in the short time allotted for their planning, have the opportunity to participate in training moments that are meaningful to their practice and reality. Thus, the central question of this research is: how to guide teachers of visually impaired students to use DICT in teaching strategies? A latent path that can contribute to the inclusion of students is to guide teachers as to the possibilities of using Digital Information and Communication Technologies - DICT as facilitators of the teaching process, so that they see, in practice, the aspects that are necessary be considered from thinking about activities to performing them using these tools. An alternative for the teacher to know these possibilities is to propose the use of short videos as a resource in his formative process. Given the above, this research seeks to analyze the use of authentic videos in the guidance of teachers of visually impaired students about the use of Digital Information and Communication Technologies in inclusive teaching strategies. This qualitative-based research has characteristics of an Action Research because, among other things, it seeks to actively and participatively involve the protagonists of the teaching process (teachers of visually impaired students from a state school in RN) and the researcher through the development of training pedagogical practices. In this way, we will use as instruments of data collection, questionnaires applied to teachers, interviews with students, in addition to the records carried out during a classroom training session and teacher evaluations (of the school and external) about the videos as a training resource. With this research, it is expected to show that it is possible to think about new training possibilities and implement what is already set in public policies for inclusive education, encouraging the use of resources that already exist for students. It is also expected to show the importance of the classroom teacher being included in training actions and feeling motivated to be a decisive part in inclusive processes at school.
19	NATHALIE ROSE RAMOS DA FONSECA ARAÚJO “ORATIA”: A METHODOLOGY FOR DEVELOPING AND EVALUATING ORAL SKILLS IN MOBILE-ASSISTED LANGUAGE LEARNING Advisor : ISABEL DILLMANN NUNES COMMITTEE MEMBERS : ISABEL DILLMANN NUNES LUCELIO DANTAS DE AQUINO MARIA CRISTINA LEANDRO DE PAIVA CARLA AGUIAR FALCÃO JÚLIO CESAR ROSA DE ARAÚJO Data: Dec 16, 2020 Show Abstract 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.
20	LAÍS MICHELLE DE SOUZA ARAÚJO BANDEIRA Evaluation of Educational Software for Literacy and Literacy: An Instrument Based on the Common National Curricular Base Advisor : ISABEL DILLMANN NUNES COMMITTEE MEMBERS : ISABEL DILLMANN NUNES LUIZ AFFONSO HENDERSON GUEDES DE OLIVEIRA MARIA CRISTINA LEANDRO DE PAIVA YUSKA AGUIAR Data: Dec 16, 2020 Show Abstract Brazilian education faces constant challenges regarding the effectiveness of Literacy and Literacy, the systematization of official documents through the unification in the Common National Curricular Base appears as a means to achieve better results. In addition to this factor, the scientific production of Educational Software grows, both in terms of games, as well as offline or online platform programs. However, the production of these tools tends to be superimposed in number on the evaluation of their uses and applications, all of this, due to the growing need for student contact with educational technologies. Although Literacy and Literacy are shown to be a sensitive area lacking historically significant interventions in Brazilian education, studies in Educational Software (SE) for this category are still scarce, and when it comes to evaluating these tools, the scenario is even more inhospitable. Taking these aspects into consideration, and trying to answer the research question “A software assessment tool can be used for decision making if an ES assists in the development of the skills of the Axis Linguistic / Semiotic Analysis - Literacy of the Common National Curriculum Base ? ” This work aimed to: build and validate an educational software evaluation tool for the area of literacy and literacy, based on the BNCC. Having as General Objective: To propose, validate and evaluate an educational software evaluation instrument and as Specific Objectives: 1) Construction of the instrument; 2) Validation with Basic Education teachers in the public network through the free use of SE G-Compris; 3) Assess its effectiveness through validation results. As main results of this work, internal consistency in practically all OCs was concluded, a subdivision used in respect of the BNCC format. It is also observed, the opening of paths for future analyzes due to both its theoretical focus only OC belonging to the Axis Linguistic / Semiotic Analysis - Literacy, and the use of more ESs. It is also observed that the BNCC has a modern and coherent approach with the SE in question, evidently helping both the construction of the instrument and the subsequent use of its results for the most diverse lesson plans.
21	YZYNYA SILVA REZENDE MACHADO ALPHABETIZATION AND DIGITAL LITERACY: REMOTE TEACHING STRATEGIES USING WHATSAPP Advisor : MARIA CRISTINA LEANDRO DE PAIVA COMMITTEE MEMBERS : ALESSANDRA CARDOZO DE FREITAS ELAINE LUCIANA SOBRAL DANTAS LUCELIO DANTAS DE AQUINO MARIA CRISTINA LEANDRO DE PAIVA Data: Dec 17, 2020 Show Abstract 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.
22	ARTUR NOBRE SILVA USE OF INTERACTIVE TOOLS IN TECHNOLOGY-MEDIATED EDUCATION: A PROPOSAL FOR TEACHING TRAINING Advisor : CELIA MARIA DE ARAUJO COMMITTEE MEMBERS : ELISA TULER DE ALBERGARIA CELIA MARIA DE ARAUJO MARIA CRISTINA LEANDRO DE PAIVA Data: Dec 21, 2020 Show Abstract Technological resources have been increasingly used in distance education due to advances in new tools and the spread of broadband with respect to Brazil's national scope. Its potential for interactivity and access to interactions between human-human and human-machine promises once and for all to facilitate the teaching process mediated by technologies. With the popularization of Virtual Learning Environments (AVA’s), the use of these systems has become a necessary tool for the intermediation of the process and for the optimization of the information / data that transit there daily. Among the environments available on the market, we highlight the Moodle (Modular Object-Oriented Dynamic Learning Environment), for being a free and open source system, which allows the incorporation of new tools. In addition to having a large number of employees in its community. However, it is clear that Moodle, in its current situation, still suffers from the absence of native tools that provide learning with a greater degree of interactivity and that contemplates a greater power of immediate feedback from users. In this way, this work includes the implementation of two external plug-ins: “h5p” and “recordRTC” in order to achieve high levels of engagement and motivation of users through high interactivity. The experimentation and validation took place through the creation of a self-instructional course, offered to professors at the Federal University of Rio Grande do Norte.
23	GISÉLIA MARIA DOS SANTOS Mathematical Modeling as a Method for Contextualizing Problems in the Digital Educational Games Environment Advisor : CHARLES ANDRYE GALVAO MADEIRA COMMITTEE MEMBERS : THIAGO SCHUMACHER BARCELOS ARLETE DOS SANTOS PETRY CHARLES ANDRYE GALVAO MADEIRA Data: Dec 21, 2020 Show Abstract 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.
