Trabalhos Acadêmicos e Técnicos

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A contribuição dos povos bantos para a formação do português brasileiro
(2025-10-06) Silva , Katarina Kleciane da; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Araújo, Claudionor Ferreira; http://lattes.cnpq.br/6155010171957004; Ávila, Fábio Geraldo; http://lattes.cnpq.br/5555689965117482
The choice of Portuguese as the official language in Brazil functioned as a colonial strategy of domination, silencing or marginalizing indigenous and African languages. However, the contact among different peoples shaped Brazilian Portuguese as a distinct variety from European Portuguese. This study aims to reflect on the influences of Bantu languages in the formation of Brazilian Portuguese, analyzing vocabulary and expressions incorporated into everyday use and discussing the historical invisibility of these contributions. The research adopts a bibliographic methodology, drawing on authors such as Assis (2001), Mendonça (2012), Bagno (1999), and Bakhtin (2006), as well as glossaries that record Bantu-derived terms. The results indicate that words such as dengo, quitanda, caçula, and gingar reveal the central role of African languages in shaping Brazilian Portuguese. It is concluded that the undervaluation of these influences stems from a historical process of colonization and linguistic prejudice, reinforcing the need for a decolonial approach in mother tongue teaching and in the appreciation of national linguistic identity.
A influência da família no processo de aprendizagem da leitura e da escrita
(2022-12-09) Silva, Herbeth Douglas Gomes; Campelo, Siquele Roseane de Carvalho; http://lattes.cnpq.br/1730383946648149; Cleusa Salvina Ramos Maurício Barbosa; http://lattes.cnpq.br/7243836316721979; Varela, Simone; ttp://lattes.cnpq.br/82498794138660593
This Undergraduate Thesis (UT) has as its main object the influence of the family in the reading and writing learning process of students in the final years of Elementary School. Faced with this problem, we outline the following question: What is the importance of the family's influence on the children's reading and writing learning process in the school environment? Based on this research problem, we outlined the general objective of analyzing the family-school-student interaction in the teaching-learning process of reading and writing in the ninth year of Elementary School. As a result of this objective, we developed the following specific objectives: Identify whether families develop strategies to follow the routine of studies related to learning to read and write; and to analyze whether the school develops mechanisms to favor the family's involvement in the teaching and learning of reading and writing comprehension. Therefore, methodologically, qualitative research procedures were adopted based on a case study. As data collection instruments, semi-structured interviews were carried out with a family member and a Portuguese language teacher in the ninth year of elementary school at a public school in Alagoas. Among the main results, it was found that the concern for students to leave the ninth with a good knowledge in the axes of reading and writing exists on both sides. Thus, family and school have developed strategies that, although incipient, can be the starting point for expanding social reading and writing practices from a literacy perspective.
Atravessando os caminhos áridos do ensino de língua portuguesa: um olhar reflexivo sobre as propostas de ensino de gramática em livros didáticos do 6.º ano
(2025-10-22) Lino , Lara Cavalcante Lima; Silva, Eronilma Barbosa da; http://lattes.cnpq.br/1899340692310050; Canuto, Hudson Kleber Palmeira; http://lattes.cnpq.br/4371625213976633; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119
Grammar is understood as a system that guides the proper use of language, enabling clear and effective communication. The term “grammar” originates from the Greek grámma , meaning “letter,” which highlights its initial association with writing. In its inception, grammar was primarily linked to regulating reading and writing, but today it is understood from different perspectives. According to Bechara (2009), normative grammar aims to establish rules for the correct use of language, serving as a guide for proper expression. Travaglia (2009), in turn, broadens this notion by considering grammar as a set of knowledge internalized by speakers, even if they do not fully master the standard language. In this sense, it is possible to distinguish different types of grammar—normative, descriptive, historical, and comparative—which focus on various aspects of language, traditionally organized into phonology, morphology, syntax, and, in some cases, semantics.Thus, this study critically analyzes the challenges encountered in the teaching and learning process of Portuguese in a public state school in Maceió, Alagoas, with emphasis on normative and descriptive grammar, based on the analysis of two textbooks used in the 6th grade of Elementary School II. The journey through grammar teaching can be compared to the arid paths in Vidas Secas by Graciliano Ramos: the soil is harsh, the journey requires effort, but from it may arise the most genuine strength of expression, reshaping diverse forms of human interaction. Based on the National Common Curricular Base (BNCC, 2017) and authors such as Antunes (2003; 2014), Possenti (1996), Perini (1997), Travaglia (2009), and Soares (2002), the study problematizes current methodologies and proposes more contextualized practices, making learning meaningful. The qualitative research and literature review reveal that, when disconnected from the real use of language, grammar teaching tends to seem dry and distant. Hence, a teaching practice is advocated that values the communicative and social context of students, allowing grammatical knowledge to become an instrument of expression, understanding, and engagement with the world.
