01. Universidade Federal Rural de Pernambuco - UFRPE (Sede)

URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/1

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2018 - 201922020 - 202425

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Assunto: search.filters.subject.Ensino superior

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Agora exibindo 1 - 10 de 27
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    Estudantes universitários e ensino remoto: impactos provocados à saúde mental durante a pandemia de COVID-19
    (2024-03-11) Freitas, Anne Elise Alves de; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221; http://lattes.cnpq.br/9158087822068202
    Studies and reports state that university students are a population with a high prevalence of depression, anxiety and high levels of stress during the COVID-19 pandemic. This fact has sparked growing interest in possible relationships between academic experiences and mental health. In this context, the main objective of this research was to investigate the impacts caused on the mental health of Physical Education students at the Federal Rural University of Pernambuco (UFRPE) caused by emergency remote teaching ERE, as well as the facilitating and hindering aspects of the new method of teaching, the negative and positive impacts of remote classes associated with the learning process and the consequences caused to students' mental health. The research had a qualitative-quantitative approach and was constructed through bibliographic and exploratory research. Data were collected through a questionnaire administered online. The results obtained were a total of 36 responses and the participants were undergraduates who were between the fourth and eighth semester, deprioritized and graduated (completed). This research contributes to the investigation of the aspects and impacts of ERE that were relevant in the graduation of students from the Physical Education course at UFRPE. The results demonstrate a statistically significant negative impact on factors associated with mental health, academic achievement and the impacts of emergency remote teaching on academic experiences during the pandemic. Finally, the need for studies on the topic to be expanded seems clear, not only in relation to carrying out new searches in other virtual libraries, aiming to expand and enrich the results, with the aim of analyzing students' mental health knowledge post-pandemic through scientific productions, as well as field research to obtain a better understanding of the object of study in question.
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    Letramento digital de discentes idosos (as) na universidade: desafios e propostas para enfrentamento
    (2024) Oliveira, Severina Maria Moura de; Lima, Hérica Karina Cavalcanti de; http://lattes.cnpq.br/7078742576743942; http://lattes.cnpq.br/4214157315222784
    El tema de esta investigación es la literacidad digital, un tema que abarca muchas áreas, direcciones y enfoques diferentes. En un intento de delimitarlo, nuestro objeto de estudio se centra en la alfabetización digital de las personas mayores. De forma más general y a través de la investigación bibliográfica, pretendemos comprender la relación entre las personas mayores y la tecnología, así como los retos a los que se enfrentan en la universidad. De forma más específica, pretendemos proponer formas que indiquen cómo se puede incluir a este colectivo en el mundo digital de las Instituciones de Educación Superior. Este trabajo es importante porque reflexiona sobre este sector de la población, que se enfrenta a los retos que los avances tecnológicos le imponen actualmente en todos los sectores de la vida contemporánea. El reto de las personas mayores, frente a sus limitaciones en el uso de las redes sociales, internet, sitios web, correos electrónicos, etc., es convertirse en hábiles como nuevos actores de este mundo digital, y esto requiere necesariamente que las personas mayores redefinan conceptos culturales muy arraigados. Por ello, apoyándonos en los estudios de Bates (2010), Bartlett y Macedo (2015), Soares (2002) y otros, esperamos contribuir a la formación de personas mayores alfabetizadas digitalmente y capaces de afrontar los retos de la sociedad del siglo XXI.
