TRACE na Educação: uma abordagem ágil e iterativa para projetos educacionais interdisciplinares
Resumo
O ensino superior tem sido desafiado a formar profissionais em contextos complexos e tecnologicamente dinâmicos. Metodologias ativas baseadas em problemas e projetos têm se destacado, mas enfrentam entraves em contextos interdisciplinares devido à ausência de processos estruturados. Este estudo descreve e analisa a aplicação da metodologia TRACE como alternativa frente a abordagens pouco sistematizadas. Os resultados revelaram avaliações positivas, com destaque para a relevância formativa. Estudantes do gênero masculino apresentaram maior escores nas dimensões Confiança e Satisfação, enquanto mulheres com vínculo de estágio obtiveram escores inferiores. Conclui-se que a TRACE favorece o engajamento e a integração teoria-prática.Referências
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Berbel, N. A. N. (2011). As metodologias ativas e a promoção da autonomia de estudantes. Semina: Ciências sociais e humanas, 32(1):25–40.
Blumenfeld, P. e. a. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3–4):369–398.
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Cardoso-Júnior, A., Garcia, V. C. S., Coelho, D. V., Said, C. d. C., Strapasson, A. C. P., and Resende, I. S. d. (2020). Tradução e adaptação transcultural do instructional materials motivation survey (imms) para o português do brasil. Revista Brasileira de Educação Médica, 44(4).
Ceci, S. J., Ginther, D. K., Kahn, S., and Williams, W. M. (2014). Women in academic science: A changing landscape. Psychological science in the public interest, 15(3):75–141.
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de Toledo, R. F., Giatti, L. L., and Jacobi, P. R. (2014). A pesquisa-ação em estudos interdisciplinares: análise de critérios que só a prática pode revelar. Interface-Comunicação, Saúde, Educação, 18(51):633–646.
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Eccles, J. (2011). Gendered educational and occupational choices: Applying the eccles et al. model of achievement-related choices. International Journal of Behavioral Development, 35(3):195–201.
Eccles, J. S. and Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary educational psychology, 61:1–61.
Eddy, S. L. and Brownell, S. E. (2016). Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines. Physical Review Physics Education Research, 12(2):020106–1–020106–20.
Evagorou, M., Puig, B., Bayram, D., and Janeckova, H. (2024). Addressing the Gender Gap in STEM Education across Educational Levels. Analytical Report. ERIC.
Fowler, M., Highsmith, J., et al. (2001). The agile manifesto. Software development, 9(8):28–35.
Gallagher, S. R. (2016). The future of university credentials : new developments at the intersection of higher education and hiring. Harvard Education Press.
Hare, R., Ferguson, S., and Tang, Y. (2025). Enhancing student experience and learning with iterative design in an intelligent educational game. British Journal of Educational Technology, 56(2):551–568.
Hartikainen, H., Ventä-Olkkonen, L., Cortés Orduña, M., Sanchez Milara, I., Käsmä, M., and Kuure, L. (2024). Making the future school: An analysis of teens’ collaborative digital fabrication project. Proceedings of the ACM on Human-Computer Interaction, 8(CSCW1):1–37.
Henriksen, D., Richardson, C., and Mehta, R. (2023). Human-centered design and the future of education. TechTrends, 67:123–134.
Hevner, A. R., March, S. T., Park, J., and Ram, S. (2004). Design science in information systems research. MIS quarterly, pages 75–105.
IBM (2022). Crisp-dm help overview). [link]. [Online, Acesso: 25 de maio de 2025].
ISO 9241-210 (2019). Iso 9241-210:2019 ergonomics of human-system interaction – part 210: Human-centred design for interactive systems. [link]. Acessado em: 01.06.2025.
Japiassu, H. (1976). Interdisciplinaridade e Patologia do Saber. Imago, Rio de Janeiro.
Keller, J. M. (1987). Development and use of the arcs model of instructional design. Journal of instructional development, 10(3):2–10.
Keller, J. M. (2009). Motivational design for learning and performance: The ARCS model approach. Springer Science & Business Media.
Kelly, M. L., Nieuwoudt, J., Willis, R., and Lee, M. F. (2024). Belonging, enjoyment, motivation, and retention: university students’ sense of belonging before and during the covid-19 pandemic. Journal of College Student Retention: Research, Theory & Practice, pages 1–20.
