DSpace Coleção:https://repositorio.ufrn.br/handle/123456789/266682024-03-19T13:17:43Z2024-03-19T13:17:43ZDestsign: sistema web para em escrita em signwritingMedeiros, Alex Alves dehttps://repositorio.ufrn.br/handle/123456789/557262023-12-08T23:44:52Z2023-08-21T00:00:00ZTítulo: Destsign: sistema web para em escrita em signwriting
Autor(es): Medeiros, Alex Alves de
Abstract: The Portuguese language, in the written modality, is a second language for the deaf subject
who signs Brazilian Sign Language (Libras). These two languages are structured in different
ways: Portuguese is an oral-auditory language and sign language is a visual-spatial language.
Libras is the way deaf people express themselves and communicate naturally in the country,
and because they are inserted in a society based on the hearing language, it means that
obtaining knowledge through reading and writing is something difficult to access since there
are few ways available for such purposes in their mother language, in addition, the deaf have
gaps in the command of Portuguese precisely because this language is based on being a
listener. Thus, the present work, through a qualitative-interpretative approach and using the
Design Science Research (DSR) method, aimed to develop a web system to provide the
writing of signs in SignWriting, which is a widely disseminated format in Brazil. and in the
world, to provide deaf people with an environment in which they can write in a writing
system anchored in their mother language. The solution presents as a differential the writing
of signs in sequence and how to organize them. For evaluation, the instruments used were
practical activities and a questionnaire applied at CAS Natal and online with participants from
other states. In this way, usability tests and evaluation of the software were carried out with 8
participants, 6 deaf and 2 hearing, whose analysis of the results proved to be satisfactory as
the usability, in general, was well evaluated and that the participants considered that the
software contributes to the strengthening of SignWriting and the creation of materials in this
writing system.2023-08-21T00:00:00ZO uso do Padlet para a produção textual em língua portuguesaSilva, Russiana Costa Santos dahttps://repositorio.ufrn.br/handle/123456789/557252023-12-08T23:33:48Z2023-08-25T00:00:00ZTítulo: O uso do Padlet para a produção textual em língua portuguesa
Autor(es): Silva, Russiana Costa Santos da
Abstract: The teaching of textual production in Portuguese, nowadays, should give more emphasis to
some factors such as the protagonism of the learner and the use of methodologies and
technologies that assist in learning in a meaningful way. In this sense, the Padlet tool presents
itself as a possible resource to be used in this context to propose collaborative learning. That
said, the present study aims to analyze the use of the digital tool Padlet to practice textual
production in Portuguese, in a 3rd grade high school class. To this end, we take as references
studies that discuss the teaching of the Portuguese language, turning our gaze to text production
(ANTUNES, 2003; MARCUSCHI, 2008; GERALDI, 2012); Furthermore, we bring reflections
on active methodologies and collaborative learning (BACICH; MORAN, 2018; MORAN,
2019; TORRES; IRALA, 2014) to support our intervention based on the Didactic Sequence
model proposed by Dolz, Noverraz and Schneuwly (2004). As for the methodology, we used
action research, anchored in a qualitative approach, of an applied and exploratory nature
(TRIPP, 2005; GIL, 2017; GOMES; GOMES, 2020), based on an intervention carried out with
a 3rd grade class at High School at a Full-Time State School, in the city of Macau-RN. In this
study, we carried out a descriptive-interpretative analysis based on the corpus constituted, based
on the following steps: a) planning: application of a questionnaire and readaptation of the
initially proposed didactic sequence; b) implementation: application of the didactic sequence
with text production activities in the Padlet tool and direct observation of the activities; and, c)
evaluation: with analysis of text productions, use of semi-structured interviews and
questionnaires. In the end, it is clear that the intervention carried out was capable of making
text-producing students more critical and reflective, with satisfactory results in the teaching and
learning process of text production in Portuguese. Since the use of Padlet associated with a
didactic sequence was different to the results presented, as this online tool was used for a littleknown purpose, such as the production of dissertation-argumentative texts, with a resource
already appropriate for teaching textual genres. Furthermore, as final products, the tutorial for
using Padlet on the cell phone and the didactic sequence for the teacher with guidance on using
Padlet for textual production and one to be made available to students were prepared.2023-08-25T00:00:00ZO ensino e aprendizagem de conceitos químicos por meio da abordagem STEAM na educação básicaSoares, Raíza de Araújo Domingoshttps://repositorio.ufrn.br/handle/123456789/557242023-12-08T23:26:10Z2023-08-25T00:00:00ZTítulo: O ensino e aprendizagem de conceitos químicos por meio da abordagem STEAM na educação básica
Autor(es): Soares, Raíza de Araújo Domingos
Abstract: Chemistry Teaching is important for the formation of citizens. Even though the chemical
phenomena are present in our surroundings, students find it difficult to observe them,
especially when teaching is decontextualized from reality and it prioritizes memorization. In a
search of rethinking the traditional teaching model, the STEAM approach (Science,
Technology, Engineering, Arts and Mathematics) emerges as a possibility for the
development of practices that place the student at the center of both teaching and learning
processes. This study sought to answer the following research question: What are the impacts
