http://repositorio.ufc.br/handle/riufc/66813 Tue, 16 Jun 2026 16:01:47 GMT 2026-06-16T16:01:47Z https://repositorio.ufc.br:443/ri/retrieve/46b0f62c-8fda-42da-b87d-5872a3385c73/Cópia de Modelo_ComunidadeRI (36).jpg http://repositorio.ufc.br/handle/riufc/66813 http://repositorio.ufc.br/handle/riufc/86767 Título: 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: Dissertação Thu, 01 Jan 2026 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/86767 2026-01-01T00:00:00Z 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