Navegando por Autor "Albuquerque, Cassiano Henrique de"
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Item Ensino e Aprendizagem através de Makerspaces: uma revisão sistemática da literatura(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-11-06) Albuquerque, Cassiano Henrique de; Cavalcante, Patrícia SmithThis article reports the results of a Systematic Literature Review (SLR) on teaching and learning processes in makerspaces. Seventy-two articles were analyzed in the databases Science Direct, IEEE Explore, SCIELO-Brasil, Periódico CAPES, BDTD, and Google Scholar, following the Kitchenham protocol and the PRISMA methodology. The results highlight common elements in makerspaces in general, but also emphasize a research gap in technical and vocational education in particular. The identified deficiencies include limited infrastructure, lack of teacher training, inadequate curriculum integration, and challenges in assessing and recognizing the knowledge acquired in makerspaces.Item Espaço 4.0: contribuições para a aprendizagem dos discentes no ambiente Maker do Instituto Federal de Alagoas(2025) Albuquerque, Cassiano Henrique de; Cavalcante, Patrícia Smith; Cavalcante, Patrícia Smith; Carvalho, Ana Beatriz Gomes Pimenta de; Lopes, Andiara Valentina de Freitas e; Castro, Juscileide Braga de; Pereira, Renata Imaculada SoaresThis thesis analyzes the contributions of the “Espaços 4.0” at the Federal Institute of Alagoas (IFAL) to students' Maker Learning, with a focus on the role of monitors in this innovative educational context. The study investigates how innovative environments that integrate Fourth Industrial Revolution technologies with active methodologies contribute to the teaching-learning process. The central question is: How do IFAL’s Espaços 4.0 contribute to the initial and continuing education of young people through Maker Learning? The research aims to understand the effects of these spaces on student development, highlighting the relationship between Maker practices and the acquisition of skills essential for Society 4.0. The FE Classification (Purpose and Structure) was developed, introducing a new categorization for Brazilian Maker Spaces, along with the TMI-E Model (Think, Make, Improve, Explore), which expands the traditional TMI model (Think, Make, Improve) by including the "Explore" phase. The methodology followed a mixed approach, including a Systematic Literature Review and field research conducted in six IFAL campuses, involving students aged 15 to 29 and the monitors of the Espaço 4.0 project. Data collection was carried out through questionnaires and reports, and analyzed using descriptive and inferential statistics, as well as coding cycles. The results indicate that the Espaços 4.0 foster autonomy, creativity, technical and collaborative skills, as well as critical reflection and continuous exploration. Students showed significant progress in problem-solving and practical engagement, with active support from monitors who played a key role in knowledge mediation and project facilitation. Despite the positive outcomes, challenges related to infrastructure and limited resources were reported, affecting motivation and performance. Gender, racial, and income disparities also highlight the need for more inclusive educational policies. The experience of the Espaços 4.0 demonstrated a significant contribution to communities with limited access to innovation, helping to broaden the democratization of knowledge and reduce social inequalities. It is concluded that IFAL’s Espaços 4.0 plays a transformative role in the education of young people in Alagoas, preparing them for Society 4.0 and helping to reduce educational inequalities. The research offers replicable models for institutions, suggesting future investigations into the long-term impacts of these spaces.Item Espaços 4.0 e a educação maker: mapeamento do perfil do docente para atuar em cursos de qualificação tecnológica(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-10) Ferreira, Líllian Franciele Silva; Albuquerque, Cassiano Henrique de; Pereira, Renata Imaculada Soares; Cavalcante, Patrícia SmithThe present paper aims to analyze the teacher profile of the instructors who participated in a Maker Education training offered by the Federal Institute of Alagoas (Ifal), and worked between the months of May and June 2022, in practical, technological and innovative short courses within the scope of the Espaço 4.0 project. The Espaço 4.0 project consists of six maker environments built in a custom container, equi- pped with 3D printers, computers, drones (quadcopters), Educational Robotics and Internet of Things kits, tools and instruments; with a focus on training young people aged between 15 and 29 in Industry 4.0 enabling technologies. The maker training carried out by the instructors consisted of addressing content related to active methodologies,maker culture, digital resources, design thinking and prototyping. The instructors who participated in the training effectively started activities related to the courses from May 2022. Methodologically, this research is exploratory and qualitative in nature, focusing on the analysis of the initial questionnaire applied to the teachers who participated in the maker training for the courses that took place simultaneously in Espaços 4.0 distributed in six Ifal campuses. The initial results presen- ted show that most instructors have a degree of specialization and do not have experience in teaching, with pedagogical practice in Espaços 4.0 being the first teacher contact with students, in a formal education experience. Finally, limitations related to the Hard Skills of the instructors, the potential for internalizing the pillars of the maker culture (creativity, collaboration, sustainability and scalability) and digital skills with handling the innovative technologies available in Spaces 4.0 were identified, which enhances the importance to promote continuing education, based on maker aspects, to help professional performance in these innovative spaces.Item Formação Pedagógica em Educação e Mediação Tecnológica: um relato de experiência(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2022) Albuquerque, Cassiano Henrique de; Sousa, José Mateus Queiroz; Soares, Artemísia dos Santos; Cavalcante, Patrícia SmithNenhumItem Inclusão tecnológica de estudantes com necessidades específicas: um relato de experiência em Espaços Maker do Instituto Federal de Alagoas(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023) Albuquerque, Cassiano Henrique de; Cavalcante, Patrícia Smith; Ferreira, Líllian Franciele Silva; Pereira, Renata Imaculada Soares; Almeida, Flávia Bartira Pedro da SilvaThis article aims to present the experience report on the planning and implementation of two courses (3D Modeling and Printing and Internet of Things) carried out through an inclusive maker project at the Federal Institute of Alagoas (Ifal), to accommodate students with specific needs. The courses were held at Ifal campuses in the cities of Arapiraca and São Miguel dos Campos in Alagoas, in January and March 2023, with a duration of 20 hours each. The initial results highlight the importance of adapting offerings for this audience, as well as the positive impact of these initiatives on the lives of visually and hearing impaired students.