TCC - Licenciatura em Computação (Sede)

URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/452

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O uso de metodologias ativas de ensino associada à robótica educacional com alunos do Ensino Fundamental: relato de uma experiência
(2020-11-04) Cupertino, Gabriela Barbosa; Barros, Abner Corrêa; http://lattes.cnpq.br/3825998752196688; http://lattes.cnpq.br/6157059647848581
The active teaching methodologies are teaching-learning approaches that are characterized by leading the student to assume a greater role in the dynamics of knowledge acquisition, so that the teacher starts to act no longer as a greater holder of information and knowledge but as a facilitator and mediator of this process. In this approach, the student is encouraged to participate actively in the construction of knowledge through the search for solutions to relevant problems in his life context and through constant exercise of critical sense. The objective of this monograph is to bring a critical account of the use of active teaching methodologies (Problem Based Learning, Peer Learning and Maker Movement) associated with technological tools (Educational Robotics and Design Thinking) in an elementary school in the rural area of the Vitória de Santo Antão - PE. Both the pedagogical methods used and the impact of using these methodologies on the performance and school experience of the students involved will be analyzed. The results observed in this throughout process allowed us to conclude that the adopted methodologies provided students with gains in areas that went beyond the simple acquisition of academic knowledge, with significant improvements in the capacity for socialization, teamwork and in the construction of critical and questioning thinking.
Analisando o Backup-as-a-Service como uma estratégia de recuperação de desastres
(2021-06-02) Queiroz, Ewerton Cleyton Silva de; Andrade, Ermeson Carneiro de; Mendonça Neto, Júlio Rodrigues de; http://lattes.cnpq.br/7849727159222731; http://lattes.cnpq.br/2466077615273972; http://lattes.cnpq.br/1234353605805269
In modern environments, failures in information and communication technology (ICT) systems can have several consequences for a business, like data and revenue loss and customers dissatisfaction. Disaster recovery (DR) solutions, as BackupasaService (BaaS), has been adopted by companies as a way to avoid these problems and assure business continuity. Nevertheless, there are plenty of variables to consider during the adoption of a DR solution. Then, in this work, we present an integrated approach using experiments and models to evaluate a BaaS environment designed for DR. In our analysis, we consider relevant DR metrics like availability, downtime, RTO (Recovery Time Objective), and RPO (Recovery Point Objective). The results demonstrate that once BaaS is applied, the environment availability can vary according to the amount of data needed to be backed up or restored. Furthermore, sensitivity analysis indicates that the time needed to recover the data center and the backup interval are the most important parameter values for metrics like RTO and RPO. The proposed approach can help companies or individuals involved in the decisionmaking process for purchasing a DR solution.
Aplicação de técnicas de Multimodal Learning Analytics para identificação de estados emocionais durante atividades de pensamento computacional
(2021-12-10) Silva, Lucielton Manoel da; Rodrigues, Rodrigo Lins; http://lattes.cnpq.br/5512849006877767; http://lattes.cnpq.br/3526963587159780
With the rapid spread of digital technologies, we see a growth in the construction and adoption of new educational technologies, these technologies that can be used to assist and even improve the teaching-learning process. With the adoption of Distance Education, teachers lose control over an individual analysis of each student, since within a virtual environment there are no limits to the number of students. Furthermore, there is no way to analyze each student in a collaborative task, which corresponds to their learning within an activity. That said, the objective of this work is to use Multimodal Learning Analitycs techniques in order to analyze the flow of emotional states between pairs of students, along three activities related to the development of Computational Thinking skills, in such a way that through from the understanding of the students’ emotional states throughout the activity, we can get a sense of their profile throughout the performance of the work. For this, we collected data from two pairs of high school students, with different collaboration profiles and knowledge about Computational Thinking, in a practical collaborative task on the Scratch platform, with activities corresponding to the development of skills such as algorithmic thinking, abstraction, decomposition and pattern recognition. The activities were carried out through the Google Meet and with the record in video of the same platform, we were able to use the specific algorithms, available on the EZMMLA platform, to capture emotional states throughout the activity and with their analysis extract useful information to assist in the
