PPgITE - Mestrado Profissional em Inovação em Tecnologias Educacionais
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Dissertação Formação de professores para o desenvolvimento de habilidades do Pensamento Computacional correlacionadas com as Olimpíadas Científicas(Universidade Federal do Rio Grande do Norte, 2025-08-28) Silva, Jarinete Araújo da; Madeira, Charles Andryê Galvão; https://orcid.org/0000-0002-4460-2877; http://lattes.cnpq.br/2381782879955327; http://lattes.cnpq.br/4224689767049789; Bigolin, Nara Martini; http://lattes.cnpq.br/4516693860080592; Campos, André Mauricio Cunha; http://lattes.cnpq.br/7154508093406987; Nunes, Isabel Dillmann; https://orcid.org/0000-0002-0820-4070; http://lattes.cnpq.br/2087785677186785This research emerges from the need to develop skills outlined by the National Common Curriculum Base (BNCC) (Brazil, 2018) in the school environment. The contemporary job market has valued problem-solving skills and socio-emotional competencies, known as soft skills. Therefore, the profile of 21st-century professionals has changed, requiring characteristics such as creative thinking, resilience, flexibility, and leadership. However, the current educational model still neglects these competencies, remaining centered on traditional teaching, focused primarily on content transmission. In this context, public policies have recognized Computational Thinking as an effective tool for developing problem-solving skills and abilities, making it indispensable for the formation of critical and reflective citizens. Among the various pedagogical strategies that can be adopted in the classroom, Science Olympiads stand out, already present in schools, albeit in a limited form. They present a promising alternative for promoting, across the board, the development of Computational Thinking. Thus, there is an urgent need to train teachers on a large scale and in various fields of knowledge, enabling them to foster these skills in students. This is where the Rio Grande do Norte Computational Thinking Program (Pensa-RN) comes in, helping to transform this reality. The program offers continuing education courses for educators, initially in-person, then remotely due to the COVID-19 pandemic. Currently, it has expanded to distance learning (DE), focusing on developing Computational Thinking skills. Therefore, the following research question arises: how can we promote teacher training capable of developing Computational Thinking competencies and skills, with applicability in the Science Olympiads?Thus, the research aims to propose distance learning teacher training focused on developing skills and abilities in Computational Thinking, using the Science Olympiads as a structuring axis. Methodologically, this is action research, in which the researcher adopts a collaborative approach with the participants. Objectives: The research is exploratory, adopting a qualitative approach and an applied approach. To support the proposal, a systematic literature review was conducted to understand the scientific community's current research on Computational Thinking teacher training, using the Science Olympiads as a reference. The training proposal was developed using the Moodle platform, offered to Basic Education teachers and hosted by Pensa-RN. In addition, we produced an ebook guide on the teaching sequence model to support future training initiatives. The main contributions of this training include the adoption of new strategies based on active methodologies and improvements in teachers' pedagogical practices, as students began to apply Computational Thinking concepts in the classroom. Furthermore, the training provided greater confidence in applying these concepts in an educational context.Dissertação Metodologias ativas com uso das tecnologias digitais no ensino de língua portuguesa: uma proposta de formação docente(Universidade Federal do Rio Grande do Norte, 2025-08-27) Melo, Morgana Sousa de; Aquino, Lucélio Dantas de; https://orcid.org/0000-0001-6203-8379; http://lattes.cnpq.br/9585462037655988; http://lattes.cnpq.br/3861958309764120; Aquino, Jaciara Limeira de; https://orcid.org/0000-0001-7533-7132; http://lattes.cnpq.br/2979594244880443; Paiva, Maria Cristina Leandro de; http://lattes.cnpq.br/5008583007971704; Oliveira, William Brenno dos Santos; https://orcid.org/0000-0003-4112-0810; http://lattes.cnpq.br/2364610093263658The teaching of Portuguese is essential, but many students face difficulties in reading, interpreting and producing texts, which compromises their engagement and performance (Antunes, 2003). These difficulties may be linked to the lack of methodologies that make learning more meaningful, dynamic, and innovative. To this end, the present research aims to analyze a proposal for teacher training based on active methodologies, with the use of digital technologies, for the promotion of pedagogical practices in the teaching of Portuguese Language. It is based on studies on the teaching and learning of the Portuguese language (Travaglia, 1996; Bakhtin, 2003; Antunes, 2003; Rojo, 2020), active methodologies (Almeida; Valente, 2011; Camargo; Daros, 2018; Bacich; Moran, 2018; Moran, 2019); teacher training (Libâneo, 2011; Imbernón, 2006; Freire, 1997; Dick; Clay pit; Scott; 2010) and Digital Information and Communication Technologies - TDIC (Prensky, 2001; Kenski, 2012; Brackmann, 2017; Prado and Rocha, 2018), among others. The research methodology contemplates the qualitative approach and is characterized as action research, adopting the inductive method. The instruments for data collection and analysis were the application of online questionnaires and the records of the field diary of the formative experience. Thus, the results obtained in this research show that teacher training provides significant contributions to the development of skills and competencies of Letters professionals and favors the creation of authorial educational practices, based on active methodologies and digital technologies in the teaching of Portuguese Language. Therefore, it is understood that, through these training actions, it is possible to transform the teaching of the Portuguese language, making it more dynamic, meaningful and innovative, in order to meet recent educational demands.Dissertação A robótica educacional como recurso para engajamento escolar nas aulas de ensino religioso(Universidade Federal do Rio Grande do Norte, 2025-08-25) Alves, Melquisedeque Jacob; Burlamaqui, Aquiles Medeiros Filgueira; http://lattes.cnpq.br/8670475877813913; http://lattes.cnpq.br/8302806544587011; Souza, Gustavo Fontoura de; https://orcid.org/0000-0002-9934-1256; http://lattes.cnpq.br/0099506135865599; Silva, Irene de Araújo Van Den Berg; http://lattes.cnpq.br/6130987016963937This research analyzes the impacts of using Educational Robotics as a pedagogical resource on students’ school engagement in Elementary Education during Religious Education classes, based on the implementation of two didactic sequences developed with Arduino Uno and LEGO Mindstorms EV3 kits. The adopted methodology is characterized as a mixed-method (quali-quantitative) approach, with procedures that present features of action research. The theoretical framework draws on the school engagement models proposed by Reeve (2012) and Veiga (2013), as well as on Papert’s Constructionism. The investigation was conducted in a public municipal school in Natal/RN, with participants organized into three experimental groups and one control group. The methodological process involved the application of pedagogical activities mediated by robotics kits. Data were collected through the EAE-E4D instrument, administered before and after the interventions, enabling the analysis of school engagement. Data analysis was performed using the Student’s t-test (Barbetta, 2002; Pagano, 2010). The research revealed a re-signification of the curricular component, traditionally associated with expository practices, demonstrating that Religious Education (RE) can effectively engage with active methodologies and Digital Information and Communication Technologies (DICT). Qualitative data supported