http://repositorio.ufc.br/handle/riufc/66814 Wed, 10 Jun 2026 00:43:37 GMT 2026-06-10T00:43:37Z http://repositorio.ufc.br/handle/riufc/86554 Título: A jornada mágica de Sofia no reino dos gêneros textuais: um recurso educacional digital para a alfabetização e o letramento nos anos iniciais do ensino fundamental Autor(es): Lima, Luziana da Silva Abstract: This study addresses the development and application of the Digital Educational Resource (DER) "Sofia's Magical Journey in the Kingdom of Textual Genres," conceived from a Gamified Interactive Narrative (GIN) focused on literacy and reading comprehension for students in the early years of elementary school. It starts from the understanding that the appropriation of reading and writing practices is fundamental to the formative path in Basic Education, considering, in this context, the potential of technologies when intentionally integrated into pedagogical practices. The research objective was to develop and implement a web-based DER capable of increasing student engagement and promoting the appropriation of different textual genres. This is a mixed-methods (qualitative and quantitative) investigation, conducted in a municipal public school in Fortaleza, involving teachers and students. Data collection instruments included semi-structured interviews, questionnaires, and monitoring the application of the DER. Data analysis was conducted based on the assumptions of Bardin's Content Analysis. The results show that the use of OER (Open Educational Resources) contributed to greater student engagement in the proposed activities, reflecting in advances in reading, writing, and text comprehension practices. It is observed that students began to consider and use different text genres with more confidence, in addition to demonstrating greater autonomy during the activities. The OER proposal, reinforced by playful elements and the logic of gamification, proved relevant in sparking interest and strategically demonstrated its effectiveness in motivating students, re-signifying pedagogical practices and expanding the possibilities for teacher mediation. From the teacher's point of view, the resource was perceived as a concrete possibility for diversifying pedagogical practices and strengthening learning. Therefore, it is concluded that OER presents itself as a consistent alternative to support literacy processes, by articulating technology, playfulness, and work with text genres in a didactic proposal consistent with the contemporary demands of education. The results reinforce the importance of the planned use of digital educational resources in the school context, contributing to the development of more independent, critical, creative, and participatory students. Tipo: Dissertação Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86554 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86519 Título: Auxiliando estudantes com transtorno do espectro autista no aprendizado da tabuada por meio de jogo cognitivo com interface cérebro-computador Autor(es): Guimarães, Alex Rodrigues de Abstract: Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that may affect cognitive functions such as attention, memory, and cognitive flexibility, directly impacting mathematics learning. This study aimed to investigate the potential of a Brain-Computer Interface (BCI), associated with the Concrete–Pictorial–Abstract (CPA) Method, as an assistive tool for teaching multiplication tables to students with ASD. This experimental study adopted a mixed-methods approach (qualitative and quantitative) and was conducted with seven students diagnosed with ASD, aged between 10 and 14 years, enrolled in the municipal school system of Fortaleza, CE, Brazil. The intervention was carried out over 16 sessions, during which a didactic sequence structured according to the CPA Method was implemented, combined with the digital game Memomath mediated by BCI. Pre- and post-intervention pedagogical assessments were administered, along with systematic observational records. The results indicated improvement in multiplication table performance, greater consolidation of symbolic reasoning, and significant progression in the game phases, demonstrating increased sustained attention and cognitive engagement throughout the sessions. A reduction in errors in more complex multiplication tables was also observed after strategic reinforcement of the pictorial stage. It is concluded that the integration of the CPA Method and the use of BCI proved to be a promising innovative pedagogical strategy, contributing to the strengthening of cognitive functions and to mathematics learning among students with ASD. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86519 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86427 Título: AnalyticsEDU: o desenvolvimento de uma ferramenta para análise de dados de avaliações Autor(es): Silva, Francisco Adones Pereira da Abstract: Educational assessment plays a fundamental role in supporting decision-making processes within educational systems and school management. However, data generated from internal and large-scale assessments are often presented in formats that are difficult to interpret and use effectively by school administrators and teachers. In this context, this study aims to develop Business Intelligence (BI) dashboards to support school management teams in consolidating, visualizing, and interpreting educational data from large-scale assessments conducted in the municipal education network of Sobral, Ceará, Brazil. Methodologically, this research is characterized as an exploratory study with a quantitative approach. The research procedures included a Systematic Literature Review (SLR), the development of interactive dashboards using the Google Looker Studio platform, and a usability evaluation through the System Usability Scale (SUS) questionnaire. As an educational product, the AnalyticsEDU dashboard system was developed, enabling the analysis of school performance indicators at multiple levels, including the education network, schools, classes, and assessed skills. The results indicate that the proposed system transforms raw educational data into clear and interactive visualizations, facilitating pattern identification and supporting pedagogical decision-making. The usability evaluation achieved a SUS score of 80.1, classified as “Excellent,” indicating a high level of user acceptance. The findings suggest that BI-based dashboards can significantly enhance the pedagogical use of educational data and strengthen evidence-based management practices in schools. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86427 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86349 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 Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86349 2026-01-01T00:00:00Z