24	SAMANTA FERREIRA AIRES PlayEduc XP: A Methodology to Enhance the Experience of Digital Educational Games Advisor : CHARLES ANDRYE GALVAO MADEIRA COMMITTEE MEMBERS : ANDRE MAURICIO CUNHA CAMPOS CHARLES ANDRYE GALVAO MADEIRA ISABEL DILLMANN NUNES JOAO AUGUSTO MATTAR NETO Data: Dec 21, 2020 Show Abstract With the constant growth of the game industry in Brazil and in the world, digital games seems to be one of the most used technologies, being part of the student's routine. Digital educational games, particularly, are already considered as a promising strategy in the process of teaching and learning. However, many of these games are considered as boring, because they are too focused on the pedagogical context, neglecting the emotional context that makes them interesting for the players. Therefore, there is a need to provide better quality to these games since their conception, aligning entertainment within education. In order to contribute in this sense, some methodological initiatives, well adapted to the development of digital educational games, have been proposed in recent years. In face of this need, there are conceptual frameworks that assist in the design and development of digital educational games. The PlayEduc framework presents as one of these instruments, assisting designers, developers and researchers in the design of digital educational games that aggregate essential elements of entertainment (design), gameplay (psychology) and learning (pedagogy). However, results of the application of the framework PlayEduc in a study case presents some limitations regarding the instrument and its use, indicating a methodology not well designed. So, the objective of this research is to develop and evaluate a methodology, named PlayEduc XP, to assist in the design of digital educational games. This methodology is composed of a framework that presents the essential elements to the design of digital educational games, instruments to its use and a guide defining the steps needed to its application based on the design thinking for educators. The methodology was evaluated through an extension course, with primary teachers and undergraduate students from different areas of expertise. The results obtained are very positive, indicating that the methodology is easy to comprehend, its elements are important in the game planning, and the games proposals developed through its use are more apt to achieve their motivational and learning objectives. Thus, the PlayEduc XP methodology presents well adapted to the design of digital educational games, it can be used by developers team to potencialize the students experience.
25	ANTONIO VIRGINIO MARTINS NETO DIGITAL GEOCENARIES: an innovative approach to teaching geography Advisor : BETANIA LEITE RAMALHO COMMITTEE MEMBERS : ANTÓNIO MANUEL ROCHETTE CORDEIRO BETANIA LEITE RAMALHO BRUNO GOMES DE ARAUJO LUIZ AFFONSO HENDERSON GUEDES DE OLIVEIRA Data: Dec 22, 2020 Show Abstract 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
26	ALYANA CANINDÉ MACÊDO DE BARROS GAMIFIED INTERACTIVE VIDEO LESSON Advisor : ADJA FERREIRA DE ANDRADE COMMITTEE MEMBERS : ADJA FERREIRA DE ANDRADE CHARLES ANDRYE GALVAO MADEIRA IVANILDO JOSE DE MELO FILHO Data: Dec 28, 2020 Show Abstract Video lessons are already part of the current reality in education. Sometimes they are used as teacher support material in classroom education, sometimes they are by themselves the class, accessed remotely, without barriers of time or place, can be watched as often as you like and with support for audiovisual resources that helps to understand the content. But they still present some adversities: they are linear, impersonal, expositive, sometimes long, and do not allow validating the student’s understanding during the execution. The present research aims at a solution through the development of the proposal of a gamified interactive video classroom format (VIG), establishing a dialogic and stimulating trajectory for the student, through the use of video classes, interactivity and gamification. The VIG can be used as a support tool in the teaching-learning process, through an active methodology, in an Interactive Learning Environment (AIA). To do this, it was necessary to think about the production of the progression flow, the script and production of video lessons and the activities, the elements of games, the means to apply and measure the evaluations, means of providing constructive feedback and means of leading the learner along an adaptive learning path. This format allows a learning focused on experimentation by the student, giving this feedback of their evolution and creating an environment that stimulates their intrinsic motivation, engaging them to evolve along the way and solve problems.
27	NEIDE APARECIDA ALVES DE MEDEIROS Diagnostic Assessment in Computational Thinking: A Model for Elementary School Students Based on the CIEB Reference Curriculum Advisor : CHARLES ANDRYE GALVAO MADEIRA COMMITTEE MEMBERS : CHRISTIAN PUHLMANN BRACKMANN ANDRE MAURICIO CUNHA CAMPOS CHARLES ANDRYE GALVAO MADEIRA ISABEL DILLMANN NUNES Data: Dec 28, 2020 Show Abstract 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.
28	SIDNEY SOARES TRINDADE ACCESSIBILITY IN DIGITAL DOCUMENTS: SERIES OF TUTORIAL VIDEOS TO ASSIST PROFESSIONALS WHO WORK WITH ADAPTATION OF DIGITAL CONTENT Advisor : CELIA MARIA DE ARAUJO COMMITTEE MEMBERS : CELIA MARIA DE ARAUJO ADJA FERREIRA DE ANDRADE ELISA TOMOE MORIYA SCHLUNZEN Data: Dec 30, 2020 Show Abstract This work aims to promote the training of human resources at the Federal University of Rio Grande do Norte - UFRN through tutorial videos focused on the production of digital documents accessible to people with visual impairments. A series of eight tutorial videos was produced with a direct approach to the main points that hinder the production of this type of document. It is a documentary and applied research, divided into three distinct stages: The first stage, consists of defining the standards that best suit the needs of people with visual impairments. These definitions took into account mainly the autonomy of these people, aiming at a better understanding of the contents presented in the digital materials. The second stage involves the production of a series of eight tutorial videos. The third stage, comprises the validation phase. The documents were validated by four sectors of UFRN that work with the production of accessible digital documents. The final product, a series of tutorial videos, will serve as reference material for those who wish to create accessible digital documents.

2019

	Dissertations
1	SONIA AZEVEDO DE MEDEIROS INTELLECTUAL DEFICIENCY, ASSISTIVE TECHNOLOGY AND MULTIFUNCTIONAL RESOURCES ROOM: ELEMENTS OF A NEW PEDAGOGICAL FACILITY Advisor : IZABEL AUGUSTA HAZIN PIRES COMMITTEE MEMBERS : EDIANA ROSSELLY DE OLIVEIRA GOMES IZABEL AUGUSTA HAZIN PIRES SÉRGIO PAULINO ABRANCHES Data: Mar 29, 2019 Show Abstract 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.
