Starting the university journey is a challenge for most people. Expectations are high and those entering academia are expected to be able to demonstrate autonomy when studying and carrying out their tasks and to take an active role in the academic community. However, autonomy is a dynamic and complex system, which interacts in different ways with the different learning subsystems, such as emotions and motivation, and is also a capacity developed throughout life, and involve advances, stability, and setbacks (Borges, 2019). English undergraduate students at the Faculdade de Letras Estrangeiras Modernas (FALEM), at the Universidade Federal do Pará (UFPA), Belém campus, have an advantage in this journey because they have in their pedagogical project the course “Learning to Learn Foreign Languages” (AALE), whose objective is to encourage students to invest in their own autonomy, through reflection and action. To contribute with practical resources for the development of learners’ autonomy in the AALE class, this paper presents a proposal for an educational product, composed of five resources to promote autonomization, entitled “MAP – My Autonomy Path”. The development of MAP was based on the “Dynamic and Complex Model of Autonomy Development” in language learning (Borges, 2019), with particular emphasis on the autonomization movements identified by the author. The MAP educational product was developed as an editable e-book in .pdf format. The five resources aim to encourage reflection, management of learning through planning, active participation in university life and selfevaluation of this process. The MAP was applied with fifteen students from the AALE morning class, who used the resources and then answered a product evaluation questionnaire, in which they made suggestions and comments. In the analysis of the data generated, evidences of autonomy were observed on the participants, who reported that they appreciated the opportunities for planning, reflection, self-evaluation, and identification of affordances that the product offers. It is hoped that in the future the MAP product may be used in other contexts and thus contribute to promoting the autonomy of new students.

Learning a new language brings many benefits to people. By studying a second language, students develop linguistic, cognitive and social skills. However, generally, students do not actively participate in classes. In this sense, a way to encourage students' motivation, involve them in the proposed activities and help them in their learning process, presents the use of educational games in English language classes. However, this theme is not much addressed during the undergraduate course and this can cause a gap in the training of future teachers on the use of this methodological resource. With this, the present work started from the following focus question: How can a study manual complement the training of students of the Degree in Literature - Qualification in English on the use of educational games in teaching English? The work has the general objective: To elaborate a manual, with elements of in its construction, to complement the initial formation of the students of the Degree in Letters – Qualification in English at UEPA, Belém campus, about educational games. With this, the product “Learn, create and play games: educational games for teaching English” was built. The research addresses concepts about communicative language teaching, games in English language teaching and learning and the practice of educational games in the initial training of English teachers. The research methodology has a qualitative approach and the methodological route has three stages: in the first phase, a bibliographical research was carried out in digital educational platforms such as academic google, eduCAPES, Periodicals of CAPES and BDTD; in the second stage, the documental analysis of the Pedagogical Project of the Language Course – English Language took place and, finally, a questionnaire was applied to the 2nd and 3rd year students and, also, to the professors of the mentioned course. The testing and validation of the product took place at the aforementioned university and course, with 2nd and 3rd year students. During this period, it was possible to refine the contents of the created artifact and confirm usability aspects of the games, after presenting the elements and suggestions of types of games contained in the educational product. In view of this, it is believed that the product has potential in complementing the training of students of the Letters - English Language course, since knowing about the use of games in education not only prepares students for the future of education, but also enriches their training as teachers, offering them additional pedagogical tools and stimulating their creativity and innovation.

This work presents the results of research carried out within the scope of the Postgraduate Program in Creativity and Innovation in Higher Education Methodologies at the Federal University of Pará (UFPA) aimed at the development and evaluation of an integration roadmap to enhance the teaching-learning process of Digital Musical Notation (DMN) for Music teachers in higher education. For this, we activated our experience as teachers of the Bachelor's Degree in Music at the Carlos Gomes State Institute (IECG), which was configured as the locus of the research. The resulting Educational Process (EP) from the research was titled "COUNTERPOINTING", and consists of a proposed teaching-learning journey made available in digital format, which systematizes a process of integrating digital and musical skills, based on the approximation of levels/layers previously defined by frameworks (CARRETERO GOMEZ, 2017; REDECKER, 2018) and musical theories, such as Swanwick's (1994, 1999, 2003, 2014, 2021). The construction of this research took place in six phases. In the first, we focused on characterizing the locus of our professional activity, from which it was possible to understand the structure of the IECG, the Bachelor's course, and the role of the Music Publishing disciplines within this course. The second phase was dedicated to mapping and analyzing six score editing programs, identifying differences and similarities between them. The third phase consisted of surveying information about the ownership and use of technologies among IECG students, reaching a sample of 30% of the student body of the institution. The fourth phase was for conceptualizing and discussing the premises of what we understand as DMN. In the fifth phase, we evaluated the content of the first version of the Educational Process (EP). The suggestions, recommendations, and comments received from the four evaluators allowed significant improvements to the EP, as well as a better understanding of the relevance of its proposition. The sixth and final phase, therefore, was dedicated to the conception and development of the final version of the EP, involving a design professional and text review. Among the results and contributions of this research, we highlight that the construction of the roadmap will enable teachers to expand the knowledge of their musician students, assisting in the study of other subjects and enhancing learning autonomy through technology. We believe that the development of this EP already benefits both the IECG community and any other teacher who is interested in promoting the development of Digital Musical Notation.