Kemmis, S., McTaggart, R., and Nixon, R. (2013). The action research planner: Doing critical participatory action research. Springer Science & Business Media.
López-Alcarria, A., Olivares-Vicente, A., and Poza-Vilches, F. (2019). A systematic review of the use of agile methodologies in education to foster sustainability competencies. Sustainability, 11(10):2915.
Mansilla, V. B. and Duraising, E. D. (2007). Targeted assessment of students’ interdisciplinary work: An empirically grounded framework proposed. The Journal of Higher Education, 78(2):215–237.
Master, A., Cheryan, S., and Meltzoff, A. N. (2016). Computing whether she belongs: Stereotypes undermine girls’ interest and sense of belonging in computer science. Journal of educational psychology, 108(3):424.
Norman, D. (2013a). The Design of Everyday Things: Revised and Expanded. Basic Books.
Norman, D. A. (2013b). The Design of Everyday Things. MIT Press, revised and expanded edition.
Nosek, B. A., Smyth, F. L., Sriram, N., Lindner, N. M., Devos, T., Ayala, A., Bar-Anan, Y., Bergh, R., Cai, H., Gonsalkorale, K., et al. (2009). National differences in gender–science stereotypes predict national sex differences in science and math achievement. Proceedings of the National Academy of Sciences, 106(26):10593–10597.
Okolie, U. C., Nwajiuba, C. A., Eneje, B., Binuomote, M. O., Ehiobuche, C., and Hack-Polay, D. (2021). A critical perspective on industry involvement in higher education learning: Enhancing graduates’ knowledge and skills for job creation in nigeria. Industry and Higher Education, 35(1):61–72.
Oraison, H. e. a. (2021). Higher education in transformation: A review. Journal of Higher Education Policy, 34:123–140.
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Pastore (2021). Education, work, and development. [link]. [Online, Acesso: Abril 17, 2022].
Pastore, F. (2018). New Education Models for the Future of Work Force. GLO Discussion Paper Series 267, Global Labor Organization (GLO).
Peffers, K., Tuunanen, T., Rothenberger, M. A., and Chatterjee, S. (2007). A design science research methodology for information systems research. Journal of management information systems, 24(3):45–77.
Pérez Torres, M., Couso Lagarón, D., and Marquez Bargalló, C. (2024). Evaluation of steam project-based learning (steam pbl) instructional designs from the stem practices perspective. Education Sciences, 14(1).
Russo, R. F. S. M., da Silva, L. F., and Larieira, C. L. C. (2021). Do manifesto ágil à agilidade organizacional. Gestão e Projetos: GeP, 12(1):1–10.
Saltz, J. and Hotz, N. (2022). Data science project management). [link]. [Online, Acesso: 25 de maio de 2025].
Santaolalla, E., Urosa, B., Martín, O., Verde, A., and Díaz, T. (2020). Interdisciplinarity in teacher education: evaluation of the effectiveness of an educational innovation project. Sustainability, 12(17):6748.
Santos, M. C. and Barra, S. R. (2012). O projeto integrador como ferramenta de construção de habilidades e competências no ensino de engenharia e tecnologia. In Anais do Congresso Brasileiro de Educação em Engenharia, volume 40.
Silva, A. S., Soares, F. R., and Ferreira, A. M. (2019). Metodologias Ágeis no ensino: Experiências e aprendizados. Revista Brasileira de Informática na Educação, 27(1):23–38.
Silva-Neto, S. L. d. and Leite, B. S. (2023). Design thinking aplicado como metodologia para a solução de problemas no ensino de química: um estudo de caso a partir de uma problemática ambiental. Ciência & Educação (Bauru), 29:e23043.
Smart-Vision (2022). What is the crisp-dm methodology?). [link]. [Online, Acesso: 25 de maio de 2025].
Smith, J. L., Cech, E., Metz, A., Huntoon, M., and Moyer, C. (2014). Giving back or giving up: Native american student experiences in science and engineering. Cultural diversity & ethnic minority psychology, 20(3):413.
Smith, K., Maynard, N., Berry, A., Stephenson, T., Spiteri, T., Corrigan, D., Mansfield, J., Ellerton, P., and Smith, T. (2022). Principles of problem-based learning (pbl) in stem education: Using expert wisdom and research to frame educational practice. Education Sciences, 12(10):728.
