http://repositorio.ufc.br/handle/riufc/923 2026-04-06T03:07:01Z 2026-04-06T03:07:01Z Barros, Antonio Cid Freitas http://repositorio.ufc.br/handle/riufc/85592 2026-03-31T17:00:05Z 2025-01-01T00:00:00Z

Título: A lógica como interseção entre Filosofia e Matemática Autor(es): Barros, Antonio Cid Freitas Abstract: This paper presents a master's thesis in Philosophy from the Federal University of Ceará, whose object of study is logic and its relationship with Mathematics. We investigate the intersection promoted by logic between Philosophy and Mathematics, based on the hypothesis that the teaching of logic in high school Philosophy classes, in addition to fostering critical thinking, also contributes to the development of logical-mathematical reasoning skills. Whether from a historical or operational perspective, we believe that these contents are intrinsically connected. We thus defend logic as an instrument of a "workshop of thought," a concept inspired by Walter Kohan. As one of the main theoretical references for this work, we draw on the ideas of the philosopher and mathematician Gottlob Frege, especially his development of mathematical logic as a pioneering model of symbolic logic and its philosophical implications. We adopted a qualitative-quantitative field research approach, working with a focus group of high school students from a vocational school (EEEP Francisco Paiva Tavares). In this stage, we conducted a mini-course on logic content and then collected data through semi-structured interviews, aiming to assess students' perceptions of the potential contributions of logic teaching in philosophy classes to mathematical reasoning. Both in the analysis of the field research material and in the bibliographic findings, we identified a close relationship between philosophy and mathematics, especially through the intersection of logic content. We also observed that this relationship is not always valued in educational settings, leading to a limited view of the capabilities that philosophy can develop in the teaching-learning relationship. We conclude by advocating for logic as an important content to be taught in philosophy classes in high school. Tipo: Dissertação

2025-01-01T00:00:00Z Barbosa, Luciana Correa Pinto http://repositorio.ufc.br/handle/riufc/85503 2026-03-27T17:13:45Z 2026-01-01T00:00:00Z

Título: O processo de utilização do Sistema Integrado de Patrimônio, Administração e Contratos na UNEMAT - sede administrativa: a percepção dos profissionais técnicos da educação superior Autor(es): Barbosa, Luciana Correa Pinto Abstract: This dissertation aims to analyze the process of using the Integrated System for Assets, Administration, and Contracts (SIPAC) at the Administrative Headquarters of the State University of Mato Grosso, from the perspective of Higher Education Technical Professionals. The study sought to understand how the SIPAC system influenced the work of employees, both in terms of accessibility and use of the system, and in the management of documents and processes. The methodology adopted is an applied research, with a qualitative-quantitative approach and a descriptive nature. The study used a bibliographic review of the Unified Theory of Acceptance and Use of Technology (UTAUT), combined with a survey data collection. The research universe comprises 213 Higher Education Technical Professionals working at the Unemat administrative headquarters who use SIPAC in their work activities. The sample size was calculated at 150 individuals. For data collection, I used a structured questionnaire with 22 questions. Questions 1 through 6 dealt with concrete, tangible, and easily defined issues; therefore, they referred to objective data such as age, gender, and place of work. The other 16 questions were based on the UTAUT model, using a five-point Likert scale. The questions addressed users' perceptions of Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions of the SIPAC system, in addition to collecting participant profile information such as gender, age, education level, and place of work. The questionnaire was sent via email using Google Forms. Data analysis included descriptive analysis, Spearman correlation, independent t-test, factor analysis (KMO and Bartlett's Test of Sphericity), and Cronbach's alpha coefficient, using the JAMOVI program. The results of this dissertation sought clear interactions between users and the SIPAC system, identifying factors such as Performance Expectancy... Performance, Effort Expectation, Social Influence, and Facilitating Conditions—all factors that help or hinder its adoption and effective use. In short, research reveals that UNEMAT overcame the hardware and mandatory barriers, but now faces the challenge of human software. It is necessary to transform a mandatory and difficult system into a fluid tool mastered by the user. To meet this challenge, we have developed this Guidance Booklet. This technical product was created as a necessary intervention to empower the user, acting as the missing bridge between available technology and operational efficiency. Tipo: Dissertação

2026-01-01T00:00:00Z Pimentel, Cláudio Rogério Carneiro http://repositorio.ufc.br/handle/riufc/85492 2026-03-27T14:21:38Z 2026-01-01T00:00:00Z