Avaliação das atividades lúdicas nos PPCs dos cursos de licenciatura em química em instituições públicas
(2025-07-01) Silva , Janaina Miguel da; Ferreira Junior , Jésu Costa; http://lattes.cnpq.br/5859354241648167; Nascimento , Flávia Braga do; https://lattes.cnpq.br/3585720352113766; Nogueira , Fred Augusto Ribeiro; https://lattes.cnpq.br/9784216306395155
The training of Chemistry teachers faces significant challenges due to the abstract nature of the subject matter, requiring the adoption of innovative pedagogical methodologies. This study aims to analyze and evaluate the inclusion and implementation of playful activities proposed in the Political-Pedagogical Projects (PPCs) of undergraduate Chemistry programs at public institutions in Alagoas, focusing on the impact of such practices on initial teacher education. The research highlights the use of playful strategies as a pedagogical approach capable of making Chemistry teaching more dynamic, meaningful, and conducive to the development of essential professional skills. Active teaching methodologies, which place students at the center of the learning process, are discussed as effective tools for encouraging participation, autonomy, and critical thinking. The findings indicate that, despite widespread recognition of the benefits of playful activities, their implementation still faces obstacles such as resistance from teachers and students, lack of specific training, and scarcity of appropriate pedagogical resources. However, the analyzed experiences show that, when well-planned and executed, these activities foster greater student motivation, enhance the understanding of abstract concepts, and support the development of socio-emotional skills such as creativity, collaboration, and teamwork. The study proposes a more structured integration of active methodologies into the curriculum, along with ongoing teacher training, in order to promote more engaging and effective teaching practices. By incorporating playful strategies into teacher education programs, it is expected that future Chemistry teachers will be better prepared to face contemporary teaching challenges and deliver a higher-quality education.
Comparação entre leite em pó e composto lácteo
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2016-09-08) Lima, Aline Dias de; Froehlich, Angela; http://lattes.cnpq.br/5914301028967320; Lima, Marciara Lúcia dos Santos; http://lattes.cnpq.br/7363169253014822; Santos, Aparecido José Silva dos
Milk is the best natural food because it contains relatively important essential nutrients to the diet. However the treatment to which the milk is subjected in the industry can modify their nutritional characteristics. The milk powder is a modern form of milk consumption. The nutritional value of milk powder and other lactic derivatives is substantially lower than that of milk, but should take into account that these products have longer shelf life, enabling economic gains in storage and transport. The milk powder generally has a large role in the food category. Unlike powdered milk, milk compound, can not be called milk because it has other ingredients in its composition, milk food substances or not milk is made from milk, milk reconstituted where the base has to be at least 51% of the total product.
