http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/4340 2026-04-14T06:09:17Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9823 Título: Conexões entre o pensamento computacional e o pensamento algébrico por meio da computação desplugada no ensino da matemática nos anos finais do ensino fundamental Autor: SILVA, Jairo Rodrigues da Primeiro orientador: FALCÃO, Taciana Pontual da Rocha Abstract: The constant transformations in society brought with them great technological advances. These advances embrace several sectors, such as entertainment, health and safety, exposing the need to introduce computational concepts even in the initial school phase to prepare all students for the professional future. One of the aspects in the school context is the lack of interest on the part of students in relation to Mathematics, some because they do not understand its language in the classroom, others because they do not understand it in the social context, that is, outside of school. The lack of understanding increases when the content is about algebraic language, specifically algebra, as this branch of mathematics is very focused on studying numbers and letters. In recent years, much research has been carried out in relation to mathematical reasoning, also called Algebraic Thinking (AT) by many researchers, in Basic Education. There is also a lot of research in recent years that addresses Computational Thinking (CT), which refers to a form of reasoning aimed at problem solving, as well as AT, but based on the foundations of Computer Science. However, few investigations address the relationship between CT and AT. When integrating CT in education, an interesting question is to investigate whether its development also contributes to the learning of mathematics. The main objective of the present investigation is to implement a didactic-pedagogical strategy in the process of developing CT in relation to algebra and AT in solving problems in mathematical contexts in the final years of elementary school. Didactic interventions were carried out with elementary school students in their final years, using Unplugged Computing to develop CT activities associated with mathematical contexts, without the need for a computer. The comparison between pre and post test results demonstrates that the approach was successful for the development of AT through CT activities, pointing to ways of introducing CT in basic education. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação 2023-02-28T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9822 Título: Os desafios do uso das tecnologias da informação e comunicação na educação para redução de riscos de desastres Autor: SANTOS, Ireni Nascimento de Medeiros Primeiro orientador: LUIZ, Marcia Karina da Silva Abstract: The use of communication technologies aimed at Education for Disaster Risk Reduction (ERRD) and Environmental Education aims to disseminate actions that guide the population on how to prevent risks and disasters, focusing on risk perception and the construction of community resilience. Thus, as a research issue, it raises this question: How important is the use of technologies as a teaching-learning instrument in relation to the theme of Education for Disaster Risk Reduction in formal education? The general objective is to analyze the implementation and development of Education for Disaster Risk Reduction (ERRD) in schools in the Municipality of Jaboatão dos Guararapes, using Information and Communication Technologies (ICT), integrated into the actions of the Community Center for Civil Protection and Defense (NUPDEC) as instruments for promoting Citizen Science. The study was carried out in a state public school, a Reference High School, located in an area at risk of landslides, in the Municipality of Jaboatão dos Guararapes, Pernambuco, Brazil. The school, in partnership with the Municipality's Civil Defense, develops actions through the Community Center for Protection and Civil Defense for Young People (NUPDEC Jovem). The methodology combines qualitative and quantitative analyzes in line with action research, based on authors from Environmental Education, ERRD and ICT, as well as documentary and bibliographic analysis on the thematic. The results indicate that the use of ICT provides greater interaction with the themes of Environmental Education and ERRD. The use of technological resources in the participatory pedagogical process strengthens and builds knowledge, promoting changes in behavior and habits in the face of disasters. With the action research developed in this study, it was concluded that it is necessary to expand ERRD and Environmental Education actions to increase students’ perception of risk. There was also a need to encourage teachers regarding the importance of the thematic and the integration of content that strengthens knowledge about selfprotection against risks and disasters, raising awareness about climate change and its effects on daily life. Furthermore, the use of ICT needs to be optimized in the school environment to encourage the rational use of this tool as an ally of ERRD, expanding the possibilities in terms of building perceptions regarding socio-environmental risks. The study reveals the urgency of establishing the obligation to address the theme of planetary education in the school curriculum, taking into account the specificities of climate change, as well as reflection on the regional perspective with regard to multiple risks and disasters, with interdisciplinary and transdisciplinary thinking and doing that the theme requires. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação 2024-05-28T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9821 Título: As tecnologias da informação verde como componentes dos projetos pedagógicos de cursos de graduação: uma proposta para os cursos de educação a distância da Universidade Federal Rural de Pernambuco Autor: OLIVEIRA, Ana Beliza Diniz Cordeiro de Primeiro orientador: ALBUQUERQUE, José de Lima Abstract: Recently, there has been an increase in conscious efforts to mitigate the negative impacts on the environment caused by new information and communication technologies. Green Information Technology then emerges, also known as Green IT, which can be defined as a global movement that combines Information Technology with sustainable practices, bringing various benefits to organizations and institutions, such as cost reduction and environmental awareness on the part of individuals. Green IT is not limited to specific actions. It has a vision of a sustainable culture and presupposes educational processes that develop conscious citizens who are socially committed to the environment. Considering the transformative role of UFRPE in student training and the importance of developing the theme of environmental sustainability across undergraduate courses, this research has the general objective of proposing the adoption of Green IT as a pedagogical component for undergraduate courses in distance learning modality from the Federal Rural University of Pernambuco (UFRPE). This study is characterized as applied in nature, with a qualitative approach, at an exploratory-descriptive level, and used bibliographical research (Systematic Mapping of Literature), documents and case studies. After analysis and discussion of the results obtained in the MSL, the data presented demonstrate a lack of studies on the subject, which contrasts with the importance and urgency of environmental issues. Furthermore, it was noticed that the environmental/Green IT theme is still incipient in the curricular matrices of undergraduate higher education courses. Regarding documentary research, we concluded that the Pedagogical Projects of the Courses analyzed still need a more attentive look with regard to the inclusion of content and pedagogical practices focused on the environment and sustainability in their curricula. It is concluded that socio-environmental education must be comprehensive, critical and practical, preparing future graduates to be agents of change in their communities and in their professions. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação 2024-07-30T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9820 Título: A gamificação como metodologia motivadora e engajadora no ensino superior: um levantamento bibliográfico de estudos realizados na UFRPE Autor: ARCE, Maria Amélia Bezerra de Primeiro orientador: LARRÉ, Julia Maria Raposo Gonçalves de Melo Abstract: One of the greatest challenges in education today is to keep students motivated and engaged in the teaching and learning process. With the advancement of the digital world, the old model of knowledge construction, in which the teacher was the holder of knowledge, is becoming increasingly uninteresting for learners in this new digital era. The main objective of this work is to investigate the research developed on Gamification within the scope of the Federal Rural University of Pernambuco in the last five years. The specific objectives are to define the concept of gamification, reflect on the use of gamified activities in higher education, analyze the results of relevant studies and evaluate the impact of gamification on improving learning within the educational context. The main authors on whom I based my research were: Freire (1968), Moran (2018), Prensky (2012), Huizinga (2010), Alves (2015), Bussarelo (2016), Fardo (2013), Salen & Zimmerman (2012), Kapp (2012), Werbach & Hunter (2012). The methodology adopted is bibliographic research, presenting the results of a Bibliographic Survey, exploratory and documentary, which identified scientific works written in Portuguese and related to the theme of Gamification as a motivating and engaging tool in higher education. For this, I defined search terms, inclusion and exclusion criteria and carried out a survey of scientific documents in the databases: Google Scholar, BDTD and Scielo Brasil. The results show 11 documents that have emerged in the last five years (2018-2022), dealing with the topic of gamification as a motivational and engaging tool in higher education within the scope of UFRPE. An analysis of the texts was carried out and it was found that the number of documents found in the repositories under study is still very small, which shows that the topic is little developed in the institution in question. The topic is very broad and has already presented positive results in its applicability both in the corporate world and in education. However, within the scope of UFRPE, there is a lack of research on Gamification, which is relevant to the teaching and learning process in contemporary society, and which can bring countless benefits to higher education. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação 2024-07-31T00:00:00Z