Edutec - Education, Digital Technologies, and Teacher Education

The relationship between EaD and non-formal learning via streaming platforms

Freddy Studart de Souza Brasil — 2025-06-10

This article aims to analyze the relationship between Distance Education (DE) and learning via streaming platforms, with the aim of verifying whether this type of learning can be considered a modality of DE, in light of its specific challenges and characteristics. To this end, we briefly recap the history of DE, from its beginnings, with correspondence teaching, to its consolidation with the use of digital technologies. We then explore fundamental concepts for understanding learning mediated by streaming platforms, such as virtual community, cyberspace and cyberculture. DE has evolved over time, benefiting from technological advances that have expanded its reach and impact. Currently, streaming platforms play an increasing role in this scenario, providing flexibility and accessibility to teaching. However, their use raises questions about the quality of education, the interaction between participants and the pedagogical potential of these tools. Based on a literature review and an analysis of these new teaching practices, we discuss the advantages and challenges of learning via streaming and its possible comparison with the traditional distance learning model. Finally, the article seeks to contribute to the debate on transformations in distance learning, evaluating the implications of the use of streaming platforms for the democratization of knowledge and educational inclusion.

Education and technologies in the period of social distancing

Flávio Sebastião de Oliveira — 2025-06-23

This article aims to understand how the state of São Paulo, through its Department of Education (Seduc-SP), acted normatively in the development of technological educational policies in the context of social distancing due to the Covid-19 Pandemic, from 2020 to 2022, as well as to understand whether Seduc-SP already had a technological development structure, with budgetary investment in educational technologies and professional training for the area, or whether it was designed only to meet a need in the pandemic context. Through exploratory research, using documentary and bibliographic analysis and comparing data, we sought to analyze whether the State Education Network, within the scope of its educational policy, already had a technological development structure that was underutilized or whether it was designed only to meet an emergency need in the pandemic context. An analysis of the educational and social impact of the actions adopted by Seduc-SP in the period was also carried out. The study demonstrated the existence of a basic infrastructure for the adoption of technological resources, however, it highlighted the absence of a prior and continuous technological policy, which imposes profound challenges for the implementation of qualified teaching through technologies and the need for new studies, with the aim of verifying the permanence of the implemented technological educational policy and its respective results.

Computational Thinking and its conceptual identity in the post-BNCC era

Marcelo Magalhães Foohs — 2025-07-02

The inclusion of Computational Thinking (CT) as a mandatory competence in the Brazilian National Common Curricular Base (BNCC) – Computation, in 2022, consolidated its presence in the Basic Education curriculum. However, the conceptual consolidation of CT still faces significant challenges, especially in teacher training and academic production. This article critically analyzes eight documents, including scientific articles and educational materials, published after the BNCC Computation release, aiming to identify recurring patterns of conceptual ambiguity and misuse of the term. The methodology adopted was qualitative, with a critical-documentary approach and epistemological analysis. The results indicate that many of the analyzed documents present vague definitions, metaphorical appropriations, or imprecise interpretations of the CT concept, often based on uncritical readings of Wing's (2006) original definition. Instances were also identified where the concept is used as a generic label, dissociated from minimum technical criteria such as logical structuring, formalizable representations, and computational execution potential. The analysis highlights the risk of conceptual dilution in the educational field, compromising its curricular application and teacher preparation. As an alternative, the study proposes a conceptual reconstruction anchored in three principles: epistemological clarity, technical fidelity, and didactic sensitivity. The article concludes by offering guidelines for more precise educational definitions of CT, defending its specificity as a distinct computational competence and its pedagogical relevance when correctly understood and applied. This analysis reinforces the need for conceptual rigor to ensure the effective integration of CT into Brazilian educational contexts.

Educational robotics as a methodological resource for the development of socio-emotional skills in High School

Lucilia Dias Furtado — 2025-07-19

Faced with constant social and technological transformations, 21st century schools face the challenge of preparing students not only to master cognitive knowledge, but also to develop non-cognitive skills, through innovative teaching methodologies. In this context, this article questions the interrelationship between educational robotics and socio-emotional skills in teaching and learning processes, with the aim of understanding how educational robotics can contribute to the development of these skills, which include communication, teamwork, resilience, decision-making, social awareness, among others. To this end, the objective is to propose the use of educational robotics as a pedagogical resource in the development of socio-emotional skills of high school students. The methodology adopts a theoretical approach, with problem-based learning as a didactic path, in which students are challenged to solve real problems, collaborating with each other and reflecting on the development of their skills. The research shows that educational robotics can promote the development of socio-emotional skills, creating a more dynamic and meaningful learning environment. It is concluded that educational robotics, in addition to stimulating interest in school content, contributes to the comprehensive education of students, connecting academic knowledge with essential skills for the 21st century. By promoting integration between the cognitive and socio-emotional aspects, this methodology favors a more humanizing education aligned with contemporary demands.

Chatbots with Artificial Intelligence in the Digital Literacy of residents of rural condominiums on the edge of dams

Wesley Antonio Gonçalves — 2025-08-15

The advancement of Artificial Intelligence (AI) has driven changes in communication systems and the provision of digital services. Despite this, there is a shortage of studies investigating the application of these technologies in rural communities, especially as digital literacy tools. This study aimed to analyze how AI chatbots can contribute to the inclusion and digital literacy of residents of rural condominiums on the banks of dams. The research is of an applied nature, with a qualitative approach, and anchored in interpretivist epistemology. The collection instrument consisted of an electronic questionnaire, preceded by a pre-test, applied to 70 residents. The data were analyzed using the content analysis technique and compared with the theoretical framework. The results reveal that residents recognize chatbots as useful tools for communication, security, and access to information. However, they also point out barriers such as lack of technological knowledge and concerns about data privacy. It is concluded that AI chatbots have the potential to act as technological mediators in the process of digital inclusion and literacy, as long as they are contextualized to the local reality and accompanied by training strategies. The research contributes to the debate on social technologies in communities in situations of digital vulnerability.

