Proceedings of the Congress on Technologies in Education (Ctrl+e)
Sociedade Brasileira de Computação - SBC
The Use of Generative Artificial Intelligence in the Creation of an Educational Game: An Experience Report
This article reports the experience of creating an educational game by higher education students to support the education of young adults (EJA) based on Paulo Freire's methodology, with the help of generative artificial intelligences (GAI). The goal was to develop an educational game that engaged with the sociocultural context of EJA and promoted emancipatory pedagogical practices. The methodology involved formative moments, a game design process, the use of GAI to conceptualize the main game elements, and evaluative moments. The results highlighted the formative potential of the proposal, the students' engagement, and the contribution of GAI as creative mediators, despite technical limitations and the impossibility of evaluating the game with the target audience.
Machine Learning Applications Using INEP Data: A Literature Review
This study reviews 27 academic works on machine learning applied to INEP datasets, mainly ENADE and ENEM. It identifies key themes such as educational inequalities, performance, and dropout, with a focus on supervised learning—particularly classification algorithms like Random Forest, SVM, and neural networks. The findings highlight analytical advances and suggest integrating datasets and developing interactive tools to inform public policy.
Analysis of Risk Factors for School Dropout in Basic Education Using Predictive Machine Learning Models
School dropout remains one of the main educational challenges in Brazil, significantly affecting the country’s social and economic development. This study applies Machine Learning techniques to predict school dropout using INEP data, employing the Linear Regression, Random Forest, and XGBoost algorithms. The analyses were conducted using data from the 2023 School Census and academic performance indicators, covering the segments of Early Years, Final Years, and High School. The XGBoost model achieved the best performance, with R² = 0.503 in High School, demonstrating the ability to explain 50.3% of the variability in dropout rates. Infrastructure variables such as cafeteria, library, and sports court showed high predictive relevance. The findings highlight regional disparities and provide insights for more targeted public policies. The study emphasizes that the results indicate statistical correlation, not causation, and discusses the limitations of using public data and the absence of socio-emotional variables.
Gender Inequalities in Graduate Programs in Computing: A Case Study Using Educational Data
Although the pursuit of postgraduate studies is predominantly undertaken by female students, this trend does not hold true in the field of Computer Science. Thus, this article aims to address the following question: what are the gender profiles of students enrolled in a postgraduate program in Computer Science between 2014 and 2024? In this regard, institutional data and Business Intelligence (BI) tools were employed to analyze variables such as enrollment status, time to completion, race/ethnicity, and family income. The results indicate that female students constitute less than 20% of total enrollments, with 44.4% of them failing to complete the program, thereby underscoring the persistent gender disparity in the field of Computer Science.
A Repertoire of Techniques for the Development of the BNCC for Computing in Maker Education
This article reports the use of technique repertoire cards within the Little Maker methodology as a means to expand students' technical knowledge and foster the creation of original projects. Aligned with the goal of raising awareness about the guidelines of the BNCC for Computing, which emphasize the development of computational thinking and digital competencies, this study aims to analyze the implementation and use of these repertoire cards within the project cycle.
The Use of Data Visualization in Characterizing the Profiles of Quota and Non-Quota Students in Physics Teacher Education Programs
The Quota Law has expanded access to higher education, but the retention of quota students in courses with high dropout rates, such as the Physics Teaching Degree, remains a challenge. This study analyzes the profile of quota and non-quota students in a Physics Teaching Degree program at IFCE between 2019 and 2024, focusing on factors influencing dropout and retention. Using interactive dashboards from the IFCE Quota Observatory, 282 enrollments are analyzed, considering variables such as gender and ethno-racial identity. This study provides a reference for other institutions to better understand the challenges and impacts of quotas in the Brazilian educational context, contributing to the formulation of more effective and inclusive strategies.
Evaluation of Generative Artificial Intelligence Feedback in the Essay Writing Process Applied to the National High School Exam (ENEM)
This paper evaluates Generative AIs (ChatGPT and Gemini) in grading essays based on the scoring model of the Exame Nacional do Ensino Médio (ENEM). The methodology involved collecting 338 essays from UOL, which were evaluated according to ENEM's scoring criteria. After gathering the samples, the models graded the essays based on ENEM's Competencies I and III. The scores assigned by human evaluators were compared to those generated by AI models. The results, based on the QWK and MAE metrics, indicated that Generative AIs do not achieve satisfactory performance and they are prompt-sensitive. However, they can serve as a complementary tool for students without access to human evaluators.
Animated Drawings: An AI-powered drawing application for skills development in Elementary Education
This article aims to explore and analyze the use of the Animated Drawings application in two interdisciplinary pedagogical practices carried out with 5th-grade students from public elementary schools in the state of Ceará, Brazil. The participatory research was conducted during the first semester of 2025 with 33 students from a public school in Maracanaú and 26 students from a public school in Caucaia. The results show that the application significantly contributed to the development of skills such as creativity, autonomy, personal expression, and the communication of feelings and emotions among the students.
Teaching Resources and Methodologies for Computing Education: A Systematic Mapping with an Emphasis on Upper Secondary Education
This work was conducted in the context of the Manna_Team. It presents a systematic mapping of studies published between 2015 and 2024, focusing on teaching resources and methodologies for high school education. The search was conducted in the CAPES Journals Portal, resulting in 13 articles that highlight the predominance of plugged digital resources and the case study as the most commonly used methodology. The main challenges identified include the shortage of specialized teachers, low pedagogical mediation, short duration of training initiatives, and student disinterest. It is concluded that continued education policies, greater methodological diversity, and the integration of plugged and unplugged practices are necessary.
Sentiment Analysis with VADER: Identification of Signs of Depression and Anxiety in Portuguese-Language Posts
The intensive use of social networks, associated with factors such as isolation and internalization of feelings, worsens mental health problems. This study aims to evaluate the performance of the VADER tool in identifying signs of anxiety and depression in short microblog texts written in Portuguese. To this end, a search string was created with terms related to these disorders, from which a set of 10.020 sentences was collected. These sentences underwent a manual annotation process, with the support of a psychologist, and were subsequently classified by VADER. The results indicated that the tool had significant limitations, with an overall accuracy of only 48,8%.