Thomas, J. W. (2000). A review of research on project-based learning. Technical report, The Autodesk Foundation, San Rafael, CA.
Tinto, V. (2012). Leaving college: Rethinking the causes and cures of student attrition. University of Chicago press.
Wang, N., Tan, A.-L., Zhou, X., Liu, K., Zeng, F., and Xiang, J. (2023). Gender differences in high school students’ interest in stem careers: A multi-group comparison based on structural equation model. International Journal of STEM Education, 10(1):59.
Wilson, D., Bates, R., Scott, E. P., Painter, S. M., and Shaffer, J. (2015). Differences in self-efficacy among women and minorities in stem. Journal of Women and Minorities in Science and Engineering, 21(1).
Wirth, R. and Hipp, J. (2000). Crisp-dm: Towards a standard process model for data mining. In Proceedings of the 4th international conference on the practical applications of knowledge discovery and data mining, volume 1, pages 29–39. Manchester.
Altheman, E. (2024). A interdisciplinaridade no ensino superior: características de suas práticas e dificuldades para sua implementação. Revista Multidisciplinar de Ciências Gerais in FOCUS, 1(1):24–30.
Ataizi, M. and Donmez, M. (2014). Book review: 21st century skills-learning for life in our times. Contemporary Educational Technology, 5(3):272.
Bacich, L. and Moran, J. (2017). Metodologias ativas para uma educação inovadora: uma abordagem teórico-prática. Penso Editora.
Barbosa, S. D. J., Silva, B. d., Silveira, M. S., Gasparini, I., Darin, T., and Barbosa, G. D. J. (2021). Interação humano-computador e experiência do usuario. Autopublicação, Brasil.
Barron, B. and Darling-Hammond, L. (2008). Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Jossey-Bass, San Francisco.
Beane, J. A. (1997). Curriculum integration: Designing the core of democratic education. Teachers College Press.
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2):39–43.
Berbel, N. A. N. (2011). As metodologias ativas e a promoção da autonomia de estudantes. Semina: Ciências sociais e humanas, 32(1):25–40.
Blumenfeld, P. e. a. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3–4):369–398.
Blundell, C. N. (2024). A scoping review of design thinking in school-based teacher professional learning and development. Professional development in education, 50(5):878–893.
Brewer, G. D. (1999). The challenges of interdisciplinarity. Policy sciences, 32(4):327–337.
Cardoso-Júnior, A., Garcia, V. C. S., Coelho, D. V., Said, C. d. C., Strapasson, A. C. P., and Resende, I. S. d. (2020). Tradução e adaptação transcultural do instructional materials motivation survey (imms) para o português do brasil. Revista Brasileira de Educação Médica, 44(4).
Ceci, S. J., Ginther, D. K., Kahn, S., and Williams, W. M. (2014). Women in academic science: A changing landscape. Psychological science in the public interest, 15(3):75–141.
Chapman, P. (2000). Crisp-dm 1.0: Step-by-step data mining guide. Technical report, SPSS.
Christensen, J., Ekelund, N., Melin, M., and Widén, P. (2021). The beautiful risk of collaborative and interdisciplinary research. a challenging collaborative and critical approach toward sustainable learning processes in academic profession. Sustainability, 13(9):4723.
Collective, D.-B. R. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational researcher, 32(1):5–8.
Condliffe, B., Quint, J., Visher, M. G., Bangser, M. R., Drohojowska, S., and Nelson, E. (2021). Project-based learning: A literature review. Technical report, MDRC.
da Silva, J. J. G., de Oliveira, M. L., and da Silva, W. (2024). Aprendizagem baseada em projetos e problemas (abp): Uma abordagem para o desenvolvimento de competências no século xxi. RCMOS-Revista Científica Multidisciplinar O Saber, 1(1).
Darbellay, F. (2024). When interdisciplinarity meets creativity: exploring interdisciplinary creative teaching in the 21st century. In Handbook of Interdisciplinary Teaching and Administration, pages 317–339. Edward Elgar Publishing.
de Toledo, R. F., Giatti, L. L., and Jacobi, P. R. (2014). A pesquisa-ação em estudos interdisciplinares: análise de critérios que só a prática pode revelar. Interface-Comunicação, Saúde, Educação, 18(51):633–646.
