Navegando por Autor "Ferreira, Jairo Santos"

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    As ferramentas virtuais não exclusivas à aprendizagem e suas implicações nos saberes e na inter-relação professor-aluno : uma investigação a partir da ótica docente no IFAL Campus Maragogi
    (UNIVERSIDADE ESTÁCIO DE SÁ - RIO DE JANEIRO , 2026-02-27) Ferreira, Jairo Santos; Saldanha, Luís Cláudio Dallier; https://orcid.org/0000-0003-3822-1477; ttp://lattes.cnpq.br/6177663314282321; Pedrosa, Stella Maria Peixoto de Azevedo; https://orcid.org/0000-0002-8844-2043; http://lattes.cnpq.br/6986927279922334; Gomes, Nataniel dos Santos; https://orcid.org/0000-0003-3911-1552; http://lattes.cnpq.br/6180920530799182
    This qualitative research, conducted as a case study, sought to investigate the use of Virtual Tools Not Exclusive to Learning (VTNExL) as a didactic-pedagogical strategy by professors at the Federal Institute of Alagoas (IFAL), Maragogi campus, from the perspective of the educators themselves. To this end, a survey was conducted on the use of VTNExL for didactic mediation through the implementation of teaching and research activities/projects aimed at the development and learning of various subjects offered at IFAL Campus Maragogi. The study identified the professors' degree of familiarity with VTNExL, the knowledge acquired and shared through its use, and the influence of these tools on the teacher-student relationship, in order to detect which VTNExL are most frequently used and to understand their scope and effectiveness for the intended purposes. This research project is justified by its academic contribution regarding the development of the didactic-pedagogical application of different technological resources for teaching and learning, and as an influential means of connection between teachers and students. The research involved the application of semi-structured questionnaires, provided via Google Forms and composed of both closed and open-ended questions, to collect information from the participating subjects (professors from the Maragogi campus). Additionally, non-directive interviews were conducted to gather more elucidative information from their free discourse while minimizing risks of embarrassment or discomfort to the research subjects. Through this research, a consolidation of the use of platforms such as YouTube, WhatsApp, and Artificial Intelligence was identified, which have been re-signified by professors as teaching tools. The study concludes that the teacher is the essential "agent" in the transformation of an ItemNet into a VTNExL, acting as a critical mediator who balances generational proximity with the ethical and pedagogical boundaries of technology. It was also found that while VTNExLs enhance student autonomy and engagement, their implementation requires vigilance against the limiting structures of digital tools and algorithms.