Writing is a fundamental expression for us to explain our thoughts, opinions and, above all, the way we see the world. This only occurs because each one, within their experiences, carries with them what we can call “baggage of life”, what will be responsible for the way we will face the world and, thus, have important information to deliver our impressions to the outside. Although writing is indeed important for education, not everyone is comfortable with the bureaucracy it demands, such as attention and patience. Due to this observation, the hypothesis of this project is based. Thus, this research is justified by developing a learning object in digital format that can be used by students so that they explore the different textual genres from their experiences and experiences. However, for this project to be feasible, fanfictions were chosen after it was understood that they are increasingly part of the lives of adolescents inserted in the world of reading and writing. The general objective of this research will be to develop a learning object that can support Portuguese language teachers in terms of textual production. The methodology that will be used to achieve this objective will be a case study from the perspective of authors who have researched school and neoliberal society such as Laval (2019), A school is not a company, Masschelein, Simons (2017), with In Defense school: a public issue, Chamayou (2020), The ungovernable society: a genealogy of authoritarian liberalism among other authors that will be included in the studies of this present work.

The dialogue is built by complexities, the figures that involve and are involved in the
dialogue are linked by a certain necessary tension in relation to the potential of the
dialogic essence, impregnating the conversation through the context where it
materializes or idealizes. The main objective of this writing is to analyze the presence
or absence of Death themes in the curricula and contents of the final years of
elementary and high school, in the perspective of a dialogue between theory and
transversal and humanized praxis. We agree that the qualitative research
methodology adapts to the subjective phenomenon, being possible the observation
of natural behaviors, through the analysis based on the scientific literature of open,
flexible answers that allow a future interpretation and meaning of the data and, for
this reason, we will continue in this research direction, in the understanding that, in
order to understand death, it is necessary to focus on life.

Studies show that among the subjects of courses in the area of computing, those that addresses the programming skills are seen as vital to students’ academic and professional progress. Nonetheless, these disciplines are highlighted in several researches as complex and, generally, have a high dropout and/or failure rate. It is known that there are several factors that may lead to this problem, from a basic education deficient in logic and mathematics, lack of interest in exercises, lack of time to practice outside the classroom, difficulties in abstracting syntax of a programming language among others. In this scenario, it is believed that the development of a tool that motivates students to practice programming outside of class hours and that have a more playful and less formal content, such as, a digital game, can contribute to the development of motivation and engagement of students. Digital games have been used in education with different levels of success for decades. Currently, serious games are known for uniting the playful and   programmatic content of different disciplines, with the possibility of being used inside and outside the classrooms. This work presents the application of the serious game CodingJob, which aims to help students of the Programming Language I course to practice the course content in a environment that simulates a small software factory. Based on constructionist concepts, the game aims to use features of a micro world, a concept developed by Seymour Papert, in which the student has a study environment provided with tools that allow the same explore content, producing solutions and building knowledge. The game was developed in production cycles with the help of students through the use of the Design Science Research methodology, where a production cycle culminates with user testing that raises new suggestions for changes for a new production cycle. After 3 test cycles, the results presented were positive, although they raised several questions regarding some of the author’s design choices. It is possible to notice that the result in relation to student motivation was positive, however, the results presented in relation to learning through the game are inconsistent, since the difficulty of some questions has created frustration in some students

The present work raises the discussion of the implementation of a creative space within the school context. The pedagogical approach used will be that of Creative Learning with the use of pedagogical strategies developed within the Hand-in-Hand Movement and the reframing of industrial waste. The proposed general objective revolves around achieving the expansion and development of Creative Hands-on Learning actions with the use of materials from the industries, starting initially from the construction of a planning guide for a Creative Space with the use of materials (waste) from industries in conjunction with digital manufacturing technologies. In order to achieve the objectives, a qualitative research using interviews as a research instrument was selected as methodology. Data collection will be carried out within the training course, offered by the 27th CRE RS in partnership with the Federal Institute of Education, Science and Technology, with teachers. With this, it is expected that it will be possible to analyze the data generated in a qualitative way, aiming to point out the effectiveness of the dialogue with the actors in the education process, as well as contributing to the dissemination of the Creative Learning Approach at school.