2	LUIZA CARLA CARVALHO SIQUEIRA GAMIFICATION: INNOVATIVE PEDAGOGICAL EXPERIENCES ON THE GROUND OF THE SCHOOL. Advisor : CIBELLE AMORIM MARTINS COMMITTEE MEMBERS : ADJA FERREIRA DE ANDRADE CIBELLE AMORIM MARTINS JOAO TADEU WECK JOSÉ AIRES DE CASTRO FILHO Data: Apr 15, 2019 Show Abstract This proposal problematizes the challenges to the necessary integral formation of students in Basic Education in times of cyberculture. The central issue of this research is to reconcile the teaching, learning and evaluation process in Elementary Education (EE) using Gamification as a strategy for motivation, engagement and collaboration in the construction of meaningful learning. The objective of this research is to analyze the impact of gamified solutions in the development of skills and competences in students, at a school in the rural area of Salgueiro, state of Pernambuco, Brazil. Regarding to a research methodology, the quantitative-qualitative mixed approach was the chosenone; the nature of the research is applied, of an experimental nature. The study was carried out in the premises of the Joaquim Barbosa de Maria School, in the normal pedagogical time of the science classes. The research subjects were students of a 9th year EE class. The proposed activities were planned and executed with elements of games, based on a matrix proposed by Martins and Giraffa (2015) and consolidated in a didactic sequence. Participants worked collaboratively on teams in the classroom in a manner deemed safe. The experimental group was evaluated through the observation of some qualitative parameters (engagement, motivation, interaction, collaboration, creativity, problem solving, persistence, significant learning, impact and evolution of learning) and quantitative (average performance in the didactic units throughout 2018). The method of quantitative data analysis was tabulated and compared between the performance results between non-gamified units and after gamification; qualitative data were described and discussed based on participant observation and through research diaries. The application of gamification to pedagogical action favored time and space for active participation and engagement of students in the process of knowledge construction; reaffirmed the error as an important part of the process that aligns teaching, learning and evaluation in a more attractive and fun; contributed to the construction of a collaborative learning space; reduced attitudes of passivity and isolation in the classroom.
3	CAMILA AUGUSTA DESIDÉRIO A didactic proposal for the use of interactive and collaborative e-books in Portuguese Language teaching-learning Advisor : ADJA FERREIRA DE ANDRADE COMMITTEE MEMBERS : ADJA FERREIRA DE ANDRADE ARLETE DOS SANTOS PETRY ELISEO BERNI REATEGUI MARCIA JACYNTHA NUNES RODRIGUES LUCENA Data: Apr 29, 2019 Show Abstract 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.
4	ALEXANDRE RIBEIRO DA SILVA DIGITAL GAMES IN THE LITERACY CYCLE: A Pathway to Literacy in the Literacy Process Advisor : ARLETE DOS SANTOS PETRY COMMITTEE MEMBERS : ARLETE DOS SANTOS PETRY CHARLES ANDRYE GALVAO MADEIRA CIBELLE AMORIM MARTINS LYNN ROSALINA GAMA ALVES MARIA CRISTINA LEANDRO DE PAIVA Data: Apr 30, 2019 Show Abstract The present research focuses on proposing strategies for the use of digital games that enable literacy in the literacy process. To do this, firstly, by means of a specific instrument, digital games are available free of charge on the market. The methodology used is action research and involves as participants a teacher and his class of the 2nd year of the Literacy Cycle of the Fabrício Maranhão State School, located in the Municipality of Pedro Velho in Rio Grande do Norte. With the data collected so far, it was possible to perceive that the digital games, having been worked making social use of reading and writing, have enabled the insertion of the learner in an active way in the construction of their learning.
5	RAÍSSA ARAÚJO DA SILVA DIGITAL LETTERING IN THE DISTANCE EDUCATION: AN EXPERIENCE IN THE FIELD OF THE UNIVERSIDADE FEDERAL DO RIO GRANDE DO NORTE Advisor : MARIA CRISTINA LEANDRO DE PAIVA COMMITTEE MEMBERS : ADJA FERREIRA DE ANDRADE APUENA VIEIRA GOMES MARIA CRISTINA LEANDRO DE PAIVA MARIA LUISA FURLAN COSTA Data: May 6, 2019 Show Abstract 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.
6	MARIA LUZIENE DA SILVA AZEVEDO BANDEIRA INTERACTIVE DIGITAL WHITEBOARD AND LEARNING OBJECTS AS POTENTIAL RESOURCES IN THE UNDERSTANDING OF THE NUMBER CONCEPT Advisor : DENNYS LEITE MAIA COMMITTEE MEMBERS : CIBELLE AMORIM MARTINS DENNYS LEITE MAIA MARCÍLIA CHAGAS BARRETO MERCIA DE OLIVEIRA PONTES Data: May 24, 2019 Show Abstract The motivation of this dissertation is the needing to optimize existing digital resources in the public schools of Natal/RN, especially the interactive whiteboard (IWB), providing innovative methodologies in the teaching and learning process of Mathematics. In this sense, this work had as general objective: To analyze the contributions of the integration of the digital interactive whiteboard in the teaching practice for the development of the concept of number in the perspective of mathematical literacy, with students of the 1st year of Elementary School. To do so, the following specific objectives were outlined: i) To identify digital educational resources in the IWB that contribute to the understanding of the concept of number; ii) To elaborate activities that integrate digital and analogical resources in the comprehension of the concept of number and, iii) To analyze the comprehension of the concept of number in the students from the integration of the IWB in the classes of Mathematics. The dissertation had as theoretical support some authors dealing with digital technologies, IWB and OA in Education and specifically in Mathematics such as: Kalinke (2015), Gomes (2012), Kozak (2015), Lévy (2000), Willey 2008), Aguiar and Flôres (2014). As for the concepts related to Mathematics teaching, the following references were Lorenzato (2010), Galvão and Nacarato (2014), Kamii (2005), and the National Curricular Common Base (BNCC) (2017). The research was carried out with students of the 1st year of Elementary School, of a school in the Natal/RN public network, and the analysis of the concept of number took as reference basic mental processes as: correspondence, comparison, conservation, classification, sequencing, seriation and inclusion. The analysis of the data occurred through inferences made by the teacher-researcher, from and during the interactions carried out by the teacher and students in the classes organized in sequenced activities. In this process, the students were in contact with the IWB, Object of Learning (LO) and even analog resources that included skills and competences in the field of number concept. Thus, through a methodological perspective based on Action-Research, the researcher analyzed the contribution of digital technologies in the progression of the concept of number with students from the interactions (student-student) and interaction (subject-student) involved. Regarding the results, it was evidenced that the integration of IWB in the development of the concept of number was relevant considering that it extended the methodological strategies in the construction of students' knowledge, making it a resource that potentiates the dynamics of teaching and learning . It contributed beyond the learning of the mathematical concepts, with the motivation of some of them that little acted in the conventional moments of the classes, without use of the IWB.
7	HELOÍSA MARIA DE MACÊDO SILVA Design of a digital game as an alternative to the teaching-learning of the visual arts Advisor : ARLETE DOS SANTOS PETRY COMMITTEE MEMBERS : ANA BEATRIZ BAHIA SPINOLA BITTENCOURT AQUILES MEDEIROS FILGUEIRA BURLAMAQUI ARLETE DOS SANTOS PETRY Data: Jun 28, 2019 Show Abstract 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.