Google Colaboratory as a tool in teaching PID controllers: an experience report in the energy engineering program
This report describes the use of Google Colaboratory as a didactic tool for teaching PID controllers in an Energy Engineering program. The experience was carried out by a seventh-semester student as part of the Integrative Project, through the development of an interactive Python notebook. The activity integrated content from control systems, programming, and computational mathematics, promoting active and interdisciplinary learning. The material included simulations, graphical visualizations, and the use of artificial intelligence as learning support. The results indicate conceptual and technical progress and highlight Colab's potential as an accessible and effective tool for engineering education.
Data Analysis, Learning Analytics, and Assessment with Forms: An Exploratory Study
In order to move beyond rote learning and identify student difficulties, thereby enabling more effective pedagogical interventions, this study utilizes forms as a formative assessment tool. An exploratory data analysis was conducted on data from these forms, which were administered within a Computer Science Education program. The research employed a mixed-methods approach, and the data were analyzed through Learning Analytics and KDD techniques using Spreadsheets, Python, and Orange Data Mining. The findings affirmed the significant role of these forms in the development of strategies to support both educators and learners throughout the teaching-learning process and to implement course improvements.
Digital media production and the application of multiliteracies in Higher Education: a study proposal to promote student engagement
Pedagogical practices must be designed so that tools available through Digital Technologies (DT) can foster an active and autonomous role for students in their learning. This article aims to analyze the results of digital media production, based on the applicability of Active Methodologies (AM) in Higher Education. The analysis used Grounded Theory (GT) in observations, digital media, forms, and interviews, based on student productions in the Cognition and Digital Technologies curricular component of the Digital Systems and Media program at UFC. The results indicate characteristics of multimedia productions and active and collaborative participation among
Generative Artificial Intelligence in Education: opportunities and challenges in Character Design
This article investigates the use of generative Artificial Intelligence (AI) based on text-to-image models in the teaching of Character Design. The study aimed to understand how the use of AI can help expand visual repertoire, accelerate creative potential, and make visual creation more accessible. The results point to benefits in the design process, especially in the ideation and inspiration stages, such as speed in generating alternatives and stimulation of creativity. On the other hand, they also reveal issues in image generation and ethical concerns. Finally, students expressed enthusiasm for the creative potential but also raised concerns about the quality and legitimacy of the results.
Educational robotics as a teaching resource in English Language teaching: a pedagogical practice at IFRN–Ipanguaçu Campus
Robotics has been gaining significant ground, not only by promoting interdisciplinarity between different fields of knowledge, but also by contributing to the teaching-learning process. The objective of this research is to analyze the contributions of educational robotics, using an Arduino prototype as an interdisciplinary mediating tool in the English language course. This prototype was tested at the IFRN with classes in integrated technical courses in Computer Science and Agroecology. A questionnaire was administered to the students and an interview was conducted with the teacher to evaluate the prototype's experience in the classroom. The prototype was found to be a valid tool that strengthened students' interest in learning English.
Analysis of student profiles regarding the use of technological resources for graphical visualization of functions
Technologies are present in several areas, one of which is the educational environment, one example of which is the graphical visualization of functions. In this sense, it was proposed to outline profiles present in a class of students of the interdisciplinary bachelor's degree in science and technology, regarding functions and their graphs through technological resources. The factor analysis in the PSPP software showed the profiles within the group of students, in which the profile with the largest number of students was “Knowledge about graphs and functions obtained in elementary school”, from which it is possible to reflect on the relevance and use of technological resources for graphical visualization of functions.
Artificial Intelligence in Education: Production and Application of an E-book for the Critical Education of Students
This article presents the creation and application of an educational e-book aimed at technical education students, with a focus on the ethical and critical use of Artificial Intelligence (AI) tools in the school context. Using an applied and qualitative methodology, the material covered platforms such as writing assistants, translators, image generators and content organizers, proposing practical and reflective activities. The results showed that students prefer tools that combine agility, clarity and ease of use, but reinforced the need for critical pedagogical mediation. The e-book has contributed to digital literacy, autonomous thinking and the development of more conscious, ethical and innovative learning.
Dandara and the Journey Against Cyberbullying: An Educational Approach through an Interactive E-book
The article presents the development and implementation of the interactive e-book Dandara e a Jornada Contra o Cyberbullying, created to raise awareness among teenagers about the impacts of virtual bullying. Based on the Hero's Journey structure and developed with AI resources, the material offers an engaging and educational narrative. Evaluated by high school students, it received high approval, especially for its design, clarity, relevance, and ability to encourage reflection. The tool proved effective in fostering citizenship education and preventing cyberbullying, being recommended as a complementary resource in school settings. The project combines technology, playfulness, and empathy to promote conscious digital education.
A Systematic Mapping of Educational Data Mining in Combating School Dropout in Brazil
This article presents a Systematic Mapping Study focusing on the use of Educational Data Mining (EDM) and Machine Learning (ML) algorithms for identifying and preventing school dropout in Brazil. A total of 46 national studies (2020–2024) were analyzed, considering methodologies, tools, algorithms, datasets, and types of attributes used. The analysis revealed a predominance of academic and demographic data, with Random Forest and Decision Trees standing out for their performance. Since 2021, the field has shown progress through the use of larger datasets. This work provides a comprehensive overview of the state of the art and highlights gaps for future research.
Maker Education and Design Thinking: An Experience Report Connecting Students and Farmers
This article aims to report a Maker Education experience using the Design Thinking approach with high school students from the Agricultural Technical Program at the Federal Institute of Pernambuco (IFPE). The students identified the challenges faced by farmers, collected data, ideated solutions, and tested prototypes while making use of technologies. The process encouraged research, extension activities, creativity, collaboration, and open innovation among students. Furthermore, it strengthened learning by doing, student protagonism, interdisciplinarity, the integration of theory and practice and the development of socio-emotional skills.
