http://memoria.ifrn.edu.br/handle/1044/1019 Sun, 19 Apr 2026 01:56:25 GMT 2026-04-19T01:56:25Z http://memoria.ifrn.edu.br/handle/1044/3208 Aplicação do método de Sulzberger no cálculo do dimensionamento geotécnico de fundações para postes duplo “T” de concreto armado The present study analyzes the applicability of the Sulzberger Method in the geotechnical design of foundations for reinforced concrete poles used in distribution networks and transmission lines. Two embedment conditions are evaluated: simple embedment filled with compacted soil-cement and embedment using a drilled shaft with a concrete base, considering both sandy and clayey soils. This method consists of analyzing the structural element primarily under lateral loads and is developed to present in detail the calculation procedures proposed by the model’s author. To demonstrate the practical and effective applicability of the method, design examples were carried out considering different types of poles, with varying load conditions and lengths. The results indicate that the studied methodology represents a viable alternative for design in situations where lateral loading—predominantly horizontal forces—is governing, as in the case of poles, contributing to increased structural safety and serving as a basis for further studies and related research. Wed, 28 Jan 2026 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3208 2026-01-28T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3207 Ensino de física na perspectiva do desenho universal para aprendizagem: uma análise das concepções sobre inclusão dos professores de física do IFRN Physics education, historically characterized by expository teaching methods and an emphasis on problem solving, continues to face challenges in promoting accessible and high-quality learning for all students, particularly those with disabilities. In light of the need to develop inclusive pedagogical practices and the relevance of Universal Design for Learning (UDL) as an approach capable of fostering accessible learning for all learners, this study aimed to analyze, through the lens of UDL principles, the inclusion strategies reported by high school Physics teachers at the Federal Institute of Rio Grande do Norte (IFRN) in their work with students with disabilities, as well as to identify the extent to which these strategies align with or diverge from this framework. This qualitative study was conducted in three stages: a literature review, the administration of online questionnaires, and data analysis. Data were collected from IFRN Physics teachers who were actively teaching during the second academic semester of 2025. The results revealed that the conceptions and strategies adopted by teachers sometimes align with, and sometimes diverge from, the assumptions of inclusive education and the guiding principles of UDL, simultaneously highlighting challenges and potentialities for the implementation of inclusive pedagogical practices in Physics education. It is expected that the findings will contribute to a broader understanding of strategies that can promote a more accessible learning process for all students, as well as encourage the development of future research on the topic. Thu, 29 Jan 2026 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3207 2026-01-29T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3206 Unidades de conservação como espaços educativos: o parque da cidade de Natal/RN e o ensino da Geografia This study focuses on the role of Conservation Units in Geography education, taking as its object of analysis the Parque da Cidade Dom Nivaldo Monte, located in Natal, Rio Grande do Norte, Brazil. The main objective is to understand how this conservation unit can contribute to the teaching and learning processes in Geography. In this context, the research sought to deepen discussions on the development of educational practices in non-formal learning spaces, emphasizing their pedagogical potential. The methodology was based on bibliographic research and a technical field visit aimed at understanding the spatial organization and the main environmental and structural attributes of the park. From these stages, didactic sequences were developed in accordance with the chosen theme, designed for application both in field classes and in formal educational settings. In the third phase of the study, one of these proposals was implemented in the classroom, using two data collection instruments: an initial diagnostic questionnaire and a second one to assess students’ perceptions after the class. The data were analyzed qualitatively, revealing that the proposal significantly enhanced students’ understanding of the importance of environmental preservation areas. Furthermore, it fostered comprehension of the geoenvironmental aspects of Parque da Cidade and its relationship with the urbanization process of Natal, including discussions on cartographic scale and the use of Google Earth as an educational tool. It is concluded that bringing Geography content established by the Base Nacional Comum Curricular (BNCC) closer to students’ everyday experiences through the use of local environmental protection areas constitutes a meaningful pedagogical practice. It is also essential to respect the guidelines of the Sistema Nacional de Unidades de Conservação (SNUC) and the specific characteristics of each category. This approach promotes citizenship awareness, environmental preservation, and a sense of place attachment, opening multiple possibilities for educational work through disciplinary, interdisciplinary, and transdisciplinary perspectives. Wed, 19 Nov 2025 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3206 2025-11-19T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3203 Desafios na interação com chatbots: um estudo de caso do Flaychat em contexto simulado de atendimento The digital transformation has significantly changed human interactions and customer service processes across various sectors, driving the adoption of tools based on Artificial Intelligence (AI), such as chatbots. These automated systems have been widely implemented by companies and institutions for providing agility, availability, and reduced operational costs. However, their use does not always ensure a satisfactory experience for all users, especially for individuals with low digital literacy, who face difficulties in understanding and interacting with these technologies. This study aims to analyze the challenges faced by users with different levels of digital literacy when interacting with chatbots, seeking to understand the factors that influence the efficiency and accessibility of these systems. The research is characterized as qualitative, descriptive, and developed through a case study involving the creation of a fictitious Internet provider chatbot, implemented on the FlyChat platform, a local tool developed by a programmer from the city of Nova Cruz and used in some local businesses. Data collection was carried out through practical interactions with two groups of participants — one with low digital literacy and another with greater technological familiarity — followed by the application of a Likert-scale questionnaire, which evaluated perceptions regarding message clarity, ease of use, overall satisfaction, and preference between human and automated service. The results showed significant differences between the groups: users with higher digital literacy presented higher agreement averages in all aspects, while participants with lower technological proficiency demonstrated difficulties in understanding, insecurity, and a greater preference for human assistance. The analysis revealed that the efficiency of the chatbot is directly related to the users’ level of digital literacy. It is concluded that, although FlyChat proved to be functional and accessible for basic tasks, digital inclusion requires more than mere access to technology, demanding conversational interfaces designed to accommodate different literacy levels and to promote equitable and humanized use of digital services. Wed, 11 Feb 2026 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3203 2026-02-11T00:00:00Z