8	RODRIGO RODRIGUES MELO DE LIMA THE COLLABORATION BETWEEN CLASSROOM AND COMPUTER LAB TEACHERS FOR THE PRODUCTION OF LESSON PLANS WITH THE INTEGRATION OF DIGITAL TECHNOLOGIES IN MATHEMATICS EDUCATION Advisor : DENNYS LEITE MAIA COMMITTEE MEMBERS : APUENA VIEIRA GOMES DENNYS LEITE MAIA KEILA CRUZ MOREIRA RODRIGO LACERDA CARVALHO Data: Jun 28, 2019 Show Abstract The Information and Communications Technology (ICT) can help the teaching and learning process in Mathematics when integrated into the teacher's lesson plans. These plans can be built from a collaborative practice between all teachers of the school team, however, this does not happen in the schools of Parnamirim/RN, because the classroom and IT teachers plan on different days. The overall objective of the study is to analyze the contributions of collaborative practice in the process of the lesson planning between teachers of the initial years and the IT teacher, with a view to the integration of ICT in Mathematics classes. Therefore, the specific objectives were thus delineated: i) to identify the current panorama of the use of ICT in the teaching of Mathematics in the initial years by the collaborating teachers; ii) to plan collaboratively with teachers using the OBAMA platform and integrating ICT in the Mathematics lesson plans; iii) and to analyze the influence of collaborative planning on teaching practice with ICT in Mathematics. The locus of the research action occurred in a school of the municipal public network of Parnamirim/RN with the teachers of the 5th grade classes. This choice was due to the fact that the researcher is part of the teaching staff as a IT teacher. The TPACK model (Koehler and Mishra, 2009) served as a guide for the analysis of this collaborative practice among classroom and IT teachers. As research methodology was used the Collaborative Research (IBIAPINA, 2008) and its phases of co-location, cooperation and coproduction (Anadón, 2007). Through these phases, collaborative practice was analyzed from the perspective of the following categories of analysis: pedagogical knowledge, content and technology that make up the TPACK. The stages of the research were given through six meetings, in which the first was the profile of the teachers, the second was the formative process with the presentation of the OBAMA Platform and the beginning of the construction of the lesson plan, from the third to the fifth meeting gave continuity of the collaborative development of lesson plan and application of the lesson, and in the sixth meeting occurred the reflection on the application of the lesson. The research results show that at the interview stage, an important moment of Cossituation, the researcher was able to know the problems that teachers face in the teaching life. The information allowed the researcher to identify the difficulties and abilities of each teacher in relation to the teaching of Mathematics and the use of ICT in teaching. At the meeting stage, in which it revealed the elements from the steps of Cooperation and Co-production, ocurred the appropriation of the OBAMA platform and the pedagogical potentialities of the OAs integrated into the lesson plans by the group of teachers, as well as the largest of engagement about their work collaboratively built, providing opportunities for learning and relationship of new knowledge. The culture of a collaborative environment has brought benefits to the work of the entire pedagogical team, because it enabled the immersion of new knowledge linked to the TPACK model, new pedagogical approaches and new working tools. In addition, the IT teacher has played a more active role than before, assisting teachers in the appropriation of technological resources and contributing to cultural change in relation to technology in school.
9	ZELDA SIMPLICIO DE SALES CALDAS PRODUCTION OF A METHODOLOGICAL GUIDE: CUSTOMIZATION OF THE PLATFORM SCHOOLS ON THE NETWORK IN RIO GRANDE DO NORTE Advisor : MARIA CRISTINA LEANDRO DE PAIVA COMMITTEE MEMBERS : ADJA FERREIRA DE ANDRADE KÁTIA MOROSOV ALONSO MARIA CRISTINA LEANDRO DE PAIVA Data: Aug 16, 2019 Show Abstract 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.
10	DAVID HARLYSON POROCA DA SILVA FORMATIVE EVALUATION DIGITAL: A PROPOSAL BASED ON GAMIFICATION AND COLLABORATIVE LEARNING Advisor : ADJA FERREIRA DE ANDRADE COMMITTEE MEMBERS : ADJA FERREIRA DE ANDRADE CHARLES ANDRYE GALVAO MADEIRA EDUARDO HENRIQUE DA SILVA ARANHA PATRICIA ALEJANDRA BEHAR Data: Sep 3, 2019 Show Abstract Formative assessment is seen as a pedagogical process capable of assessing whether the students' learning process is meeting the pedagogical objectives proposed by the teacher. This process is continuous, which means that the teacher needs data regarding the students' performance in the process so that it can be possible to evaluate to what extent they are “learning” what was proposed and if they need pedagogical intervention. However, this process, when done manually, makes the teacher's task exhausting due to the amount of data that needs to be collected and analyzed so that he can know where to intervene and who needs intervention. In addition, some data are difficult to obtain, such as in a collaborative learning environment, which is the achievement of a student in group activities, as only data related to the group as a whole can be more easily collected, neglecting individual performance within the group, in other words, the extent to which each member of the group contributed to the final outcome. Therefore, this project proposes a software model capable of obtaining this data, besides introducing the concept of gamification in the evaluation process, making it a more motivating activity for students. An evaluation conducted with a group of students revealed that the model, when applied in a collaborative learning environment with gamification elements, was able to increase their performance in the proposed activity and provide the teacher with relevant process data.
11	DANIELI SILVA DE SOUZA RABELO Problem-Based Learning as a Formative and Humanitarian Methodology for Lifelong Learning in the LAIS School of Programming Advisor : AQUILES MEDEIROS FILGUEIRA BURLAMAQUI COMMITTEE MEMBERS : AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI ANGELA MARIA CHUVAS NASCHOLD AQUILES MEDEIROS FILGUEIRA BURLAMAQUI GUIDO LEMOS DE SOUZA FILHO JOSE IVONILDO DO REGO RICARDO ALEXSANDRO DE MEDEIROS VALENTIM Data: Sep 6, 2019 Show Abstract 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.