In The new national curriculum guidelines based on the National Common Core Curriculum (BNCC) have changed, and teachers in Basic Education need ongoing training in digital competence. This research examines the formative guidelines focused on Digital Culture competency. With preliminary studies completed, the goal is to develop and offer an online extension course for the continued professional development of English language teachers in the state basic education network of Pará, with a focus on digital culture. To accomplish this, a partnership has been established between Núcleo de Inovação e Tecnologias Aplicadas a Ensino e Extensão (NITAE2), an academic unit of PPGCIMES, and the Center for the Training of Basic Education Professionals of the State of Pará (CEFOR-PA), which enables the development of a pilot version of the I-TEACH Course. Course activities were conducted using the AVACEFOR asynchronous platform, managed by SEDUC-PA, for synchronous meetings. As part of the theoretical and methodological foundation of the course, the BNCC was used in conjunction with the guidelines in the National Base (2017, 2018), the European Framework for Digital Competence for Educators (LUCAS; MOREIRA, 2017), and authors such as Redecker (2017). Using the action research method as a method of analysis, the study is qualitative in nature. By incorporating personal experiences from the researcher's teaching career in SEDUC-PA, this approach reshapes her perspective on the challenges of implementing BNCC in a classroom setting. A methodological framework for the proposed course was provided by Filatro's Instructional Design guidelines (2008, 2015, 2019), which outline five phases of course implementation: (I) analysis; (II) design; (III) development; and (IV) evaluation. The validation of the proposed educational product was carried out continuously through evaluations conducted by the participating teachers themselves, indicating satisfactory results in terms of implementation and formative experience. Notable outcomes of this research include: the development of an innovative proposal for a continuing professional development course for English language teachers in the state of Pará with a focus on digital culture; a product with replicability potential for other areas of knowledge; the creation of a formative path that maps the digital culture of the BNCC to the progression areas of DigCompEdu; and the promotion of digital culture in remote contexts in Pará.

This work was developed with the objective of creating an educational product that is characterized as the Didactic Guide for the Laboratory of Practices and Experimentations Arthur Leandro Tatá Kinamboji Room for Teaching, Culture and Afro-Amazon Visual Arts. Methodologically, the research approach was qualitative, which unfolded in documentary research and participant research. The documents that served as the basis were the laboratory project, course plan, pedagogical project for the Visual Arts course in 2019, extension project, room project and teaching project. Participatory research was based on experiences in the Afro-Brazilian Art discipline, in meetings and actions from the Tatá Kinamboji Laboratory and Room. In the creation of the product, it was necessary to use two methodologies, design thinking and the open laboratory methodology. The first to think about the construction of this product in a practical way, and the second as a way of thinking about dynamics to enhance the aforementioned space. In this process, a pedagogical action was carried out, using the collection of Sala Tatá Kinamboji, in the discipline of Afro-Brazilian art. The validation and evaluation of the product was carried out from the application of physical and online questionnaires with the students of the class, questionnaire only online with the professors of the faculty of Visual Arts, as well as with the pedagogical sector of the course and members of the laboratory and Sala Tatá Kinamboji. The results present the construction of the guide as a proposal for direction and add up satisfactorily to validate the developed product. Although the product is finalized, it is extremely important to deploy and update it, as the laboratory is constantly being updated, due to the location where it is located, the need to continue cataloging incoming materials and new productions. Thus, this product contributes to the teaching-learning process, assists in the use of the laboratory, strengthening practices, research and actions in the decolonial perspective of Visual Arts Teaching.

The present master's research focused on analyzing the interaction between technological advancements in the audiovisual field and higher education. Given the constant evolution of instructional devices, university students face persistent challenges in dealing with emerging technologies in the academic environment. The use of video as a didactic resource can be pivotal in the practical context of the teaching and learning process. With the goal of enhancing students' audiovisual skills in higher education, the research gave rise to the Student Video Essay (VED). The VED is an educational product developed between 2021 and 2023, within the scope of the Graduate Program in Creativity and Innovation in Higher Education Methodologies (PPGCIMES), a subunit of the Center for Innovation and Technologies Applied to Teaching and Extension (NITAE²) at the Federal University of Pará (UFPA). This program focuses on research related to Creativity and Innovation in Educational Processes and Products (CIPPE). The VED is designed as an audiovisual educational resource, aimed at facilitating video production and encouraging the creation of creative and innovative approaches in higher education. It was developed with the purpose of enabling students to understand the global relevance of moving media in various academic and professional situations. Additionally, the VED aims to contribute to students' autonomy in video production, allowing them to participate more actively in the educational process and reflect on their own academic contributions. The research adopted an approach that encompassed both qualitative and quantitative aspects, using the following methodological procedures: the conception phase (including literature review and exploratory research), the elaboration stage (including pre-production, production, and post-production), the validation period (through application to a group of undergraduate students at UFPA), the analysis phase (involving data collection and analysis), and the finalization stage (encompassing maintenance and formatting of the final product). The VED presents itself as a variant of a video essay, blending elements of a written essay with visual resources, offering an option to enhance content comprehension and technical skills such as video editing and teamwork. The underlying objective of the research was to promote the adoption of audiovisual technology as a strategy to assist students' academic journey, fostering knowledge generation, and improving the quality of learning.

The research aimed to develop an educational application, with basic themes, based on the contribution of teachers' experiential knowledge in the education of the deaf in higher education. The product is an educational application called Point Docente and can support the self-training of teachers who have no experience with this public. The theory is based on the contributions of experiential knowledge (TARDIF, 2000; PIMENTA; GHEDIN, 2006; PERRENOUD, 2000) and education for the deaf (LACERDA; SANTOS, 2013; PERLIN, 2006). The study was carried out through applied research. The technique used was an interview with a semi-structured script, aimed at teachers with more than three years of experience who teach Libras in Higher Education, who are involved with the deaf culture. In addition, testing and validation questionnaires were applied to professors with experience in Higher Education, with or without involvement in the education of the deaf and professionals with training in the field of computer science. For the creation path, the Design Thinking (DT) approach was used with stages of empathy/definition/ideation/prototyping/testing and validation. The prototyping platform used was the Application Factory. Testing the prototype pointed out necessary adjustments regarding the organization of the contents of the material suggestions menu. The validation demonstrated that the application has an excellent average and that it can be recommended to support the work of other professionals. Finally, the Point Docente Application can be considered an informative and supportive tool for teachers who have little or no experience with deaf students, thus strengthening their educational practices and teaching with a more inclusive perspective.