this finding, highlighting students’ active involvement, enthusiasm during classes, and their ability to relate RE content to technological experiences. The study demonstrates that Educational Robotics, when intentionally integrated into RE, contributes to transforming students’ perceptions of the subject, historically regarded as of secondary importance. The use of DICT, aligned with the guidelines of the Brazilian National Common Curricular Base (BNCC), enhanced the construction of interdisciplinary and contextualized knowledge, fostering digital literacy and the appreciation of religious and cultural diversity. As a technical-technological product, two didactic sequences were developed articulating RE and Educational Robotics, which can be replicated and adapted in different educational contexts. Educational Robotics thus proves to be an effective pedagogical tool for promoting school engagement and strengthening Religious Education as a formative, plural, and civic learning space.Dissertação Jogos digitais da plataforma MEC RED para a alfabetização: uma análise fundamentada na psicogênese da língua escrita(Universidade Federal do Rio Grande do Norte, 2025-08-25) Silva, Maria José Moreira da; Petry, Arlete dos Santos; http://lattes.cnpq.br/7426037066308934; http://lattes.cnpq.br/2133409748149971; Paiva, Maria Cristina Leandro de; http://lattes.cnpq.br/5008583007971704; Silva, Lebiam Tamar Gomes; http://lattes.cnpq.br/2719399325934370Considering the educational reality of Brazil, whose illiteracy rates remain worrying, and the recognized contributions of digital games to learning, this research aims to answer the following research question: what are the potential contributions and limitations of the digital games available on the MEC Digital Educational Resources Platform for the literacy cycle? The main objective of this study is to investigate the potential contributions and limitations of digital games available on the MEC Digital Educational Resources Platform focused on the 1st and 2nd grades of basic education – inicial levels. To this, the study identified the digital games available on that platform for that target audience and developed a protocol for evaluating digital educational games for literacy. This study has as bases Alves (2016), Ferreiro (2011), Ferreiro and Teberosky (2007), Frade et al. (2018), Freire (1989, 2006), Kishimoto (2017), Leal (2020), Morais (2005, 2014, 2022), Petry (2014), Prensky (2012), Ramos and Pimentel (2021), Soares (2023, 2004a, 2004b), Weisz (2004, 2014) and as theoretical approach constructivist and socioconstructivist. This study is an applied research with a qualitative approach, and exploratory research with some bibliographic and documentary procedures. For the analysis of the selected games, it presents a Protocol for the Evaluation of Digital Educational Games for Literacy, based on psychogenesis of written language, and structured based on digital game assessment tools proposed by Coutinho (2017), Santos (2018) and Vilarinho and Leite (2015). Related to the results, those games present limitations as well as significant contributions to the literacy process. As limititations, this study analyzed those games do not explore the child's prior knowledge of written language, nor their structure are based on the writing levels of the psychogenesis of written language; in addition, most of them do not provide constructive feedback. Focusing on the contributions, among others, games allow children to actively participate in the process of constructing knowledge about written language, they promote an understanding of writing as a system of representation and the construction of hypotheses about written language as well as the promote interaction with real materials of reading and writing.Dissertação Abordagem steam na aprendizagem de físico-química por estudantes do ensino médio(Universidade Federal do Rio Grande do Norte, 2025-08-28) Medeiros, Lucas Aleixo de; Maia, Dennys Leite; https://orcid.org/0000-0002-9536-2025; http://lattes.cnpq.br/4047293288281493; http://lattes.cnpq.br/3499875979432234; Bizerra, Ayla Márcia Cordeiro; https://orcid.org/0000-0002-6693-9761; http://lattes.cnpq.br/0416876292590430; Viana, Flávia Roldan; https://orcid.org/0000-0002-7289-4512; http://lattes.cnpq.br/4756646407294958The teaching of Physical Chemistry plays an essential role in shaping critical citizens, as it is directly linked to understanding everyday phenomena and the technological development of society. However, traditional instruction, marked by an excessive emphasis on mathematical formalism and the decontextualization of content, hinders learning and reduces student interest. In rethinking this model, the STEAM approach (Science, Technology, Engineering, Arts and Mathematics) emerges as a possibility to promote interdisciplinary practices that place students at the center of the teaching and learning process. This study sought to answer the following research question: What are the impacts of implementing the STEAM approach on the teaching of Physical Chemistry concepts in High School? Based on this question, the general objective was defined as: to analyze how the STEAM approach contributes to the learning of Physical Chemistry by second-year High School students. The specific objectives were: (I) to map teaching strategies and practices based on the STEAM approach applied to the teaching of Physical Chemistry; (II) to design and implement an interdisciplinary pedagogical practice based on the STEAM approach, aimed at developing specific and general skills; and (III) to assess the impact of this approach on students’ engagement, motivation, and conceptual understanding. The theoretical framework considered aspects related to science teaching, the learning difficulties in Physical Chemistry, the STEAM approach, and the competencies outlined in the Brazilian National Common Curricular Base (BNCC). This qualitative research was conducted through action research procedures and employed the active methodology of Project-Based Learning (PBL) to plan and execute a didactic sequence applied in a private school in Greater Natal, RN, Brazil. Participants were 37 second-year High School students, including learners with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD), which required inclusive pedagogical practices. Data collection instruments included photographic and audiovisual records, field diaries, students’ productions, assessment rubrics, classroom observations, and interviews. As educational products, an innovative Teaching Guide for Chemistry teachers—presenting strategies and resources for applying the STEAM approach to Physical Chemistry—and the didactic sequence developed during the research were produced. The results indicate that the integrated application of the STEAM approach and PBL made it possible to address concepts such as Thermodynamics, Electrochemistry, Chemical Kinetics, and Gases in a contextualized and interdisciplinary manner, fostering conceptual understanding, connections with real-world situations, and the development of competencies such as critical thinking, problem-solving, creativity, and collaboration. It is expected that this work will contribute to the implementation of innovative practices in Basic Education, strengthening meaningful learning in Physical Chemistry and promoting student protagonism.Dissertação SIGEDUC em Parnamirim: a escola virtual na formação docente(Universidade Federal do Rio Grande do Norte, 2025-09-23) Villaça, José Guilherme Gomes; Gomes, Apuena Vieira; https://orcid.org/0000-0002-3497-655X; http://lattes.cnpq.br/0601161335088804; http://lattes.cnpq.br/1694880681247662; Maia, Dennys Leite; https://orcid.org/0000-0002-9536-2025; http://lattes.cnpq.br/4047293288281493; Câmara, Arandi Robson Martins; http://lattes.cnpq.br/6358759553111379The growing use of internet-connected electronic devices has substantially increased access to applications and technological solutions in a wide range of everyday situations. Problems that previously required time and specific locations to resolve are now solved much more quickly