This research project intends to investigate strategies for school management in order to expand the capacities of use of the maker spaces implemented in schools, so that the potential of these environments is directed to the learning process. It is intended, therefore, to effectively manage the use of these spaces so that schools, educators and students can take advantage of all their educational potential, becoming a living, useful and meaningful space for educational activities. With this purpose in mind, a bibliographic research was carried out bringing to light authors such as: Jean Piaget, John Dewey, José Armando Valente, José Moran, Lilian Bacich, Mitchel Resnick, Paulo Blikstein, Paulo Freire, Neil Gershenfeld, Seymour Papert, Sylvia Libow Martinez, Gary Stager. In addition, a narrative review of the literature was conducted in order to identify dissertations and theses in line with the present research. With this, we seek to elucidate in the course of this dissertation, the main theories that support the maker movement and the different conceptions that exist according to the perspective of the authors that support the way of acting of each maker space, that is, according to the approach that each maker space will have in the educational environment. Still as a method, it is intended to carry out a field research, which will have the purpose of proposing suggestions that facilitate the management or implementation of these spaces in the school, enriching and optimizing to the maximum their use by the school community according to each context.

This research has as its theme the continued training of teachers for Digital Culture, understanding that we belong to a digitalized world and that it is essential to offer moments for reflection and construction of knowledge to teachers, as they are one of those responsible for the teaching process. Which brings us to the problem: what understandings of Digital Culture and continuing education are present at BNCC and MPB and how can we problematize them with teachers from the public network of Barão do Triunfo? Given this, the objective of this investigation is: to problematize the notion of digital culture with basic education teachers through a continuing training course. Therefore, this research is characterized by its descriptive nature based on a case study. As a product proposal, a continuing training course called “digital culture: possibilities and concepts” is presented. The planning, development and validation of the course is based on Filatro (2008) which lists 5 steps for the instructional design process: 1) analysis; 2) design; 3) development; 4) implementation; and 5) evaluation. As data collection instruments, interviews with course participants are used, that is, basic education teachers from the public network of Barão do Triunfo, and direct observation, with the analysis of results taking place through the triangulation of information.

This research project addresses Educational Management and Digital Information and Communication Technologies within the public education network. The bibliographical research is based on related studies and theoretical contributions from the Professional Master's Degree in Informatics in Education - Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS) - Campus Porto Alegre/RS. The research approach is qualitative, the investigation is exploratory in nature, highlighting the importance of related studies and field studies, as a methodological strategy. Research data collection was carried out within the scope of the Extension Course “Digital culture: interventions in the reality of educational process management” which was held at IFRS/Campus Porto Alegre. The research subjects were the managers enrolled in the course, who are part of the State and Municipal Public Education Network. Data were collected in field research, interviews with managers and bibliographical research, which were compared from the perspective of two axes: Digital Literacy/Continuing Training, Needs/demands of school managers. These analytical categories previously chosen from bibliographic studies contributed significantly to carrying out the content analysis. It was concluded that based on these procedures, it will be possible to know the profile of school managers, the actions of their practice for the implementation of TDICs in the educational context of the Public Education Network. It is essential to highlight that the research provided support for the creation of the educational product whose purpose is the continued training of managers and teachers.

Assistive technology (AT) is one of the key factors to promote the inclusion of students with disabilities in education. For this to happen, education professionals need to know AT and its application in the educational context, which is not the case in most institutions, as there is a gap in the training of these professionals in the AT area. Thus, this research proposes to investigate how a Massive Open Online Course (MOOC) can favor learning in assistive technology in the educational context, by offering a free course, certified by an educational institution. Therefore, an applied research was conducted, which involved exploratory study, literature review (both narrative and systematic), with a quali-quantitative approach and inductive method. The study began with a systematic review about MOOCs to offer AT training in the educational context and a narrative literature review about the themes that intertwine in this study – education of people with disabilities, AT, MOOCs and Universal Design for Learning (UDL). Based on the research, a pilot edition of the MOOC was developed and implemented, offered to a pre-defined audience, aiming to evaluate the course through the perception of the participants and indicators of their participation. Based on the results obtained from the analysis of the pilot data, a final edition was implemented, in which UDL guidelines were incorporated, aiming to improve the learning experience and meet the needs of the largest possible number of participants, including those with disabilities. The final edition was launched, open to all, along with the IFRS MOOCs portfolio, and evaluated over a six-month cycle. The results demonstrate that the general objective of this research was achieved, that is, to propose a way for education professionals to have a possibility of AT training which is open, free of charge and meets their learning needs.