Analysis of Technology-Mediated Self-Regulated Learning: A Systematic Review
This research aims to carry out a Systematic Literature Mapping on self-regulated learning with the use of educational technologies. The methodology adopted in this research was the Kitchenham and Charters (2007) protocol with a qualitative methodological approach. The results obtained after analyzing the selected texts allowed us to identify relevant contributions to the investigation of self-regulated learning in higher education with the use of technologies. They also highlighted the importance of active methodologies, such as problem-based learning, and the role of technologies in promoting student autonomy.
Animated video production: play, learning, and development in early childhood Education
This work was developed with/by children aged five and six with a view to creating animated videos, in a public institution of Early Childhood Education. The general objective was to contribute to children's learning and development through the production of animated videos. The methodology included: listening to the children's narratives; collective development of the plot and script; preparation of materials; capture of images; dubbing of characters; recording of voices and final editing. Weekly meetings, coordinated by a teacher and two scholarship holders over the course of four months, expanded the ethical, aesthetic, pedagogical and technological experiences in Early Childhood Education.
Digital Games and Artificial Intelligence: An Interactive Quiz to Promote Maranhão Literature
This article presents the development and application of the digital game History of Books, created on the Genially platform with the aim of promoting Maranhão literature among students at IFMA – Campus Açailândia. The proposal incorporates artificial intelligence resources for the creation of visual elements, narratives, and interactions, aiming to stimulate interest in reading and expand knowledge about local authors. The game was presented during the institution's IX Literary Soiree and evaluated through an online questionnaire based on the MEEGA+ model. The results indicate that the game not only achieved its pedagogical objectives but also engaged students in a meaningful way, promoting learning, motivation, and satisfaction. In addition, they highlight the potential of educational games and digital technologies as innovative tools for teaching regional literature.
Gamification and Digital Technologies: Use of a Hybrid Scavenger Hunt as an Assessment Strategy in Teaching Neoplasms
Within the framework of Education 4.0, this study describes the implementation of the hybrid gamified scavenger hunt "Tumor Hunt" as an innovative assessment strategy on the topic of neoplasms. Utilizing platforms such as Genially® and Wordwall®, the activity combined clinical riddles, interactive challenges, and physical clue searches, promoting engagement, autonomy, and critical thinking. The results demonstrated high participation, student enthusiasm, and consistent prior preparation, with positive impacts on content consolidation. It is concluded that gamification, by blending playfulness and assessment, can reshape pedagogical practices and enhance meaningful learning.
The Use of IoT Technologies as a Pedagogical Resource for High School Students
This study aims to present the results of a workshop designed to expose high school students to a reflection on the social impacts of IoT (Internet of Things) in the BNCC (National Common Curricular Base). The activity lasted 4 hours and targeted students from a technical high school course. Initially, a literature review was conducted to identify methodological approaches involving IoT device prototyping in Basic Education. The results obtained from observing the students during the workshop suggest that new pedagogical practices in Basic Education, such as working with IoT concepts and devices, can also serve as a potential educational resource. The experience yielded findings on active methodologies playing a significant role in the social construction of IoT.
Maranhão Legends in a Game: An Interactive Quiz with Artificial Intelligence to Promote Local Culture
This article presents the development and evaluation of an interactive quiz on Maranhão legends, created with the Genially tool and Artificial Intelligence (AI) resources, with the aim of valuing and disseminating local folklore among the academic community at IFMA Campus Açailândia. The game was shown during the IX Literary Sarau, providing a playful, educational and cultural experience. To assess this, 41 high school students took part in an evaluation during the event. The results show the tool's potential for preserving and disseminating Maranhão legends, as well as strengthening regional cultural identity. The application of AI also stood out by contributing to the creation of more attractive content, expanding the possibilities for using digital games in education.
An Overview of Blockchain Knowledge Among Undergraduate Students
With the emerging growth of blockchain technology in recent years, it is possible to identify its relationship with various areas of society. Among these areas, Education has been gaining prominence, developing research and technologies in universities. In this context, educational institutions must be a learning and development environment for students, training qualified professionals for this new area of the market. This work analyzed the knowledge of undergraduate Information Technology (IT) students about blockchain, through a questionnaire, creating a profile of these students and pointing out possible improvements in the training of this technology.
Comics in the classroom: an integrative review on the use of webcomics as a pedagogical tool in higher education
The article aims to investigate the scientific literature on the use of digital comics as an educational resource in higher education through an integrative literature review. The methodology involves the analysis of scientific articles published between 2015 and 2025 in the databases Periódicos Capes, SciELO, Science Direct, and ERIC. The research seeks to highlight the relevance of digital comics as didactic materials, emphasizing their pedagogical potential. The results indicate that webcomics are innovative tools for promoting engagement and meaningful learning, providing theoretical support for educators and researchers interested in adopting these resources in higher education.
Roots of the Past: A Digital Game for Teaching the History of Açailândia-MA
This article presents the game Açailândia: Raízes do Passado, a digital resource aimed at highlighting local history through a playful and interactive approach. The game, aimed especially at young people, uses elements of regional culture to contextualize facts, characters and historical spaces in the municipality of Açailândia-MA. The research involved a bibliographical survey, interviews with residents and specialists, planning and implementation of the game using the Godot Engine platform. The resource was evaluated by a history teacher, a researcher on local issues, and by students from the IFMA Açailândia Campus. The results indicated that the game has pedagogical potential, as well as contributing to building a critical historical awareness and strengthening regional identity.