and efficiently, generating far-reaching benefits for all segments of the population. Due to this irreversible digital transformation, the Municipality of Parnamirim, the third-largest municipality in the state of Rio Grande do Norte, began using the Integrated Education Management System (SIGEDUC) in 2021. This system aims to computerize and control the administrative and academic aspects of basic education schools and daycare centers. Three years after SIGEDUC's implementation, it is clear that its functionalities can still be leveraged to improve administrative and pedagogical efficiency. Given this reality, this paper addresses the following research question: how can we overcome the challenges faced by teachers at João Gomes da Costa Neto Municipal School, the locus of this research, in implementing and using SIGEDUC? This study aims to develop continuing education to improve the use of SIGEDUC functionalities by teachers in the EMJGCN school community. The specific objectives are: a) to investigate the current use of SIGEDUC in the school community; b) to plan teacher training based on the principles of contextualized instructional design; c) to develop teaching materials for the training;d) carry out training with teachers e) to evaluate the training and teaching materials used. The theoretical foundation of this research encompassed the principles of teacher and continuing education, innovation in public service, digital transformation, management information systems, academic management systems, and SIGEDUC itself. The research methodology uses a qualitative approach, with an applied approach and descriptive and exploratory objectives based on contextualized instructional design. Data were collected through the application of the Station Rotation dynamic, discussion circles, and a diagnostic questionnaire with teachers at the aforementioned teaching unit. The training planning and the production of the developed teaching materials followed the stages of analysis, design, development, implementation, and evaluation that constitute the principles of contextualized instructional design. The data analysis was methodologically based on the triangulation of information obtained during the meetings. The evaluation was conducted through an evaluation questionnaire with teachers from the school community. The resulting products were a workshop-style teacher training program and two guides on the functionalities of SIGEDUC and the Virtual School. The results indicate that teachers improved their understanding of the system and recognized the Virtual School as a potential tool for improving their pedagogical routine. We hope that the training and technological guides resulting from this research will develop teachers' use of SIGEDUC and will be replicated by the Parnamirim Municipal Department of Education in other schools in the municipality, positively impacting the future education of basic education students and strengthening the role of public authorities as agents of transformation in society.Dissertação Lógica de programação para estudantes surdos da educação básica: concepção e prototipagem de um recurso educativo digital(Universidade Federal do Rio Grande do Norte, 2025-09-05) Barreto, Gabriel Vieira; Viana, Flávia Roldan; https://orcid.org/0000-0002-7289-4512; http://lattes.cnpq.br/4756646407294958; http://lattes.cnpq.br/4849964111530414; Nunes, Isabel Dillmann; http://lattes.cnpq.br/2087785677186785; Guarda, Graziela Ferreira; https://orcid.org/0000-0002-7790-0723; http://lattes.cnpq.br/0638310765534182The development of Computational Thinking (CT) has been a constant topic in discussions about Computer Science education in Basic Education. In 2022, with the publication of Resolution No. 1 of October 4, 2022, along with the BNCC Complement document - Computing, this teaching became a mandatory part of the national school curriculum. The document establishes a series of skills and competencies related to Computing that are expected to be developed by students from early childhood education through high school. Among these are skills related to Computational Thinking, often developed through programming. Based on these determinations, educational institutions are expected to have adequate resources for the development of these skills, providing materials and methods that allow students to explore the world of Computing. In Brazil, access to technological resources appropriate to the needs of students is quite unequal, and when we consider the deaf population, this inequality is even more pronounced. Deaf students whose language of comfort is Libras, as established by Law No. 10,436 of April 24, 2002, must be provided with resources that recognize and address their linguistic differences. Therefore, this research is based on the ideal of deaf education guided by a bilingual approach (Libras-Portuguese), which considers that any and all resources intended for deaf students should be presented primarily in Libras, with Portuguese as a second language. Based on the above, this research focuses on the design and prototyping of a bilingual digital educational resource aimed at developing programming logic skills for deaf students in basic education. Therefore, the following research question was formulated: What are the essential characteristics of educational software that aims to support the development of programming logic skills by deaf students? Based on this, the following general objective was defined: to develop an interactive prototype of bilingual educational software (Libras-Portuguese) for deaf students, focusing on the development of programming logic through block programming. To achieve this goal, the following specific objectives were defined: (i) identify essential characteristics of educational software for PC development through block programming; (ii) investigate the essential characteristics of bilingual educational software (Libras-Portuguese); (iii) systematize the development process of the resource from its conception to the prototyping stage; (iv) conduct a reception study of the educational software prototype with the deaf community in order to observe its applicability and potential uses. Among the theoretical contributions that guided the scientific development of this research are the studies by Souza et al. (2019) and Dauricio (2015) on programming logic and the discussions by Dizeu and Caporali (2005) and Barros and Alves (2019) on bilingualism. Based on the ideas of Wieringa (2009) and Pimentel et al. (2020), this research adopts the epistemological-methodological approach of Design Science Research (DSR), with the regulatory cycle as the research stages. To validate the resource's suitability for its target audience, a validation process was conducted with experts in deaf education and computer science education. As a result, the research presents the resource's development process, from the conception phase to prototyping. The main outcome of this research was the interactive prototype of bilingual (Libras-Portuguese) educational software. This prototype demonstrates the integration of block programming with sign language, allowing deaf students to develop programming logic skills. The reception study with the deaf community reveals the level of acceptance of the prototype, its usability, and the clarity of the instructions and concepts presented in Libras, identifying the resource as intuitive and engaging for the target audience. The validation results with experts in deaf education and computer science education provided critical insights into the prototype's pedagogical and technical suitability. This feedback confirms the resource's relevance, highlights necessary improvements, and validates the essential characteristics identified as effective.Dissertação Competências digitais na docência universitária: um estudo na UFRN sob a ótica do DigCompEdu(Universidade Federal do Rio Grande do Norte, 2025-08-29) Farias, Francisca Soraya Rodrigues de Macedo; Gomes, Apuena Vieira; https://orcid.org/0000-0002-3497-655X; http://lattes.cnpq.br/0601161335088804; http://lattes.cnpq.br/3227116531306217; Henriques, Susana; Maia, Dennys