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DPOHub: uma ferramenta para auxiliar o controle de práticas e ocorrências na gestão de privacidade de dados pessoais
(2025-01-09) Neves, Vinícius Martins; Azevedo, Renildo Viana; http://lattes.cnpq.br/0601215754206476; Azevedo, Renildo Viana; http://lattes.cnpq.br/0601215754206476; Silva, João Guilherme de Moraes; http://lattes.cnpq.br/8858208829955159; Barbosa, Miguel Bonafe; http://lattes.cnpq.br/1631055281834401
This project deals with the development of a web system that assists data managers in their
practice and occurrence management activities. The system contains features that facilitate
the management of incidents and their solutions, as well as practices to be adopted by the
different sectors that make up an organization. Therefore, a web application was developed
that notifies e-mails according to their respective sets of practices and helps manage incident
response, providing alerts via e-mail about movements and details of their resolution for later
consultation.
Desenvolvimento sustentável e jardim sensorial por meio da aprendizagem baseada em projetos - ABP
(2023-02-08) Silva, Jander Ramires Rodrigues; Lucena, Juliana Mesquita Vidal Martinez de; http://lattes.cnpq.br/5056348459580471; Lucena, Juliana Mesquita Vidal Martinez de; http://lattes.cnpq.br/5056348459580471; Cabral, Cinara Calvi Anic; http://lattes.cnpq.br/1702387634067240; Lopes, Iarima Naama Ferreira; http://lattes.cnpq.br/5535787963110897
Sustainable Development (SD) is based on three pillars: Environmental, Economic
and Social. Nowadays, with technological advances and innovative production
processes, how are students learning this concept? For this research, a Sensory
Garden (JS) already implemented at the Federal Institute of Education, Science and
Technology of Amazonas, Campus Manaus Centro, was used for students of the 1st
year of High School in the class of the Technical Course in Chemistry, where it
established the following problem question: “How to develop activities for teaching
Sustainable Development from a Sensory Garden?”. The general objective was to
investigate the contributions of a JS to the understanding of Sustainable
Development and its Objectives, to students of the 1st year of high school. And as
specific objectives, to propose Project-Based Learning (PBL) as a teaching
methodology to approach SD based on the UN's 2030 Agenda, through the JS. And
in addition, verify the potential of using JS as a didactic resource and non-formal
teaching space, for the promotion of DS and its Objectives. The research approach
was qualitative and the teaching method adopted was based on PBL. The insertion of
the theme was aligned with the National Common Curricular Base, in the context of
competences and abilities to be developed by the students, as well as the
Transversal Contemporary Themes. The ABP project was developed in the form of a
workshop lasting three hours (3h) presenting the JS as a non-formal teaching space,
in order to promote students' awareness of environmental issues. After the
methodological process, it was observed that the students were able to relate the SD
to the JS, through observation and analysis of the Sustainable Development Goals
(SDGs) that are part of the 2030 Agenda, presenting characteristics of the concepts
addressed during the Workshop “Looking for Sustainable Development. And in the
socialization of the artifacts elaborated by the groups, it was clear that the students
were able to answer the driving question worked on in the structure of the PBL
Workshop in Table 2.
Guia prático de inglês para fins específicos: orientações e sugestões para professores do curso de informática do ensino médio integrado
(2025-03-31) Bezerra, Cleber de Souza; Frota, Vitor Bremgartner da
O ensino da língua inglesa no curso de informática no contexto da Educação Profissional Técnica de Nível Médio (EPTNM): um olhar para o currículo integrado
(2025-03-31) Bezerra, Cleber de Souza; Frota, Vitor Bremgartner da; http://lattes.cnpq.br/6100146230873494; Frota, Vitor Bremgartner da; http://lattes.cnpq.br/6100146230873494; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Magalhães Netto, José Francisco de; http://lattes.cnpq.br/3958238119785924
This research investigates the implementation of the integrated curriculum in the Integrated
High School with Technical Education at the Federal Institute of Amazonas (IFAM), with an
emphasis on the curricular integration of the English Language in the Information Technology
technical course. The study stems from the observation of curricular fragmentation and
educational duality between English Language and technical subjects, evidenced throughout
the Professional and Technological Education Graduate Program (ProfEPT). Considering the
importance of English in the technology field and the need for an omnilateral education, the
research analyzes how an instructional material can contribute to the implementation of the
integrated curriculum. The methodological approach adopted is qualitative, based on
Discursive Textual Analysis (DTA), as proposed by Moraes and Galiazzi (2011), following
three stages: 1) unitization, 2) categorization, and 3) metatext production. Data collection was
carried out through semi-structured interviews with seven English teachers from IFAM and the
analysis of Course Pedagogical Project (PPC). DTA enabled the construction of analytical
categories that revealed structural challenges such as the lack of specific training for teaching
English for Specific Purposes (ESP), the absence of curricular integration, and the
undervaluation of the English Language discipline within the context of Professional and
Technological Education (PTE). Furthermore, it was found that curricular fragmentation and
the lack of interdisciplinary approaches hinder the potential of English language teaching as a
support tool for students’ technical education. In response to these challenges, the Practical
Guide to English for Specific Purposes: Guidelines and Suggestions for Teachers of the
Information Technology Course in Integrated High School was developed, featuring
methodological proposals, pedagogical strategies, and integrative activities to strengthen the
connection between the English Language and the technical components of the course. The
study concludes that the implementation of the integrated curriculum requires continuous
teacher training, student needs analysis, and active methodologies that foster the connection
between English content and the specific demands of the Information Technology technical
course. This instructional material is expected to contribute to overcoming educational duality
and to the development of an integrated and contextualized teaching approach in Professional
and Technological Education.
Aprendizado interativo de inglês baseado em visão computacional
(2024-04-03) Batista, Gabriely da Mata; Silva, Emmerson Santa Rita da; http://lattes.cnpq.br/2816676765167172; Silva, Emmerson Santa Rita da; http://lattes.cnpq.br/2816676765167172
In view of the current context that experiences the implications of
globalization, the importance of knowing at least one foreign language as a tool
for insertion and social opportunities is visible, in this case English. In Brazil, the
teaching of the English language is consolidated in language institutes and in
private elementary education, because in the public sector, teaching in the initial
grades is still deficient. For this reason, it is necessary an accessible way to help
the learning of English in this age group, in this way, in order to solve the above
issue, this work proposes to use image classification methods to make learning
fun and interactive. In this sense, with the use of computer vision, a convolutional
neural network model will be used to translate the images into words in English,
thus promoting a playful and accessible teaching.