Workshop Methodology for Youth Inclusion in ICT: Promoting Computational Thinking, Digital Literacy, and Civic Education
Information and Communication Technologies (ICT) are essential in contemporary society, requiring advanced computational logic skills. In Brazil, barriers such as poor school infrastructure and lack of government incentives discourage students from learning programming. This article presents a methodology applied with public school students that develops technological and social skills. The relevance of the proposal lies in its innovative and inclusive approach, combining accessible games in low-infrastructure contexts with ICT. The results contribute to empowering young students in implementing innovative ideas within the context of computational logic.
Data literacy in education: mapping trends and gaps in academic research
This article presents a systematic mapping of research on data literacy in teaching practices within digital contexts. Twelve articles published between 2014 and 2024 were selected using the SPIDER model and analyzed through Braun and Clarke’s Thematic Analysis. Six main themes emerged, including technical use of data, digital feedback, teacher sense-making, and institutional barriers. The findings reveal a predominance of instrumental approaches and limited focus on critical teacher education. The study highlights the need for formative policies that connect data use to pedagogical practice. It contributes to the debate on critical data literacy in digital education.
Mavira, the Rescue: A Notable Educational Digital Game for the Preservation of Maranhão Avifauna
With its rich avifauna, Maranhão requires environmental awareness actions to promote the preservation of local biodiversity. This article presents the development and evaluation of a digital game aimed at preserving Maranhão's avifauna. The proposal seeks, in a playful and interactive way, to present regional species, their habitats and the threats they face, such as animal trafficking and deforestation. The game combines educational content with digital resources to stimulate students' interest in the environmental cause, inviting them, throughout the narrative, to reflect on the importance of species conservation and awakening empathy and a sense of responsibility towards the environment. As a result of the evaluation by a multidisciplinary team, the game proved to be suitable for educational purposes, with good engagement and learning potential.
Technology and Culture: An Experience with Project-Based Learning, Artificial Intelligence, and Northeastern Brazilian Literature in Technical Education
This article reports on a pedagogical experience developed with students of the Computer Science technical course at IFMA – Açailândia Campus, which integrated Project-Based Learning (PBL), the use of Artificial Intelligence and the appreciation of Northeastern culture. The proposal involved the creation of digital educational games about cultural and literary elements of Maranhão. This activity enabled the development of technical and socio-emotional skills, such as creativity, communication and teamwork, in addition to strengthening the cultural identity of the participants. The results indicate that the combination of active methodologies, digital technologies and culture enhances more relevant, innovative learning that is integrated into the social and cultural context of the students.
Digital Media Production as a Strategy for Digital Inclusion and Student Empowerment
This article aims to describe and reflect on an interdisciplinary teaching sequence that explored the production of digital media, developed in a full-time public school in the city of Fortaleza, with 30 students in the 7th grade of Elementary School. The experience was carried out together with teachers of Mathematics and Sciences, within an interdisciplinary proposal that addressed the topic of food waste. The results demonstrate that the process of digital media production can stimulate critical thinking and social awareness, especially when associated with real-life issues. The process experienced by the students strengthened bonds, identities and self-esteem, enabling authorship.
Sexual Education and Youth Empowerment on Social Networks: reports from an experience with high school students
This paper reports on a pedagogical experience with high school students, whose focus was the promotion of Sex Education through youth protagonism on social media. The research arose from the need to address issues such as early pregnancy and STIs, which still affect young Brazilians. Using a qualitative approach, diagnostic questionnaires were administered to 95 public school students to identify gaps and interests on the topic. Based on their responses and interests, an Instagram page was developed with content produced by the students themselves. Collaborative production strengthened the students' critical sense and autonomy. The experience showed that the use of digital tools can expand the reach of sex education, making it more accessible and meaningful. Among the lessons learned, active methodologies stand out as possibilities capable of involving young people in sensitive topics. The project also highlighted the importance of continuity and curricular integration of these actions.
Development of Technopedagogical Testing Parameters for the Evaluation of Educational Videos
There are certain parameters characteristic of multimedia applications and media products that need to be understood beyond the technical aspects to be tested. Essentially, aspects related to the application domain must be observed in order to ensure its quality. Thus, this paper critically analyses the parameters proposed by [Matos et al. 2010] and proposes the recommendation of complementary testing parameters, called techno-pedagogical, to be applied to the process of developing digital educational resources such as videos, indicating which are directly applicable and which require pedagogical adaptation for use in educational videos.
The Use of Generative Artificial Intelligence to Create Learning Objects for Mathematics
This paper reports the creation of Learning Objects (LOs) during training sessions held as part of the Inovática project (Educational Innovation in Mathematics), carried out in eight centers of the Open University of Brazil (UAB) system in Rio Grande do Norte. The objective was to promote training activities for Basic Education teachers focused on innovative pedagogical practices using digital technologies. The methodology involved presenting the OBAMA platform and creating LOs with the support of generative artificial intelligence (AGI). A total of nineteen LOs were produced, most of them related to Mathematics and were classified according to the thematic units of the BNCC (National Common Curricular Base).
Democratization of Digital Educational Resources: A Study on Accessibility for the Athena Repository
This article presents a study on how to make a digital educational resources repository accessible. The basis for this work was the Good Practices Guide for Digital Accessibility, developed as part of a cooperation program between the United Kingdom and Brazil on Digital Access. The goal of this guide is to make digital products accessible from the perspectives of development, design, and content, without restricting them to a specific audience The parameters outlined in the guide were applied to the Athena repository and referatory of digital educational resources. The results of this application supported the proposal of an accessible redesign for Athena’s interface.
Motivation and Learning in Object-Oriented Programming: Effects of Using Instructional Material Based on Active Methodologies
This article examines the impact of innovative instructional materials, grounded in constructionist, narrative, and self-regulated learning techniques, on the motivation and performance of university students in ObjectOriented Programming. The proposed instructional material is organized into units that progressively develop specific aspects of programming through incremental construction centered on a single application. A case study was conducted with 41 students from a regular third-semester course at a university in Brazil. After the course, data were collected through a questionnaire covering various motivational and performance aspects. The results indicated significant improvements in students’ self-assessment of their skills as programmers, in their enjoyment of programming practice, and in intrinsic motivation, reflected by increased time dedicated to programming and greater autonomy in learning. Notably, students who were initially less motivated showed greater improvement in their perception of their skills as programmers.