Leite; https://orcid.org/0000-0002-9536-2025; http://lattes.cnpq.br/4047293288281493In an increasingly connected and dynamic world, where information circulates rapidly, it is essential to develop digital pedagogical skills that promote meaningful learning and student engagement, integrating Digital Information and Communication Technologies into the educational process. In this context, the National Digital Education Policy aims to prepare citizens to face the challenges of digital transformation, developing essential digital skills for both the world of work and life in an increasingly technological society. Considering that UFRN has a department responsible for the continuing education of its staff, this research seeks to answer the following question: what guidelines, based on the DigCompEdu assessment, are necessary to guide the training offered by UFRN? To answer this question, the overall objective of this research is to develop guidelines for improving the continuing education offered to UFRN faculty, based on the gaps and training needs in digital pedagogical skills, using the DigCompEdu framework. The specific objectives include: a) analyzing the course plans offered by Progesp to UFRN faculty over the past three years, assessing which digital competencies were developed; b) analyzing the current level of digital pedagogical competencies of UFRN faculty based on the DigCompEdu check-in; c) developing a diagnosis of weaknesses and key training needs for UFRN faculty based on DigCompEdu. The research's theoretical framework addresses topics such as teacher training, teaching competencies, teaching digital competencies, self-assessment instruments, and the DigCompEdu model. This framework is complemented by a systematic literature review describing existing knowledge on the topic in Brazil and abroad. The methodology is based on mixed methods, with a sequential exploratory design, aiming to compare the institutional perspective with teachers' self-perception. Data collection involved: a) document analysis of course syllabi offered to UFRN faculty over the past three years; and b) a DigCompEdu Check-in survey to map faculty digital competencies. Data analysis employed: a) content analysis based on Saldaña's coding; and b) descriptive statistical analysis of the survey results. The results revealed weaknesses in the training offered by UFRN regarding the digital pedagogical competency ‘Assessment’, which was confirmed as the digital competency with the lowest scores among check-in respondents. Conversely, the digital pedagogical competency most frequently identified in the courses was ‘Teaching’, which is part of the teaching and learning area and, according to the DigCompEdu diagnostic analysis, was the area with the highest scores among respondents. The results of these analyses helped develop guidelines for a technical report, the product of this research. It is hoped that this product will contribute to decision-making regarding future digital competency training offered by UFRN. Therefore, this research can positively contribute not only to continuing teacher education at UFRN but also to other institutions that use the same method, thus promoting digital inclusion and transforming the pedagogical practices of these professionals.Dissertação Integrando o pensamento computacional ao currículo por meio de formação docente baseada no desenvolvimento de jogos digitais(Universidade Federal do Rio Grande do Norte, 2025-09-04) Guimarães, Carlos Artur Santos; Madeira, Charles Andryê Galvão; https://orcid.org/0000-0002-4460-2877; http://lattes.cnpq.br/2381782879955327; Fernandes, Kleber Tavares; https://orcid.org/0000-0002-4700-5162; http://lattes.cnpq.br/6418096231608839; Aranha, Eduardo Henrique da Silva; http://lattes.cnpq.br/9520477461031645; Rodrigues, Rodrigo Lins; https://orcid.org/0000-0002-3598-5204; http://lattes.cnpq.br/5512849006877767Computational Thinking (CT) is emerging as a transversal competency in the 21st century, requiring its effective integration into Brazilian basic education. However, current teacher training presents significant gaps in enabling teachers to implement CT pedagogically. This dissertation addresses this issue by developing and evaluating a CT teacher training program that uses digital games as a promising pedagogical tool for skill development, aligned with the National Common Curricular Base (BNCC), and specifically, its Computing Annex. Methodologically, the research employs a mixed approach, combining a systematic literature review (SLR) and the development of a teacher training program. SLR, following the Kitchenham and PRISMA protocols, analyzed studies published between 2014 and 2024, confirming the effectiveness of games in developing CT skills in various audiences. Design Science Research (DSR), in turn, guided the iterative development of the training, ensuring the creation of an innovative and empirically validated artifact. The TPACK (Technological Pedagogical Content Knowledge) model underpinned the training structure, integrating technological, pedagogical, and content knowledge. The training program, an integral part of the Rio Grande do Norte Computational Thinking Program (PENSA-RN), is structured in five sequential modules, totaling 60 hours. Its design aims for an integrated progression of the TPACK domains, using the creation of digital games as a central axis to promote an interdisciplinary and practical approach. The activities, focused on active and collaborative methodologies, encourage teachers to use tools such as Scratch to develop educational games that integrate PC concepts and curricular content. Preliminary results from the training implementation demonstrate the model's potential. Of an initial cohort of 225 participants, 155 did not access the virtual environment in the first week, highlighting initial challenges with engagement and familiarity with the platform. The implementation of a model comprising a researcher and three dedicated tutors, with two webinars per week, and communication via WhatsApp (including a collaborative support group) was crucial. In the third week, the number of non-accesses dropped to 68, indicating a significant improvement in engagement. This experience underscores the importance of providing continuous and adaptive support to overcome technical and pedagogical challenges. Thus, the training empowers teachers to update their pedagogical practices, integrate PC in an interdisciplinary way, develop essential technical skills, and create educational digital games. Consequently, it is expected to improve students' problem-solving, critical thinking, creativity, and engagement skills, preparing them for the challenges of a digitalized world. The research contributes to a sustainable and low-cost model, using free solutions, for PC teacher training in Brazil.Dissertação OHMLY: desenvolvimento e aplicação de um kit didático baseado em arduino para o ensino da Primeira Lei de OHM na EJA(Universidade Federal do Rio Grande do Norte, 2025-08-22) Carvalho, Wendresson Christian Lourenço de; Burlamaqui, Aquiles Medeiros Filgueira; http://lattes.cnpq.br/8670475877813913; https://orcid.org/0000-0002-8313-8245; http://lattes.cnpq.br/8206435786218314; Souza, Gustavo Fontoura de; https://orcid.org/0000-0002-9934-1256; http://lattes.cnpq.br/0099506135865599; Paradeda, Raul Benites; https://orcid.org/0000-0002-4031-6275; http://lattes.cnpq.br/7719675103212706Given the growing emphasis on the use of digital technologies in the educational context, their potential for interdisciplinary integration across different fields of knowledge stands out, enabling learners to engage in practical experiences that foster protagonism in the teaching and learning process. In this context, the present study investigates the effectiveness of using technologies, particularly those based on the Arduino platform, in Physics education, aiming to make the learning of Ohm’s First Law more meaningful for students in the third period of Youth and Adult Education (EJA) at a public school in the