http://memoria.ifrn.edu.br/handle/1044/1027 2026-09-11T09:25:21Z http://memoria.ifrn.edu.br/handle/1044/3290 A Educação Ambiental no ensino de Química e Geografia em turmas do Terceiro ano do Ensino Médio em Marcelino Vieira-RN 2026-02-12T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3072 O dualismo entre educação e trabalho no contexto da EJA no campo : uma análise à luz do programa EJA qualifica no Município de São José do Mipibu/RN 2024-03-10T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3050 Práticas pedagógicas intencionais no ensino de matemática: análise crítica, pedagógica e tecnológica do LAVIMAT no ensino de matemática Teaching is inherently connected to understanding a variety of learning strategies that guide the construction of pedagogical practices to achieve learning objectives (Camargo & Daros, 2021). In this context, this research, through a case study of an educational product, seeks to answer the question: How can intentional pedagogical practices in mathematics teaching be implemented through digital resources using the LAVIMAT platform? The study aims to critically analyze the pedagogical and technological potential of the LAVIMAT platform in constructing intentional pedagogical practices in mathematics teaching. The specific objectives are to: (1) identify the pedagogical intentionality of three resources available on the platform; (2) critically analyze how LAVIMAT's resources can be intentionally used to foster the development of mathematical skills aligned with the competencies of the BNCC, based on technological and pedagogical criteria; and (3) propose enhancements that further explore the platform’s pedagogical and technological potential. Methodologically, the analysis was conducted using data collection instruments inspired by Bardin’s content analysis (2016) and Sommerville’s non-functional requirements (2011). The findings indicate that the proposed improvements contribute to enhancing the already existing pedagogical potential of the platform. 2025-03-10T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3049 O bibliotecário escolar como mediador da informação em tempos de transformação digital: um estudo exploratório This study analyzes the role of the school librarian as an information mediator in high school in the face of transformations driven by digital technologies. The research, of an exploratory nature and based on a literature review in RBBD, CBBD, BRAPCI, and REBECIN databases, shows that the librarian’s role goes beyond collection management, incorporating functions such as digital curation, promotion of information literacy, and pedagogical collaboration with teachers. The reviewed studies indicate that integrating the library into the pedagogical project fosters investigative practices, critical thinking, and student autonomy. However, the effectiveness of such mediation is conditioned by structural factors, such as the shortage of librarians in many schools, technological infrastructure limitations, and institutional resistance to interdisciplinarity. At the same time, digital resources and collaborative methodologies expand learning possibilities when articulated in a planned and critical way. It is concluded that consolidating the librarian as a strategic agent requires public policies to ensure their presence in schools, continuous training, and the strengthening of collaborative practices, transforming the school library into a dynamic and inclusive hub in the information society. 2025-08-15T00:00:00Z