12	ERIVALDO DA SILVA SANTOS PRODUCTION OF HEALTH TECHNOLOGY-MEDIATED EDUCATION TEACHING MATERIAL: A PROPOSAL FOR A DIALOGICITY SYSTEM Advisor : AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI COMMITTEE MEMBERS : AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI AQUILES MEDEIROS FILGUEIRA BURLAMAQUI ALINE DE PINHO DIAS RICARDO ALEXSANDRO DE MEDEIROS VALENTIM ELOIZA DA SILVA GOMES OLIVEIRA Data: Sep 9, 2019 Show Abstract The training of health professionals generates significant changes in work processes, as well as a consequent impact on the quality of the services provided. The empirical field of the research was the Virtual Learning Environment of the Unified Health System (AVASUS), developed by the Laboratory of Technological Innovation in Health (LAIS) with the purpose of combining large-scale and quality training for the professionals of the Unified Health System (SUS). In this context, a significant challenge arises, which is the preparation of professionals for the production of content for technology-mediated education applied to health. The research methodology used had a quali-quantitative approach based on the application of a multiple-choice questionnaire, focus group and, finally, individual interviews performed with content makers with finalized modules, program coordinators and technical servers linked to the module production process. Thus, the survey was based on different views, from the perspective of identifying the operational and pedagogical needs of the participants of the process, obtaining relevant, genuine, and unusual results. The work evidenced that 81% of the public researched never had any experience in the production of didactic material for Distance Education (DE) and that, in many cases, the most considerable difficulty is to write the material using a dialogic language. Thus, it proposes the development of the software requirements specification for the E-Dialogic (Dialogical Didactic Material Production System), a pedagogical solution that allows the content maker to deepen his or her knowledge about the dialogic language, as well as to perform activities that will help in the association, construction, and conversion of dialogic texts. It seeks to provide the necessary information for the development of the E-Dialogic, such as purpose, description, attributes, and requirements for the implementation, testing, and approval of the system. The construction of the requirements specification document focused on developing a software system capable of assisting the content maker in the elaboration of didactic material, reducing the production time and enabling more interactivity and better quality of the didactic material, since the system will guide the user in the didactic-communicational transition process, moving from the perspective of scientific text to interactional-dialogical text. This work is intended to contribute to the elaboration of digital content for instructional and self-instructional courses, expanding the possibilities of producing the material with more dialogicity and learning effectiveness.
13	RAIANE DOS SANTOS MARTINS SGDDEDU: A SHORT GAME DESIGN DOCUMENT MODEL FOR SHORT DIGITAL EDUCATIONAL GAMES Advisor : AQUILES MEDEIROS FILGUEIRA BURLAMAQUI COMMITTEE MEMBERS : AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI AQUILES MEDEIROS FILGUEIRA BURLAMAQUI FRANCISCO MILTON MENDES NETO Data: Sep 20, 2019 Show Abstract The use of games in education has become an increasingly present practice in contemporarysociety. For so-called "digital natives" learning through electronic games becomes moresignificant. The process of developing digital educational games can become complicated dueto the long time are generally intended in the preparation of the game, high financial costs andlack of pedagogical knowledge of the teams that usually do not have educators as well as thelittle resource and importance given to this genre of play. Game Design is a game project. Itdescribes how the game should be, defining its mechanics and interactions between playerand the virtual world of the game and how they can affect the game environment. In order, todocument the design of a game, there is the Game Design Document (GDD), whose one ofthe main objectives, besides registration, is to help in communication between the differentproduction teams of a game, allowing the game designer a broad view of what is beingproduced. However, because it is a large document that brings in detail all the main elementsfor the production of a game, containing many pages, becoming, often, difficult to consult andlittle used, especially if the focus is the elaboration of small games which are the majority ofthe digital educational games that exist. For these short games, which can often be worked outwithin in a few hours, there are the Short Game Design Document (SGDD). The SGDD willdescribe the elements of the game in a simplified way possible, whereas the game to be drawnfrom it is also a simple game. Because there are no documents specifying short digitaleducational games that meet the real pedagogical needs of today's society composed of moreactive, critical and reflexive students who seek the use of technology in education moreconsistently and effectively, both in playful and didactic terms, this dissertation proposes toelaborate a model of SGDD for short educational games: the SGDDEdu. The SGDDEduspecifies elements of art, sound, mechanics and game programming, as well as educationalelements in accordance with the new National Curricular Common Base (BNCC) ofElementary School, so that there is a standardization and better categorization of educationalgames in line with the proposed pedagogical objectives and the skills and competencesdescribed in each level of education. This dissertation was developed from the state of the arton Digital Educational Games, Game Design, studying and analyzing some models ofexisting 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 ofSGDDEdu was implemented to be applied with six education professionals, through a focusgroup, requesting that they specify an educational game in the SGDDEdu template. It waslater applied to these professionals an evaluation questionnaire of the proposal. From theresults, we observed that the SGDDEdu has relevance and facilitates in the production ofdigital educational games, guiding the educator in the writing of the game specificationdocument that best meet their real needs, providing the process of teaching and learningthrough games. All the survey participants were able to write a specification document ofshort digital educational games and they thought the experience was relevant. It has also beenverified that the BNCC contributes to the digital educational games development from thedefinition and orientation of abilities that should be developed in the student when playing adigital educational game with those abilities already linked to the game.
14	FILIPE DE CARVALHO PINTO RAULINO COLABEDUC: A Collaborative System Architecture for Developing Digital Electronic Games Advisor : AQUILES MEDEIROS FILGUEIRA BURLAMAQUI COMMITTEE MEMBERS : AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI AQUILES MEDEIROS FILGUEIRA BURLAMAQUI FRANCISCO MILTON MENDES NETO Data: Sep 20, 2019 Show Abstract Educational electronic games have been gaining a lot of space inside the classroom. because they contribute to student learning and motivation. However the The process of developing a game is a complex process that usually involves many people with different profiles, making it impossible for teachers can develop their own games according to their pedagogical needs. Despite the technical difficulties involved, the participation of teachers in this process is fundamental, as they dominate the pedagogical components of this process. Through a collaborative system is possible to unite all the elements needed for game development as it allows integration and mutual help between involved in order to achieve a common goal. In addition to providing the individual learning of each employee, through the exchange of ideas and gaining experience during project development. This work has the objective of create a collaborative development community that includes the in the development of educational electronic games. For this we will present a collaborative system model based on the pillars of the 3C model of collaboration: communication, coordination and cooperation.
15	EVERSON MIZAEL CORTEZ SILVA A Descriptive Model to Assist with School Dropout Monitoring in the Technical and Undergraduate Courses of the Federal Institute of Rio Grande do Norte - Campus São Gonçalo do Amarante Advisor : APUENA VIEIRA GOMES COMMITTEE MEMBERS : APUENA VIEIRA GOMES ISABEL DILLMANN NUNES JOSE GUILHERME DA SILVA SANTA ROSA LUISA DE MARILAC DE CASTRO LEITE Data: Oct 18, 2019 Show Abstract 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.