municipality of Extremoz RN, Brazil. The investigation is grounded in the Theory of Meaningful Learning by David Ausubel (2003), based on the contributions of Marco Antônio Moreira (2021), as well as on the principles of Paulo Freire’s (1996) critical pedagogy, which advocates for a dialogical, contextualized, and emancipatory education. Considering the specific characteristics of EJA students, who often face challenges such as gaps in mathematical knowledge, extended time away from formal education, and work overload, the study adopted the Design Science Research methodology, which is guided by the development and evaluation of artifacts aimed at solving real-world problems through educational technological solutions. With a qualitative approach, the study resulted in the creation of the product of this research: a didactic kit composed of simple electronic components based on the Arduino board. This artifact, named OHMLY, was designed to bring Physics content closer to the students’ reality, promoting a more contextualized, participatory, and meaningful learning experience. By offering hands-on activities, the kit aimed to increase engagement and foster a more concrete understanding of the physical concepts involved. The results obtained at the end of the implementation indicated that the use of OHMLY contributed significantly to enhancing student engagement and improving their understanding of Ohm’s First Law. It is concluded that the OHMLY kit achieved its objectives, providing greater conceptual clarity to the learners and encouraging their active participation throughout the teaching and learning process.Dissertação Aprendizagem criativa docente: proposta de formação para professores que ensinam matemática nos anos iniciais do ensino fundamental(Universidade Federal do Rio Grande do Norte, 2025-08-27) Moura, Lidiane Carla de; Maia, Dennys Leite; https://orcid.org/0000-0002-9536-2025; http://lattes.cnpq.br/4047293288281493; http://lattes.cnpq.br/9889835203617579; Gomes, Apuena Vieira; https://orcid.org/0000-0002-3497-655X; http://lattes.cnpq.br/0601161335088804; Bezerra, Edneide da Conceição; https://orcid.org/0000-0002-2036-9687; http://lattes.cnpq.br/3759724967134898; Santana, Eurivalda Ribeiro dos Santos; https://orcid.org/0000-0001-6156-1205; http://lattes.cnpq.br/7240586669577145The teaching of Mathematics in Brazilian Basic Education faces challenges, especially in promoting the resolution of real-world problems and developing logical-mathematical reasoning. Low performance rates highlight the need for innovative methodologies that foster more meaningful learning.In this scenario, this research investigated Creative Learning as a transformative pedagogical approach, based on Resnick's Learning Spiral (2020)—imagine, create, play, share, reflect, and imagine again—and inspired by the principles of the Four Ps (projects, peers, passion, and thinking playfully). The study aimed to contribute to the professional development of teachers who teach Mathematics in the early years of elementary school, a group that has shown insecurity regarding teaching the subject. By considering the needs of the classes and valuing practices that start from the students' reality, the research integrated the perspective of equity, understood not as an equality of resources or paths, but as the creation of differentiated conditions that enable everyone to learn with quality. The guiding question was: What is the contribution of Creative Learning to the professional development of Mathematics teachers? The general objective was to analyze how this approach contributes to a more effective teacher training. The specific objectives included: (i) identifying the professional development needs of teachers in a municipal school; (ii) developing in-service training based on teaching sequences anchored in Creative Learning; (iii) evaluating the training model in teaching practice; and (iv) creating a guide for the training model.The theoretical framework was based on Resnick's (2020) studies on Creative Learning, with a focus on the Learning Spiral, and on Nacarato (2010), in the field of Mathematics teacher training. The adopted methodology was action research, of a qualitative, applied, and exploratory nature, promoting the collective construction of knowledge from the interaction between the researcher and the participating teachers. For data collection, a diagnostic questionnaire, video and image records, observations, field diary notes, and participant productions were used. The resulting educational product was a didactic guide containing a training model for early years teachers, focused on integrating Creative Learning into Mathematics teaching in teacher training. The results showed that Creative Learning significantly enhanced teacher training and learning. The principles of the approach were materialized through the spiral, providing dynamic, collaborative training experiences aligned with the school contexts. The training was configured as a collaborative and experimental space, in which the teachers assumed a leading role in their professional learning. During the process, they imagined new possibilities, created and tested teaching strategies, shared knowledge, reflected on their own practices, and reinvented their pedagogical actions. As a result, they expanded their teaching repertoire, strengthened their autonomy, and redefined the teaching of Mathematics, making it more equitable, sensitive, and connected to contemporary challenges. It was concluded that Creative Learning proved to be promising in promoting pedagogical redefinition in teacher training, contributing to the construction of meaningful, transformative, and innovative practices capable of fostering a more relevant and inclusive Mathematics education.Dissertação Usabilidade pedagógica da plataforma Khan Academy no ensino de matemática: uma avaliação heurística e percepções de professores do ensino médio(Universidade Federal do Rio Grande do Norte, 2025-06-24) Lacerda, João Amiraldo Nascimento; Santa Rosa, José Guilherme da Silva; https://orcid.org/0000-0001-7201-0767; http://lattes.cnpq.br/7686896980904000; http://lattes.cnpq.br/2922541449303200; Nunes, Isabel Dillmann; http://lattes.cnpq.br/2087785677186785; Porsani, Rodolfo Nucci; https://orcid.org/0000-0003-3013-6665; http://lattes.cnpq.br/1925129626898697The increasing integration of digital technologies into the educational context has required new ways to plan, mediate, and assess teaching and learning processes, especially in the teaching of Mathematics at the high school level. In this context, digital platforms such as Khan Academy emerge as didactic-technological resources with the potential to foster meaningful learning and promote educational inclusion. However, the effectiveness of their pedagogical application depends, among other factors, on the usability of the tool from the perspective of the teachers who use it. This research was guided by the following question: What are high school teachers’ conceptions regarding the pedagogical usability of the Khan Academy platform in Mathematics teaching, based on the principles of Heuristic Evaluation? As a study proposal, the objective was to analyze the pedagogical usability of the Khan Academy platform in high school Mathematics education, considering the perceptions of in-service teachers and the principles of Heuristic Evaluation. Pedagogical usability was understood as a structuring factor for the effective use of educational technologies, being essential for these tools to align with teaching objectives and contribute to the construction of more accessible, personalized, and contextualized learning experiences. To achieve this goal, the study adopted an applied research approach, in the form of a qualitative and exploratory case study, focusing on the application of Heuristic Evaluation adapted to the educational context. The collection and systematization of data were conducted through the evaluation of the Khan Academy platform, using as the main reference the methodological procedures for heuristic evaluation described by Santa Rosa, J. G. e