http://repositorio.ufc.br/handle/riufc/66815 2026-05-18T21:38:41Z 2026-05-18T21:38:41Z Damasceno, Elaine Pessoa de Aguiar http://repositorio.ufc.br/handle/riufc/86349 2026-05-18T18:39:27Z 2026-01-01T00:00:00Z

Título: DIGI-ALFA – Biblioteca digital de práticas pedagógicas alfabetizadoras inovadoras com jogos digitais: um estudo sobre a percepção dos professores da rede municipal de ensino de Fortaleza Autor(es): Damasceno, Elaine Pessoa de Aguiar Abstract: This study investigates the adoption of digital educational games in the teaching practices of literacy teachers within the context of Digital Information and Communication Technologies (DICT), aiming to develop a digital library of literacy- oriented pedagogical practices in the form of an interactive website. The research is grounded in theoretical frameworks that address digital educational games, discussing their conceptualization, classification, potentialities, risks of pedagogical appropriation, and the role of digital libraries in supporting teaching practice. Methodologically, this is an applied study with a qualitative, descriptive-exploratory approach, developed through an analysis of the teaching practices of 26 teachers working in the early years of elementary education in the municipal school system of Fortaleza, across three schools located in the Grande Pirambu neighborhood. Data collection was carried out through a questionnaire administered in December 2025. The results reveal a teaching profile predominantly female (73.1%), with an average age of 42 years and academic training in Pedagogy. Regarding the use of digital games, half of the teachers reported not using them in their pedagogical practice, citing structural limitations such as poor internet access, lack of equipment, and insufficient continuing professional development. The other half reported using digital games occasionally, highlighting the use of Wordwall. It was observed that digital games specifically designed for literacy, such as “Luz do Saber” and “Letrando”, although frequently mentioned in the literature, were not cited by the teachers, indicating a lack of awareness of these tools. As an educational product, a digital library of educational games focused on literacy was developed as a strategy to support teaching practice. It is concluded that the use of digital games in the literacy process remains limited due to structural and training- related factors, and that the proposed educational product may contribute to expanding the pedagogical repertoire of literacy teachers. Tipo: Dissertação

2026-01-01T00:00:00Z Medeiros, Lidia Carla Cavalcante de http://repositorio.ufc.br/handle/riufc/86132 2026-05-05T22:25:52Z 2026-01-01T00:00:00Z

Título: Portal + gestão: um ambiente virtual de formação de gestores escolares Autor(es): Medeiros, Lidia Carla Cavalcante de Abstract: School management plays a strategic role in organizing pedagogical work and promoting institutional conditions that are favorable to learning; however, educational managers still face difficulties in accessing structured training materials specifically aimed at school management practices. In this context, this study aimed to develop a free digital environment for the continuing education of school managers, organized with training resources designed to strengthen educational management practices. Methodologically, the study is characterized as applied research, with a mixed qualitative and quantitative approach, configured as a case study conducted with 20 basic education managers. The educational product developed was the Portal + Gestão, structured on the Even3 platform, bringing together training videos, presentations, practical tools, and digital resources related to educational management. Data collection was carried out through the application of pre-test and post-test instruments structured on a Likert scale, complemented by open-ended questions. The pre-test results indicated that 80% of participants reported frequent difficulties in locating training materials focused on school management; after using the portal, the post-test showed a positive evaluation regarding the organization, accessibility, and relevance of the available content, with 90% of the managers approving the platform’s usability and 85% considering the materials highly relevant to their professional practice. The comparison between the two stages of the research revealed improvements in managers’ perceptions regarding the usefulness of structured digital environments to support continuing education and decision-making in the school context. It is concluded that the Portal + Gestão has potential as a support tool for the training of school managers, contributing to expanding access to organized training resources and strengthening pedagogical leadership practices aimed at improving learning. Tipo: Dissertação

2026-01-01T00:00:00Z Gadelha, Izabel Georgiana Cabral http://repositorio.ufc.br/handle/riufc/86059 2026-04-27T20:56:13Z 2026-01-01T00:00:00Z

Título: As contribuições das tecnologias digitais da informação e comunicação (TDIC) na educação de jovens e adultos (EJA) em uma célula de Fortaleza Autor(es): Gadelha, Izabel Georgiana Cabral Abstract: This study addresses the integration of Information and Communication Technologies (ICT) in the context of Education for Youth and Adults (EJA), considering their potential to strengthen literacy and digital inclusion. The research starts from the following question: how can ICT be integrated into the pedagogical practices of EJA in a way that contributes to literacy processes and to the digital inclusion of students in Elementary Education – EJA II, in the municipality of Fortaleza? The objective of the study is to analyze and understand the possibilities for ICT integration in the teaching and learning process of EJA, identifying challenges faced by teachers, as well as the ways in which students appropriate these technologies, with a view to developing a digital pedagogical resource that contributes to educational practice. The research is characterized as qualitative, applied in nature, with data collection procedures through structured questionnaires in online forms and interpretive analysis of the information obtained. The study is grounded in the theoretical contributions of John Dewey and Lev Vygotsky, regarding learning as a social and experiential process, as well as in Paulo Freire’s dialogical and emancipatory perspective of education. In the realm of technologies and creative learning, it draws on Mitchel Resnick’s propositions, especially the concept of the “Kindergarten for Life” and the four principles of creative learning: projects, passion, peers, and thinking playfully. As an educational product of the research, an educational e-book was developed for EJA, organized around reading and writing activities mediated by ICT, promoting collaborative practices, authorship, experimentation, and the articulation between language, technology, and the social reality of the learners. The results indicate that, although there are challenges related to access, technology proficiency, and institutional conditions, ICTs hold significant potential to expand literacy practices, foster active student participation, and promote digital inclusion processes. It is concluded that the critical and pedagogical integration of technologies can contribute to more creative, inclusive, and socially meaningful educational practices in Education for Youth and Adults. Tipo: Dissertação

2026-01-01T00:00:00Z Lima, Ivan da Costa http://repositorio.ufc.br/handle/riufc/86058 2026-04-28T18:36:18Z 2026-01-01T00:00:00Z

Título: Entre a tradição jurídica e as novas demandas do mercado: orientação pedagógica sobre empreendedorismo na formação em direito da UFC Autor(es): Lima, Ivan da Costa Abstract: This study investigates how graduating Law students at the Federal University of Ceará per- ceive entrepreneurship as part of their professional education, considering contemporary trans- formations in the labor market and global economy. Situated within the field of Technological Education, the research integrates active methodologies, educational technologies, and the de- velopment of entrepreneurial competencies. As a practical outcome, an interactive digital e- book was developed, serving both as a pedagogical resource and as a tool for data collection and critical reflection. The study adopts a mixed-methods approach, exploratory and descriptive in nature, grounded in established theoretical and methodological frameworks. It combines quantitative and qualitative techniques, including a case study conducted at the Legal Practice Center, involving final-year students, interviews with faculty members, and document analysis of the Pedagogical Course Plan and National Curriculum Guidelines. Findings indicate that although students recognize the importance of entrepreneurship in expanding professional op- portunities, there remains a strong preference for public sector careers. This reveals tensions between traditional legal education and innovative approaches. The research also identifies gaps in the effective integration of entrepreneurship into the curriculum and pedagogical prac- tices. It is concluded that incorporating entrepreneurship into legal education is a relevant stra- tegy for fostering autonomy, innovation, and adaptability to contemporary demands. Such in- tegration contributes to the development of a more critical, flexible, and socially responsive professional profile, aligned with the challenges of a technology-driven society. Tipo: Dissertação

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