An Overview of Blended Learning in Evening High School Education in Rio Grande do Norte: Characterization and Teachers’ Prior Knowledge
This article presents the results of a survey conducted with Evening High School teachers from the public education system of Rio Grande do Norte, Brazil. The aim was to identify their professional profiles and prior knowledge regarding Active Learning, Blended Learning, and the Flipped Classroom. Data analysis revealed an experienced group, with advanced academic backgrounds, albeit limited familiarity with the investigated topics. The findings served as a foundation for the design of a continuing teacher education course that considered prior knowledge and promoted meaningful connections between theory and practice.
Google Colaboratory as a Tool in Remote Teaching of Machine Learning I: Challenges, Solutions, and Results
This article presents an experience report on the use of Google Colaboratory (Colab) in remote teaching of the Machine Learning I course at the University UF. The transition to remote learning required the adaptation of methodologies and tools, and Google Colaboratory was chosen as the platform to enable the practical activities of the course, allowing students to work with machine learning algorithms using interactive notebooks and cloud-based computational resources. The article discusses the main challenges faced, such as the limitation of free GPUs, students' connectivity issues, and the need for model optimization. It also presents the solutions adopted, including the use of pre-trained models, flexible task structures, and the creation of collaborative forums. Preliminary results indicate that the platform was effective in facilitating hands-on learning in machine learning, offering an interactive and accessible experience, albeit with challenges related to infrastructure and connectivity. The article concludes with suggestions for future improvements, including the use of other cloud platforms and the implementation of more interactive pedagogical strategies.
Teaching Computational Thinking with Active Methodologies in a Computing Teacher Education Program
This paper presents an experience report on the course “Ensino de Computação I,” aimed at the initial training of undergraduate Computer Science teachers. The course integrated Computational Thinking (CT) with Active Methodologies (AM), structured in three phases that combined theoretical foundations, lesson planning aligned with the BNCC Computação curriculum, assessment, and the production of experience reports. The activities provided meaningful learning experiences and encouraged scientific production. The results highlight the potential of the CT with AM.
A Digital Platform for Self-Assessment and Learning of Ophthalmology Residents
This paper presents the development of a digital platform designed for the self-assessment of ophthalmology residents, focusing on active learning, immediate feedback, and individual performance tracking. The solution was built using modern technologies and agile methodologies, emphasizing usability, scalability, and user-centered design. Key features include commented questions, timed mock exams, and progress tracking through visual dashboards. The platform is currently in a testing phase with real users, accompanied by an integrated survey to evaluate students’ perceptions of their learning experience.
Educational Robotics: Building Safe Traffic Awareness
The project Educational Robotics: Building Safe Traffic used robotics and the active maker methodology to teach traffic rules in an innovative and contextualized way. The main goal was to raise awareness about traffic safety, fostering collaborative learning, computational thinking, and socio-emotional skills. The methodology included a participatory diagnosis, the creation of a sustainable urban track using recyclable materials, programming of automated LEGO EV3 vehicles, and 3D modeling of urban elements using Tinkercad. The project concluded with a public presentation.
Thinking for Artificial Intelligence in STEAM Education through Scientific Literacy: a game-book approach
This research investigates how to integrate AI Literacy (referred to as Thinking for AI), the STEAM approach, and Scientific Literacy through educational gamebooks, aiming to prepare students to interact critically with artificial intelligence. Two complementary gamebooks are being developed: one theoretical and introductory, the other practical and interdisciplinary. By using interactive narratives and game-based learning, the materials seek to foster engagement, reflection, and problem-solving. The research adopts the Design Science Research methodology and is currently in the prototype implementation phase, with the potential to contribute to innovative pedagogical practices in citizenship education.
Development of a Chatbot for Dialogue with the Academic Community about the Quota Law and Racial Self-Identification at an Educational Institution
The lack of accessible and accurate information about the Brazilian Quota Law and the hetero-identification procedure often results in doubts, insecurity, and candidate disqualification in the admission process for higher education. This paper presents the development of a chatbot using Dialogflow, designed to deliver reliable answers about these topics. The content was defined with the support of the Afro-Brazilian and Indigenous Studies Center (NEABI), ensuring information quality. The chatbot was deployed on Facebook Messenger to broaden access and user interaction. Usability was evaluated using the System Usability Scale (SUS), with results indicating a high level of user satisfaction and system effectiveness.
We want digital inclusion, but do we measure social impact?
This paper discusses the analyses of the social impact of digital inclusion initiatives promoted by Brazilian higher education institutions. The research was of an applied nature, with exploratory objectives, a quantitative approach, and bibliographic research, documental research, and statistical analysis procedures. The partial results reveal that 60% of the revised articles detail an initial education on topics related to digital inclusion but without presenting an analysis of the social impact on the beneficiaries.
Lisi Portal: An Inclusive Digital Technology Experience for the Literacy of Children with Autism
This paper presents the initial development of Portal Lisi, an educational platform designed to support children with Autism Spectrum Disorder (ASD) in literacy, routine organization, and communication. This exploratory, qualitative study began with interviews and questionnaires involving families and inclusion professionals, guiding the creation of a functional prototype. The platform was then presented in a primary school setting, engaging teachers, parents, and children with ASD. Initial feedback indicated high acceptance, especially regarding usability, personalization, and the integration between families and schools. The results highlight the potential of Portal Lisi as a technological tool to support inclusive education practices.
Implementation of Large Language Models (LLMs) in Literacy and Routine Systems for Children with ASD
Autism Spectrum Disorder (ASD) is characterized by deficits in communication, social interaction, and repetitive behavior patterns. This project proposes the integration of Large Language Models (LLMs) into educational platforms for children with ASD, focusing on automated correction of pedagogical activities and daily routine support. The initiative aims to foster inclusion, accessibility, and development through personalized feedback and context-aware interactions. The Portal LISI will serve as a testing environment, involving professionals and caregivers in the validation process.