Santa Rosa, C. de O. (2020). This methodology made it possible to highlight emerging pedagogical patterns and identify limitations in the use of the platform within the investigated educational context. The results of this investigation provide theoretical and practical support for improving the pedagogical use of Khan Academy in the local setting, contributing to the formulation of more effective teaching strategies and to the strengthening of teacher practice in the critical and reflective use of technologies. Thus, the results of this study have the potential to contribute, within the scope of the research conducted, to reflections on technological integration in high school education, fostering the development of more innovative, inclusive, and coherent pedagogical practices in line with contemporary educational demands.Dissertação Recursos educacionais digitais no processo de alfabetização de crianças dos anos iniciais(Universidade Federal do Rio Grande do Norte, 2025-08-21) Batista, Elaine Cristina da Silva; Paiva, Maria Cristina Leandro de; http://lattes.cnpq.br/5008583007971704; http://lattes.cnpq.br/0667367393594103; Maia, Dennys Leite; https://orcid.org/0000-0002-9536-2025; http://lattes.cnpq.br/4047293288281493; Silva, Lebiam Tamar Gomes; http://lattes.cnpq.br/2719399325934370The csuspenovid-19 pandemic exposed weaknesses in the literacy process, accentuated by the suspension of the session classes and the adoption of emergency remote teaching, bringing inequalities in access to technology. In this context, this research highlights the need to use Digital Educational Resources (RED) to support pedagogical practices. This research aims to investigate RED focused on literacy process of children in the early basic education. The specific objectives are: to identify the types of RED to support this process; develop an Evaluation Trail that guides the selection, analysis and implementation of Digital Educational Resources; analyze the educational software Luz do Saber based on the tool Evaluation Trail; develop an educational website with RED suggestions. The research is based on studies of Ferreiro (1992, 2011), Ferreiro & Teberosky (1997), Moran (2015), Prensky (2001), Sarmento (2005), Soares (2002, 2004, 2016, 2017) and Wiley (2000), among others. It is an applied research, with a qualitative approach and exploratory character, organized in five stages: systematic literature review; mapping of RED; development of the Evaluation Trail and application of this instrument in the analysis of the Luz do Saber software; and production of the Estação Conecta Alfabetizador website. The results indicate that RED, when used critically, intentionally and with pedagogical practices, can constitute complementary methodological tools for literacy, since they can become, in a reasonable manner, pedagogical and technical factors. The application of the Evaluation Trail to the Luz do Saber software highlighted the potential as much as limitations of the resource compared to its pedagogical use. Furthermore, the research results highlight the need for teacher training focused on the effective integration of digital technologies in education, as well as the importance of ensuring in schools better structural and pedagogical conditions. This study had de following goods: the Estação Conecta Alfabetizador website as a relevant space to support planning and teaching practice in the field of technology-mediated literacy, besides an evaluation tool – Evaluation Trail – aiming to support literacy teachers in the selection, analysis and qualified implementation of RED in the literacy process based on Base Nacional Comum Curricular guidelines.Dissertação Um jogo Escape Room para avaliar o pensamento abstrato sobre conteúdos de bioquímica e sustentabilidade do ensino médio(Universidade Federal do Rio Grande do Norte, 2025-08-22) Pereira, Bartira Dunke de Mello; Silva, Bruno Santana da; https://orcid.org/0000-0002-7689-8000; http://lattes.cnpq.br/7239490390098173; https://orcid.org/0009-0000-7261-814X; http://lattes.cnpq.br/4356660716366773; Souza Júnior, Airton Araújo de; http://lattes.cnpq.br/5983568041476035; Santos, Elizeu Antunes dos; https://orcid.org/0000-0003-4372-2161; http://lattes.cnpq.br/6762251930590306; Fernandes, Kleber Tavares; https://orcid.org/0000-0002-4700-5162; http://lattes.cnpq.br/6418096231608839People must understand the physical, chemical, and biological characteristics present in environmental dynamics to promote sustainable development that respects the balance of these dynamics with fewer negative impacts on the environment. Achieving this goal becomes even more complicated when students face learning difficulties in Natural Sciences. One of the challenges in this area is abstraction. In this context, the Game-Based Learning methodology can be used to learn content, develop competencies and skills, and assess the learning process. Escape Rooms are a type of game that has been explored in Natural Sciences teaching because they present challenges for students to solve, applying relevant content, competencies, and abilities to the teaching and learning process. Among Natural Sciences subjects, Biochemistry is a key area of Biology for promoting sustainable development, as it studies how the set of inanimate molecules constitutes living organisms, maintaining and perpetuating life governed solely by chemical and physical laws. Studying this area requires students to frequently utilize their abstraction skills. A research question thus arises: How can escape room games be used to assess students' abstract thinking skills regarding biochemistry and sustainability in high school? The overall objective of this study was to investigate the use of an escape room (ER) game as an assessment tool for abstract thinking skills regarding biochemistry and sustainability in high school. To this end, an exploratory, qualitative, and descriptive study was conducted, organized in five stages. The first stage involved a systematic literature review to investigate how escape room games have been used in the study of biology, physics, and chemistry. The second stage resulted in the technical product of this research, an escape room game about biochemistry and sustainability in high school. The third stage presented a proposal for using this game as a diagnostic assessment tool, with considerations regarding planning, the equivalence of challenges with a traditional assessment, the types of records that can be made, the correction of possible responses, and the limits for assessing students' abstract thinking skills. The conclusion was that assessment using the developed game is comparable to a traditional written test to assess whether students have achieved the learning objectives. However, both have limitations for a more accurate diagnosis of abstract thinking ability when students are unable to achieve the expected learning objectives. The fourth stage investigated the applicability of the game with students, which yielded positive results regarding motivation, fun, and attention, but negative results regarding stress. Most participants stated that they would recommend the game to their teachers. The fifth stage revealed good evidence that other teachers consider this game a potential tool for assessing students' abstract thinking ability. Thus, this work contributed to the use of an ER-type game as an assessment tool, fostering diversity in biochemistry teaching practices.Dissertação Avaliação pedagógica de jogos digitais de matemática para o 3º ano do Ensino Fundamental I na plataforma ColabEduc(Universidade Federal do Rio Grande do Norte, 2025-08-28) Lopes, Yara Camila Macedo; Burlamaqui, Akynara Aglaé Rodrigues Santos da Silva; Fernandes, Kleber Tavares; https://orcid.org/0000-0002-4700-5162; http://lattes.cnpq.br/6418096231608839; http://lattes.cnpq.br/9702206935610428; http://lattes.cnpq.br/1758450360988529; Oliveira, Ana Liz Souto; https://orcid.org/0000-0002-8467-3071; http://lattes.cnpq.br/7788932431434287; Santa Rosa, José Guilherme da Silva; https://orcid.org/0000-0001-7201-0767; http://lattes.cnpq.br/7686896980904000Educational