Um estudo comparativo entre metodologias ativas para desenvolvimento de habilidades de pensamento computacional no ensino de robótica
(2022-02-16) Lima, Huan Christopher José de; Rodrigues, Rodrigo Lins; http://lattes.cnpq.br/5512849006877767; http://lattes.cnpq.br/2033883465489052
With the inclusion of teaching of computing in basic education, through a Resolution that instituted and guided the implementation of the Common National Curricular Base (know as BNCC in Brazil) application of computational thinking and robotics for basic education will be more and more presents as compatible didactic resources with increasing skills and society's abilities to awaken the student as an agent capable of analyzing and investigating the adversities of the present day, which is immersed in technological solutions.In this sense, we seek in this study to analyze the progress of two classroom groups during the learning of computational thinking, using a robotics kit as an educational tool, taught through two active teaching methodologies: gamification, in the morning class, and learning based in problematics, in the afternoon class. In order to understand the students' evolution level and thus be able to compare the two methodologies, a pre-test was applied in the first class and a post-test in the last class in both classrooms. Both the pre-test and the post-test contain the same twenty questions and to solve them, the students used the concepts of the four pillars of computational thinking. From the data collected, we can understand that the level of students' knowledge absorption in activities that require decomposition, pattern recognition, abstraction and algorithms can vary from pillar to pillar, not only according to the active methodology used in the course, as also with adverse factors such as the age of the students, since students under twelve have abstract thinking still in the development.
PenseEdu: aplicativo para aplicação interdisciplinar do pensamento computacional no ensino fundamental
(2022-10-05) Marinho, Alan José Pavão; Falcão, Taciana Pontual da Rocha; http://lattes.cnpq.br/5706959249737319
Computer Science, in the current scenario of Brazilian education, is disconnected from the school curriculum, but the globalized world demands that educational institutions invest in innovation and computational education to support the teaching-learning process. The resources currently available to apply the main concepts of Computing are insufficient to meet this need for a link with basic education. In view of this, the present work is motivated in the search to promote the inclusion of the main fundamentals of Computer Science as a way of evolving the skills and competences of Basic Education students. Therefore, the project aims to develop an application for mobile devices: PenseEdu, which aims to enable the interdisciplinary application of Computational Thinking in Elementary School. Since the application of Computational Thinking is still little used in view of the wide range of possibilities that it allows, we intend to facilitate the use of this interaction by providing teachers with directions. We understand that such a proposal adds to the articulation and integration of Computational Thinking in the teaching-learning environment, promoting the development of 21st century skills.
Representação virtual para segurança de espaços através de detecção de objetos, pessoas e suas relações
(2022-10-07) Torres, Lucas Amorim Vasconcelos; Simões, Francisco Paulo Magalhães; http://lattes.cnpq.br/4321649532287831; http://lattes.cnpq.br/8237338186784482
The detection of risk situations is something that has been improved every year. This work presents the prototype of a system for monitoring the risk of accidents in industrial environments based on tracking objects and people using computer vision. In this work, visualization tools are used in virtual environments to detect collisions, verifying when a large object is close to colliding with people. The central idea is to make a spatialanalysis of a tractor, or some object similar to this type of vehicle, and of the people who transit in that place. Through this, it is possible to create visualization methods so that the end user, whether a work safety inspector or an industry 4.0 system, can understand what is happening in the surroundings of the place and the relationships between objects. In addition to viewing distances, the prototype allows changing the distances considered safe between objects and people, making it possible to also test different types of tool configuration.