Desafios e aprendizados: uma jornada na residência pedagógica
(2024-11-21) Maciel Júnior, Cláudio Pereira; Canuto, Húdson Kléber Palmeira; http://lattes.cnpq.br/4371625213976633; Maia, Willianice Soares; http://lattes.cnpq.br/0338504323994119; Silva, Cleide Calheiros da; http://lattes.cnpq.br/7445136004807968
This paper presents an analysis of the experience of participants in a study on teacher training in the Undergraduate Program in Portuguese Language and Literature at the Federal Institute of Alagoas (Ifal), who took part in a CAPES Pedagogical Residency Program over eighteen months. The objective was to provide an immersion in the school environment, specifically in 8th and 9th-grade classes at Escola Estadual Fernandes Lima, where the residents faced challenges related to teaching. The methodology included supervised activities, organization of seminars, and participation in student councils, promoting the integration between theory and practice. The results highlight the challenges encountered, the individual growth of the residents, and the importance of knowledge exchange with peers and supervising teachers, which enhanced their teaching skills and interaction with students. The discussion points to the positive impact that the residents had on the students' education, encouraging them to seek a solid knowledge base. In conclusion, the experience in the pedagogical residency program enriched the academic training of the participants and allowed significant contributions to the students' education, emphasizing the importance of a strong foundation for future teachers.
Elaboração e avaliação da aceitabilidade de doce de leite com geleia de acerola (Malpighia emarginata)
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-02-05) Magalhães, Ana Patrícia Euzébio; Alves, Maria Aparecida de Melo; http://lattes.cnpq.br/6297506876262277; Pinto, Jaildo de Angelo; http://lattes.cnpq.br/4266695854866876; Lima Júnior, José Guimarães Ferreira de; https://orcid.org/0000-0001-8037-3058; http://lattes.cnpq.br/6710670935147853
Dulce de leche is a widely consumed product in Latin America, obtained by concentrating milk with the addition of sucrose and other ingredients under constant heat. Acerola (Malpighia emarginata) is a small, round to obovate fruit with an intense red color when ripe, featuring juicy pulp, a unique flavor, and high nutritional value, especially in vitamin C content (7004,000 mg/100 g). This fruit can be consumed fresh, as frozen pulp, juice, or jelly. Jelly is defined as a product obtained by concentrating fruit pulp or juice with added sucrose. The incorporation of tropical fruits, particularly acerola, into dulce de leche adds value to the product and offers consumers differentiated alternatives. This study aimed to evaluate the sensory acceptability and purchase intention of dulce de leche with acerola jelly. The raw milk was obtained from the Dairy Cattle Laboratory of the Federal Institute of Alagoas – Satuba Campus, and other ingredients were purchased locally. In the agro-industry laboratory, dulce de leche and jelly were prepared; in the sensory analysis laboratory, three formulations were developed with varying jelly content: F1 (25%), F2 (50%), and F3 (75%). For the sensory test, 60 untrained consumers were recruited and, in individual booths, received a tray with the three formulations labeled with random three-digit codes, water, and an evaluation sheet containing two scales: a nine-point hedonic scale (9 – like extremely, 1 – dislike extremely) for overall impression, color, aroma, texture, and flavor; and a three-point purchase intention scale (3 – would certainly buy, 1 – would certainly not buy). The experimental design was a complete block design, with analysis of variance (ANOVA) followed by Tukey’s test (p < 0.05) and the Acceptability Index (AI% = A × 100 / B). Data showed a predominance of female participants (90%), with most aged between 15 and 25 years. All attributes scored above 70%, meeting the minimum recommended threshold for new product acceptability. Overall impression scores ranged from 87% to 89%, color from 90% to 92%, texture from 89% to 90%, and flavor from 85% to 90%. Aroma scored 83%. Regarding purchase intention (“would certainly buy”), results were F1: 63%, F3: 58%, and F2: 50%, with the remainder selecting “might buy.” The lower jelly percentage in F1 likely contributed to its higher scores across attributes. No significant differences were observed among formulations. It is concluded that all formulations demonstrated excellent acceptability among young consumers, indicating that incorporating acerola jelly into dulce de leche is feasible both sensorially and commercially, especially given acerola’s easy availability and high nutritional value.