digital games have increasingly been incorporated into classrooms due to their potential to make the learning process more engaging, especially when planned with pedagogical intentionality. When developed with a focus on clear educational objectives, such games can generate positive outcomes in the teaching and learning process. However, in order for these results to be achieved, it is essential that the games undergo a rigorous pedagogical evaluation. This process examines the effectiveness of the games within the educational context, considering their ability to contribute to the development of competencies and skills established in the Brazilian educational guidelines. In this context, the present research aims to conduct a pedagogical evaluation of third-grade Mathematics digital games available on the ColabEduc platform, a collaborative game development system. The methodology adopted is qualitative, applied, and exploratory in nature, including a Systematic Literature Review to support the construction of the pedagogical evaluation instrument. The validation of the instrument involved five expert pedagogues in individual sessions, in which five ColabEduc games were evaluated using the Discursive Textual Analysis (DTA) methodology, allowing the identification of pedagogical aspects subject to improvement. As the final product, two practical guides were developed: the first, aimed at basic education teachers, provides guidance for any teacher to evaluate an educational digital game using the instrument designed in this research. The second guide, intended for ColabEduc game developers, presents a didactic step-by-step with suggestions for improving educational digital games, thereby serving as a practical contribution with educational support. Both final products constitute practical contributions that address the demands identified throughout this research. The study concluded that, until now, there had been no systematized evaluation of these games from a pedagogical perspective. This finding reinforces the relevance of this work.Dissertação Design thinking na gestão escolar: o diretor pedagógico e seu processo formativo(Universidade Federal do Rio Grande do Norte, 2025-08-18) Vargas, Midiã Lima da Paz; Cordeiro, Sandro da Silva; http://lattes.cnpq.br/0595932518800885; http://lattes.cnpq.br/9650628464929167; Paiva, Maria Cristina Leandro de; http://lattes.cnpq.br/5008583007971704; Figueiredo, Milene dos Santos; https://orcid.org/0000-0002-4726-3364; http://lattes.cnpq.br/5867568413832370; Carvalho Filho, Evanilson Gurgel de; https://orcid.org/0000-0003-2018-767X; http://lattes.cnpq.br/8998948448197017School management in public education units has undergone important transformations, especially since the enactment of the Education Guidelines and Bases Law (1996), which establishes democratic management as a fundamental principle of the organization and functioning of educational institutions throughout the country. In the municipality of Parnamirim/RN, this movement gained momentum with the implementation of Complementary Law 185/2021, which redefined the structure of school management by establishing the positions of Administrative Director Financial Director and Pedagogical Director. In view of this, this study aims to analyze the contributions of Design Thinking in the work of the Pedagogical Director, seeking to understand how this approach can help solve pedagogical challenges, favoring the organization of innovative and collaborative practices. In this sense, the research is based on Design Thinking for education, as a creative and subject-centered approach aimed at promoting collaboration, experimentation and problem-solving in an empathetic and interactive way. The study is based on the ideas of Libâneo, Oliveira and Toschi (2012), Almeida (2012), Brown (2010), Bacich and Moran (2018), Martins and Brocanelli (2010), Gonsales (2024), among others. In methodological terms, the research adopts a qualitative approach, with nuances of Action Research. The following instruments were used to construct the data: questionnaire, collective interviews and the Logbook, outlining the profile of the participants in order to better understand the context in which they were inserted, and identifying their perception and the main challenges they faced in carrying out the role of Pedagogical Directors. For data analysis, some assumptions from content analysis (Bardin, 2016) were used as an alternative to analyze/debug the information provided by the research participants. The study was carried out in six teaching units of Early Childhood Education in the municipality of Parnamirim/RN, with the participation of six Directors Pedagogical. As a result, the training stage highlighted the need for more professional training for the group of Pedagogical Directors, who generally don't find training spaces available. Finally, as a result of this process, a technical didactic-pedagogical product was developed, structured in a webfolio format and titled “Training Plan”, what it represents the consolidation of the training activities carried out and reflects the path experienced during the development of the research.Dissertação Aplicação do design instrucional na construção de uma proposta pedagógica para a Rede de Inovação da Educação Híbrida (RIEH) no Estado do Rio Grande do Norte(Universidade Federal do Rio Grande do Norte, 2025-08-27) Silva, Andressa Jully Bento de Medeiros; Burlamaqui, Akynara Aglaé Rodrigues Santos da Silva; http://lattes.cnpq.br/9702206935610428; http://lattes.cnpq.br/9636830071834592; Andrade, Adja Ferreira de; http://lattes.cnpq.br/3992106322474895; Medeiros Neto, Francisco Dantas de; https://orcid.org/0000-0003-1129-8765; http://lattes.cnpq.br/5525562330158282; Moura, Kátia Cilene da Silva; https://orcid.org/0000-0003-1021-0442; http://lattes.cnpq.br/0385746434704838We live in a constantly transforming society where technology plays a crucial role. Blended Learning emerges as a significant possibility for promoting active learning, even outside the face-to-face environment. In Rio Grande do Norte, although curricular frameworks already highlight the need for blended education, a Pedagogical Proposal suited to this reality is still lacking. This research sought to answer the question: what contributions can a pedagogical proposal offer, especially to High School education in the state of Rio Grande do Norte (Potiguar), with a view to Blended Learning? The general objective was to develop a pedagogical proposal with the active participation of teachers and pedagogical advisors, through action research within the state's Blended Learning Network, using instructional design as a methodology, based on contextualized instructional design from the perspective of Filatro (2023). The research methodology was action research, promoting collaboration between the researcher and the teachers involved in the Innovation Network for Blended Learning (RIEH). The qualitative approach sought a contextualized analysis of issues related to teaching practice linked to Blended Learning. As main results, the research revealed that although the conceptual understanding of blended learning among the network's professionals is broadly aligned with the modality's premises, translating this understanding into effective pedagogical practice still proves to be a challenge. The integration of online activities occurs intermittently, and models such as "Flex" or "A La Carte" are incipient or non-existent in the network's methodological repertoire, despite familiarity with the "Flipped Classroom" and "Station Rotation" models. The technological infrastructure, although presenting almost universal connectivity, has only "reasonable" internet quality and a scarcity of computer labs, devices, and recording studios, imposing severe restrictions on the full implementation of blended learning. Furthermore, continuous teacher training focuses on the use of digital tools, demanding training on pedagogical strategies for blended learning, the design of meaningful activities, and, primarily, the principles of