Government programs related to the dissemination of Information Technology in Education seek to promote greater access for schools, especially public ones, to digital technologies. The first discussions on the subject began in 1981. Since then, several programs have been created, up to the most recent, the Programa de Inovação Educação Conectada (PROIEC), which provides two platforms, AVAMEC and Plataforma Integrada. The first aimed at professional training and the second at the availability of digital resources, from early childhood education to higher education, with different areas of knowledge. Access to teaching resources, and their selection, is an important part of the pedagogical practice of education professionals, especially teachers, who need teaching resources constantly. Web 2.0 has increased the possibilities of the internet and made it more difficult to find the necessary materials, so it is understood that it is interesting for teachers to have evaluations about educational resources available on the Integrated Platform. Thus, this research aims to describe the Integrated Platform and qualitatively analyze a clipping of videos in the area of Mathematics from the final years of elementary school. After the analysis, it was concluded that 77.9% of the videos meet the image and sound quality criteria; for accessibility, it is lacking due to the lack of description of images and Libras, with automatic subtitles in 89.4% of the videos. As a product proposal, an e-book was prepared, with the main functions of the Integrated Platform, the main available resources and the filters for selection.

 In today's increasingly computerized society, it is not enough to know how to read and write, there is also a need to develop technological and social skills, to understand and question what is presented in this virtual universe. Given this fact, there is an urgent need to promote these skills to students in subsequent technical education in light of the demands of work activities regarding digital literacy. In order to achieve this intention, comes the proposal of the present project which is “the AURORA course: a challenge to digital literacy for students in subsequent technical education”. Therefore, digital literacy is understood here as the ability to know how to use TDIC's, social skills and critical thinking to live in this digital world. In order to delimit the subject under study, concepts such as literacy, fluency and digital competence are presented, used as synonyms, but which in fact are not, what will be presented throughout the project. In the same direction, when the study of previous diagnosis was carried out, when comparing these concepts, it was found that students in subsequent technical education are literate, but not digitally literate. Faced with this, comes the research problem: does the "Aurora" course promote qualitative changes in the learning of TDIC's of students from subsequent technical courses so that they evolve from being literate to being digitally literate? From this research problem, the general objective is: to analyze the impacts of the implementation of the "AURORA" course on the learning of TDIC's by students of subsequent technical education in relation to the change from being literate to digitally literate . Still, the application of the research takes place through the offer of a course for students in subsequent technical education at a private school in the city of Gravataí. Thus, the methodology applied will be a qualitative approach research, of an applied nature, with exploratory objectives and, in relation to the procedures, it can be characterized as action research. That said, in the construction of the “Aurora” course, the theoretical foundations that support it were researched: digital literacy, social networks as tools that enhance learning, edutainment with the foundations of self-regulation of learning in digital literacy processes. In addition, the course will be organized using Piaget's theories of learning as a basis. Therefore, during the development of the course, information will be collected about the activities proposed in each unit, the student's self-assessment and also the final course work to highlight potential qualitative technological advances that have taken place in the digital literacy of these students. Consequently, it will be analyzed whether the problem and the objectives were achieved. Finally, at the end of the entire research, the final results, suggestions for improvements to the product and possible new applications will be verified.

