http://repositorio.ufc.br/handle/riufc/923 Tue, 09 Jun 2026 23:40:38 GMT 2026-06-09T23:40:38Z https://repositorio.ufc.br:443/retrieve/ad6892ca-41f0-4079-95c1-10302a05d1fa/comunidade_PRPPG-RI-moldurado.jpg http://repositorio.ufc.br/handle/riufc/923 http://repositorio.ufc.br/handle/riufc/86673 Título: Profetas da chuva em Quixadá/CE: tradição, ressignificação e adaptação no semiárido cearense Autor(es): Marques, Eliê Regina Fedel Abstract: In the countryside of Ceará, specifically in Quixadá, a municipality characterized by a semi- arid climate and limited rainfall, the "Rain Prophets" play a crucial role in forecasting precipitation and fostering hope. They employ empirical methods and environmental observations to develop climatic and agricultural knowledge and practices. The primary objective of this thesis is to investigate the tradition of the Rain Prophets in Quixadá, by understanding its historical evolution, analyzing its adaptations to social, environmental, and technological transformations, and evaluating its future perspectives. Additionally, the study aims to: trace the historical evolution of this tradition by identifying its cultural heritage and ancestral roots; investigate contemporary experiences by systematizing their methods into classification categories; and assess the role of these prophets in modern society amidst current global changes. The research adopts a qualitative approach, employing an exploratory and descriptive lens to understand complex social and environmental phenomena. The methodological framework consisted of three stages: a systematic literature review; primary data collection via semi-structured interviews with 12 prophets who participate in the annual meetings in Quixadá (utilizing the "snowball" sampling technique); and an interpretive data analysis. The results indicate a complex, multifaceted tradition, characterized by family lineages that have preserved this knowledge for up to five generations. The institutionalization of the "Annual Meetings of the Rain Prophets of Quixadá" has transformed a once dispersed and individualized practice into a collective event, consolidating it as a public ritual of identity affirmation and a potent mechanism for media visibility. The research identified a variety of observation methods, classified into four distinct categories: Natural (the most used), Religious/Mystical, Mixed (combining natural and religious observations), and Scientific/Empirical. The findings demonstrate that "the Rain Prophet" is not a homogeneous category, but rather a diverse spectrum of practices, identities, and adaptive strategies. This spectrum encompasses traditionalists, who resist technological innovations to maintain the "purity" of the tradition, to integrators, who incorporate meteorological data into their bservations. This heterogeneity reflects different ways of negotiating the tensions between tradition and modernity. This study offers original contributions to the field, highlighting the systematic documentation of twelve prophets and their methods, as well as an in-depth discussion on the succession crisis. Furthermore, the thesis theorizes the relationship between climate change and the erosion of social credibility, explicates the material dimension of traditional knowledge, and demonstrates that tradition and modernity are not binary opposites but coexisting dimensions. The results confirm that this tradition is undergoing a process of resignification; however, its continuity depends on collective choices regarding cultural valorization and environmental preservation. Tipo: Tese Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86673 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86644 Título: Curricularização da extenso universitária: avaliação de sua implementação nos cursos tecnológicos do Campus Universitário do Vale Teles Pires - UNEMAT Autor(es): Panzenhagen, Liane Margarete Abstract: University Extension contributes significantly to strengthening the integration between teaching, research, and extension, consolidating itself as a landmark in Brazilian higher education. In Brazil, its recognition as an essential function began with the Statute of Universities of 1931 and gained greater emphasis with the Federal Constitution of 1988, which enshrined the inseparability of the three pillars as a structuring principle of higher education.The curricularization of extension, regulated by Resolution CNE nº 7/2018, established the mandatory allocation of 10% of the total workload of undergraduate courses to extension activities, transforming extension into a structuring axis of academic training.This study analyzed the processes of implementation and the impacts of the curricularization of extension in the Pedagogical Projects of the Technological Courses at the Vale do Teles Pires University Campus of UNEMAT, evaluating its pedagogical and institutional contributions to building a dialogical relationship between university and society. The research adopted a mixed-methods approach, with semi-structured questionnaires applied to 51 participants (students and managers). The analysis combined descriptive statistics and content analysis, ensuring greater methodological robustness.The results reveal recognized advances but also significant challenges. Among managers, 87.5% acknowledge progress, although they point to confusing regulations; only 25% report receiving adequate training, while 62.5% perceive management as engaged in promoting improvements. Among students, 67.4% report satisfaction but highlight