16	RENATO CÉSAR DE SOUZA BEZERRA THE DIGITAL MAGAZINE IN ORAL AND WRITTEN PRODUCTION IN CONVERGENCE OF MEDIA IN FRENCH LANGUAGE TEACHING-LEARNING Advisor : CELIA MARIA DE ARAUJO COMMITTEE MEMBERS : CELIA MARIA DE ARAUJO MARIA DA PENHA CASADO ALVES MARIA LUISA FURLAN COSTA RENATA ARCHANJO Data: Oct 29, 2019 Show Abstract This study aims to analyze the digital magazine in the teaching and learning of French language from its production. The proposal of practical insertion of technological tools in the educational context assumes an innovative character in the teaching approach of writing and speaking in a foreign language, considering the possibilities that these tools provide. In this perspective, we adopt in this work, the digital magazine as a resource in which you can explore written and oral productions, as it allows the user to write text, insert recorded audio or video, insert images or photos taken from a mobile phone and other possibilities. Thus, inserting the digital magazine as a didactic resource in the language classroom means changing the teaching context, providing the teacher and students with a new methodology of teaching and learning. The theoretical basis for this practice is Henry Jenkins (2013) and Lucia Santaella (2005, 2013) regarding the approach to media convergence, hypermedia and transmedia; Luiz Antônio Marcuschi (2010) regarding textual and digital genres and Schneuwly, Dolz and Noverraz (2011) with their approach to the teaching and learning of oral and written genres; Pedagogical intervention is carried out through a didactic sequence based on studies from Schneuwly, Dolz and Noverraz (2011); and also some authors who discuss the insertion of information and communication technologies – ICT – in teaching-learning such as Almeida & Valente (2011), Baranauskas et al (1999), Morán (2015) among others. The methodology has a qualitative character through action research for its interventionist aspect. The platform used is Joomag (edition and publication of magazines in virtual environment), which allows wide possibilities in the production of digital magazines. We use as instruments of collection the analysis of the materials used in the classroom, as well as the students' final production – the digital magazine. The subjects of this intervention research were students of the language courses from an institution of Natal / RN. This research resulted in the understanding that it is possible to use the digital magazine for the teaching and learning of oral and written genres in the French language classroom and that the use of technological resources enables multiliteracies in student education.
17	RAFAEL MARQUES GARCIA DIGITAL DIDACTIC MATERIAL ACCESSIBLE TO PERSONS WITH VISUAL DEFICIENCY Advisor : CELIA MARIA DE ARAUJO COMMITTEE MEMBERS : CELIA MARIA DE ARAUJO DENNYS LEITE MAIA FLAVIA ROLDAN VIANA ELISA TOMOE MORIYA SCHLUNZEN Data: Oct 30, 2019 Show Abstract 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.
18	PAULO GUILHERME MUNIZ CAVALCANTI DA CRUZ ELABORATION OF A DIDACTIC SERIES - MOOCS IN THE TECHNOLOGICAL AXIS OF CULTURAL PRODUCTION AND DESIGN Advisor : CELIA MARIA DE ARAUJO COMMITTEE MEMBERS : CELIA MARIA DE ARAUJO APUENA VIEIRA GOMES MARIA CRISTINA LEANDRO DE PAIVA JOSE MANUEL EMILIANO BIDARRA Data: Oct 30, 2019 Show Abstract This research addresses the issue of MOOCs (Massive Open Online Courses), an open educational tool, available in virtual educational environments, characterized as a technology that deserves to be valued and explored in the pedagogical context, especially if we consider the current transformations in the requirements of teaching and learning contents and skills. In this perspective, the objective of this work is the production of a didactic series in the form of MOOCs, emphasizing the benefits provided by the use of this type of resource for the provision of educational contents, in the form of courses and mini-courses, in a teaching institution. Some questions were guiding the proposal: How can concepts and content presented in the classroom be made available in a virtual environment? What kind of technology could be used to propose an innovative methodology to be implemented to reinforce the concepts presented? In what way is it possible to improve the learning process in order to reinforce more complex concepts presented in the classroom? The research has as theoretical contributions BATES (2017), FILATRO & CAIRO (2015) and TAROUCO (2014). From the conception of Tony Bates will be presented the common characteristics that define a MOOC and the different styles of production, related to the way the educational content will be made available to the student. Andrea Filatro makes a contribution in relation to the production process of educational contents and Liane Tarouco makes a theoretical and practical approach on Learning Objects, essential subjects for the development of this research. The research development locus is a public institution of high school, technical and superior, the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN). The IFRN's technological axes, Campus Natal - Cidade Alta are: "Cultural Production and Design" and "Hospitality, Tourism and Leisure". The production of MOOCs related to the contents and concepts presented in the technical subjects of the courses offered by the IFRN allows the students the opportunity to review and deepen into the subjects addressed during the courses, but it is important to emphasize that the content to be produced will be open and available to anyone with internet access. A series of six courses will be available in a virtual environment. The action contemplates disciplines offered by the Campus Natal - Cidade Alta and that are within the technological axis of Cultural Production and Design.
19	DANIEL LOBÃO DOS SANTOS FIGUEIREDO Xavier: an educational software for evaluating concept maps Advisor : CELIA MARIA DE ARAUJO COMMITTEE MEMBERS : CELIA MARIA DE ARAUJO LUIZ AFFONSO HENDERSON GUEDES DE OLIVEIRA NUNO MIGUEL MARQUES DE SOUSA PLACIDO ANTONIO DE SOUZA NETO Data: Oct 31, 2019 Show Abstract 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.
20	PEDRINA CÉLIA BRASIL A predictive model to assist the elaboration of pedagogical activities: an approach based on the analysis of students' socioeconomic and educational data Advisor : ISABEL DILLMANN NUNES COMMITTEE MEMBERS : APUENA VIEIRA GOMES FABIANO AZEVEDO DORÇA ISABEL DILLMANN NUNES Data: Nov 1, 2019 Show Abstract The advancement of Information and Communication Technologies (ICT) in the educational field has enabled the development of customized solutions to the student context. In line with this, the wide adoption of Virtual Learning Environments in school contexts means that institutions can extract useful information from the educational process of the large collections of data stored and maintained through those systems. In this context, the area of Learning Analytics (LA) arises that aims to understand and optimize learning and the environment that occurs through the measurement, collection, analysis and reporting of data about students and their learning contexts. In Brazil, studies that work with the application of LA are still scarce and most of them use this technology to verify the students' evasion profile in distance courses. Works that use LA as a tool to support the elaboration of pedagogic activities sensitive to the student's context have not yet been disclosed. In this way, this research aims to propose a predictive model that helps the teacher to elaborate pedagogical activities aligned to the learning context of the students. From the analysis of the socioeconomic and educational data of the students, it is expected to provide the teacher with a diagnosis that will help him to identify the factors that may impact the performance of an activity and intervene in advance on its conditions. This work consists of an original explanatory work of mixed nature. The Design Thinking approach was used as an inspiration to define this methodology, divided into three stages: pre-production, production and post-production. The pre-production stage involves activities of discovery and interpretation of the problem. In this paper a systematic review of the literature was carried out with the objective of identifying how the learning analysis is applied in teaching environments of Brazilian institutions. A quantitative-qualitative survey was also prepared to identify how teachers plan their activities and what their difficulties and anxieties are in relation to the creation and evaluation of lesson plans. The production stage involves activities of ideation and implementation. The data governance plan of the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) was developed, which promoted the implementation of an online data warehouse to centralize, pre-process and facilitate the collaboration of LA researchers. institution. It was also developed the initial probabilistic model of this proposal that seeks to identify the factors that interfere with student learning and provide teachers with a previous diagnosis of the class in relation to their success rate in an activity. The post-production stage involves activities of experimentation and evolution of this work. It is hoped that a case study will be carried out to assess the impact of this proposal.