Entre traumas e encantamentos: a afetividade de licenciandos em matemática e sua projeção na prática docente
(2025-12-18) Barbosa, Jennefer Aline Lima; Henriques, Lucas de Stefano Meira; http://lattes.cnpq.br/3599382596501988; Castro , Diogo Meurer de Souza; http://lattes.cnpq.br/6863749871487154; Melo , Enaldo Vieira de; http://lattes.cnpq.br/1041528154664700
This work proposes a reflection on the role of affectivity in the training of mathematics teachers,based on the perspective of undergraduate mathematics students at the Federal Institute ofAlagoas, Maceió campus. The research seeks to understand how the emotional experiences livedby these students throughout their journey with the discipline influence the way they projecttheir future teaching practice. Thus, the affective relationship built with mathematics – whethermarked by blockages, fears, or enchantments – can function as a pedagogical legacy, beingtransmitted, even unconsciously, in the practices that these future teachers will develop. Themethodology adopted is qualitative, based on semi-structured interviews conducted with tenundergraduate students distributed across different periods of the course. The data were analyzedfollowing the assumptions of Bardin’s Content Analysis (2016). The results showed that affectiveexperiences with mathematics, marked by both traumas and enchantments, exert a significantinfluence on the constitution of teacher identity. It was observed that negative experiences, suchas fear, blockages, and authoritarian teaching practices, tend to generate insecurities and concernsabout future performance, while positive experiences, associated with teacher support, conceptualunderstanding, and encouragement, favor a more sensitive, empathetic, and humanized approachto mathematics teaching. Furthermore, participants demonstrated an intention to reframe theirown school trajectory through pedagogical practices that value dialogue, emotional support, andthe affective mediation of learning. By highlighting how affectivity permeates teacher training,this work contributes to the debate on the humanization of mathematics teaching, proposing asensitive listening to the emotions that permeate educational practice.
Estudo dos gráficos e raízes das funções polinomiais do 2º grau: uma investigação na história da matemática
(2025-12-18) Silva, Alexandre Firmino Félix da; Nunes, Hugo Santos; http://lattes.cnpq.br/4304337631466259; Castro, Diogo Meurer de Souza; http://lattes.cnpq.br/6863749871487154; Henriques, Lucas de Stefano Meira; http://lattes.cnpq.br/3599382596501988
This work aims to study second-degree polynomial functions, emphasizing their historical aspects, graphs, and roots. The research initially addressed the historical context of mathematics, highlighting the contributions of Babylonian, Egyptian, Greek, and Indian civilizations to the development of quadratic equations. Subsequently, the main elements that compose a seconddegree function were analyzed, such as concavity, vertex, axis of symmetry, maximum and minimum points, as well as the sign of the function, emphasizing their graphical representations and applications. From this investigation, it was observed that the study of quadratic functions is fundamental to understanding the behavior of curves. Furthermore, its importance in the teaching-learning process was confirmed, as guided by the Brazilian National Common Curriculum Base (BNCC), by favoring logical reasoning, graphical interpretation, and problem-solving. Thus, this work demonstrates that the study of quadratic functions, when combined with their historical background and practical contextualization, contributes to a more meaningful and integrated learning of mathematics education.