I sewed the path of this research directly relating it to my memories as a student, teacher, performer and researcher. In this dissertation I expose the development of an educational process which consists of a sequence of systematized performance guidelines, which are contained in the materiality of a diary intended for the teaching public in the scope of Higher Education. I also expose fragments of clipping made between the years 2014 to 2018, which deals with the presentation, respectively, of actions entitled: Destroy this Diary (2014); Stoning (2015); XVIII Arte na Escola Cidadã Award (2017); Aulas Performáticas (2018), subsidies that led me to develop a succession of ideas and that inspired the proposal for an educational product. Thus, the general objective of the research was to present a sequence of performances, actions organized with the intention of triggering experiences through instructions that enhance learning processes in formative contexts. Involved with the research line Creativity and Innovation in Educational Products and Processes (CIPPE), this research also aimed to highlight the development of the product, starting methodologically from the presentation of traces of performances, records of memories that aim to expand the notion of performance, learning processes , of experiences with the body, as well as articulating and developing, in addition to reflections, sensitizing practices for training and/or training contexts. Thus, the sequence of performative propositions, actions that are organized to trigger experiences through poetic instructions, were assembled within the materiality named: Todos Somos Performers. These propositions are systematized orientations of performative actions and/or performances which can be experienced, lived and/or felt in the body in different ways. I resorted to the biographical method with the perspective of justifying a process of personal awareness in the midst of the actions and experiences that I consider formative (NÓVOA; FINGER, 2014), integrating them with the theoretical and methodological perspectives of qualitative research and the montage method (HUBERMAN, 2016) in their daily rituals in order to answer the question: how to constitute and develop an action that triggers teaching and learning experiences in formative processes, based on performance? Subdivided into four chapters plus final considerations, it sought to reflect the concept of experience (LARROSA, 2011) in the course of writing as a point of great emphasis to rethink, perform thoughts, practices, knowledge in formative processes that culminate in transformative and self-formative paths. Since this process sparks several possibilities that start from self-knowledge to experiments with the other in symbolic, aesthetic, sensorial, communicative actions. What is proposed with the experiment range from ordinary everyday behaviors such as walking, talking, touching, looking, to the development of other performances that ritualize actions different from everyday life, as they are thoughts in/with action (SCHECHNER, 2012) in its complexity of assembly and disassembly in a process of unfinished gestures (SALLES, 2011) and construction of other possible knowledge.

The relationship between the alumni of postgraduate has become an emerging theme, stimulated, among other factors, by the valorization of indicators of social impact in national and international evaluations of higher education. This research presents the following guiding question: How to assist the coordinators and secretaries of the postgraduate programs from the Federal University of Pará (UFPA) to enhance the management actions of the relationship between the alumni students and their associated programs? To propose a solution to this questioning, the research aimed at developing methodological resources to assist in the relationship management with the alumni students from the postgraduate programs of UFPA. The theoretical background was based on the study of the history and the management of postgraduate programs in Brazil, as well as the scenario of postgraduate programs at UFPA. Another theoretical basis were the studies about the alumni students, specially referring to the relation between the alumni postgraduate students and their programs, and how this relationship can be fostered since the entrance period. From this discussion, it is proposed an initial conception from the term “alumni students’ relationship management”. In the same way, a survey about how UFPA currently holds the relationship management with the alumni students was carried out. In this diagnostic, it was clarified that the postgraduate programs are a complex scenario, and that the alumni students’ relationship management have been highlighted in the discussions about the management and the assessment of the postgraduate programs in Brazil, although the theme is incipient. Therefore, it is proposed two educational products composed by a set of methodological resources directed to coordinators and secretaries of postgraduate programs (as the first target audience of the research), for it to be used in the administrative, academic, and relationship management among the students (future alumni students) and alumni students. The methodological approach adopted was composed by bibliographical and documental research, state-of-the-art, the target audience profile survey, and a survey containing the information about the relationship with the alumni students in the reports of Coleta CAPES 2020 of the postgraduate programs of UFPA. The validation/co-creation of the product was realized through six sections, with groups of two or three participants each, totalizing 15 collaborators, who discussed all the educational product’s components. For the development of the methodological resources that compose the product, it was established four timeframes: the entrance, the middle way, the conclusion, and the alumni. As a result, it was elaborated a methodological matrix, with assessment criteria for each timeframe, that can be used by postgraduate programs for the relationship management with their students and alumni students. As a proposal for the matrix application, it is indicated the use of graphics as the “wheel of life” type, in which it is summarized the evaluative aspects and allows a diagnosis for the program and a self-evaluation to the student/alumni student. The second product is a strategies catalogue to the relationship management with the alumni students, with guidelines for actions to the creation and maintenance of relation with the alumni students. For a better diagnosis and selection of strategies to be applied, it is attached to the product a perception graphic of the relationship with the alumni students. It is expected this product to be an aggregator component for the postgraduate programs and to foster the collaborative and integrated work of management between coordinators and secretaries of postgraduate programs.