A Strategy: Evaluation of Teachers’ Intention to Use Digital Narratives in Elementary School Literature Classes
This study aims to develop a methodology to evaluate the acceptance of digital technologies in fundamental literature education, focusing on Digital Narratives. It investigates teachers’ motivations and challenges in technology adoption, analyzing perceptions about new pedagogical approaches and their effectiveness in stimulating engagement and enhancing the school literary experience.
Pedagogical Practices with Digital Educational Resources (DERs) in Portuguese Language Teaching: Contributions of Digital Technologies in the Early Years of Elementary Education
The objective of this study is to describe the integration of Portuguese Language Digital Educational Resources (DER), based on the National Common Curricular Base (BNCC), into pedagogical practices developed by a teacher in first-grade elementary school classes. This is an action research study, based on a reflective process involving the use of DER in developing plans. The study observed the relationship with curricular guidelines, the interaction and collaboration among peers, the importance of plans with clear intentions, and the understanding of DER as a resource for pedagogical practices.
Sustainable education and pedagogical innovation: a systematic review on biodigesters in the school context
This research presents a Systematic Literature Review (SLR) on the role of biodigesters in sustainable education, focusing on the school context. Nineteen articles published between 2020 and 2024 were analyzed, revealing that biodigesters promote environmental, economic, and educational benefits by contributing to the sustainable management of organic waste, the production of renewable energy, and the contextualization of content in the educational process. The study highlights the importance of public policies and educational programs that encourage the use of biodigesters as a sustainable pedagogical tool.
Technology and Inclusion: Digital Information and Communication Technologies as pedagogical possibilities in the education of deaf people
This article examines the challenges of including deaf individuals in education, emphasizing the role of Information and Communication Digital Technologies (ICDTs). Based on a qualitative and exploratory approach, it discusses theoretical and normative contributions, such as the Brazilian Common National Curriculum Base/2018 (BNCC) and Decree No. 5.626/2005, along with pedagogical strategies that enhance accessibility and autonomy for deaf students. The study highlights that ICDTs, while valuable, do not replace reflective teaching practices or the educator’s ethical commitment to inclusion. It concludes that the intentional use of such technologies can foster more equitable and accessible learning.
Initial Perceptions of Artificial Intelligence Among Graduate Students in Education
This study is contextualized based on the disruption of Artificial Intelligence (AI) in society. It is a mixed exploratory study, with data collected through a questionnaire to 60 master’s students in Education, aimed at identifying initial perceptions, including first contact, adoption, and visual imagery associated with AI. It found that 71.7% first came into contact with the topic in 2022-2023, and that AI is seen as a virtual assistant (48.3%). 96.7% have already used AI, with emphasis on chatbots: ChatGPT (31.5%), Gemini (14.8%), Copilot (8.6%), and DeepSeek (7.8%). It concludes that this audience's approach to AI is recent, growing, and utilitarian, marked by the exploration of generalist tools. Symbolic representations tend to be functionally biased and pragmatically perceived, distancing themselves from dystopian views.
Spanish language teaching, inclusion, and innovation: artificial intelligence supporting the learning of people with disabilities
In this study, we seek to investigate the potential of artificial intelligence (AI) as a resource to support the teaching of Spanish in inclusive contexts. Specifically, we propose: (1) to review the theoretical foundations of AI applied to education; (2) to examine the legal frameworks of inclusive educational policies aimed at people with disabilities, with an emphasis on language teaching; and (3) to articulate these two fields with a view to promoting inclusive pedagogical practices mediated by digital technologies. We can conclude that AI, when integrated with inclusive legal and pedagogical principles, can play a transformative role in the process of language teaching and learning, especially in the context of Spanish teaching.
The Use of Wordwall® and PearDeck® in Teaching Biochemistry: An Innovative Experience in the Health Area
This experience report describes an innovative approach to Biochemistry teaching in health-related undergraduate courses through the use of the digital platforms Wordwall® and Pear Deck®. The teaching strategies were implemented through a peer tutoring project and aimed to foster a more dynamic, interactive, and motivating learning process. Partial results demonstrate a positive impact on both student engagement and understanding, as well as on the development of pedagogical competencies among student tutors. The experience highlights the potential of digital technologies to transform the teaching of disciplines traditionally regarded as highly complex.
Contributions of Artificial Intelligence Pedagogical Tools in Special Education: What do teachers think
The inclusion of students with disabilities in standard school classes is a legal requirement in Brazil, established by the Federal Constitution of 1988, the LDB (Law No. 9,394/1996), and the LBI (Law No. 13,146/2015). It is also aligned with the Salamanca Statement (UNESCO, 1994). This context challenges educators to search for pedagogical practices that support the specific needs of students with disabilities, providing individualized support to the students. The pedagogical potential of Artificial Intelligence (AI) emerges as a valuable technical tool, promoting the creation of resources and didactic situations for inclusive education. This article explores teachers' insights in the state education network of Pernambuco (Moxotó/Ipanema microregion) regarding the contributions of AI-based pedagogical tools in Special Education from an inclusive perspective, aiming to contextualize the growing relevance of AI in this field.
An intelligent virtual avatar to develop competencies of pedagogical coordinators
This study presents the development of an intelligent virtual avatar to support the continuing education of pedagogical coordinators. The solution integrates artificial intelligence and large language models (LLMs) to enable personalized formative interactions. The research adopts a qualitative approach, involving the identification of pedagogical and functional requirements and the modeling of adaptive dialogues based on backward design. Preliminary results indicate technical feasibility, with coherent responses and fluid interactions. Future steps include user evaluations to analyze usability, engagement, and the avatar’s potential in developing professional competencies.