There are many papers that seek to measure the effectiveness of using games in the classroom with favorable results. This interest arises due to its potential as a differentiated teaching tool and the need to seek new forms of use that new generations can relate to. Still, little is thought about how to teach the teacher to build and use these games in classroom context, an essential step for the practical and effective application of this tool. Given this scenario, the objective of this research was to define which content needs to be addressed in a teacher training course for educational games development, in order to make tools capable of contributing significantly to the teaching process. To investigate these strategies, the action research methodology was used, combining theory and practice through the development and application of a training course. In the course, teachers created prototypes of games, with which they taught content related to their subjects. A total of five games were developed. The results, in addition to the games developed, point to an increase in the motivation to develop games by the participating teachers, as well as in the knowledge about the development of games for education. The meeting among teachers with common interest on the subject made it possible to exchange experiences and encourage the dissemination of the use of games as a teaching tool.

Schools today need to connect to emerging cultures, innovating and qualifying their teaching and learning practices. The much sought-after quality in education systems depends, among other factors, on teachers’ training of the Early Years of Basic Education and the adequate exploration of competencies foreseen in national guiding documents. Worldwide, Computational Thinking, recognized as a fundamental competence for all subjects, has been introduced in school curricula since Elementary Education. In view of this, the general aim of this research was to analyze where Computational Thinking is or could be approached in the curricula for the initial education of Pedagogues. The secondary objectives were to identify if Computational Thinking is being approached in the initial training of Pedagogues of the Federal Network of Professional, Scientific and Technological Education to work in the Initial Years of Basic Education; if so, how the CT is being approached (in a specific or interdisciplinary way); and to produce an ebook that helps in the problematization of the training of pedagogues and in the scientific development of the theme. The theoretical foundation was based on constructivist and constructionist references, associated with Wing (2016), Valente (2016), Borges (2016), Brackmann (2017), Vicari (2018), Raabe (2020), Tanuri (2000), Saviani (2009), in addition to documents from the Brazilian educational legislation.  Thus, through an exploratory research, with technical procedures of the documental research, were analyzed, inside the pedagogical projects, the ementas of the curricular components of Pedagogy Degree courses of the Federal Network of Scientific and Technological Professional Education, in national scope. Given the objectives of the research, the content analysis based on Bardin (1977) was adopted as a method for analyzing the documents, aiming at the organization and categorization of the data, and the use of the Excel spreadsheet editor. Based on the exploratory research, it was noticed that Computational Thinking is not explicitly described in the initial training curricula. However, it is present in an interdisciplinary way in several curricular components, especially regarding its elements, such as assessment and strategy. It was also understood that these elements are inherent to the professional practice of pedagogues, which also suggests a possible methodological use of Computational Thinking. It was verified, from the results, that Computational Thinking is present in the curricula of the Pedagogy Degree of the Federal Network of Institutes, but in an implicit and unintentional way. Therefore, the issue is still relevant and necessary, since, despite it has already been configured as a national school demand, its problematization, implementation and scientific production are still incipient regarding the teachers’ training of the Initiating Years of Basic Education.

The Maker Movement is based on the do-it-yourself proposal and the of creativity. With the popularization of technological resources such as 3D printers, laser cutting machines, carpentry practices, use of scrap and low-cost robotics kits, an expansion of digital manufacturing is perceived and the culture of  “do-it-yourself” in line with educational practices that defend the idea that education should be experimental and contextualized with elements of the real world. In recent year, its is possible to identify the constitution of educational makerspaces (within schools, libraries, community associations and universities) whose focus is on involving students in the creative process, building their own knowledge and solving problems through hands-on activities. As for the use of these spaces in educational practices, however, it is necessary to consider tha the current educational model still relies on instructional proposals that emphasize more the exposure of content and assessments plastered to measure results, than the collaborative construction of knowledge. Thus, it is essential tha teachers develop new skills such as the use of movement equipment and toolsmaker, in addition to reviewing postures and behaviors. However, there are still few trainings and didactic resources that help teachers to integrate the makespace in their pedagogical practices. Considering this context, this present researh aims to explore the potential of educational makers environments, collaborating to facilite the process of teacher training, where there able to develop new pedagogical practices using the tools and technologies available in these environments. To analyse the behavior of teachers and identify their difficulties, a Makers Experiences Circuit (CEM) was carried out, guided by the Creative Learning (CL) approach, where teacher, organized in groups, were introduced to manufacturing technologies such as basic electronics, 3D printing and laser engraving. The methodology used this study followed a qualitative perspective and an action-research approch, based on the problem which involved using tools and tecnologies from makerspaces, as well as the contributions of CL in semi-structured interviews and an online questionnaire were adopted. Based on the collected data, the Educadores Makers website was developed, with content to support teacher developed new pedagogical practices in educational makerspaces. The framework that serve as the basis for this research was based on the themes investigated, provinding a dialogue between theory and situations found in the research field. The results indicated that there is need for compiling the technical material with attitudinal and procedures oriented makers activities to contribute to teachers develop their teaching practices in environments makers. The Makers Experiences Circuit, through the Creative Learning approach, has considerably contributed to providing and enhancing teachers’ reflections on creativity collaboration, development of various skills and the adoption of innovative practices in Education.