The product, called Start Game, was developed as a proposal for an informative guide about Newsgame for Journalism teachers. The informative guide was hosted in a free virtual environment that converges multimidia didactic materials and presents Newsgames as a teaching-learning tool. The study that originated the product was due to personal experiences lived in the classroom by this author and, from questions about the teaching of the disciplines of the Journalism course, the inspiration for the research emerged. From such inquietudes, the research on how the pedagogical curricula are used in the courses brought information that indicated that, as time went by, the National Curricular Guidelines, which govern the pedagogical curricula, prioritize an increasingly balanced involvement of theoretical and practical class, that is, students should be offered both theoretical and humanistic supporte, as well as support focused on the professional daily routine. As the research continued, the Newsgames (games based on news and real events) were found, by studying their structure and how they are developed, and an opportunity was seen to present to Journalism course teachers a teaching approach based on this type of game. Thus, the study intended to develop a product that indicates how Journalism teachers can use Newsgames as a strategic tool for teaching journalism, so that the product fits as an initiation artifact to the theme, reinforcing the potential of Newsgames for meaningful teaching. To this and, the study presents characteristics of Newsgames that qualify them as didactic resource that promotes meaningful teaching, make it more attractive to students, as well as the enrichment of teaching activities through gamification, which enables the engagement and protagonism of students in their learning process. Thus, a final product was developed in the format of an informative guide for Journalism teachers, called Start Game. 

Systematic education is an exchange and therefore needs both the teacher and the student. Invest in the preparation of teacher training, and should therefore be aimed at serving a heterogeneous classroom, especially the Pedagogue who will work with the Special Education modality. Among the types of students with disabilities, the target audience of Special Education, Down Syndrome, which is part of the Intellectual Disability group, caught our attention because it is little discussed, and requires specific skills from the teacher for actions aimed at to the school inclusion of this public, for this didactic actions carried out by teachers of initial training courses can be important to have differentiated future teachers. The study/product aims to produce a digital guide as a didactic proposal for a Special/Inclusive Education curricular activity, to create an inclusive app that enhances the Functional Triad of Learning for the Down Syndrome public. The product is a digital guide called Guidance guide Somia21: What do you need to know to develop an application that enhances the Learning Functional Triad of students with Down Syndrome?. The product brings concepts about Down Syndrome, barriers faced by this audience, concepts about the Functional Triad of Learning, tips for the development of inclusive applications and avatars, in addition to presenting an example of an application (by-product) and a identification of the Learning Functional Triad that can be used in situations of use of a thematic educational game using an app with students with Down Syndrome. The theory was based on the debate on the Functional Triad of Learning (FONSECA, 2014; MAIA, 2011) and the use of inclusive digital technologies (SALTON; AGNOL; TURCATTI, 2017; CNE/CEB, 2009) for the Down Syndrome (DSM) public -5, 2014). As a way of achieving the objectives, the methodology chosen was qualitative and applied research. The semi-structured questionnaire and systematic and unsystematic observation were used as a technique and the form in Google Forms, the registration form and application, evaluation and validation notes of the Guide were used as instruments. The subjects of the research were students with Down Syndrome in the 6th year of Elementary School and teachers of the curricular activity Special/Inclusive Education of Higher Education. The results show that participants with Down Syndrome were able to enhance the Functional Triad of Learning from the educational game in app format and the teachers of the Special/Inclusive Education curricular activity considered the Guide a great tool that serves teachers and future teachers to learn to develop an inclusive app with potential for the Functional Triad of Learning for the Down Syndrome public. It is concluded that the digital guide proved to be relevant for use by teachers in the classroom, thus enhancing the initial training of undergraduate students, in particular, of Pedagogy in inclusive practice.

This dissertation presents the building process of an educational product entitled UNA, which consists of a card game for the teaching and learning of Modern Design references. In this regard, it started from the following focus issue: How to enhance the teaching-learning of important references of Modern Design, through the creation of a card game that stimulates the qualification among Design students? Therefore, the general objective was to develop a modified card game that presented Modern Design references, as well as assisted undergraduate students of this area to develop a visual repertoire for future creations/applications. Hence, UNA was created from adaptations of the original UNO®️ card game. In addition to it, a website was developed on the WIX®️ platform that provides access to content related to the Bauhaus for game users, a pilot theme chosen in this first version, which is based on the selection of images contained in the game's cards. The dissertation is divided into five chapters defined as it follows: (1) Pillars of Modern Design; (2) Teaching-learning and games; (3) Clues for the construction of the educational product; (4) Research Paths; and (5) The Educational Product. The theoretical framework that permeated the construction of the adapted game and its developments in the virtual environment was based on the texts written by Freire (1968); Malusa (2002); Gomes (2019); Kapp (2012); Kishimoto (2017) and Kaplún (2003), as well as theoretical and historical references about the Bauhaus School, with emphasis on the writings of Gullar (1998), Argan (1992), Droste (2006) and Gombrich (1999). As results achieved, we present a reflection on the use of the game in the classroom, as another methodological contribution tool that promotes students’ learning, in a playful way, and we provide a product that is a pilot card game, the UNA, available for appropriation in formal and informal learning environments, with the possibility of inserting other themes related to Design.