Memórias lúdicas: brincadeiras tradicionais como elemento de resgate cultural na escola municipal Eulina Barbosa de Lima em Jaramataia – AL
(2025-05-22) Livino, Eponina Maria de Alencar; Calazans, Denis Rocha; http://lattes.cnpq.br/2551443152410199; Silva, Amaro Hélio Leite da; http://lattes.cnpq.br/0318967074428573; Almeida, Jacqueline Praxedes de; http://lattes.cnpq.br/8079389802609076
This article reports on the experience of a pedagogical project developed with students from 6th to 9th grade at Eulina Barbosa de Lima Municipal School, in Jaramataia-AL, focusing on the recovery of traditional games as a strategy for cultural appreciation and the strengthening of local identity. The project stems from the observation that excessive screen time compromises children’s motor, cognitive, and social development, weakening interpersonal bonds and affective memories. In response, the initiative proposed the reintegration of playful practices into the school environment as an educational and cultural alternative. Based on theorists such as Vygotsky, Huizinga, Kishimoto, Milton Santos, and Halbwachs, the article is grounded in the understanding of the “territory of play” as a symbolic space of learning and belonging. Interdisciplinary activities were developed, integrating Geography, Arts, Portuguese Language, and English Language with the cultural experiences of the community. Students conducted interviews with family members, recovered traditional toys, stories, and practices, participated in discussion circles, and produced research and presentations, culminating in the school’s June Festival celebrations. Throughout the project, games such as hopscotch, jump rope, and blind man’s bluff were revisited as educational and affective practices. The work highlights that such games serve as pedagogical tools, fostering active learning, emotional development, and the strengthening of collective memory. In this context, the school acts as an agent of cultural preservation and re-signification in the face of contemporary challenges.
Mobiliário multifuncional para cozinhas de pequenas dimensões: uma proposta de design de interiores
(2025-06-30) Santos, Douglas Ferreira dos; Leão, Tharcila Maria Soares; http://lattes.cnpq.br/7071084155266198; Cavalcante, Miquelina Rodrigues Castro; http://lattes.cnpq.br/2940146787639880; Rapôso, Aurea Luiza Quixabeira Rosa e Silva; http://lattes.cnpq.br/7600867517446003
This work aims to develop a design for a small-sized kitchen that maximizes space utilization by employing multifunctional furniture and prioritizing ergonomics to provide greater comfort and well-being for users in compact kitchens. The specific objectives are: to study the spatial needs of small kitchens; to investigate multifunctional furniture for small kitchens. The demand arises from the lack of space in housing units built under the "Minha Casa, Minha Vida" program, which generates several negative factors affecting aesthetics and user well-being. The methodology used is mixed, aiming to study the use of compact environments and their development throughout history, analyzing documents and quantitative data to address the target audience. The study will be conducted in a small residential environment, aiming to create a conceptual project proposing multifunctional furniture designed according to ergonomic principles. Through the analysis of the environment and the integration of concepts and data from the developed studies, the project will focus on ergonomics to adapt the space to the human body's capacities and limitations in the kitchen, enabling all activities to be properly performed.
O design de interiores no espaço de vendas: estudo preliminar de um mercado de bairro em Rio Largo - AL
(2025-07-07) Cardoso, Rosimeire Natália Silva; Teles, Valéria Rodrigues; http://lattes.cnpq.br/0807338841761398; Cavalcante , Miquelina Rodrigues Castro; http://lattes.cnpq.br/2940146787639880; Peixoto , Roberto Carlos Coimbra; http://lattes.cnpq.br/8046171799022424
This paper presents a preliminary study for the interior design of a neighborhood market in the city of Rio Largo, Alagoas. Given the growing importance of these establishments in the daily lives of Brazilians, interior design emerges as a strategic tool for making these spaces more functional, attractive, and aligned with users' needs. The goal is to propose solutions that ensure comfort, accessibility, and cultural identity, promoting improvements in flow and the shopping experience. To this end, applied, exploratory, and qualitative research was adopted, grounded in the theoretical and practical stages of the interior design process. Specific objectives include investigating the sociocultural context of the local community, analyzing design references in commercial spaces, identifying functional, aesthetic, and ergonomic needs, and developing a preliminary proposal that combines spatial efficiency and enhancing the user experience.