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This survey has as a research problem: how do elderly people, whereas digital immigrants may acquire informational skills needed to deal with the phenomenon of the fake news? In the scope of the research, embrace as the main goal, acceptance and propagation of the fake news by the elderly public people. The method of the research is the case study of qualitative survey and the data collection instruments was the observation of the participants of the researcher and the interview conducted with semi-structured questions to the subjects after the accomplishment of an Extension Course. The development of the Extension Course media and information literacy for elderly people, with the length of 20h, it was taken during the period of a month in the premises of the Federal Institute of Rio Grande do Sul (FIRS), and had involved eight elderly, subjects of the survey. The structure prioritized expository and dialogued lectures, where it was addressed to the origin of the internet and social networks, information sources, misinformation, informal competence, fake new types, cross-check factors and relating content. There were also held tours to the library and the newspapers and radios editorials and chatting with professionals. As a result at the end of the course clearly perceived the progress relating to the identification of the fake news by the subjects, the search for the information in reliable sources and the action of not sharing any material received through social media. Concluding, it was possible to notice a better relation between the usage of the digital tools by the subjects and the relevance in the search for appropriated sources. As well it stands out the willing of the participants to keep still qualify through other courses, in another moment. It is believed that the experience was productive and that the type of course can be replicated to other publics and to a bigger public in other premises and places.

 Currently, many schools do not include planning hours within the teaching hours as determined by Federal Law No. 11,738/2008. Therefore, the classes that have shared teaching, without the time of a third of the teachers’ journeys destined to dialogue and build the students' assessments together, have the quality of the education offered potentially impaired. Considering this context, the following question was chosen as guiding for this investigation: How does the pedagogical management of times and spaces occur for the collective construction of educational processes in view of the demands associated with the insertion of digital technologies (DTs) in the school context ?. From these anxieties, the need arises to investigate how DTs can help to minimize the gaps in this situation, thus, the main objective was to investigate the contributions of DTs in the organization of appropriate times and spaces for the collective construction of pedagogical processes. The relevance of this study is based on the challenges that school management encounters when seeking meaningful communication that aims the effective coordination of individual potentials in order to promote collaboration as a way of building and guiding the teaching and learning processes collectively. The research methodology sought to contribute to the qualitative approach and is divided into two phases: the first phase includes documentary, bibliographic research and participant observation. The data collected in this period triggered the second methodological phase, which developed a pilot project to create a virtual community of practice (VCoP) through action research on the construction of students’ assessments. The project happened with 35 education workers from a Municipal School for Early Childhood Education in Gravataí/RS, located on the outskirts of the city. As a result, we highlight the observable potential of DTs for the locus of this investigation, since the school in question has a structure to continue teaching experiences with the support of DTs. As well as VCoP's contributions to collaborative school construction, the possibility of conducting future research on how teachers are using DTs in the midst of remote activities during the COVID-19 pandemic and how these digital resources will be used in the return to presential activities.