This work focused on developing an educational application entitled GravidApp 2.0, which was designed to be a theoretical-practical support for students of the Obstetric Nursing (ON) discipline, offered by Magalhães Barata School of Nursing at the University of the State of Pará (EEMB/UEPA). The theoretical methodological foundation is based on the concepts and principles of Health Education, teaching practices in Nursing and the theoretical discipline of Obstetric Nursing, in addition to notions and debates on active methodologies and Educational Technologies (ET). This study was based on the development of five main methodological phases adapted from Instructional Design Model of Falkembach (2005). In the first, diagnosis of the intervention context, data survey made towards the UEPA context, the Nursing course and the ON discipline. In the second, the survey and analysis of reference applications, educational applications on obstetrics were mapped on the Play Store platform. The third phase was to create and prototype the educational product on the multiplatform Unity and with help and support of an interdisciplinary team of professor and students of the University Federal of Pará (UFPA). In the fourth stage, validation of the application content, the participants were 13 Nursing Specialist Judges (SJ), who evaluated the GravidApp 2.0 through a 30 itens questionnaire that was answered using the Likert Scale that basead the verification of the Contente Validation Index (CVI). Furthermore, SJ gave recommendations about the application’s usage and functionalities. In the last phase, the application was reviewed and finalized to make it available on Play Store. Among the results, the following stand out: (i) the development of a useful, innovative, creative and easily accessible application may enhance ON students’  learning. In addition, the application can be replicated beyond UEPA context; (ii) the educational product proved to be valuable in terms of its contents, reaching more than 90% of its IVC global percentage, presenting an excellent evaluation among the SJ; (iii) the contributions were important to the training and performance of the researchers involved in its development. In this perspective, GravidApp 2.0 has potential to make direct contributions to the production of Educational Technology in the area of ON in the Northern Region of Brazil, since it is an authorial technology that promotes teaching-learning and assistance to the future Nursing professionals, making them more engaged and qualified.

The National Curriculum Parameters (PCN, in Portuguese) published in 1997 and incorporated into the Common National Curriculum Base (BNCC, in Portuguese) in 2017, advocate that Statistics should be taught throughout Basic Education, since the initial years. However, studies show that teachers in the early years do not receive adequate training because, when provided in the course's curriculum, Statistics is generally geared towards school administration, so it does not present content for its teaching. In this sense, this research started from the following focus question: How can Scratch contribute to the improvement of the Pedagogue's pedagogical praxis for the teaching of Statistics in the early years of Elementary School? The main objective of this research is to develop an educational product with guidelines for the construction of animations/games, using the computational tool Scratch, which can help Pedagogy students in the teaching and learning process of Statistics content, provided for in the BNCC for the early years of Elementary School. The Product developed is a material in PDF format entitled “Introduction to Scratch Quick guide for Pedagogy Students”. The research presents a qualitative approach of an applied nature, the research instrument used for data collection was the questionnaire. The product was tested by fifteen students from the Pedagogy course of public institutions and validated by an Expert Panel composed of three professors: two Pedagogues and one Statistician. The results presented show that the educational product meets the proposed objective, considering that the validation of the expert panel and the testing of pedagogy students were considered satisfactory, indicating that the product will be of great contribution to the target audience.

From the discussions about science raised by Sala (1974), Auler (2007), Morin (1999, 2003) and Santos (1999, 1989, 2008, 2011), we have reflected that a greater approximation and dialog between science and society is necessary. This is because, historically, scientific knowledge has been constituted separately from both the society and other forms of knowledge, which caused some barriers that have persisted until today, such as the fact that science is considered hermetic and far from the everyday life. From the perspective of science defended by Morin (1999, 2003) and Santos (1999, 1989, 2008, 2011), which states that the construction of knowledge needs to consider the interaction between the individuals, their cultures and all forms of knowledge, our research started from the following question: How to promote an interdisciplinary dialog between science and society, with Higher Education students? Our goal was to dialogically foster discussion about science and the processes involved in its construction, using a deck of cards, respecting the contributions of different forms of knowledge. In this context, the deck of cards entitled "Science in question: dialogues with cards" was created, aimed at higher education professors, from any area of knowledge, to promote reflections on science with undergraduate students in compulsory subjects of Scientific Methodology or Research, and in optional subjects related to science. Concerning the elaboration of the product, we carried out a bibliographic research of theoretical references on science to define the thematic axes to be discussed, and we analyzed materials to choose the best format to use. After this structuring, we submitted the content of the cards for validation by a panel of experts, adjusting, eliminating and adding content based on the suggestions indicated. As a final step, we designed the visual identity of the cards and auxiliary materials, as well as we carried out the study to store the cards in the digital version and build a website for the promotion and dissemination of experiences. As a result, according to the validation of the experts' content, we consider that the product is coherent, being relevant to the proposal and suitable for application in the classroom with undergraduate students. Due to its versatility for use in physical, asynchronous and distance classes, in addition to its open character for the professor to create their own content, it has innovative potential to be appropriated in different contexts of Higher Education.

When we talking about students with ASD in higher education, the challenges tend to increase to (a) the heterogeneous characteristic of this group, in which each one reveals itself within a spectrum, with distinct characteristics and (b) little access to scientific information by teachers. This qualitative, applied and exploratory research aims to develop and validate a physical exercise protocol that stimulates executive functions of attention, inhibition and working memory in students with ASD, to be used by professionals who serve this public in higher education. The study consisted of four male participants, aged between 19 and 23 years, undergraduate students at the Federal University of Pará, Belém campus, who had a diagnosis of ASD or ASD with other associated comorbidities. Each student was invited to participate in three sessions of on-line interventions through the Google Meet platform, the 1st session being aimed at explaining the research procedures to him and his guardian, the 2nd one consisted of the control session, in which the cognitive tests and viewing a 25-minute informative video. The 3rd session took place seven days after the 2nd session and the cognitive tests and 25 minutes of moderate-intensity physical exercises were performed. Each session lasted an average of 60 minutes. The activities validated by students with ASD contributed to the creation of the final research product, a physical exercise protocol that is presented in two formats: PDF document and MP4 video class. These two formats were also validated by a panel of experts composed of seven professionals, including pedagogues, occupational therapists, physical education and design, advertising, social media and marketing teachers. The Intensitea product is a didactic instructional basis for professionals who can use the protocol with students with ASD in higher education to improve performance in tasks that demand good functioning of attention, inhibition and working memory.