Aprendizagem colaborativa apoiada por computador durante a pandemia do Covid-19: uma revisão sistemática
(2022-10-07) Melo, Daniel Lemos de; Araújo, Carlos Julian Menezes; Andrade, Ermeson Carneiro de; http://lattes.cnpq.br/2466077615273972; http://lattes.cnpq.br/3156174527107999; http://lattes.cnpq.br/4495434877384543
With the social isolation measures caused by the pandemic in 2020, educational institutions had to plan alternatives to ensure remote teaching. Among the various approaches, we cite the Computer Supported Collaborative Learning (CSCL) strategy, which seeks, through computers, to promote collaborative teaching remotely. This study seeks to evaluate how the use of the CSCL was during this period of isolation, through a systematic review. From the query in several databases, it was possible to identify 120 works that reported experiences using CSCL. The results indicate considerable success in adopting the CSCL strategy, as well as trends in technology use and approaches in each region of the planet.
Análise dos Impactos da Gestão do Tempo no Desempenho Acadêmico Através da Mineração de Dados Educacionais
(2023-03-29) Nascimento, Pricylla Santos Cavalcante do; Rodrigues, Rodrigo Lins; http://lattes.cnpq.br/5512849006877767; http://lattes.cnpq.br/2042576149331188
With technological advances, new challenges were born. Amongst them is the problem of identifying factors that corroborate with the good academic performance of students of distance learning courses. This work aims to analyze the impacts of time management on the academic performance of the student. For this, the K-means technique was used to group students in relation to their academic performance, a neural network was used to classify these groups according to the time management variables, and the SHAP method was used to interpret the classes obtained in an efficient way. The construction of this research uses data from distance learning courses extracted from the moodle platform of a public university in the state of Pernambuco. As a conclusion, it was possible to observe which characteristics of time management impact the student's academic performance positively.
Relato de experiência sobre uma disciplina de pensamento computacional no primeiro ano do ensino médio
(2023-03-29) Nascimento, Robson Raabi do; Araújo, Carlos Julian Menezes; http://lattes.cnpq.br/3156174527107999; http://lattes.cnpq.br/4942663556941460
Contemporary society demands new skills from students who complete their basic education. In this way, secondary education is required to assume a new role in the development of skills and abilities. The New Secondary School opens space for the teaching of computing disciplines, but there are still few examples of these experiences, so it is important to bring examples of these experiences in basic education. For this reason, this paper sought to describe the impressions of first-year high school students at a public school in the metropolitanregion of Recife regarding the use of unplugged computing in the computational thinking discipline. The subject was taught in the context of the elective curricular component of the new high school in a class with 30 students, 9 students were interviewed and a statistical analysis and a content analysis were carried out. The results showed that the students found the experience positive and that they believe that computational thinking is important for their professional career, the continuity of their studies or the autonomous exercise of citizenship. Finally, it was possible to identify the need to place more emphasis on computational concepts considering the adopted methodology of unplugged computing.
O impacto do uso do Google Workspace for Education na formação de professores da educação básica brasileira
(2023-04-20) Oliveira, Vanessa Cristina da Silva; França, Rozelma Soares de; http://lattes.cnpq.br/4282789732521235; http://lattes.cnpq.br/4145130964935664
Digital technology is increasingly gaining strength within school spaces, something that has been intensified with the COVID-19 pandemic. Its influence in these spaces is already supported by official documents, such as the BNCC, which even provides for the development of computational thinking at school. At the same time, teacher training is also impacted, as shown by the BNC-Continued Training. Thus, there is an emerging need for training to support these teachers in understanding, using and creating digital technologies in their practices. In 2006, Google launched G Suite for Education, a version of its product with digital tools to support educators in their didactic-pedagogical activities. However, until mid-2020, uptake by educational institutions was limited. With the COVID-19 pandemic, Google boosted the use of the service, which was renamed to Google Workspace for Education, being used by more than 120 million teachers and students in several countries during remote classes. In this context, this research aims to analyze the impact of using Google Workspace for Education in teacher training promoted within Safetec. After analyzing the data collected through questionnaires and interviews, the main results indicate that the use of this technological platform contributes to an improvement in the organization of pedagogical work, in the planning of activities and in the promotion of interactivity and collaboration between students and teachers.