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    Sociologia e educação: como os conceitos sociológicos são aplicados nos Trabalhos de Conclusão de Curso sobre educação nos cursos de Ciências Sociais da UFPE e da UFRPE
    (2024-10-02) Nascimento, Diogo Oliveira do; Benzaquen, Júlia Figueredo; http://lattes.cnpq.br/0325443406402140; http://lattes.cnpq.br/4693268077316321
    This work proposes to study, from a search in databases, Course Conclusion Papers defended in Social Sciences courses at Public Universities of Pernambuco that relate sociology with education carried out in the period from 2018 to 2023. To achieve the The proposed objective was to search for works in the electronic repositories of UFRPE (Federal Rural University of Pernambuco) and UFPE (Federal University of Pernambuco) and eighteen works were located. In order to explore the work, we read the research and decided to create three analysis groups for the work: education and public policy; education and educational institution; education and teaching of sociology. We conclude that the concepts of sociology were mobilized in the analysis of the phenomena studied in the course completion research. Therefore, the presence of these concepts in the research facilitated the interpretation of the data presented, in addition, the understanding of the facts could be better explored and understood, confirming the importance of sociological concepts for analyzes of education.
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    Racismo algorítmico no desenvolvimento de software: um estudo de caso sobre letramento racial no ensino superior
    (2024-08-05) Silva, Jamelly Nascimento; Falcão, Taciana Pontual da Rocha; Santos, George Augusto Valença; http://lattes.cnpq.br/8525564952779211; http://lattes.cnpq.br/5706959249737319
    This article presents a case study on the topic of algorithmic racism in software development, focusing on racial literacy in higher education. The study involved students and instructors at the Federal Rural University of Pernambuco (Brazil) to investigate their level of knowledge about algorithmic racism. The main objective was to understand whether this knowledge is present in any way in courses related to information technology. The results reveal important insights into awareness and understanding of algorithmic racism within academia, highlighting areas of opportunity to promote more inclusive and comprehensive teaching on these crucial issues in the technology industry.
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    Análise da evasão no ensino superior: predição e prevenção por meio da mineração de dados educacionais
    (2024-03-05) Ferreira, Rodolfo André Barbosa; Mello, Rafael Ferreira Leite de; http://lattes.cnpq.br/6190254569597745; http://lattes.cnpq.br/2982020271806247
    Considering that dropout occurs due to abandonment, transfer, or withdrawal from the course; when the student disengages from the institution they are enrolled in or when the student definitively abandons or does not complete higher education, this article seeks to identify methods and automated techniques to assist managers in preventing dropout cases through predictions. To conduct the study, Educational Data Mining (EDM) was used, which applies data mining techniques such as database, statistics, and machine learning in education. Data from 5144 students with characteristics related to course, semester, and demographics were used from the database provided by the Academic Information and Management System (SIGA) of the Federal Rural University of Pernambuco (UFRPE) for the courses of Animal Science, Fisheries Engineering, and Agronomy. The data, except for those containing personal, restricted, and sensitive information, were separated into Academic Characteristics per Semester, General Academic Characteristics, Course-related, Demographic, and Target Characteristics. The study employs the LSTM machine learning algorithm and the SGD and Adam optimizers, exploring different values for the parameters of learning rate, momentum, batch size, and number of epochs.
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    Sistematização das aulas de natação: uma proposta didático-metodológica
    (2024-03-11) Souza, João Crisson de Andrade; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221
    This study proposed a didactic-methodological approach to structure swimming classes in higher education, specifically for the Physical Education A – Swimming course at the Federal Rural University of Pernambuco. The exploratory research aimed to analyze the benefits of the swimming teaching methodology in students' education, going beyond the development of motor skills to promote health and social integration. The research method included a literature review and the implementation of action research. The literature review was conducted on platforms such as Scielo, Capes Periodicals Portal, and Lilacs, exploring articles, dissertations, and theses related to body culture, higher education, swimming, swimming teaching methodology, and sports pedagogy. The developed teaching program comprises 43 lessons covering topics related to adaptation to the aquatic environment, breathing, flotation, propulsion, Olympic turns, basic diving, aquatic play activities, and water games. All are grounded in the Swimming Teaching Methodology and the Critical Overcoming Approach to Physical Education Teaching. This study plays a significant role in enriching the academic education of students while enhancing swimming instruction in the university context at UFRPE.