This research brings the results of capturing records of the sign terms used by the deaf of the Munduruku ethnic group, for the development and conception of the DIGITAL MINI DICTIONARY OF THE MUNDURUKU SIGN LANGUAGE, which has 59 sign terms and is available in e-book format. To this end, we try to answer the following focus question: How can the digital Mini dictionary developed in this study contribute to the training process of teachers of Libras and Special Education courses, for the acquisition of Sign Language in the deaf community of the Munduruku ethnic group in the State of Pará? Given the focus question, the main objective for this study was to design a Digital Mini Dictionary of the Munduruku Sign Language - in Portuguese, LSM - aiming to contribute to the teacher training process for the acquisition of the Sign Language used in the village of Karapanatuba, in the municipality of Jacareacanga, in the State of Pará. The research presents a qualitative, exploratory, and field approach. The locus of the research was the Karapanatuba village, in the Munduruku Indigenous Land, located in the municipality of Jacareacanga, in the southwest of the State of Pará, and the techniques used were participant observation and open interview. The research participants were: 3 deaf indigenous people from the Munduruku ethnic group; 3 indigenous teachers, academics from the UEPA Indigenous Intercultural course; 1 non-indigenous participant, who works in the Munduruku Indigenous Land; and 1 local interpreter from the Karapanatuba village. Due to the pandemic, the sign terms’ capture and registration took place remotely and in person. For cataloging and product development, we used a terminographic form and, in addition, we used the registration form to then organize and systematize the sign terms. To meet the criteria for designing educational products, validation was necessary, and this stage was divided into two parts: the first with the deaf community of the Munduruku ethnic group, to validate the signs, and the second with the expert panel, composed by professionals from the areas of sign language, indigenous peoples, and design/communication. With the conception of the Digital Mini Dictionary, we intend to contribute and spread LSM signs to expand sign language vocabulary in Brazil, so that it can be an additional use and research tool for Libras and Special Education teachers, as well as for undergraduates /deaf teachers and students from the Munduruku people. In summary, the product was analyzed by the Munduruku community of deaf and hearing people, by specialists and research professors, leading us to the conclusion that this pedagogical resource is important and indispensable to improve communication and interaction between deaf and hearing indigenous people, and it can also strengthen Munduruku sign language as a differentiated linguistic dissemination given its condition as an emergent and cultural language.

This work aimed to design a prototype of an interactive platform that facilitates the use of the Project Based Learning (ABPj) approach in higher education. As theoretical references, we are based on studies and reflections on conceptions and principles of Project-Based Learning, Active, Meaningful and Collaborative Learning, theories about the construction of knowledge from experience, interaction with others and with the world, the autonomy of the educating, throughout its metacognition process. For the construction of the prototype, qualitative research was carried out, with the creation of instruments and workshops to build the product's functionalities. Among the most relevant points are the understanding of the applicability of the ABPj approach, the critical points from the perspective of teachers and students and which are the most important functionalities, in addition to the construction of specific tools for planning and monitoring the approach. Another important point was the realization of courses on the ABPj approach to enable its understanding and application in a clear way, with the visualization of a step by step and, thus, the systematization of teaching from the approach in question. As a result of the research, it was possible to obtain a) the identification of critical points for the application of the ABPj approach; b) the systematization of teaching and assessment planning in the ABPj approach; c) the construction of a platform prototype, including screens and functionalities, which, as an interactive tool, contemplates the systematization of the previous item. The main conclusions are: a) the application ABPj, as a teaching and assessment approach, requires a clear understanding of teachers and students and, therefore, the organization of the teaching-learning process is fundamental; b) the platform as a digital tool will allow data collection that will serve as a basis for countless analyzes, making the teaching, evaluation and learning process a living system in constant improvement based on the identification of the results of previous practices. 

Acts and Places of creative learning in mathematics is the cartography of experiences and interdisciplinary experiences in places of learning that pontentialize creative learning to autonomous. Acts guided by principles of Maker Culture ("learning by doing") and the STEAM methodology (acronym formed by the initials of the disciplines Science, Technology, Engineering, Art e Math). Places (real or imaginary) that are centers of meaning built by experience, experience as a possibility of something in the affection and touches, to transform who we are and the world around us. The main research goal is to investigate how interdisciplinary actions can help creative learning in math. As starting points of the research elected the Departure Places to present the initial and theoretical milestones that characterized a research. Initial milestones that take to the theme of the dissertation and the theoretical milestones that justify and indicate the results of the research. As theoretical milestones, we adopt the method of cartography such as method of research based in the proposal of cartography of the philosophers Gilles Deleuze and Felix Guattari; The concept of creative learning inspired by the ideas of the educator Paulo Freire and the psychoanalyst Donald Winnicott and the concept  of interdisciplinarity proposed by Ivani Fazenda. Thus, the research was fullfilled by a researcher-cartographer who is a subject of interdisciplinary experience and who wishes to follow processes, accomplish creative actions and conditions innovative educational resources with the objective to estimulate e promotion a creative intelligence in higher mathematics. The places chosen for the actions were the Garage, the Atelier and the Gardner House. The Garage proposal is try a "mathematical hands dirty" by prototyping learning objectives in the 3D printer. The Atelier is the space of interdisciplinarity between math, technology and art that objective stimulate sensibility by rereading art and creative productions. At Gardner House, actions are also permeated by the playful, simple pleasure of solving a problem or unraveling a riddle. Finalizing with the Place of the Conflux, place to where to the results of the research converge; a meeting point of the lived experiences and point of opening for new possibilities of research. 