O ensino de química para deficientes visuais: produção de caderno experimental como ferramenta colaborativa para aulas de química
(2025-06-30) Silva, Arali Meireles Lima; Bernardo, Francyelle Moura de Oliveira; http://lattes.cnpq.br/8677739496868550; Ana Carolina Fradique de Lyra; Lyra, Ana Carolina Fradique de; http://lattes.cnpq.br/5481668229830134; Nascimento , Flávia Braga do; http://lattes.cnpq.br/3585720352113766
O trabalho feminino como ferramenta de reintegração social de mulheres na vida pós-cárcere: uma abordagem histórica
(2025-07-04) Melo, Maria Martins Porto; Oliveira, Maria Aparecida Batista de; http://lattes.cnpq.br/2451740449364274; Silva, Amaro Helio Leito da; http://lattes.cnpq.br/3602986631837365; Almeida, Mônica Carvalho de; http://lattes.cnpq.br/7985960399368062
This study aims to analyze the importance of professional and qualified work as a fundamental tool for the social reintegration of women post-prison, from a feminist gender perspective. Since the emergence of the feminist movement in Brazil in the 1970s, there has been growing interest in formulating public policies focused on gender equality, highlighting its relevance in the historical context of Alagoas society. This research covers the period 2000 to 2020, taking into account data from the National Penitentiary Department (DEPEN), which demonstrates an increase of approximately 444% in the female incarcerated population, representing a historic increase in the state of Alagoas between 2007 and 2014. According to the report entitled "National Survey of Penitentiary Information - INFOPEN Women," the number of women deprived of liberty in the state rose from 62 in 2007 to 337 in 2014, demonstrating that, proportionally, female incarceration has grown more than male incarceration. Thus, the study seeks to understand the situation of women deprived of liberty and their post-incarceration trajectories, highlighting the role of women's labor in promoting social transformation. Furthermore, education is highlighted as a fundamental element in the social reintegration of these women, constituting a determining factor in civic development, the development of the teaching-learning process, and the advancement of society. In this context, education represents the formative foundation for women deprived of liberty in the state of Alagoas, directly contributing to their professional qualifications and expanded opportunities in the job market. To achieve its proposed objectives, this study adopts a descriptive methodological approach based on bibliographic and documentary research. This historiographical analysis highlights the relevance and impact of public policies that combine work and education as fundamental strategies for building better living conditions for women released from the Alagoas prison system.
O uso do aplicativo Fraction Challenger na aprendizagem de frações
(2025-07-08) Gusmão, Thyago Silva de; Melo, Enaldo Vieira de; http://lattes.cnpq.br/1041528154664700; Nunes, Hugo Santos; http://lattes.cnpq.br/4304337631466259; Nascimento, Arlyson Alves do; http://lattes.cnpq.br/9395417554768580; Santos, Vívia Dayana Gomes dos; http://lattes.cnpq.br/2740547167333947
The implementation of Information and Communication Technologies (ICT) in education, especially in the area of mathematics, has proven to be a powerful ally in the teaching-learning process. This Final Course Work (TCC) aims to explore and encourage the use of ICT in mathematics teaching, in light of TPACK (Technological Pedagogical Content Knowledge), which offers a theoretical framework for the effective implementation of these technologies. Technologies allow abstract concepts to be visualized and manipulated in a concrete way, facilitating the understanding and retention of complex content. This Work investigates the use of technological resources, especially the FRACTION CHALLENGER application, as a pedagogical tool for teaching fractions in the 7th grade of Elementary School. The main objective of the research was to analyze how the use of this application can contribute to improving students’ understanding and performance in operations with fractions, such as representation, addition, subtraction, multiplication and division of fractional numbers. The methodology adopted was the practical application of the application in the classroom, combined with the collection and analysis of quantitative and qualitative data through diagnostic and summative assessments. The results demonstrated significant advances in the understanding and performance of operations with fractions by students, evidencing that the use of the application facilitated the teaching-learning process, making it more dynamic and attractive. As an indication for future research, the aim is to expand the use of educational applications in other classes and grades, as well as to conduct comparative studies between different technological resources, such as Arduino and its sensors. The research contributes to the field of Mathematics Education by highlighting the potential of digital technologies as effective tools for teaching mathematical content.