Título: Fatores que afetam a inclusão acadêmica dos estudantes surdos da Universidade Federal do Ceará (UFC) Autor(es): Pimentel, Cláudio Rogério Carneiro Abstract: Research concerning the experiences of hearing-impaired individuals in higher education is fundamental for understanding academic inclusion, as people with disabilities frequently face socioeconomic and educational vulnerabilities. This study aimed to identify the factors affecting the academic inclusion and retention of deaf students at the Federal University of Ceará (UFC). Methodologically, this is an applied research with a descriptive approach, structured as a case study that combined qualitative and quantitative elements. Data collection was conducted via an online questionnaire administered to undergraduate and graduate students from both the capital and the state's interior campuses. The results reveal that inclusion is conditioned by a triad of factors: socioeconomic, pedagogical, and institutional. It was identified that 81.1% of students belong to families with an income of up to three minimum wages, highlighting that social vulnerability is a primary obstacle to student retention. In the pedagogical sphere, the lack of visuality in teaching methods and communication mediated almost exclusively by interpreters generate a "dialogic isolation," compromising the construction of knowledge. The most significative data indicates that 71% of students consider dropping out of their courses ("Always" or "Sometimes") due to accessibility barriers, confirming the concept of "internal exclusion." It is concluded that the main factors affecting inclusion at UFC are the extreme dependence on financial aid and pedagogical rigidity. Effective retention depends on transitioning from an integration model to a universal accessibility model, respecting the linguistic and cultural specificities of deaf students as mandated by the Brazilian Inclusion Law (2015). Tipo: Dissertação

2026-01-01T00:00:00Z Silva, Gerlândia Alves da http://repositorio.ufc.br/handle/riufc/85475 2026-03-30T12:40:40Z 2026-01-01T00:00:00Z

Título: Retenção na educação superior: uma investigação baseada em mineração de dados na UFC - Campus de Crateús Autor(es): Silva, Gerlândia Alves da Abstract: This study investigates student retention in higher education. It analyzes Brazilian educational policies, such as the Support Program for the Restructuring and Expansion Plans of Federal Universities (REUNI), the National Student Assistance Policy, and the Quota Law, which have fostered democratization, access, and student retention in higher education institutions. The study examines challenges related to completing undergraduate programs within the expected timeframe and student dropout. The objective was to identify factors associated with student retention in undergraduate programs at the Federal University of Ceará (UFC). Conducted at the UFC Crateús campus, the study found that the Graduation Success Rate remained below the institutional average over a ten-year period, with low graduation rates and high retention levels. The population consisted of 565 students admitted between 2016 and 2024, with active enrollment in the 2025.2 semester. This applied, descriptive, and exploratory study adopted a mixed-methods approach with methodological triangulation. Data were collected through document analysis and questionnaires. For data analysis, data mining techniques were employed using supervised machine learning methods to identify retention patterns. The algorithms applied included Decision Tree, Random Forest, K-Nearest Neighbors, Logistic Regression, and XGBoost, evaluated using Accuracy, Precision, Recall, and F1-score metrics. A cross-validation procedure (K = 10) combined with an 80/20 holdout split for training and testing was conducted. The Wilcoxon statistical test indicated no significant difference between the models (p > 0.05), and KNN was selected for presenting maximum Recall equal to 1.00, with Accuracy ≈ 0.60, Precision ≈ 0.57, and F1-score ≈ 0.72. However, the model does not yet demonstrate sufficient performance for immediate application, requiring further improvements before implementation. Nevertheless, the DEYSI system partially achieved its objective in the extraction, transformation, and loading stages. The results showed that 70.4% (398) of students were retained, while 29.5% (167) were in regular academic standing. Among the retained students, 74.0% (294) were classified as critical retention and 26.0% (104) as moderate retention. By field of study, the highest retention rate was observed in Exact and Earth Sciences (55.7%, 222 students), followed by Engineering (44.2%, 175 students). According to the students, the main factors associated with retention include failures in foundational courses, deficiencies in prior education, early choice of academic programs, rigid and extensive curricula with a high density of prerequisites, resistance to prerequisite flexibility, limited course offerings, and insufficient student assistance and financial aid. It is concluded that retention is a multifactorial phenomenon, requiring preventive and continuous institutional actions, strengthening of existing strategies, enhanced dialogue among academic stakeholders, and expansion of student assistance policies. Tipo: Dissertação

2026-01-01T00:00:00Z