STEAM Approach and sustainability: promoting socio-environmental awareness in High School
The STEAM approach represents educational innovation by promoting the development of 21st-century skills and encouraging reflection on sustainability. This study analyzed STEAM education with a focus on sustainability through a project carried out in the second year of high school in Rio Grande do Norte, Brazil. Using Project-Based Learning (PBL), the activities were guided by sustainability concepts and involved the use of technology. The qualitative research employed textual records, multimedia, and reflective journals. The results indicate that STEAM fosters connections between Chemistry, Mathematics, Technology, and everyday situations, encouraging reflections on the human impact on the environment.
Equity in interdisciplinary pedagogical practice with digital technologies to combat food waste
This article aims to identify the dimensions of equity, such as access, achievement, identity and power, that are mobilized in an interdisciplinary pedagogical practice using digital technologies to combat food waste in schools. This is a qualitative study conducted with 30 students of 7th grade in a full-time school. The results show that all dimensions of equity were contemplated in the pedagogical practice, which proved to be fair, sensitive to differences and committed to individual and collective transformation. The production of videos, images and animations enabled authorship, the expression of positions, strengthened self-esteem and promoted belonging to the school space.
An approach to the recovery and reintegration of flash-based digital educational resources into digital repository collections
The advancement of more robust and faster web technologies, such as HTML5 and JavaScript, led to the end of support for Adobe Flash, resulting in a lack of effective strategies for retrieving and reintegrating digital educational resources (DER) into digital repositories. This lack creates significant gaps in access to this content, which was previously widely used by educators. Therefore, this study proposes the creation of a Flash file emulation approach to retrieve such materials and reintegrate them into the educational environment, ensuring their continuity and use in schools. This research successfully reintegrated 68 of the 150 DERs from the Athena Repository.
Socioemotional Competencies and Nonviolent Communication in Integral Education: Guidelines and Care on Social Networks
O minicurso busca capacitar educadores a desenvolverem competências socioemocionais e a Comunicação Não Violenta (CNV), com foco no uso ético e seguro das redes sociais por jovens em idade escolar. O curso tem como objetivo geral promover práticas pedagógicas que utilizem a CNV como estratégia de cuidado e orientação e cuidado no uso das redes sociais. Seus objetivos específicos incluem: discutir desafios das redes sociais e propor metodologias que incentivem a empatia, o respeito e a autorregulação emocional. A fundamentação teórica se baseia em teóricos como Paulo Freire, Carl Rogers e Marshall Rosenberg e se respalda na Base Nacional Comum Curricular (BNCC) e na abordagem da Collaborative for Academic, Social and Emotional Learning (CASEL). A metodologia do curso é dialógica e participativa, inspirada em Paulo Freire. O curso é dividido em dois momentos: um de sensibilização teórica e outro de vivências práticas, com atividades em grupo, promovendo a escuta ativa e valorizando a experiência dos participantes.
Development of Learning Objects for Basic Education with Generative Artificial Intelligence: From Scratch to Product, Without Programming Knowledge
A oficina objetiva formar estudantes de licenciaturas e professores da Educação Básica sobre o uso de inteligência artificial generativa (IAG) para criar objetos de aprendizagem (OAs) personalizados e alinhados às habilidades da Base Nacional Comum Curricular (BNCC). Inicialmente, os participantes serão introduzidos aos conceitos básicos de IAG e aprenderão a acessar, configurar e utilizar o ChatGPT. Em seguida, explorarão estratégias para elaborar instruções claras e objetivas para a IAG, visando a produção de códigos de OAs interativos em HTML, CSS e JavaScript. Para tanto, a oficina incluirá demonstrações de boas práticas para elaboração de prompts no ChatGPT, como a definição de público-alvo, indicação de habilidades da BNCC e descrição de funcionamento em sala de aula. Na etapa prática, os participantes, organizados em duplas, desenvolverão seus próprios OAs com apoio da IAG, testando e refinando os códigos gerados por meio da plataforma W3Schools. O desafio consistirá em criar recursos educacionais digitais interdisciplinares que atendam a critérios pedagógicos específicos, como contextualização, interatividade e adequação ao Currículo. Ao final, os OAs serão discutidos em roda de apresentações, permitindo troca de feedback entre os pares, avaliados coletivamente e compartilhados em um repositório público sob licença Creative Commons (CC). A proposta combina teoria e prática, incentivando a experimentação e a depuração colaborativa, em linha com os princípios do Construcionismo. A expectativa é que os participantes saiam aptos a desenvolver OAs conforme suas demandas de sala de aula com o apoio de IAG, bem como replicar a experiência formativa com seus pares.
Writing with AI: ChatGPT as an ally in writing in English as an additional language
The minicourse presents the foundations and the didactic-pedagogical proposal for the use of ChatGPT as a writing assistant in English as an additional language (EAL). Aligned with approaches grounded in multiliteracies and digital literacy, it discusses the role of generative artificial intelligence (genAI) in the teaching and learning process of writing in EAL, conceived as an active and recursive practice. The methodology combines theoretical input, practical demonstrations using ChatGPT and moments of critical reflection. The aim is to promote critical teacher education and the ethical, creative, and contextualized use of AI in the development of writing in EAL.
The Genially Platform for the development of interactive educational materials
A oficina trabalha a aplicação web Genially, com o objetivo de mostrar aos docentes de diferentes níveis e áreas a criação de materiais educacionais interativos. A proposta inclui estudos de caso, exemplos e tutoriais para explorar funcionalidades como narrativas gamificadas, slides interativos, questionários, infográficos multimídia e jogos point and click. A iniciativa responde à crescente demanda gerada pela digitalização do ensino, incentivando a atualização das práticas pedagógicas. Com caráter teórico-prático, a oficina oferece ferramentas e estratégias para enriquecer o processo de ensino e aprendizagem, utilizando um recurso digital gratuito, dinâmico e acessível.