Projeto de interiores para a biblioteca infantil da galeria Casa da Arte de Edna Constant em Garça Torta - AL
(2025-06-10) Silva, Vivianne Soares da; Leão, Tharcila Maria Soares; http://lattes.cnpq.br/7071084155266198; Cavalcante, Miquelina Rodrigues Castro; http://lattes.cnpq.br/2940146787639880; Silva, Denise Lages Vieira da; http://lattes.cnpq.br/1756842674232245
This work aims to develop an interior design project for the children's library located in the Casa da Arte de Edna Constant gallery, in the Garça Torta neighborhood, in the city of Maceió - AL. The gallery is home to several artistic works that value the culture of Alagoas, in addition to promoting social projects of reading and visual arts with the local community. These sociocultural contributions earned the house the title of Special Preservation Unit (UEP). The library, the object of this research, is located at the back of the gallery. Through technical visits to the neighborhood, bibliographical research, interviews with the person responsible for the place and a metric survey of the space, an interior design project for the library was developed, whose basic principle was - in addition to attributing decorative elements that value the identity of the neighborhood - to present the importance of an ergonomically planned environment and its contribution to the development of children and adolescents. Since it is an educational space, this project sought to reestablish contact between the youngest children and the literary world, as well as the practice of physical socialization, which has been forgotten in today's world due to communication via the Internet. From this perspective, the interior design project sought to align the reader's contact with the books and recreational activities offered by the library.
Projeto de interiores para ambiente de leitura: conforto ergonômico e ludicidade aplicados à aprendizagem infantil
(2025-06-26) Almeida , Deborah Laiany Wanderley; Rapôso , Áurea Luiza Quixabeira Rosa e Silva; http://lattes.cnpq.br/7600867517446003; Santos, Adriana Paula Quixabeira Rosa e Silva Oliveira; http://lattes.cnpq.br/0122090275331900; Leão , Tharcila Maria Soares; http://lattes.cnpq.br/7071084155266198
This work aims to develop a preliminary project for a reading environment for children from public elementary schools in the city of Maceió-AL. For the development, it was necessary to understand the importance and contribution of the interior design for the reading room environment, for the improvement of the quality of teaching in institutions, in order to relate the interior design of the school environment to learning and to the stimulation of the reading habit, using playfulness and ergonomic comfort to create this environment, in order to promote childhood and the reading habit. The design approach was subdivided into methodological stages, consisting of: bibliographic studies, to understand the topic of children's learning and the school environment; and, case study, in which an analysis was carried out on the school reading room environment to obtain requirements for the specific project of this type of environment, as well as the application of the Interior Design project methodology, for project conception of children's reading room at study level preliminary project. It is concluded that the children's reading room “Forest of Knowledge” represents an effective strategy to promote the integral development of children, by combining playful and spatial elements. The project demonstrated that it is possible to create a safe, welcoming and stimulating environment that promotes autonomy, creativity and belonging. Given the inequalities in access to reading, the importance of investing in well-planned spaces that contribute to the formation of critical, sensitive and participatory readers is reinforced.