21	TOBIAS FERREIRA DA ROCHA NETO Environment with Learning Analytics resources to support the follow-up and academic orientation at UFRN Advisor : ISABEL DILLMANN NUNES COMMITTEE MEMBERS : ISABEL DILLMANN NUNES APUENA VIEIRA GOMES MARCIA JACYNTHA NUNES RODRIGUES LUCENA FABIANO AZEVEDO DORÇA Data: Nov 1, 2019 Show Abstract 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.
22	DAVID MONTALVÃO JUNIOR PROJECT BASED LEARNING AND AGIL METHODOLOGY: A PRACTICAL APPLICATION IN RESIDENCE IN INFORMATION TECHNOLOGY IN FEDERAL JUSTICE IN RN Advisor : ISABEL DILLMANN NUNES COMMITTEE MEMBERS : ISABEL DILLMANN NUNES MARIA CRISTINA LEANDRO DE PAIVA SÉRGIO CASTELO BRANCO SOARES THAIS VASCONCELOS BATISTA Data: Nov 8, 2019 Show Abstract Active teaching and learning methodologies gain more and more space in today's education and foster relevant discussions about a new way of teaching and learning. Project-Based Learning (ABP) is associated with a pedagogical model focused on the practical activity of the student. We believe that the PBL associated with an agile methodologies approach can guarantee results through deliveries with smaller scopes in a shorter period of time, and a constant assessment of the student's learning process. This study aims to apply a follow-up model in the development of projects in the Post-Graduate Program in Information Technology Residency applied to the Legal Area in Federal Justice, to evaluate student learning in relation to residence and to identify synergies or gaps evidenced between the theoretical aspects learned in the classroom and the practical activities performed in the institution. The program aims to introduce students to a scenario of production of practical projects with important values for the Federal Justice. A proposal of management and monitoring of the learning for the discipline of the BPL was presented and evaluated by the students through questionnaires. In addition, a study was carried out on how the use of the technological tools of workflow monitoring and academic accompaniment impact on the learning and performance of the student inserted in the program, through the tracking and analysis of the data inserted in the systems. The developed model proved to be solid and could contribute to the collection of these perceptions, besides promoting the delivery of relevant projects. The partial results revealed the need to rethink the division of the subjects in the course and the difficulty in associating the concepts approached in the classroom in the projects developed in the Organ.
23	CLAUDIANA TELLES DE OLIVEIRA VIRTUAL SCHOOL ENVIRONMENT OF SIGEduc / SEEC / RN AND PEDAGOGICAL PROTAGONISM: THE VISION OF TECHNICIANS AND EXPERTS. Advisor : BETANIA LEITE RAMALHO COMMITTEE MEMBERS : BETANIA LEITE RAMALHO DENNYS LEITE MAIA MARIA ALIETE CAVALCANTE BORMANN Data: Nov 8, 2019 Show Abstract The theme of development, innovation and technologies has been widely discussed and discussed in the agendas of international organizations, such as the UN / UNESCO, OECD, among others, with influence on the policies of the countries associated with them. These discussions aim to influence the formulation of public policies aimed at improving living conditions and providing basic needs of individuals on a global scale. In these debates, education plays a prominent role for the importance it occupies in 21st century society, both for its interfaces in the economic character of professional and productive formation, as well as in the social function of notions of citizenship and possibilities of full human integral development. In this context, new social demands, new knowledge, training, skills and competences are placed on individuals. It is then necessary to follow this path and seek strategies to accompany these social transformations, so that quality in Brazilian basic education can be a goal to be achieved. Following this direction, the Rio Grande do Norte State Department of Education and Culture (SEEC-RN) implemented in 2012 SIGEduc, an Integrated Education Management System, with numerous functionalities. Throughout its implementation, it is observed difficulties to be assimilated mainly, its contribution in the pedagogical scope. This study focuses on the Virtual School Environment, a Virtual Learning Environment (VLE) present in SIGEduc, created with the purpose of enhancing mediations between teachers' knowledge, learning, didactic-pedagogical activities and others. Supported by reference researchers, such as: Delors (1996); Ramalho, Nuñez and Flor (2018); Morán (2015); Valente (2008), Luck (2006); Bates (2017); Bender (2015), Pretto (2006), Bonila and Pretto (2015), O`Brier and Marakas (2006), this study aims to analyze the pedagogical potentialities of the SIGEduc Virtual School Environment from the perspective of the technical team and SEEC's pedagogical approach, seeking to typify and point out solutions to raise the formative quality of the school. In light of the methodological procedures of the descriptive and analytical research, we seek to focus on the vision that SEEC technicians and pedagogical staff reveal about the potentialities of SIGEduc through the Virtual School Environment. To collect the information we used a questionnaire with closed and open questions involving 43 participants. The collected data were systematized with the help of Exel spreadsheet, and for their analysis we resorted to the Analysis of the opinions expressed by the informants. The results show a distance between the possibilities and the understanding of the informants in this regard and this behavior is a sign of trivialization of the system in the pedagogical scope. The study presents a proposal for in-service training for the technical and pedagogical teams to grasp the potentialities of this VLE to pedagogically qualify their activities.
24	FÁBIO SAMPAIO DOS SANTOS CÂMARA Developing Mathematical Skills with Computational Thinking in Elementary Schools Advisor : CHARLES ANDRYE GALVAO MADEIRA COMMITTEE MEMBERS : ANDRE MAURICIO CUNHA CAMPOS AYLA DÉBORA DANTAS DE SOUZA REBOUÇAS CHARLES ANDRYE GALVAO MADEIRA DENNYS LEITE MAIA Data: Nov 18, 2019 Show Abstract Currently, there is no way to decouple the use of computers to optimize various activities around us. However, the school, which is the transforming agent of society and that has undergone transformations through pedagogical methods to dynamize and systematize the teaching and learning processes, can’t keep pace with advances in digital technologies that aid teaching and knowledge production in classroom. However, only using digital technologies to mirror disciplinary content will not have a productive action on student learning. Researches find that the use of digital resources in line with the school curriculum contributes to the teaching and learning process, problem solving and collaboration among students, being considered new competencies for the 21st century. In this context, Computational Thinking, derived from Computer Science teaching methodologies, is being implemented in many schools around the world, as a complementary resource to the classroom to make school activities more stimulating, differentiated and playful. Therefore, the central question of the research is: Does the inclusion of computational thinking in elementary school contribute to the learning process in mathematical skills? To assist in the elucidation of the questioning, activities will be carried out to evaluate the development of learning in mathematical skills with the study of Computational Thinking. It is hoped by this investigation to contribute to the discussion about computational thinking being a means for the significant improvement of students in the process of learning in math skills.
