http://memoria.ifrn.edu.br/handle/1044/1019 Thu, 12 Nov 2026 08:12:19 GMT 2026-11-12T08:12:19Z 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. Mon, 09 Feb 2026 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3355 2026-02-09T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3352 Robótica educacional como recurso de ensino e aprendizagem para estudantes com transtorno do espectro autista Students with Autism Spectrum Disorder (ASD) may face barriers in the school context, especially regarding the development of social relationships, the presence of restricted interests, and a tendency toward introspection. These characteristics are directly related to socialization skills, therefore, limitations in interacting with the surrounding environment may impact their learning process. In this context, Educational Robotics (ER) emerges as a potentially facilitating tool, as it offers several pedagogical possibilities, such as the development of computational concepts, notions of automation, and social skills. Furthermore, since it is commonly carried out through collaborative activities, ER can promote interaction among students while respecting the specific needs of learners with ASD. This monograph aims to present learning gains for students with ASD based on national experiences involving the application of ER. To this end, a basic research study was conducted with exploratory objectives, a qualitative approach, and procedures involving a bibliographic review followed by content analysis. As a result, it was identified that the use of ER contributes to the development of motor, social, and cognitive skills in students with ASD, constituting an important ally for teachers who seek to promote greater interaction and inclusion in the classroom environment. Tue, 31 Mar 2026 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3352 2026-03-31T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3350 Práticas pedagógicas antirracistas na educação infantil: Um relato de experiência a partir do projeto “o imaginário mundo de Kiusam Oliveira”, em uma creche municipal de Parelhas/RN. This study aims to document and analyze the implementation of pedagogical practices focused on anti-racist education in Early Childhood Education, based on an experience developed in a public daycare center in the municipality of Parelhas, Rio Grande do Norte, Brazil, within the project “The Imaginary World of Kiusam Oliveira.” This is an experience report with a qualitative approach, grounded in the author's experiences in the school environment. The project was carried out with a Level III class consisting of 18 children aged between 2 and 3 years old over the course of one month. The activities included storytelling, exploration of Afro-Brazilian children's literature, art workshops, music activities, appreciation of Black aesthetics, and the participation of families and the school community. The practices developed sought to promote the recognition of ethnic-racial diversity, strengthen children's self-esteem, and value Afro-Brazilian culture from the earliest years of life. The results showed that the inclusion of intentional and contextualized pedagogical proposals significantly contributed to the construction of positive identities, the recognition of differences, and the development of more respectful attitudes among the children. Furthermore, it was observed that the experiences extended beyond the classroom environment, fostering reflection within families and the wider community. Thu, 09 Jul 2026 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3350 2026-07-09T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3341 A ludicidade e o ensino da geografia : reflexões emergentes de um estudo bibliográfico This undergraduate thesis has as its object of study playfulness articulated with Geography teaching in Basic Education and in initial teacher education. The study aimed to analyze the undergraduate theses (TCC) of the Geography Teaching Degree course at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN – Natal-Central Campus) available in the Institutional Repository Memoria, identifying the approaches and conceptions regarding playfulness at the interface with the teaching of the subject. The methodology was based on a qualitative, bibliographic and exploratory approach, with a documentary survey in the repository within the time frame from 2016 to 2025, analyzing the universe of 29 works registered under the descriptor Playfulness. The theoretical framework drew on authors from the field of Geography, such as Callai (2003), Kaercher (2003), Moraes (2005) and Vesentini (2011), as well as scholars of playfulness and pedagogical mediation, such as Oliveira (1985), Friedman (1998), Bemvenuti (2009), Bordignon and Camargo (2013) and Lima (2020), in addition to the normative document of the National Common Curricular Base (BNCC, 2018). As a final result, it was found that there is an absence of research that addresses playfulness as a central theme or methodological resource in the investigated collection. The diagnosis revealed the existence of a gap between the playful practices developed in supervised internships and their scientific systematization, as well as the prevalence of studies focused on conceptual geographic content to the detriment of teaching methodologies. In view of this, the thesis concludes by pointing out pedagogical propositions and recommendations to foster playful intentionality and innovation in the institution's teacher education. Tue, 29 Sep 2026 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3341 2026-09-29T00:00:00Z