http://memoria.ifrn.edu.br/handle/1044/1045 2026-11-13T09:31:06Z http://memoria.ifrn.edu.br/handle/1044/3359 Informática básica para turma do ensino fundamental: uma abordagem utilizando materiais didáticos feitos no laboratório Maker 2026-07-14T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3358 Desafios e perspectivas na implementação do ensino de informática no currículo de uma escola pública estadual de Alto do Rodrigues-RN The Implementing computer education in the public school curriculum presents a significant challenge in light of technological transformations and the demands of evolving digital culture in modern education. In this context, this study aims to analyze the challenges and prospects of implementing computer education within the curriculum of a state public school in Alto do Rodrigues, Rio Grande do Norte (RN). To this end, the study takes into account the guidelines of the National Common Curricular Base (BNCC), specifically General Competence 5, and the specific reality of the institution under study. The research employs a qualitative approach and is exploratory and descriptive in nature, supported by quantitative data used for descriptive and illustrative purposes. Methodological procedures included a literature review, an analysis of the school's Political-Pedagogical Project, and the administration of a semi-open, multiple-choice questionnaire to the school's management team, pedagogical coordinator, and teaching staff. The results revealed that, although the school acknowledges the importance of digital technologies in the teaching-learning process, challenges persist regarding technological infrastructure, equipment availability, internet access, continuous teacher training, and pedagogical planning. These findings highlight the need for integrated actions that facilitate the inclusion of computer education in the school curriculum, thereby contributing to an education system that is more inclusive and aligned with the needs of contemporary society. 2026-07-17T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3357 Uma análise sobre as doenças prevalentes na população da cidade de Ipanguaçu/RN a partir do processo ETL In the last decade, the need for an automated process for the discovery of relevant information involving large volumes of data has increased, however, several organizations have generated it digitally, this information being fundamental for managers and administrators to seek results that are being generated by their employees’ services themselves. In the hospital environment, data are still stored physically, such as in Basic Health Units (UBS), which can generate several inconsistencies and increase the difficulty for further analysis of these data. Thus, the motivation of this work is a problem that converges to an articulation between information technology and health, with the aim of analyzing the diseases prevalent in the population of the city of Ipanguaçu / RN through data collections. The methodology used was the quantitative approach, which was divided into 3 stages: ETL process, data mining stage using Excel software, knowledge discovery process (KDD) and the analysis of results using the inductive method. Based on the results obtained, it was possible to identify the most prevalent diseases in the months of July and August of 2018. 2021-03-09T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3355 Dificuldades no uso de tecnologias digitais: um estudo de caso dos docentes da Escola Municipal Libânia Lopes Pessoa The advancement of digital technologies has profoundly transformed social practices, expanding its presence in the school environment and demanding new skills from teachers. Although these resources broaden the possibilities for teaching, communication, and educational management, their integration into Brazilian public schools still occurs unevenly, marked by structural limitations, a lack of continuing education, and difficulties in teachers adapting to technological tools. Several authors, such as Belloni, Moran, Mercado, and Valente, emphasize that the effective integration of technologies in education depends not only on the availability of resources but, above all, on teacher preparation, institutional support, and cultural changes that favor more innovative pedagogical practices. In the context of the Libânia Lopes Pessoa Municipal School in Itajá/RN, it is observed that many teachers face significant challenges in the use of school systems, digital platforms, and multimedia resources, both in pedagogical activities and in administrative routines. The lack of technical support, precarious infrastructure, and gaps in initial and continuing education contribute to feelings of insecurity, resistance, and overload among teachers. Understanding these difficulties from the experiences and perceptions of the teachers themselves is essential to support actions, develop more contextualized training practices, and guide public policies that are more coherent with the reality of public schools. Given this scenario, this study aims to understand, through the accounts of teachers at the Libânia Lopes Pessoa School, the challenges faced in adapting to and using digital technologies daily. It seeks to identify the main difficulties experienced, analyze how structural and training conditions influence this process, investigate existing support actions, and propose strategies that promote a fairer, more humane digital inclusion for teachers, aligned with the concrete needs of these professionals. 2026-02-09T00:00:00Z