as a challenge the reconciliation of academic demands with personal life. Both managers and students present relevant levels of neutrality, which evidences gaps related to regulatory clarity, institutional communication, and pedagogical adequacy.As a technical product, the System of Indicators for Monitoring and Evaluation of Curricularization (SIMAC) was developed, tested with managers and students, in addition to the implementation of a Formative Conversation Circle on the theme “Curricularization of University Extension at UNEMAT”, held in a 4-hour meeting aimed at training managers, faculty, and students.The results and instruments produced are configured as important references for future evaluations and for the improvement of university extension, strengthening curricularization as an inseparable dimension of teaching and research. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86644 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86636 Título: O método socrático como metodologia para a mediação da aprendizagem de filosofia na EEMTI Marconi Coelho Reis em Cascavel-CE Autor(es): Santos, Maria Edilma Saboia Abstract: This research proposes the application of the Socratic method as a central tool for learning mediation in the teaching of Philosophy in High School, articulating it with the principles Mediated Learning Experience (MLE) by Reuven Feuerstein. The proposal is based on the recognition of the importance of the teacher as a mediator and the student as an active subject, engaged in the construction of knowledge and breaking with the traditional teaching model centered on the transmission of content. It based on the theoretical contributions of Juarez Gomes Sofiste, it is argued that philosophizing in the classroom requires more than the use of active methodologies: it requires a philosophical methodology capable of mobilizing critical thinking through dialogue and problematization. In this sense, the Socratic maieutics proves to be an effective instrument, then it stimulates reflection, argumentation and the search for truth. The study is organized into four chapters. Initially, the figure of Socrates and his method is presented, based on the works of Plato, Xenophon and Aristophanes, it establishes a dialogue between the classical tradition and contemporary rereading. Then, the theory of Mediated Learning Experience (MLE) is explored, highlighting its affinity with Socratic practice by defending cognitive modifiability and intentional mediation. The final chapter reports the practical application of the Socratic method at EEMTI Marconi Coelho Reis (Cascavel-CE), describing the stages of planning, the execution of activities with a 1st. grade class and the analysis of the results. Finally, it discusses how the Socratic method can transform the classroom into a living space for philosophical investigation, promoting the development of critical thinking and the intellectual autonomy of students. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86636 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/86627 Título: Avaliação e gestão de cursos de graduação: desenvolvimento de framework baseado em inteligência artificial Autor(es): Zinhani, Eduardo Melo Abstract: The institutional evaluation of undergraduate programs in Brazil, regulated by the National Higher Education Evaluation System (SINAES), generates significant volumes of assessment data whose translation into strategic action plans frequently exceeds the analytical capacity of Institutional Self-Assessment Committees (CPA) and course coordinators, compromising the formative function of the system and reinforcing a culture of compliance rather than a culture of quality. This dissertation aims to develop and test a framework based on Generative Artificial Intelligence agents to support the institutional evaluation processes of undergraduate programs, transforming the normative criteria of SINAES into structured diagnoses and actionable strategic recommendations. The research adopts Design Science Research (DSR) as its methodological approach, operationalized through the DSRM model, positioning the study within the improvement quadrant. As methodological contributions, three analytical artifacts are proposed, built through Content Analysis applied to INEP's Undergraduate Course Assessment Instrument: the Conceptual Progression Matrix (MPC), which decomposes the five conceptual levels of each indicator into constitutive elements, progression attributes, and required evidence; the Applicability Conditions Matrix (MCA), which codifies rules determining indicator applicability; and the Evidence Sharing Matrix (MCE), which classifies the scope of documentary artifact sharing. The framework was materialized in the Notacinco platform, a multi-tenant web application, featuring three specialized generative AI agents (Diagnosis, Recommendation, and Synthesis) and a Retrieval-Augmented Generation (RAG) pipeline. Multi-method validation, conducted across seven programs at the State University of Mato Grosso (UNEMAT) with sixty executions, yielded an Overall F1-Score of 0.9582, Diagnostic Accuracy of 1.0000, Structural Consistency Coefficient of 0.9759, and Semantic Consistency Index of 0.9509. It is concluded that the framework contributes to transforming evaluative data into actionable knowledge, supporting course coordinators and CPA members in formulating evidence-based improvement plans aligned with SINAES requirements. Tipo: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86627 2026-01-01T00:00:00Z