Dewey, J. (1986). Experience and education. In The educational forum, volume 50, pages 241–252. Taylor & Francis.
Dost, G. and Mazzoli Smith, L. (2023). Understanding higher education students’ sense of belonging: a qualitative meta-ethnographic analysis. Journal of Further and Higher Education, 47(6):822–849.
Eccles, J. (2011). Gendered educational and occupational choices: Applying the eccles et al. model of achievement-related choices. International Journal of Behavioral Development, 35(3):195–201.
Eccles, J. S. and Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary educational psychology, 61:1–61.
Eddy, S. L. and Brownell, S. E. (2016). Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines. Physical Review Physics Education Research, 12(2):020106–1–020106–20.
Evagorou, M., Puig, B., Bayram, D., and Janeckova, H. (2024). Addressing the Gender Gap in STEM Education across Educational Levels. Analytical Report. ERIC.
Fowler, M., Highsmith, J., et al. (2001). The agile manifesto. Software development, 9(8):28–35.
Gallagher, S. R. (2016). The future of university credentials : new developments at the intersection of higher education and hiring. Harvard Education Press.
Hare, R., Ferguson, S., and Tang, Y. (2025). Enhancing student experience and learning with iterative design in an intelligent educational game. British Journal of Educational Technology, 56(2):551–568.
Hartikainen, H., Ventä-Olkkonen, L., Cortés Orduña, M., Sanchez Milara, I., Käsmä, M., and Kuure, L. (2024). Making the future school: An analysis of teens’ collaborative digital fabrication project. Proceedings of the ACM on Human-Computer Interaction, 8(CSCW1):1–37.
Henriksen, D., Richardson, C., and Mehta, R. (2023). Human-centered design and the future of education. TechTrends, 67:123–134.
Hevner, A. R., March, S. T., Park, J., and Ram, S. (2004). Design science in information systems research. MIS quarterly, pages 75–105.
IBM (2022). Crisp-dm help overview). [link]. [Online, Acesso: 25 de maio de 2025].
ISO 9241-210 (2019). Iso 9241-210:2019 ergonomics of human-system interaction – part 210: Human-centred design for interactive systems. [link]. Acessado em: 01.06.2025.
Japiassu, H. (1976). Interdisciplinaridade e Patologia do Saber. Imago, Rio de Janeiro.
Keller, J. M. (1987). Development and use of the arcs model of instructional design. Journal of instructional development, 10(3):2–10.
Keller, J. M. (2009). Motivational design for learning and performance: The ARCS model approach. Springer Science & Business Media.
Kelly, M. L., Nieuwoudt, J., Willis, R., and Lee, M. F. (2024). Belonging, enjoyment, motivation, and retention: university students’ sense of belonging before and during the covid-19 pandemic. Journal of College Student Retention: Research, Theory & Practice, pages 1–20.
Kemmis, S., McTaggart, R., and Nixon, R. (2013). The action research planner: Doing critical participatory action research. Springer Science & Business Media.
López-Alcarria, A., Olivares-Vicente, A., and Poza-Vilches, F. (2019). A systematic review of the use of agile methodologies in education to foster sustainability competencies. Sustainability, 11(10):2915.
Mansilla, V. B. and Duraising, E. D. (2007). Targeted assessment of students’ interdisciplinary work: An empirically grounded framework proposed. The Journal of Higher Education, 78(2):215–237.
Master, A., Cheryan, S., and Meltzoff, A. N. (2016). Computing whether she belongs: Stereotypes undermine girls’ interest and sense of belonging in computer science. Journal of educational psychology, 108(3):424.
Norman, D. (2013a). The Design of Everyday Things: Revised and Expanded. Basic Books.
Norman, D. A. (2013b). The Design of Everyday Things. MIT Press, revised and expanded edition.
Nosek, B. A., Smyth, F. L., Sriram, N., Lindner, N. M., Devos, T., Ayala, A., Bar-Anan, Y., Bergh, R., Cai, H., Gonsalkorale, K., et al. (2009). National differences in gender–science stereotypes predict national sex differences in science and math achievement. Proceedings of the National Academy of Sciences, 106(26):10593–10597.
Okolie, U. C., Nwajiuba, C. A., Eneje, B., Binuomote, M. O., Ehiobuche, C., and Hack-Polay, D. (2021). A critical perspective on industry involvement in higher education learning: Enhancing graduates’ knowledge and skills for job creation in nigeria. Industry and Higher Education, 35(1):61–72.