Trilhas virtuais de aprendizagem usando A-Frame e ARCore: um estudo comparativo
(2023-04-24) Freire, Rubson Hebrain de Lima; Cysneiros Filho, Gilberto Amado de Azevedo; http://lattes.cnpq.br/0534822491953359; http://lattes.cnpq.br/4399026655441639
This article presents a comparative study on virtual and augmented reality technologies that can be applied for learning. It is fundamental before using the technologies, to explore with the objective of understanding and knowing how to apply them better. In particular, the study was carried out on A-Frame and ARCore in order to identify how these technologies can contribute to the creation of virtual learning paths. A comparison was made between the characteristics and functionalities of the technologies for the development of virtual learning trails by specialists. A-Frame and ARCore technologies were used to create two virtual track experiments. The experiments were evaluated through questionnaires. In this way, we had a result, which showed that more than 80% of the participants evaluated the project as significant for learning.
Referatório de recursos educacionais para apoiar o desenvolvimento do pensamento computacional
(2023-04-24) Silva, Ytalo Paulo Wilian da; Falcão, Taciana Pontual da Rocha; http://lattes.cnpq.br/5706959249737319; http://lattes.cnpq.br/4283889973387115
Metodologia baseada em projetos para desenvolvimento de games em educação remota
(2023-08-21) Santana, Gabriel Brito de; Monteiro, Lidiane de Souza; Costa, Diego Marcelo Rodrigues da; Nipo, Daniel Teixeira; Silva, Gabriel Candido da; Alexandre Filho, Paulo; Rodrigues, Rodrigo Lins; http://lattes.cnpq.br/5512849006877767; http://lattes.cnpq.br/7230692673382057
Um guia de boas práticas em desenvolvimento global de software ágil
(2023-09-15) Guedes, Rodrigo Gonçalves; Marinho, Marcelo Luiz Monteiro; http://lattes.cnpq.br/3362360567612060; http://lattes.cnpq.br/4064431072353330
The Agile Software Development (ASD) plays a pivotal role in the global software development landscape. The COVID-19 pandemic has further underscored the need to adapt agile practices for remote and distributed environments, emphasizing collaboration effectiveness. This study extends prior research that identified 48 agile practices in global projects, reflecting a comprehensive endeavor to analyze and synthesize these practices. We conducted a new survey to gather a broader set of responses and carried out in-depth interviews to correlate data with constructive observations. As a result, 13 agile practices have been identified as the most widely accepted in this context. These practices, such as Planning, Communication, and Self-Management, have proven to be fundamental for the success of AGSD projects. Based on these findings, we have developed an extensive portfolio serving as a reference guide for professionals seeking to implement agile practices in global contexts. This contribution aims to enhance agile software development in global scenarios, fostering superior results and efficiency. As organizations adapt to current and future demands, AGSD stands out as a crucial approach for success in an increasingly interconnected world.
Uma abordagem para planejamento de aulas interdisciplinares com pensamento computacional para educação básica
(2023-09-20) Monteiro, Lidiane de Souza; Falcão, Taciana Pontual da Rocha; Rodrigues, Rodrigo Lins
The approval of the Standards for Computing in Basic Education - Complement to the National Common Curricular Base (BNCC) in 2023 was a milestone for the country, but at the same time, the need to implement computing education in schools brings many challenges for teachers. One of them is the need to appropriate knowledge established in the axes of Computing for the school curriculum (Computational Thinking, Digital World, and Digital Culture) and include the skills and competences in their classes, in an interdisciplinary way. In this context, this work aims to contribute to the development of artifacts to support the implementation of computing education in basic education, as well as to offer support to teachers during this challenging process. Thus, the HackEduComp was held, an educational marathon that brought together teachers from different disciplines with a common challenge: to plan interdisciplinary classes with Computational Thinking. The results indicate that the classes planned in a collaborative way have the potential to promote and support the implementation of Computational Thinking in Basic Education, providing learners with meaningful, contextualized learning and applying techniques from Computer Science.