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    Uso de análise de sobrevivência como ferramenta na obtenção de indicadores de permanência no ensino superior
    (2024-03-06) Silva, Lhaíslla Eduarda Cavalcanti Rodrigues da; Albuquerque Júnior, Gabriel Alves de; http://lattes.cnpq.br/1399502815770584; http://lattes.cnpq.br/7477398253297436
    This paper proposes an integrated approach of statistical techniques, business intelligence and data science concepts to create a survival analysis model aimed at understanding student retention in higher education. Using computer science courses as a case study, different groups are compared in order to calculate the probability of students staying until the end of the course. The work makes use of the SABIA platform to support data-driven management, highlighting the importance of technological tools in academic analysis. The results show patterns between courses in the same area when considering dropout as an event of interest, with steeper drops in the initial periods, especially at critical moments, such as the second semester, which show lower probabilities of permanence compared to the first semester, as well as the Other entry modality, which in the final periods reflects the occurrence of dropout, highlighting the importance of personalised interventions to prevent dropout and waste of resources, contributing to more efficient and effective management of higher education institutions.
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    Da culinarista doméstica ao gastrônomo profissional: trajetórias do ensino institucional de gastronomia no Brasil
    (2019-11-27) Maciel, Rodrigo Araújo; Calabria, Ericka Maria de Melo Rocha; http://lattes.cnpq.br/3564220946174205; http://lattes.cnpq.br/3587155116542175
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    An implementation of a mathematical-computational method for the detection and treatment of financial outliers in higher education
    (2023-09-06) Freitas, Nathan Cavalcante; Gouveia, Roberta Macêdo Marques; http://lattes.cnpq.br/2024317361355224; http://lattes.cnpq.br/1613649528791400
    The Higher Education Census occurs annually, collecting data from public and private Higher Educational Institutions (HEI) in Brazil. Different factors can lead to anomalies or outliers in some of these collected data. This work proposes a mathematical-computational method to detect and treat atypical HEI’s financial values. Both univariate and bivariate analysis to that end. We analyzed the expenses and incomes of HEI in the census from 2016 to 2019. This analysis revealed that 204 out of 2,224 HEI, approximately 10%, reported some atypical data.
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    O acesso e a permanência do estudante com deficiência no Ensino Superior em uma universidade pública federal
    (2022-10-05) Pereira, Maria de Fátima da Costa Cordeiro Henrique; Amorim, Maria do Rosário de Fátima Brandão; http://lattes.cnpq.br/5330024930917910; http://lattes.cnpq.br/9649560600378856
    The inclusion of students with disabilities is a right guaranteed by law No. 13,409/2016, which deals with quotas for the inclusion of people with disabilities in higher education. Through a literary review, we tried to build the theoretical framework through a discussion that brought up the problematization of access and permanence in an IES, questions that were: How many are these people, and where are they in the different courses? What actions are offered to students with disabilities to stay in the different courses? Could it be that the pedagogical projects of the courses that welcome such students were built with an inclusive look? What does the Accessibility Center do to enable students to access and stay in the different courses in which they belong? What do students with disabilities say about their inclusion in higher education? To answer the concerns raised here, the present work aimed to investigate how the inclusion of students with disabilities in a federal public institution of higher education takes place. Theorists such as Cantorani et al. (2020), Guedes (2020), Giordani et al. (2020), Cabral (2020), Silva and Pavão (2020) among others that enriched the basis of this research. The study was of a quali-quantitative nature, with a descriptive analysis methodology. To enrich the discussion, questionnaires were developed as a data collection instrument that was applied through the Google forms® digital platform to students with disabilities who study at the researched IES, and to the Accessibility Center of the same institution. An analysis of the pedagogical projects of the courses was also used to verify if the inclusion is contained in the curricular proposal of the course. The results showed that the PPCs, despite having a basic text that alludes to the accessibility of the disabled person, some courses do not include it in their document, disregarding its importance to welcome these students and guarantee, in addition to access, the permanence of the person with disabilities. at the University. The IES needs to promote actions that allow the overcoming of existing barriers from access to completion of these students with disabilities.