Proposta de interdisciplinaridade técnica em um curso de logística
(2023-10-06) Santos, José Éliton dos; Dias Júnior, Maurício Vieira; http://lattes.cnpq.br/7559926762884507; Santos, James Washington Alves dos; http://lattes.cnpq.br/1497163644785616; Lourenço Filho, Marcelo Diniz de; http://lattes.cnpq.br/9998518077299276
The objective of this research is to propose a model of learning based on interdisciplinarity using a pedagogical intervention based on problem-based learning. For this purpose, the Subsequent Technical Course in Logistics at the Federal Institute of Alagoas - IFAL / Campus Arapiraca was used as a sample field. The proposal was based on the technical disciplines of the aforementioned course and the formation of interdisciplinary axes that added subjects common to at least two disciplines. Four activities of the case study type were applied based on practical problems in the area of logistics, with the students being asked to present solutions to the problems based on interdisciplinary knowledge obtained in the course. The results of the application of the model showed that the congregation of several technical disciplines for solving problems is relevant for the students, as it allows the student to approach the practice by applying the theory. The results also showed that the students satisfactorily received the methodology adopted in the intervention, which demonstrates that it is possible to implement interdisciplinarity in the teaching of logistics. The research contributes to the teaching-learning process of the course as it enables the training of professionals who meet the demands of the labor market by employees with multiple knowledge and in diverse areas.
Simulações interativas de óptica geométrica com VPython: uma abordagem didática
(2025-05-29) Soares , Ariel José dos Santos; Costa, Alex Emanuel Barros; http://lattes.cnpq.br/2231272728491909; Passos, Frederico Salgueiro; http://lattes.cnpq.br/6590059682506348; Hélcio Beserra do Nascimento Júnior; Jorge Luiz Araujo Rocha
This final project addresses important points for Physics Teaching with a current theme, so we developed a computer simulation in Visual Python addressing geometric optics and based on Gardner's theories of multiple intelligences and David Ausubel's theory of meaningful learning. In the simulation, it is possible to observe how light behaves in geometric optics, allowing to visualize and understand phenomena such as reflection and refraction of light, even in three different materials. In this way, the student can choose the number of media according to the needs of the problem, the student can study through the simulation the concepts of lateral deviation of light (choosing 3 media) or total internal reflection (choosing 2 media). The work was not applied to high school classes, however, we planned a didactic sequence that can be used by the teacher as support material when using the simulation. The didactic sequence includes a pre-test questionnaire, with the application of the simulation and finally with the post-test questionnaire. The pre-test questionnaire should be applied by the teacher before using the simulation, to diagnose possible difficulties of the students, while the post-test questionnaire should be applied by the teacher after the simulation, so that results can be obtained regarding the usefulness of the simulation developed, and can be used by the teacher as a partial or total form of evaluation of the content worked on.
Storytelling como recurso didático para o ensino de oxidação e eletrólise no ensino médio
(2025-05-28) Santos, Jeane Albuquerque dos; Nogueira, Fred Augusto Ribeiro; http://lattes.cnpq.br/9784216306395155; Santos , Eduardo Lima dos; http://lattes.cnpq.br/0426360378881187; Silva, Leonardo Vieira da; http://lattes.cnpq.br/3401495568705461
The difficulty high school students have in understanding technical chemistry content, such as physical chemistry and electrochemistry, highlights the need for innovative teaching methodologies that make learning more accessible and meaningful. Given this scenario, this study used storytelling as a teaching strategy for teaching chemistry, with the aim of promoting greater engagement, contextualization, accessible language, and knowledge retention. To this end, the specific objectives defined were to analyze the recurrence of physical chemistry and electrochemistry content in the ENEM (2020-2024) exams, develop and apply pedagogical proposals using narratives, and evaluate the impacts of this methodology on the teaching and learning processes. The research had a qualitative, quantitative, and exploratory approach, structured in three stages: statistical analysis of the chemistry questions on the exam, bibliographic review on active methodologies and storytelling, and elaboration of a pedagogical proposal. Two activities were developed: “Statue Oxidation” and “Battery Storytelling: Improper Disposal”, which contextualize chemical concepts through interactive and interdisciplinary narratives. The results revealed that the use of the narrative resource favors the understanding of the content, stimulates student participation and contributes to the development of critical and reflective skills. The strategy was aligned with the guidelines of the National Common Curricular Base (BNCC), although its implementation still faces challenges related to teacher training and school infrastructure. It is concluded that the narrative proposal is a promising approach for teaching chemistry, and its application in different educational contexts is recommended.

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