An Introduction to Educational Robotics with Arduino for Computational Thinking
O objetivo da oficina é compreender como a Robótica Educacional pode contribuir para a aprendizagem do Pensamento Computacional por meio de práticas de prototipação de circuitos elétricos com Arduino. A programação de robôs e a resolução de problemas da Robótica Educacional permitem o desenvolvimento dos pilares do Pensamento Computacional, como decomposição, abstração, reconhecimento de padrões e concepção de algoritmos. O curso fundamenta-se nas bases teóricas de Papert (1980) e Wing (2006) e em experiências vivenciadas no semestre 2025.1 na Universidade de Pernambuco. Propõem-se atividades como acender um LED, programar um semáforo, acender a inicial do nome com um LED de 7 segmentos e outros desafios básicos. Também é proposta a resolução de um problema de complexidade média e a avaliação da oficina.
Educating with Intelligence: Exploring Pedagogical Practices with Generative AI
Este minicurso oferece uma imersão prática e reflexiva sobre o uso da inteligência artificial generativa na educação. Os participantes exploraram conceitos fundamentais da IA, com foco em aplicações pedagógicas que promovem inovação e criticidade. Foram discutidas estratégias para integrar ferramentas de IA em atividades de ensino e aprendizagem, considerando aspectos éticos, equitativos e contextuais. Entre as atividades do minicurso ressaltamos a engenharia de prompts, a colaboração com a IA no desenvolvimento de atividades pedagógicas e reflexões sobre o uso responsável da IA na educação.
Teaching Based on Digital Educational Resources (DERs)
Neste minicurso apresentam-se os fundamentos teóricos para a utilização de REDs concebidos como jogos digitais em sala de aula. Utilizam-se a abordagem TAD e a Aprendizagem Baseada em Jogos Digitais (DGBL). Propõe-se a inclusão de REDs num paradigma de ensino baseado em perguntas e investigação. A DGBL demonstra a eficácia dos jogos digitais que geram experiências gratificantes para os alunos e estimulam a curiosidade, o desafio e o esforço. No entanto, apesar do grande potencial que oferecem, a sua integração no ambiente educativo deve transcender o simples ato de jogar e requer um design adequado. Além disso, o artigo propõe três REDs e oferece exemplos de sequências de ensino e recomendações para a sua utilização em sala de aula a partir de uma perspetiva questionadora.
Lesson Planning with Support from Generative AI and the Use of Mobile Digital Educational Resources (DERs) from the Athena Repository
Este minicurso apresenta uma abordagem prática e reflexiva sobre o uso da Inteligência Artificial Generativa (IAg) no planejamento pedagógico a partir dos Recursos Educacionais Digitais (RED) do repositório Athena. Os participantes foram introduzidos às potencialidades do uso da IA como ferramenta de apoio ao docente, explorando técnicas de engenharia de prompt, com destaque para o Few-Shot Prompting, aplicada à criação de planos de aula personalizados e alinhados à Base Nacional Comum Curricular (BNCC). A proposta integrou momentos de exposição teórica, prática orientada e análise crítica, possibilitando a compreensão do papel da IA como recurso de mediação pedagógica e inovação educacional. Ao final, os participantes refletiram sobre os desafios e possibilidades do uso responsável da IA na educação, reconhecendo seu potencial para ampliar a autonomia docente e enriquecer os processos de ensino e de aprendizagem.
‘Chronoplay’ Digital Educational Resource: An Interdisciplinary Gamified Approach
Facing the challenges of 21st-century basic education, Chronoplay promotes innovative teaching practices. It is a gamified digital resource based on the short story “O Homem Nu” created with RPG Maker MV. Aligned with the BNCC, it integrates Portuguese, Math, and English for 9th grade. Developed using Project-Based Learning and Scrum, it fosters student engagement, problem-solving, and protagonism.
Francisca Leidiane Santos Silva Nascimento
The learning object “Battle of Numerals: Rahim's Mission” combines History of Mathematics and digital technologies in a narrative about the Roman-Persian wars to explore Roman numerals in Elementary and Middle School. Developed with open web-based tools, this LO fosters mathematical skills - such as understanding and using natural and integer numbers - and historical skills related to social groups, power relations, and historical contexts. The LO's activities are based on deciphering letters containing Roman troop counts and converting them into Hindu-Arabic numerals, providing learners with an interdisciplinary immersive experience.
STEAM Network Observatory of Rio Grande do Norte: A tool to stimulate and disseminate investigative and creative practices
Education in Rio Grande do Norte requires improvements, and the dissemination of innovative pedagogical practices is essential to this process. This paper introduces the Observatório Rede STEAM Potiguar, a web application designed to facilitate the sharing of investigative and creative projects developed within the state. The observatory will foster connections among people with diverse expertise, as well as provide local STEAM educational resources and data on the Potiguar context regarding STEAM.
Planet in Play – Fortaleza: A Digital Educational Resource for Environmental Education
Planeta em Jogo was developed on the Scratch platform by a group of students from the Master’s in Educational Technology, in the discipline of Development of Technologies Applied to Education. The game focuses on environmental education, promoting student engagement through a gamified narrative that simulates the correct collection and separation of waste. This Digital Educational Resource is different because it is set in the city where the student lives, addressing real and regional problems, in the case of this version, in Fortaleza.
An Interdisciplinary Proposal Using the Makey Makey Board to develop BNCC skills: Connecting Robotics with Literacy
This study presents an interdisciplinary approach using the Makey Makey board in pedagogical practices for 2nd and 3rd-grade elementary classes. The research integrates robotics, linguistics, and educational inclusion through four interactive activities. Results suggest improvements in motor coordination, creativity, and inclusion of students with special needs.
QuimiKub: An interdisciplinary educational game
QuimiKub is an educational game inspired by Rummikub, a game of strategy and logical reasoning. This version of the game, incorporating Chemistry and Mathematics, aims to support teaching practices and help students understand the periodic table, become familiar with chemical formulas and bonds. The concept also integrates elements of Mathematics, providing opportunities to work with natural numbers, proportions, and logical reasoning, making it a valuable tool for teachers to use in an interdisciplinary way.