25	LUCIANA DE SOUSA AZEVÊDO Maker culture: a new possibility in teaching and learning process Advisor : APUENA VIEIRA GOMES COMMITTEE MEMBERS : APUENA VIEIRA GOMES DENNYS LEITE MAIA ISABEL DILLMANN NUNES ANA BEATRIZ GOMES PIMENTA DE CARVALHO Data: Nov 20, 2019 Show Abstract 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.
26	MARILIA GABRIELLA LIMA LIRA DA SILVA MIND MAPS IN EJA: EXPERIENCES OF USE AS A LEARNING STRATEGY Advisor : JOSE GUILHERME DA SILVA SANTA ROSA COMMITTEE MEMBERS : JOSE GUILHERME DA SILVA SANTA ROSA CIBELLE AMORIM MARTINS RENATA AMORIM CADENA Data: Nov 20, 2019 Show Abstract This research aims to present mental maps as a strategy for use in learning, having as subjects the students of Youth and Adult Education (EJA), specifically the students of the cycle V of the Escola Cidadã Integral Técnica Estadual (ECIT) Enéas Carvalho, located in Santa Rita, metropolitan region of João Pessoa - Paraíba. The research was divided into three stages: The first part consisted of a data survey through the study of the epistemological culture circle (CPB) suggested by Romão et al (2006), which is a derivation of the Culture Circle proposed by Freire (1967). . This survey served to verify problems, needs and motivations of students regarding learning and specificities of the subjects. From this survey, it was possible to define the ideal language to be worked on the learning object built in the second stage, which was a slide show with multimedia resources to assist the subjects in the construction and use of mind maps. This object was presented to students through a workshop. We use as theoretical basis the fundamentals of mental map elaboration suggested by Buzán (1996) as well as the studies of the visual elements found in design from Samara (2010 and 2011), Dondis (2007), Lupton and Phillips (2015). The third and last stage of the research was the construction of mental maps based on a content of the history discipline, where we were able to analyze their contributions as a learning aid.
27	FERNANDO LUCAS DE OLIVEIRA FARIAS Student Experience-Centered Active Learning Ecosystem Advisor : ISABEL DILLMANN NUNES COMMITTEE MEMBERS : ALMERINDO NASCIMENTO REHEM NETO ISABEL DILLMANN NUNES LUIZ AFFONSO HENDERSON GUEDES DE OLIVEIRA MARIA CRISTINA LEANDRO DE PAIVA RICARDO ALEXSANDRO DE MEDEIROS VALENTIM Data: Dec 16, 2019 Show Abstract 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.
28	ELVIS MEDEIROS DE MELO SMARTPHONE INTEGRATION AS A STATISTICAL TEACHING FOR THE DEVELOPMENT OF TECHNOLOGICAL, PEDAGOGICAL AND CONTENT KNOWLEDGE Advisor : DENNYS LEITE MAIA COMMITTEE MEMBERS : BETANIA LEITE RAMALHO DENNYS LEITE MAIA GISELLE COSTA DE SOUSA RODRIGO LACERDA CARVALHO Data: Dec 17, 2019 Show Abstract The technological advances that have taken place over the last years have been putting the human being in front of a multitude of information that is propagated, in real time, by the most diverse media, such as smartphones. The way information is presented by the media (newspapers, magazines, news, among others) does not always favor its understanding by the individual, the inability to read this information or the incorrect disclosure of statistical representation. For a citizen to be reflective and independent, he needs to be clear about the events around him. Therefore, it is important that you can treat the information presented to you critically to make decisions and to exercise full citizenship. From this reality, the question arises: How are the Technological, Pedagogical and Content (TPACK) knowledge integrated in Statistics classes with the use of smartphones? Thus, the object of this study was the analysis of how TPACK knowledge is integrated with the use of smartphones in teaching statistics. Thus, this objective analyzes the integration of TPACK knowledge for the use of smartphones in Statistics classes. The theoretical framework about the mobile digital technology inserted in education is presented, as well as the integration of Technological, Pedagogical and Content knowledge (TPACK) in the teaching of Statistics with the use of smartphones. In the technological dimension, the importance in the BYOD (Bring your own device) model is analyzed; in pedagogical, the PPDAC model (Problem, Plan, Data, Analysis, Conclusion) in the preparation of contextualized teaching sequences, as well as the didactic strategies taken by the teacher; and in the content dimension the development of the skills present in the National Common Curriculum Base (BNCC) and Prova Brasil regarding scientific research. We observed the shy use of the smartphone in the scenario of research raised through a Systematic Literature Review and that, although there has been an increase in studies over the years, none has made use of smartphone apps for the Treatment of Information. We adopt collaborative research procedures in accordance with the D-ESTAT (Professional Development of Teachers Teaching Statistics) project to which this research is linked. The subjects were Mathematics teachers from the final years of elementary school of a school in Natal / RN. In the methodological procedures, the PPDAC model was used in the teaching of Statistics during the formative process, through the elaboration of a teaching sequence using smartphones, as well as studies of statistical concepts and technologies. The co-situation stage, according to the collaborative research procedures, has been happening since May 2018 with the formation of D-ESTAT, when the project started in school. The co-operation took place concurrently with the formative meetings. Experience reports, productions at each stage of the investigative cycle were collected and reported through field diary analysis, audio, video and photo recordings. Already the co-production occurred at the time of planning and application of the teaching sequence. As a result, the teacher recognized the use of the smartphone with the amplification of his knowledge TPACK during the training process, as he used tools proposed at the time of training on the pedagogical use of the smartphone, such as the Plickers app and Google Forms, as well as in the elaboration of a teaching sequence and its application, involving the theme of violence as problematized of the PPDAC, according to the reality of the school. The collaborative training made the teachers reflect on their practices and prospect ways to integrate smartphones in the teaching of Statistics.

2018

	Dissertations
1	LEILANNE KELLY BORGES DE ALBUQUERQUE SANTOS THE USE OF DIGITAL TECHNOLOGIES FOR HEMOTHERAPY IN NURSING: CONSTRUCTION AND VALIDATION OF A DISTANCE COURSE Advisor : APUENA VIEIRA GOMES COMMITTEE MEMBERS : APUENA VIEIRA GOMES CECILIA MARIA FARIAS DE QUEIROZ FRAZAO DENNYS LEITE MAIA GABRIELA DE SOUSA MARTINS MELO DE ARAUJO Data: Nov 27, 2018 Show Abstract 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.