Como a tecnologia assistiva tem contribuído para a inclusão educacional no nordeste? um mapeamento sistemático da literatura
(2023-12-21) Carmo, Vinicius José Gonçalves do; França, Rozelma Soares de
Inclusive education aims to ensure the participation of all students within the school environment. However, various obstacles, such as the lack of preparedness within educational institutions and teachers to address the specificities of people with disabilities, can hinder the realization of this inclusion. In this context, Assistive Technology (AT) emerges as an innovative field, offering resources to promote the inclusion and autonomy of individuals with diverse abilities and needs. The goal of AT is to remove barriers and facilitate access to a more independent life, providing equal opportunities for people with different abilities. This study aimed to investigate the role of AT in promoting educational inclusion in the Northeast region. To achieve this, a systematic literature review was conducted, seeking scientific works published between 2013 and 2023 on platforms such as Google Scholar, Portal de Periódicos CAPES, Revista Novas Tecnologias na Educação (RENOTE), SBC-OpenLib (SOL), Scientific Electronic Library Online (Scielo) e Conferência Internacional sobre Informática na Educação (TISE). Inclusion and exclusion criteria were established to evaluate the retrieved works, resulting in the inclusion of 32 studies. The findings revealed that, during the considered period, the state of Paraíba was the most active in conducting research using AT to promote educational inclusion. Furthermore, it was found that visual impairment was the most explored type in the studies, and software development was the most explored solution. These findings not only highlight the application of AT as a fundamental resource in promoting educational inclusion but also underscore the need for broader and diversified utilization of AT to address the varied needs of students with disabilities, aiming for a more effective and comprehensive inclusion.
Inteligência artificial no ensino fundamental com robótica lego, aprendizagem baseada em projetos e gamiﬁcação
(2024) Souza, Diogo Albuquerque Dias de; Rodrigues, Rodrigo Lins; http://lattes.cnpq.br/5512849006877767; http://lattes.cnpq.br/3374743431217595
Um recurso didático de computação para crianças baseado no estilo de aprendizagem
(2024) Ramos, Cláudia Eduarda de Moura; França, Rozelma Soares de; http://lattes.cnpq.br/4282789732521235; http://lattes.cnpq.br/8195842608999569
O impacto da nova matriz curricular da Licenciatura em Computação no desempenho dos discentes
(2024-02-16) Silva, Laura Gabrielle de Lira; Falcão, Taciana Pontual da Rocha; http://lattes.cnpq.br/5706959249737319; http://lattes.cnpq.br/5607530930536079
Explorando o pensamento computacional nos anos iniciais do ensino fundamental a partir de soluções criativas para alagamentos na cidade de Recife/PE
(2024-03-01) Aureliano, Paulo Vinícius Cabral; França, Rozelma Soares de; http://lattes.cnpq.br/4282789732521235; http://lattes.cnpq.br/3335740440479045
This paper proposes a didactic sequence for the development of Computational Thinking (CT) in the 1st year of Elementary School, using the problem of floods in the city of Recife/PE as a learning context. Based on discussions about the reality of CT development in Brazilian schools and the training of teachers working in the field, as well as on the axes and abilities related to computing education in Elementary School present in the complement of Computing to the National Common Curricular Base (BNCC), the objective is to introduce CT concepts in an unplugged way, focusing on key concepts and on the resolution of real problems, especially those related to social issues such as floods. The problem-based methodology will be employed to promote students' autonomy in constructing knowledge, allowing them to use Computing as a tool to address relevant and meaningful issues in their community. This approach aims not only to develop technical skills but also to promote meaningful learning by connecting computational concepts with real and social challenges faced by students. The proposal thus seeks to overcome challenges related to teaching materials and strategies for the effective integration of computing into the curriculum, offering an accessible and socially relevant alternative for computing education in Brazilian schools.