This dissertation presents the results of the research "Breaking new worlds: experiencing the potential of animated webseries in the dissemination of concepts of Neuroscience". The research was an experiment in audiovisual language, in animated 3D webseries format. At the end of its production it will be composed of three episodes in three-dimensional animation format and made available on an open and free platform. His conception and production was mainly based on the hypermedia concepts of Gosciola (2003), animation of Chong (2011) and Nesteriuk (2011), audiovisual language of Coutinho (2006), process of learning and creation of products aimed at education of Filatro (2008, 2015), and Pallottini's narrative construction (1989, 1998, 2005). From the conceptual orientation, the proposal was to explore to the maximum the multimedia resources as potential mechanisms for understanding concepts of Neuroscience - such as reasoning, memory and learning. Thus, in addition to bibliographical research, we used: documentary, videographic and visual research; brainstorming techniques; interviews; panel of experts and curators. This dissertation presents the reader with the process of constructing a hypermedia narrative, as well as the multimedia scripts, the concepts and model sheets of the characters, the storyboards and the animatic of the episode "Traveling is necessary - how do I know that I am going in the right direction? ", available on the Thinglink platform.

The current thesis is composed of action research, qualitative-interpretative of an applied nature and is about the production and application of a Didactic Sequence, hereinafter SD, intending at the development of writting skills of undergraduate students in a qualified way on descriptive annotation, thereby enabling them to redact in a further proficient manner these texts to aid academic activities in undergraduate education. Deeming that SD is arranged
around a discursive genre, the annotation descriptive is picked as genre to elaborate this work. To uphold this research, the theoretical assumptions of the discursive / textual genres were grounded on Bakhtin (2003) and Marcuschi (2005). With respect to the textual genre, Campos (2015), Rocha et al. (2017) and Weg (2006), and on the organization of SD, the postulates of Dolz, Noverraz & Schneuwly (2004) were sustained. Eleven initial productions and eleven final productions were assayed, the results of which evidenced the headway of the learners in producing the descriptive annotation. This shows that SD, as a methodology, allows undergratuate students to advance in written learning.

This study aimed to work with activities for the development of communication skills of students of English Language Undergraduate Courses, in an interval setting. In order to achieve this, the methodological procedure of the Practical Action-Research, which is composed of four research cycles, was used to achieve the main objective of this dissertation: to develop activity guides for the use of instant messaging applications with the purpose of helping students in teacher training undergraduate courses organized in an intensive setting. In Cycle I, four steps were performed to identify the problem within the context, in this case, the interval courses. Bibliographical and documentary research as well as virtual questionnaires were used to understand the most present difficulties in the process of learning the English language of course students. Therefore, in Cycle II, an action plan was developed to assist in the development of communication skills through the use of Language Learning Strategies (LLS) developed by Oxford (1990). Within this cycle, the validation process of the activities proposed by a panel of experts occurred, with the purpose of proposing adjustments and evaluating the feasibility of the proposal in the context of the interval courses. After adjustments suggested by the specialists, Cycle III was implemented, where the activities were carried out in which new data collections and analyzes were carried out to adjust the proposal while it was in execution. With this, it was moved to Cycle IV, whose objective was to collect from the participants suggestions for improvements and adaptations of the proposal. Therefore, the first volume of the five guides for the use of LLS in instant messaging applications was developed. It was noticed that there are still difficulties and obstacles to be overcome in the implementation of the proposal, such as: access to the internet of participants living in remote locations, regularity of activities and participants' engagement.

The teaching of Botany, in general, is marked by a traditional methodology, exhausted from lectures, with little practice and contextualization, becoming uninteresting and based on the memorization of nomenclature, with little approaching with the student’s experiences. In view of this, the work presented here deals with the production of a didactic material for the teaching of Botany, which aims at the integration of art and playfulness as auxiliaries in teaching this theme. In an education perspective based on 'Significant Learning' and the valuing of students' life experiences, work encourages creativity and innovation in teaching practices, seeking to expand the paths created by the brain, to favor student learning. Bio-arte is a Web Application, classified as a "Didactic-Pedagogical Notebook", which has the function of assisting in the actions of teacher teaching, and student learning, on 'Morphology and Classification of FLOWERS' in Higher Education . The starting point of the application is the screen "The Birth of Venus" (1,484) - by Sandro Botticelli. From it, the student can navigate to other slides and have access, in an interconnected way, to the subjects of Botany and Art, related to the picture and the theme of chosen teaching. As well as, the proposals of activities to be developed. The subjects are approached through texts, images, audios, videos and animations. In order to carry out this work, 'Mixed Methods' were used as a research technique, with 'Qualitative' and 'Quantitative' approaches - observation as participant and interviews. In addition to 'Exploratory Research' through 'Literature Review'. The 'Expert Panel' was used for product validation. Considering the assumptions described by the research, it was concluded that the Bio-arte product has real potential to meet the needs of the target audience, teachers and students of Higher Education, regarding the improvement of teaching-learning botany. Establishing for him, educational pillars based on interdisciplinarity, creativity and innovation. Using ludicity and art in the search for the integral development of the individual, his educational emancipation and the valuation of his previous knowledge, his identity and his interests. The application can act much more than as an object of learning, but also as a methodological process of teaching.