Dyscalculia is a disorder resulting from a neurological malformation that causes learning difficulties in Mathematics such as doing simple mathematical operations, perpetrating classifications until solving more complex problems. It can be noticed in the early school years, when the child tends to have difficulties in understanding terms such as equal and different, bigger and smaller. However, it is only after the introduction of more specific symbols and concepts that the difficulty is accentuated; and it is at this stage that dyscalculia can be diagnosed by a team of specific professionals. Therefore, the research aims to analyze how the pedagogical use of a technological resource, specifically the educational application "No$$o Dinheiro", can help in the construction of skills related to the curriculum component of Mathematics by students with dyscalculia. Studies prove that the use of technological resources can favor the learning of students with dyscalculia. Moreover, because they are considered an important element in all areas of knowledge, digital information and communication technologies, in particular, are pointed out as important tools in modeling and resolution of mathematical problems. This research also aimed to program the educational application “No$$o Dinheiro”, considering the Brazilian monetary system. It aimed to contribute to the improvement of issues and experiences in the context of life of students with dyscalculia, addressing the correct use of money, using activities that mark the value of banknotes and comparing the price of products, challenging them to make change, among others, helping in the student's financial education. The research method adopted was action research, in addition to action research and data collection that counted on the assistance of the Specialized Center for School Assistance and Prevention and public schools in a municipality located in Campos de Cima da Serra/RS, in order to identify students with dyscalculia. Two students diagnosed with this disorder were identified, who, after being duly authorized by those responsible legal, performed the tests proposed by the author. Participants showed significant progress that are described in the data analysis. After applying the tests and using the educational application “No$$o Dinheiro” for eight weeks with the research participants, it was found that the use of mobile technologies that address mathematical activities significantly assists in the development of learning by students with dyscalculia.

A portion of Brazilian consumers are excessively indebted, in default or with restricted credit, this number tends to increase due to the financial and health crisis caused by the pandemic of COVID-19. In addition, young Brazilian adolescents have a low rate of financial literacy, compared to other countries that participated in the study published by the Organisation for Economic Cooperation and Development. Without considering the problems with poverty and income distribution in the country, this context highlights the reflection of the low literacy and financial knowledge of the Brazilian population. The insertion of this theme in the academic curricula represents a great challenge for the educational institutions of the RFEPCT, in particular, whose mission is professional, citizen and connected education to the contemporary world. In this context, the present project aims to evaluate the effectiveness of a course on financial education assisted by serious games, as the main educational technology, to provide financial education to high school students. The methodology used in the course is based on the stages of cognitive development of financial literacy, developed with the support of Jean Piaget’s genetic epistemology. The process implies the use of the Orçamento Consciente and Renda Passiva games to simulate environments, simplify and playfully present the fundamental themes of financial education. The present research is classified as applied as to its nature, exploratory as to the objectives and as a case study as to its purpose and procedures, the data were collected through questionnaires and analyzed through the qualitative approach. In order to validate this research, the ‘Financial Education through Games’ course was offered to high school students integrated at the IFSul - Câmpus Gravataí, through a teaching project approved by the teaching rectory of the institution. The results of the research confirmed the hypothesis that the games used favored student learning, as well as proved that the course provided students with introductory knowledge about finance and met the expectations of participants and researchers, in this way it can be expanded to other units to reduce this important educational gap.

Distance Education performs the teaching and learning process through the Virtual Learning Environment that allows interaction between teachers, tutors and students. Thus, due to physical and temporal distance, there is a difficulty in engaging students in online disciplines, as in classroom teaching, considering the performance of activities, interaction in the environment, and especially in actively accessing the content. Thus, this research aims to identify the challenges faced in online disciplines, from the perspective of teachers, students and tutors and to propose actions aimed at guiding and improving student learning processes, with regard to the impact of the performance of tutors in the scenario of distance education. From the results, a manual elaborated in which it presents these actions, contributing to the performance of tutors and qualifying the teaching and learning processes. To this end, semi-structured interviews conducted with teachers and tutors with experience in distance education, from four institutions in southern Brazil, and online questionnaires with students and graduates of these institutions. Because of the research, there are difficulties in compacting technologies and organization, time management, understanding of the content, absence of face-to-face contact, in addition to the time spent to clarify doubts. As actions to qualify the learning process, it is suggested: the instrumentalization of the technological resources and organization, tools for organizing time, audio and video tools, and help from tutors in teaching performance, synchronous communication for interaction and feedback in addition to personalized tutoring for students.

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