Oraison, H. e. a. (2021). Higher education in transformation: A review. Journal of Higher Education Policy, 34:123–140.
Pascarella, E. T. and Terenzini, P. T. (2005). How College Affects Students: A Third Decade of Research. Volume 2. ERIC.
Pastore (2021). Education, work, and development. [link]. [Online, Acesso: Abril 17, 2022].
Pastore, F. (2018). New Education Models for the Future of Work Force. GLO Discussion Paper Series 267, Global Labor Organization (GLO).
Peffers, K., Tuunanen, T., Rothenberger, M. A., and Chatterjee, S. (2007). A design science research methodology for information systems research. Journal of management information systems, 24(3):45–77.
Pérez Torres, M., Couso Lagarón, D., and Marquez Bargalló, C. (2024). Evaluation of steam project-based learning (steam pbl) instructional designs from the stem practices perspective. Education Sciences, 14(1).
Russo, R. F. S. M., da Silva, L. F., and Larieira, C. L. C. (2021). Do manifesto ágil à agilidade organizacional. Gestão e Projetos: GeP, 12(1):1–10.
Saltz, J. and Hotz, N. (2022). Data science project management). [link]. [Online, Acesso: 25 de maio de 2025].
Santaolalla, E., Urosa, B., Martín, O., Verde, A., and Díaz, T. (2020). Interdisciplinarity in teacher education: evaluation of the effectiveness of an educational innovation project. Sustainability, 12(17):6748.
Santos, M. C. and Barra, S. R. (2012). O projeto integrador como ferramenta de construção de habilidades e competências no ensino de engenharia e tecnologia. In Anais do Congresso Brasileiro de Educação em Engenharia, volume 40.
Silva, A. S., Soares, F. R., and Ferreira, A. M. (2019). Metodologias Ágeis no ensino: Experiências e aprendizados. Revista Brasileira de Informática na Educação, 27(1):23–38.
Silva-Neto, S. L. d. and Leite, B. S. (2023). Design thinking aplicado como metodologia para a solução de problemas no ensino de química: um estudo de caso a partir de uma problemática ambiental. Ciência & Educação (Bauru), 29:e23043.
Smart-Vision (2022). What is the crisp-dm methodology?). [link]. [Online, Acesso: 25 de maio de 2025].
Smith, J. L., Cech, E., Metz, A., Huntoon, M., and Moyer, C. (2014). Giving back or giving up: Native american student experiences in science and engineering. Cultural diversity & ethnic minority psychology, 20(3):413.
Smith, K., Maynard, N., Berry, A., Stephenson, T., Spiteri, T., Corrigan, D., Mansfield, J., Ellerton, P., and Smith, T. (2022). Principles of problem-based learning (pbl) in stem education: Using expert wisdom and research to frame educational practice. Education Sciences, 12(10):728.
Thomas, J. W. (2000). A review of research on project-based learning. Technical report, The Autodesk Foundation, San Rafael, CA.
Tinto, V. (2012). Leaving college: Rethinking the causes and cures of student attrition. University of Chicago press.
Wang, N., Tan, A.-L., Zhou, X., Liu, K., Zeng, F., and Xiang, J. (2023). Gender differences in high school students’ interest in stem careers: A multi-group comparison based on structural equation model. International Journal of STEM Education, 10(1):59.
Wilson, D., Bates, R., Scott, E. P., Painter, S. M., and Shaffer, J. (2015). Differences in self-efficacy among women and minorities in stem. Journal of Women and Minorities in Science and Engineering, 21(1).
Wirth, R. and Hipp, J. (2000). Crisp-dm: Towards a standard process model for data mining. In Proceedings of the 4th international conference on the practical applications of knowledge discovery and data mining, volume 1, pages 29–39. Manchester.
Publicado
24/11/2025
Como Citar
LANA, Cristiane Aparecida; RODRIGUES, Sandra Souza; VILLELA, Maria Lúcia Bento.
TRACE na Educação: uma abordagem ágil e iterativa para projetos educacionais interdisciplinares. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 36. , 2025, Curitiba/PR.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 1259-1275.
DOI: https://doi.org/10.5753/sbie.2025.12858.