The present research was based on the legal bases of Special and Inclusive Education that guide the teaching practices in Brazil, focusing on the reality about the training of Natural Sciences teachers in an inclusive perspective. This study was based on the pedagogical barriers identified in the teaching of the Natural Sciences for people with visual impairment (PcDVs), especially regarding the approximation of learning to the characteristics of scientific doing. The objective of this work was to systematize a site that supports the continuing education of Natural Sciences teachers in the inclusion of PcDVs, adding values of the educational trends of Science Teaching. Taking as a starting point, the present study followed the qualitative research of Ludke and André (1986). A priori was carried out a bibliographical analysis within a site repository of scientific productions, soon was evaluated the quantitative research on Science Teaching from an inclusive perspective in the last 20 years, indicating a shortage of studies about the proposed theme. In order to contextualize the reason for the low index of scientific productions about the two areas of knowledge, a documentary analysis of the Pedagogical Political Projects of the Full Degree courses in Natural Sciences of the State and Federal Universities, both of the state of Pará, was carried out. the purpose of investigating and evaluating the curricular proposals in teacher training in response to the demands of Inclusive Education in the country. In addition to this study, an exploratory research was conducted based on in-depth interviews with educators working in the mentioned Universities, as well as graduates of the degrees in the same ones; in order to understand their perception of their formation and their performance in an educational inclusion perspective. It was verified that Inclusive Education is a little present reality along the formation of Natural Sciences teachers, allowing the emergence of many pedagogical barriers that limit inclusion within a classroom. In view of this perception, it was observed the need for an attention to the process of continuous training of Natural Science educators, considering the didactic-pedagogical orientation for the improvement of Science Teaching. To this end, the development of a website accessible on the smartphone platform has become relevant in order to make Inclusive Education theory applicable to Science Teaching, thus allowing the teacher to innovate methods and resources in order to develop appropriate solutions to achieve a process of egalitarian and inclusive teaching and learning. The first version of the site was validated by an expert panel composed of Natural Sciences teachers, the results were positive, pointing out that the users had good experiences using the tools available on the site, being highlighted a pleasant interface, simplified usability and the fact facilitating the development of an inclusive teaching and learning process for PvDVs. In addition, they also suggested possible improvements to make the product more viable in the educational context. This feedback provided punctual changes in the site and consequently allowed to add adaptations and knowledge to the user in order to provide a more satisfactory experience.

A framework gamified is our product proposal for the teaching and learning process of the Algorithms or equivalent discipline. The curricular component in question is fundamental for the courses in the area of information technology, since it bases the student and professional future on the knowledge of software development. However, we observed a high level of student disapproval and avoidance in this discipline, through consultations in the literature and at the Faculty of Computer Science of the Federal University of Pará (UFPA). From this context, the study proposes the following question-focus: How to use a strategy to get the process of teaching and learning of studied content Algorithms or systems of information undergraduation? Anchored in the question-focus has as general objective the conception of a framework gamified for the discipline Algorithms or equivalent. As a way to reach the objectives outlined, a mixed research methodology was defined, covering systematic review of the literature; survey; participant observation; peer review; and validation by means of the comparison of the acquired grades in the gamified processes and the traditionally adopted in the discipline. The data from the research allowed to contemplate the literature on the subject, the perception of the Brazilian panorama about the discipline, the teacher and student view and the observation of the teacher, student, monitor and content interaction in the UFPA reality. Through the results achieved, the product of this master's thesis with the homogeneous data structure contents was designed, designed and tested, pointing to the reality of application as the most difficult to learn by the students and teaching by the teachers. Therefore, through the experiment, corroborated by the Systematic Review of Literature, when comparing the gamified approach, to what has been used in the Algorithms of the courses of the Faculty of Computation of UFPA, we identified: (i) greater participation of students in the classroom; (ii) greater collaboration among students during the resolution of the challenges; (iii) greater engagement in resolving the lists of exercises; (iv) improvement in students' performance regarding the assessment grade; (v) use of dynamic and playful classroom practices; (vi) timely feedback on students' progress in the discipline; (vii) acceptance of the approach by students; (viii) the need to discuss the limits of gamification in the face of the occurrence of students with disabilities or of introverted temperament. With these results, we evaluated how timely and important it is to spread the teaching and learning process of the Algorithms or equivalent discipline, to help minimize the failure and avoidance rates in the discipline.

This dissertation presents the process of conception, development, testing and validation of a Virtual Reality (RV) simulator for the glycolysis process, the first phase of cellular respiration. The tool has cellular environmental control and was developed as a didactic instrument whose objective is to assist teaching-learning relations in the subjects Cellular and Molecular Biology and Biochemistry, in higher education. The methodological approaches used were quantitative and qualitative, obeying the three stages of the scientific process suggested by Minayo (2009), namely: exploratory phase, field work and analysis of empirical and documentary material. The software development followed the agile methods model, being the tool developed by a team of interdisciplinary professionals. In order to provide theoretical support to the glycolytic concepts, followed by the modeling of the glycolytic substrates and cellular environment, in the 3D modeling software Blender. Besides that, the integration of these molecules into the VR environment was performed through the Unity 3D game development engine, culminating in the programming of the glycolytic pathway and in ways of user interaction with the cellular environment and glycolytic substrates. For immersion in the cellular environment in RV, it uses the headset of RV, HTC VIVE Óculus, consisting of movement sensors, interaction controls and immersion glasses. The product testing was carried out in a group of the Biotechnology Bachelor of the Federal University of Pará (UFPA) and in a group of the Degree in Natural Sciences of the National Program of Training of Teachers of Basic Education (PARFOR). The testing data were obtained through previous and post experimentation by questionnaires and interviews with the research participants. From the analysis of contents (BARDIN, 1970) it was noticed in the comparison of the questionnaires that, in general, the students involved in the test developed or expanded their learning about the concepts approached.