DSpace Communidade:http://repositorio.ufc.br/handle/riufc/668132026-06-18T06:51:43Z2026-06-18T06:51:43ZClareia: um sistema de identificação de dificuldades de aprendizagem por meio da ciência de dados educacionaisLopes, Emanoel Carvalhohttp://repositorio.ufc.br/handle/riufc/867932026-06-16T20:49:58Z2026-01-01T00:00:00ZTítulo: Clareia: um sistema de identificação de dificuldades de aprendizagem por meio da ciência de dados educacionais
Autor(es): Lopes, Emanoel Carvalho
Abstract: Identifying and predicting learning difficulties presents significant challenges. In distance
learning undergraduate courses, supported by AVA and with the possibility of including numerous
students in a single class, analyzing educational data sets in a personalized way becomes a
complex task. To achieve the objective of this study, Clareia was developed, an Educational Data
Analysis system that provides a model spreadsheet with the most important attributes identified
through the results of Exploratory Data Analysis and the use of a Machine Learning model on a
total of 1,025 students. As a result, the system performs automatic data analysis with the data
sent by the user and allows for interactive analysis. The Machine Learning model was evaluated
using metrics appropriate for each task applied: regression or classification. In the first, the
coefficient of determination R2 reached a value of 0.82 and low values in MAE and RMSE. In
the classification, 84.26% accuracy, precision 0.83, and F1-Score of 0.77. The expectation is that
the digital educational product developed will contribute significantly to improving the quality of
teaching and learning, allowing methodologies and resources to be adapted to the specific needs
of students.
Tipo: Dissertação2026-01-01T00:00:00ZPlano de contingência educacional para a educação infantil: lições do ensino remoto emergencial em FortalezaTeixeira, Laélia Lemoshttp://repositorio.ufc.br/handle/riufc/867922026-06-17T17:43:42Z2026-01-01T00:00:00ZTítulo: Plano de contingência educacional para a educação infantil: lições do ensino remoto emergencial em Fortaleza
Autor(es): Teixeira, Laélia Lemos
Abstract: The COVID-19 pandemic has brought profound and unexpected changes to various sectors of
society, with education being one of the most impacted areas. Given the need for social
isolation, educational institutions were forced to suspend in-person activities and seek
alternatives to ensure the continuity of the educational process. In this scenario, Emergency
Remote Teaching (ERT) was adopted as a temporary solution, albeit without adequate planning
to address the specific needs of each stage of education. In Early Childhood Education, in
particular, numerous challenges related to pedagogical mediation, emotional bonds, and family
participation arose, requiring significant efforts on the part of educators and institutions.
Therefore, this study aims to investigate the impacts of Emergency Remote Education (ERE)
on Early Childhood Education, offered in 2020 and 2021, with an emphasis on the experiences
of teachers at schools in the Municipality of Fortaleza. The methodological approach adopted
includes research survey, based on the CIPP Model of educational assessment, through which
it is intended to identify the challenges faced, the strategies adopted by institutions and
educators, as well as the impacts observed on the academic, social and emotional development
of children in Early Childhood Education during the COVID-19 pandemic. This is qualitative
and quantitative research, with a descriptive and exploratory approach. An analysis of primary
data will be conducted, collected through a questionnaire comprising both closed and open-
ended questions, followed by a content analysis. The results show that remote learning was
strongly influenced by structural factors, such as access to technology, family involvement, and
teacher training. The analyses indicate that, although remote learning fostered closer
relationships between schools and families and expanded teachers' technological repertoire,
significant challenges persisted related to pedagogical mediation, children's socialization, and
unequal access. Content analysis of open-ended responses revealed that maintaining affective
bonds and interaction was considered central but limited by the remote format. Teachers also
pointed to a need for greater technological training, institutional support, and digital inclusion
policies. Overall, the findings indicate that remote learning contributed to teachers' professional
development but does not replace the fundamental face-to-face experiences essential for child
development, reinforcing the need for educational planning and more structured contingency
plans. As a final product, an Educational Contingency Plan will be presented that can serve as
a model for future crises, i.e., emergencies with an impact on Education.
Tipo: Dissertação2026-01-01T00:00:00ZMúsica e tecnologias digitais na educação infantil: um guia pedagógico fundamentado na BNCCQueiroz, Leide Dayanna Matiashttp://repositorio.ufc.br/handle/riufc/867672026-06-15T20:44:59Z2026-01-01T00:00:00ZTítulo: Música e tecnologias digitais na educação infantil: um guia pedagógico fundamentado na BNCC
Autor(es): Queiroz, Leide Dayanna Matias
Abstract: In an educational context undergoing constant change, driven by the expansion of digital
technologies and the implementation of new curriculum guidelines, early childhood
education faces the challenge of integrating expressive languages, such as music, with the
skilled use of technological resources in the classroom. In public institutions, there is a
growing presence of Digital Information and Communication Technologies (DICT) in
children's daily lives; however, gaps remain in relation to the continuing education of
teachers and the infrastructure necessary for the pedagogical use of these resources. At
the same time, although music is present in various early childhood education activities,
its use is not always systematic or aligned with the learning objectives established by the
National Common Core Curriculum (BNCC). Given this scenario, the general objective
of this dissertation is to develop a pedagogical guide on music and digital technologies
for early childhood education teachers, aligned with the National Common Core
Curriculum (BNCC). Methodologically, a qualitative, exploratory, and descriptive
research study was conducted, based on the principles of action research. The study was
developed with early childhood education teachers from the municipal network of
Fortaleza, involving stages of initial diagnosis of teaching practices, planning of
continuing education, conducting face-to-face training workshops on the pedagogical use
of music associated with digital technologies, and applying data collection instruments
before and after training, including questionnaires and pedagogical records. Data analysis
was performed through systematization and qualitative interpretation of teachers'
perceptions in light of Bardin's (2011) content analysis, considering categories related to
pedagogical training, the use of digital technologies, and the integration of music into
educational practices. The results showed that teachers recognize the relevance of music
for the integral development of children, but face limitations related to specific training
for the pedagogical use of digital technologies. The training carried out within the scope
of the research contributed to broadening the perception of teacher self-efficacy,
strengthening confidence in planning activities that integrate music and digital resources,
and stimulating the reframing of pedagogical practices in Early Childhood Education. It
was also evident that the use of educational applications and digital tools can promote
more interactive, creative, and participatory experiences, expanding the possibilities for
sound exploration, body expression, and collective knowledge construction. As an
educational product of the research, a pedagogical guide is presented for early childhood
education teachers in the municipal network of Fortaleza, containing didactic guidelines,
suggestions for activities, and examples of practices that integrate music and digital
technologies in line with the BNCC. It is hoped that this will contribute to strengthening
teacher training and building more interactive and inclusive teaching practices that are
aligned with the demands of contemporary digital culture.
Tipo: Dissertação2026-01-01T00:00:00ZA jornada mágica de Sofia no reino dos gêneros textuais: um recurso educacional digital para a alfabetização e o letramento nos anos iniciais do ensino fundamentalLima, Luziana da Silvahttp://repositorio.ufc.br/handle/riufc/865542026-06-01T16:51:45Z2025-01-01T00:00:00ZTítulo: 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: Dissertação2025-01-01T00:00:00Z