Instructional Design. It is hoped that this Pedagogical Proposal for the Innovation Network for Blended Learning of Rio Grande do Norte, composed of observations of past experiences, with research directed at teachers of Night High School and advisors from the Educational Technology Support Centers of the Regional Directorates of Education (DIREC), with analysis of completed forms, will contribute to the pedagogical and formative process of teachers in the state.Dissertação Intercompreensão e jogos digitais e desplugados nas aulas de Língua Portuguesa do 8° ano: implicações para o desenvolvimento da competência de compreensão leitora(Universidade Federal do Rio Grande do Norte, 2025-09-18) Freitas, Andreia Sales de; Martins, Selma Alas; http://lattes.cnpq.br/1471852102360947; http://lattes.cnpq.br/5941410106969447; Degache, Christian Jean Marie Regis; https://orcid.org/0000-0003-0704-0323; http://lattes.cnpq.br/9159555388925967; Fernandes, Kleber Tavares; https://orcid.org/0000-0002-4700-5162; http://lattes.cnpq.br/6418096231608839Considering the importance of working with reading comprehension – an essential competence not only to interpret the message of a text, but also to understand the world that surrounds us – and considering that students arrive at Elementary School Final Years without the mobilization of strategies for the understanding of utterances, adding to the recurrent during the activities in Portuguese language classes, this research developed two didactic sequences integrated by digital and unplugged plurilingual games in order to develop the competence of reading comprehension and increase the students' engagement. In this sense, this study has as general objective: to investigate the implications of the use of intercomprehension and digital and unplugged games for the development of reading comprehension competence and for the engagement of students of the 8th year of in Portuguese language classes. The theoretical foundation was based on concepts of reading comprehension (Antunes, 2003; Giasson, 1993; Kleiman, 2014), learning strategies (O'Malley; Chamot 1990; Solé, 1998), competences (Perrenoud, 1999, 2000, 2002; Zabala, Arnau, 2010), digital games and unplugged (Brackmann, 2017; Pimentel, 2021; Prensky, 2012) and intercomprehension (Candelier, 2003, 2008; Degache, 2003, 2012; Capucho, 2004, 2013). Regarding the methodology, the research is qualitative, exploratory in nature as to objectives and with reference to procedures it is an action research (Tripp, 2005). Initially, we developed the two didactic sequences (Zabala, 1998), with digital and unplugged plurilingual games; then we applied the instruments for data collection: semi-structured interview, questionnaire, observation of the researcher teacher and registration of students' impressions. The collected data were analyzed by triangulation of information obtained from the applied instruments. The results suggest that the pedagogical practices that integrate intercomprehension and digital and unplugged games stimulate the students' protagonism, besides contributing to the development of the reader’s understanding. Finally, we developed an e-book as a technological product of the research, with the objective of detailing the didactic sequences developed, thus enabling the proposal to be replicated and adapted by other teachers in different educational contexts.Dissertação Ensino híbrido no ensino médio noturno: uma proposta de formação continuada docente utilizando sala de aula invertida na rede estadual do Rio Grande do Norte(Universidade Federal do Rio Grande do Norte, 2025-08-12) Tavares, Amanda Caroline Damasceno; Aquino, Lucélio Dantas de; https://orcid.org/0000-0001-6203-8379; http://lattes.cnpq.br/9585462037655988; http://lattes.cnpq.br/2219889550754621; Leandro, Diêgo César; https://orcid.org/0000-0001-9997-6019; http://lattes.cnpq.br/8791581843167941; Martins, Selma Alas; http://lattes.cnpq.br/1471852102360947; Oliveira, William Brenno dos Santos; https://orcid.org/0000-0003-4112-0810; http://lattes.cnpq.br/2364610093263658The constant changes in the high school curriculum structure, highlighted by Law No. 13,415/2017, which established the division of the curriculum into General Basic Education and Elective Itineraries, have underscored the challenges faced by teachers, especially in the context of public schools. Without proper professional development and structural conditions, the organization of the high school curriculum can become a barrier to accessing quality education, particularly for students in Night High School programs. In this regard, the present research aims to analyze the implications of a continuing education proposal using the flipped classroom model for teachers working in Night High School, focusing on the hybrid implementation of the Elective Itineraries. To this end, the study is grounded in the theoretical framework of Active Learning Methodologies, such as Blended Learning and the Flipped Classroom, as well as in discussions on teacher education and perspectives on High School in Brazil and in the state of Rio Grande do Norte. The study is characterized as action research (Tripp, 2005) and training-research (Fantin, 2017), following an exploratory approach (Moreira & Caleffe, 2006). As part of the research, a continuing education course was offered to teachers working in Night High School, delivered in a hybrid format through a Virtual Learning Environment (VLE), under the guidance of the researcher. After the course was conducted, the data obtained from the VLE activity records, recordings of synchronous sessions, and a final evaluation questionnaire were analyzed in order to understand how the proposed intervention impacted the target group, in a dialogical relationship with the theoretical framework adopted in the study. The results revealed that Blended Learning can positively impact pedagogical practices in Night High School by enabling the development of engaging practical activities and individualized student support, reshaping classroom time and space, and contributing to a meaningful learning process for students.Dissertação Folhas de exercício interativas como ferramenta mediadora na prática de língua inglesa(Universidade Federal do Rio Grande do Norte, 2025-08-20) Batista, Vanessa Souto; Magalhães, Ismenia Blavatsky de; https://orcid.org/0000-0003-2390-0194; http://lattes.cnpq.br/7041359168937281; http://lattes.cnpq.br/8349522420598452; Soares, Cybelle Saffa da Cunha Pereira; Moura, Kátia Cilene da Silva; https://orcid.org/0000-0003-1021-0442; http://lattes.cnpq.br/0385746434704838This dissertation aims to evaluate the contributions of interactive online worksheets as a mediating tool for English language practice, applied to 9th-grade classes in a public middle school located in Extremoz, Rio Grande do Norte, Brazil. The theoretical framework draws on the principles of Almeida and Moran (2005) regarding active learning through digital media, Tori (2010) and Silva (2000) in the discussion of interactive environments and interactivity, and Prensky’s (2001) theory of digital natives within the perspective of digital literacy. To achieve this, a qualitative action research was conducted, involving the implementation of a didactic sequence using the online worksheets as an interactive tool in the experimental group, while the control group followed a traditional methodology. Data collection included pre- and post-test questionnaires, participant observation, and analysis of students’ written productions. The results indicated that the use of interactive online worksheets fostered greater motivation, engagement in activities, and appreciation for digital resources; those results indicate the pedagogical potential of the tool. As a final product, an educational guide was developed with practical guidelines to help public school teachers create and apply this resource. The research contributes to the strengthening of innovative practices in English language teaching, expanding the pedagogical use of Information and Communication Digital Technologies (ICDT) within the context of public education.