http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/4384 Sun, 21 Sep 2025 06:54:42 GMT 2025-09-21T06:54:42Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9758 Título: Ensino superior à distância : estudo de caso no Sistema Prisional de Pernambuco Autor: FERNANDES, Valéria Silva Primeiro orientador: LUIZ, Marcia Karina da Silva Abstract: Our research focused on educational policies aimed at the incarcerated population, particularly regarding the provision of distance education (EAD) in Higher Education in the state of Pernambuco. Using a predominantly qualitative approach, we conducted a comprehensive field study to investigate not only the achievements already attained but also the challenges faced in the context of distance higher education in Pernambuco's prisons. The enactment of Law No. 7,210 on July 11, 1984, officially marked the recognition of educational assistance as a fundamental pillar for the reintegration of inmates into society. However, the Brazilian prison system still faces significant challenges in ensuring effective access to higher education, especially through distance learning. Our study provided a contextualized analysis of educational assistance in Pernambuco's prison system, with a specific focus on access to distance higher education. In addition to the comprehensive narrative bibliographic review, we conducted semi-structured interviews with both prison system managers and incarcerated students. The research was conducted at the Centro de Observação Criminológica e Triagem Prof. Everardo Luna (COTEL), in Abreu e Lima, Pernambuco, where distance higher education was implemented in 2021. The study involved 11 incarcerated students, an educational coordinator at COTEL, and two managers from the State Secretariat of Penitentiary Administration. The results obtained revealed a significant interest among students in pursuing their studies, driven both by the prospect of sentence remission through academic engagement and by family support. However, we identified significant challenges, such as limited time for access to study spaces and the interruption of studies in cases of transfer to other prison units. We conclude that, despite representing a notable advancement, distance higher education in prisons still faces considerable challenges, including the need to ensure adequate study spaces and access for all qualified inmates. Faced with the scenario encountered, we organized a proposal for a project to standardize distance higher education in all Prisons Units in Pernambuco. Continuous efforts are essential to democratize access to graduation for all incarcerated individuals.The analyses arising from this research point to new scientific challenges, including the development of qualitative indicators for education in prison contexts and the engagement of public universities in offering distance education in situations of restriction and deprivation of liberty. We intend to continue these studies to contribute to a more inclusive and effective educational system for the incarcerated population. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação Mon, 27 May 2024 00:00:00 GMT http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9758 2024-05-27T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9757 Título: Tecnologia e computação na educação básica: uma proposta de implantação no currículo da Rede Municipal de Ensino dos Municípios da Gerência Regional de Educação do Sertão do Submédio São Francisco de Pernambuco Autor: SOUZA, Maria do Rosário Primeiro orientador: FALCÃO, Taciana Pontual da Rocha Abstract: This research investigates the possibilities of inserting digital information and communication technologies and computing teaching into the curriculum of the education network of the municipalities of the Regional Education Management of the Sertão do Submédio do São Francisco in Pernambuco. Most of the knowledge that students need to build in the 21st century, which is constantly changing, is related to new information and communication technologies. Digital technologies and the internet have changed the forms of personal, social and economic relationships of individuals. Given the demands of contemporary society, it is clear how urgent it is to include technologies and teaching computing in education. The National Common Curricular Base advises that technology and computing themes must be experienced across all areas of knowledge and curricular components. The Brazilian Computing Society, through the Computing Standards in Education – Complement to the BNCC, guides knowledge regarding computing that is important in the training of students. The research focuses on technologies in education, computing teaching, innovation and its relationship with changes in society and education. It also deals with digital culture, related to the fifth of the ten general competencies of the National Common Curricular Base. Some authors who mobilized studies and strengthened the relationship between theory and practice were: Valente (2018); Son; Rahab; Heinsfeld (2020); and Felcher et al. (2022). It is a bibliographical and field research, with theoretical depth, application of questionnaires and interviews with teachers and municipal education managers. The data was analyzed using two strategies: Content Analysis (BARDIN, 2020) and descriptive statistics. The participants' opinions were consensual about the importance of teaching technology in schools, however, the term computing was not mentioned. The biggest challenges facing municipalities are related to the training of teachers in technology, and mainly, the lack of teachers with training in computing and of an action plan in this regard. The fragility of municipalities in acquiring resources is evident and there is a breakdown in technological infrastructure. Municipalities, until now, have not discussed the possibilities of implementing technology and computing in the curriculum. It is expected that the results of this research can help municipalities, in addition to those surveyed, in making decisions about the implementation of technology and computing teaching in the curriculum of the municipal education network. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação Wed, 27 Mar 2024 00:00:00 GMT http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9757 2024-03-27T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9756 Título: Metodologias ativas na era digital: a importância do ensino híbrido para a formação da nova geração de estudantes de Direito em Instituições de Ensino Superior Municipais Autor: VILELA, Debora Nathalia Araujo Primeiro orientador: ALBUQUERQUE, José de Lima Abstract: Legal courses were established in Brazil almost 200 years ago with the immediate objective of sustaining the country's independence from Portugal. Currently, most of these courses still maintain traditional teaching methodologies, influenced by the rigid pedagogical roots of Portuguese colonization. In this context, this research aims to investigate pedagogical proposals for hybrid teaching that meet the requirements for training the professional profile of the new generation of Law students. The study offers an overview of legal courses in Pernambuco, maps the active teaching-learning methodologies using digital technologies adopted in the Law course, describes the challenges of forming the professional profile of the new generation of students and, finally, analyzes the possibilities of hybrid teaching given the current regulatory scenario in Brazil. Methodologically, this is a qualitative, exploratory and descriptive applied research, using technical bibliographic and documentary research procedures. The low approval rates of students in the OAB exam reinforce the importance of this investigation, which seeks in active teaching-learning methodologies a contribution to solving the deficits in the formation of the professional profile of Law students. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação Thu, 28 Mar 2024 00:00:00 GMT http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9756 2024-03-28T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9582 Título: A formação dos docentes para o uso pedagógico das tecnologias digitais da informação e da comunicação no ambiente escolar da rede pública municipal de ensino de Timon - MA Autor: ALCÂNTARA, Sônia Maria Leite Primeiro orientador: ALBUQUERQUE, José de Lima Abstract: The training of teachers for the use of digital technologies in the public network universe is a challenge to be overcome and will bring significant collaborations for teaching practice and effective learning of students. This research aimed to investigate the formation of teachers for the pedagogical use of Digital Information and Communication Tecnologies (DICT) in the school environment of the municipal public school of Timon-MA, besides analyzing the teacher’s perception about the importance of using DICT in the school environment. This research had as specific aims: to describe the policies of teacher training for the use of Digital Information and Communication Technologies (DICT); identify the potential of DICT in teacher´s teaching practices; analyze teacher´s perceptions regarding the use of DICT in the teaching practices; develop the proposal for a course of further\continuing education of public-school teachers. Thus, this research is qualitative, having used the on-site visit in municipal schools of the network under study, and the application of a questionnaire to effective teachers from 6th to9th grades. The applied questionnaire was elaborated with items based on the Likert Scale that deal with the reality of the received DICT training; the infrastructure of DICT in the school and the conditions of the effective handling by the teachers with the intention of verifying the necessary validation for the teacher formation and the use of DICT in the school environment. Thus, this study also considered the relationship between teacher, student and DICT by digital age and generation. The results show that schools have a basic DICT infrastructure, and these are used with restriction by teachers and, thus, teacher training on DICT would collaborate in the teaching-learning process developed in the student-focused school environment. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação Mon, 25 Nov 2019 00:00:00 GMT http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9582 2019-11-25T00:00:00Z