promoted by the implementation of the STEAM approach in the teaching of Organic
Chemistry? From this idea, the following general objective arose: to identify the impacts of
the STEAM approach in the teaching of Organic Chemistry. Based on that, the following
specific objectives came up: I) To identify the competences and abilities related to the content
of Organic Chemistry in the National Common Curricular Base (BNCC); II) To implement a
didactic sequence for the teaching of Organic Chemistry with both STEAM and PBL
approaches; III) To analyze the Organic Chemistry teaching sequence from the STEAM
approach point of view; IV) To build a didactic guide for Chemistry teachers. In order to
discuss the theoretical assumptions, the aspects that were taken into account were related to
the STEAM approach, the reflections on the teaching of Organic Chemistry, the learning
difficulties and the relation between the STEAM approach and the National Common
Curricular Base (BNCC). The present proposal used a methodology of qualitative nature and
its stages were constructed according to the procedures of an action-research. The active
methodology called Project-Based Learning (PBL) was used to develop the didactic sequence
that was applied in a State School located in Natal, Rio Grande do Norte, Brazil. The
participants were the students of a 2nd year class of High School. The data collection
instruments used were a logbook, including textual and multimedia records and the diary of
reflections prepared by the students through the Padlet platform. The educational products of
this study were a didactic sequence of Organic Chemistry for High School for the
construction of a school vegetable garden, using the STEAM approach and a didactic guide
aimed at Chemistry teachers. The results of this research demonstrate that the use of the
STEAM approach together with the PBL allowed the development of the introduction content
called Organic Chemistry, and also contemplated, in an integrated way, the aspects of
definition, study of carbon chains, nomenclature, Representation of molecular structures,
hydrocarbons, in addition to other contents, taking into account the project needs, such as studies of natural and synthetic polymers, inorganic functions and essential nutrients. This
procedure allowed students to perceive the relation among educational content, their project
and the applications in everyday life. The students became protagonists of the learning
process and developed planning, critical thinking, creativity and teamwork skills. It is
expected that this work can contribute to the implementation of innovative practices in the
context of basic education, inspiring approaches that increasingly allow students to
understand the concepts through more active experiences in the school environment.2023-08-25T00:00:00ZO uso da ferramenta colaborativa Canva na produção escrita dos gêneros textuais: um olhar para a prática docenteManso, Marcilene Paulino da Silvahttps://repositorio.ufrn.br/handle/123456789/557232023-12-08T23:17:44Z2023-08-23T00:00:00ZTítulo: O uso da ferramenta colaborativa Canva na produção escrita dos gêneros textuais: um olhar para a prática docente
Autor(es): Manso, Marcilene Paulino da Silva
Abstract: Schools are considered social institutions that provide excellent opportunities for teaching and
learning writing. In order to create a conducive environment for meaningful and engaging
learning, educators need to be equipped with the necessary knowledge to adapt to changes in
society and foster innovation. With this in mind, the research question arises: how can teacher
training be promoted for the use of the collaborative tool Canva in the written production of
textual genres in the fifth year of Elementary School? The object of this research is to evaluate
a training proposal for the use of the collaborative tool Canva to enhance the teaching practice
of written production of textual genres for the fifth year of Elementary School. The research
was conducted in a private school located in Natal/RN, with eleven pedagogues participating,
who work with students in the 5th year of the initial years of elementary school. The theoretical
framework draws upon the studies of Geraldi (2006), Marcuschi (2002; 2008), Koch and Elias
(2009) in relation to textual genres, and Almeida (1997), Almeida and Valente (2011), Valente
(1999), Moran et al. (2003), and Moran (2012) in relation to the integration of technology in
education. In terms of teacher training, discussions by Alarcão (2001; 2011), Freire (2001;
2005), Nóvoa (1995; 1997; 2022), and Schön (1995; 2000) were considered. The research
adopted a qualitative research approach, utilizing the methodological assumptions of scholars
such as Gil (2008; 2010), Minayo (2012), and Tripp (2005), and employed action research.
Data analysis was conducted based on records from two questionnaires, the didactic sequence
developed by the teachers, and the researcher's field diary. The findings indicate that the use of
the Canva tool in the teaching practice of producing textual genres can significantly contribute
to student empowerment, collaborative work, and the production of various textual genres
relevant to students' daily lives. Canva is a versatile, free, interactive pedagogical resource that
enhances educational practice by providing a diverse collection of textual genres that students
can engage with, along with other available teaching resources. As a result of this research, in
addition to the dissertation, a face-to-face training course was developed and registered as an
Extension Project, along with an e-book titled "Didactic Guidelines for the Practice of Written
Production of Textual Genres through the Canva Collaborative Tool," leaving a lasting impact
on Brazilian education within professional, academic, and social spheres.2023-08-23T00:00:00Z