The Web3EduBrasil Initiative: Driving Innovation and Education in the Decentralized Era
Abstract
The Web3EduBrasil initiative seeks to democratize access to education on Web3 technologies in Brazil, fostering a collaborative environment where both beginners and professionals can enhance their knowledge and skills. This paper details the structure and objectives of Web3EduBrasil, including its Innovation Nodes, Mentorship Program, and commitment to ESG principles. The initiative’s decentralized approach empowers participants, promotes digital inclusion, and drives innovation across various sectors, such as art, business, and sustainability. By integrating education, innovation, and social responsibility, Web3EduBrasil prepares individuals for active participation in the decentralized digital economy.
Keywords:
Web3, Education, Blockchain
References
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O. Comert, “Blockchain revolution: how the technology behind bitcoin and other cryptocurrencies is changing the world,” 2020.
A. M. Antonopoulos, Mastering Bitcoin: unlocking digital cryptocurrencies. ” O’Reilly Media, Inc.”, 2014.
K. McCoy, “Art and nfts: Past and future,” Colum. JL & Arts, vol. 45, p. 353, 2021.
L. W. Cong and Z. He, “Blockchain disruption and smart contracts,” The Review of Financial Studies, vol. 32, no. 5, pp. 1754–1797, 2019.
B. Patrickson, “What do blockchain technologies imply for digital creative industries?” Creativity and Innovation Management, vol. 30, no. 3, pp. 585–595, 2021.
M. Cicala and N. Chiacchio, “The new frontier of images nfts. the digitalization of the image in the art world,” in International and Interdisciplinary Conference on Image and Imagination. Springer, 2021, pp. 647–656.
M. Fortnow and Q. Terry, The NFT handbook: how to create, sell and buy non-fungible tokens. John Wiley & Sons, 2021.
P. De Filippi, Blockchain and the Law: The Rule of Code. Harvard University Press, 2018, vol. 84.
C. Humbel, “Decentralized finance: A new frontier of global financial markets regulation,” GesKR: Schweizerische Zeitschrift fur Gesellschaftsund Kapitalmarktrecht sowie Umstrukturierungen, no. 1, pp. 9–25, 2022.
C. Harvey, DeFi and the Future of Finance. John Wiley & Sons, 2021.
S. S. Mohammed Abdul, “Navigating blockchain’s twin challenges: Scalability and regulatory compliance,” Blockchains, vol. 2, no. 3, pp. 265–298, 2024.
J. Park, “Promises and challenges of blockchain in education,” Smart Learning Environments, vol. 8, no. 1, p. 33, 2021
P. Xu, J. Lee, J. R. Barth, and R. G. Richey, “Blockchain as supply chain technology: considering transparency and security,” International Journal of Physical Distribution & Logistics Management, vol. 51, no. 3, pp. 305–324, 2021.
D. Mhlanga, “Block chain technology for digital financial inclusion in the industry 4.0, towards sustainable development?” Frontiers in Blockchain, vol. 6, p. 1035405, 2023.
C. Bellavitis, C. Fisch, and P. P. Momtaz, “The rise of decentralized autonomous organizations (daos): a first empirical glimpse,” Venture Capital, vol. 25, no. 2, pp. 187–203, 2023.
J. M. Nick, T. M. Delahoyde, D. Del Prato, C. Mitchell, J. Ortiz, C. Ottley, P. Young, S. B. Cannon, K. Lasater, D. Reising et al., “Best practices in academic mentoring: A model for excellence,” Nursing research and practice, vol. 2012, no. 1, p. 937906, 2012.
B. R. Ragins and J. L. Cotton, “Mentor functions and outcomes: a comparison of men and women in formal and informal mentoring relationships.” Journal of applied psychology, vol. 84, no. 4, p. 529, 1999.
K. E. Kram, Mentoring at work: Developmental relationships in organizational life. University Press of America, 1988.
T. D. Allen, “Mentoring relationships from the perspective of the mentor,” The handbook of mentoring at work: Theory, research, and practice, pp. 123–147, 2007.
C. J. Bland, A. L. Taylor, S. L. Shollen, A. M. Weber-Main, and P. A. Mulcahy, Faculty success through mentoring: A guide for mentors, mentees, and leaders. R&L Education, 2009.
T. A. Scandura, “Mentoring and organizational justice: An empirical investigation,” Journal of vocational behavior, vol. 51, no. 1, pp. 58–69, 1997.
W. B. Johnson, On being a mentor: A guide for higher education faculty. Routledge, 2015.
L. L. Warner, B. Gali, A. S. Oxentenko, D. R. Schroeder, K. W. Arendt, and S. M. Moeschler, “Impact of mentorship, by gender, on career trajectory in an academic anesthesiology department: a survey study,” Journal of Continuing Education in the Health Professions, vol. 42, no. 1, pp. 14–18, 2022.
J. Burrus, K. Mattern, B. D. Naemi, and R. D. Roberts, Building better students: Preparation for the workforce. Oxford University Press, 2017.
A. J. Head, M. Van Hoeck, and D. S. Garson, “Lifelong learning in the digital age: A content analysis of recent research on participation,” First Monday, 2015.
M. Sharp, “Revisiting digital inclusion: A survey of theory, measurement and recent research,” Digital Pathways at Oxford, vol. 1, 2022.
N. Ranganai, T. S. Muwani, L. Zivanai, B. Munyoro, and N. Sakadzo, “Challenges and opportunities for digital inclusion in marginalised communities,” Digital Transformation for Promoting Inclusiveness in Marginalized Communities, pp. 72–94, 2022.
M. J. Oltra, M. L. Flor, and J. A. Alfaro, “Open innovation and firm performance: The role of organizational mechanisms,” Business Process Management Journal, vol. 24, no. 3, pp. 814–836, 2018.
F. C. Kao, “How do esg activities affect corporate performance?” Managerial and Decision Economics, vol. 44, no. 7, pp. 4099–4116, 2023.
C. Nielsen, “Esg reporting and metrics: From double materiality to key performance indicators,” Sustainability, vol. 15, no. 24, p. 16844, 2023.
Published
2024-11-27
How to Cite
CHAGAS, Cassio Renan Firmino das; TEIXEIRA, João Marcelo Xavier Natário.
The Web3EduBrasil Initiative: Driving Innovation and Education in the Decentralized Era. In: LATIN AMERICAN CONGRESS ON FREE SOFTWARE AND OPEN TECHNOLOGIES (LATINOWARE), 21. , 2024, Foz do Iguaçu/PR.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 18-25.
DOI: https://doi.org/10.5753/latinoware.2024.245470.