Didatic Preparation

Jocieli Aparecida de Oliveira Pardinho — 2025-09-17

This research aims to demonstrate the planning and development of work with the, mini-story genre multimodal and multisemiotic, in an extracurricular discipline linked to reading practices and production of texts/utterances in a 5th year of Elementary School I, in a Full-Time School, from of Didactic Elaboration (Halté, 2008) “The Nutty Boy”. The research question that problematizes and guides this work questions to what extent the didactic elaboration introduced from this genre, with the theme in question, can contribute to the formation of critical and reflective readers and producers. In order to answer this question, this study is based on the dialogic perspective of language (Bakhtin, 2016 [1979]; Volóchinov, 2018 [1929]), in studies of multiliteracies and multimodality (Rojo, 2013; 2015; Ribeiro, 2020; Ribeiro and Coscarelli, 2023; Ribeiro, 2025), as well as on documents that guide this stage of teaching (AMOP, 2020; Brasil, 2018; Paraná, 2018). As a methodological contribution, it is anchored in the qualitative-interpretative approach, based on Applied Linguistics (Rojo, 2006; Bortoni-Ricardo, 2008; Kleiman; Vianna; De Grande, 2019), exploratory, with explanatory purposes, by taking as a starting point the context of language teaching and learning in the initial years. The results indicate that didactic elaboration constitutes a possible way to work with the multimodal mini-story genre in the initial years of teaching, with the objective of developing children's reading and writing skills.

Development of Caapedia

Fernando Pereira Coelho — 2025-09-29

This article presents the development of Caapedia, a digital educational game aimed at promoting sustainable practices in the Brazilian semiarid region. Conceived as a digital game-based learning tool, it integrates elements of gamification, interactive storytelling, and natural resource simulation to provide a playful and educational experience. The main objective is to document the game's conception, planning, and technical implementation stages, providing methodological and technological support for research in the field of serious games and environmental education. The methodology adopted was based on the Game Development Life Cycle (GDLC), which guided the process through six iterative phases: Initiation, Pre-production, Production, Testing, Beta, and Launch. Caapedia simulates the management of water, financial, and environmental resources on a rural property in the Caatinga, allowing players to face challenges similar to those experienced by local communities and understand the consequences of their production decisions. Furthermore, the narrative was structured to promote family farming, regional biodiversity, and traditional knowledge, bringing together science and culture in a single digital environment. It was developed using modern web technologies, ensuring accessibility across browsers on different devices, without the need for installation. In the beta phase, it reached 164 active users, recording an average engagement time of 15 minutes and 18 seconds, with over 13,000 screen views, demonstrating the proposal's interest and immersive potential. The results indicate the initiative's technical and methodological feasibility, reinforcing how accessible digital tools can foster environmental education in regional contexts. The conclusion is that the proposal represents not only a pedagogical tool, but also an initiative to promote the cultural and environmental identity of the Caatinga, with the potential to be replicated in other biomes and educational contexts.

Digital technologies used as mediating signs of learning for Portuguese Language teaching

Marília Dias Treicha — 2025-10-23

This article investigates the use of digital technologies as mediating learning tools, with a specific focus on Portuguese language teaching. Based on Lev Vigotski's socio-historical-cultural theory, the study explores how the integration of digital technologies into pedagogical practices can facilitate not only the construction of knowledge but also the development of higher psychological functions, such as memory, attention, and abstract thinking. Various tools are analyzed, including Google Classroom, Google Forms, Padlet, Quizizz, and Jamboard, which have proven effective in promoting more interactive, collaborative, and personalized teaching, capable of actively and meaningfully engaging students. The article proposes strategies to optimize the adoption and use of these technologies in the educational environment, emphasizing that, when used in a planned and conscious manner, they can significantly contribute to students' cognitive development. These tools make the teaching and learning process active, adapted to individual and collaborative needs, allowing students to take a more active, critical, and protagonist role in their learning process. The conclusion is that the appropriate use of these technologies can transform the educational environment, creating a more interactive, engaging, and accessible learning space where students can develop cognitive, participatory, and creative skills more productively. These tools allow the teaching process to become more active, flexible, and adaptable to different needs and learning styles, facilitating personalized instruction that values student autonomy and empowerment.

Between sound and image

Edson Vasconcelos — 2025-11-24

This study analyzes the convergence of technologies as a strategy to promote accessibility and the dissemination of knowledge in diverse educational contexts. The research is developed as a case study, focused on two technological tools created at a public university in the Brazilian Amazon: a weekly radio and television program aimed at scientific dissemination and an augmented reality system with interactive objects, applied in pedagogical activities. The objective is to understand how the integration of these technologies can broaden access to information for different audiences, especially in regions marked by infrastructure inequalities and limited access to in-person education. The methodology combines qualitative and quantitative approaches, including participant observation, document analysis, and data collection via digital platforms. The results indicate that radio episodes addressing themes such as sustainability, applied science, and social inclusion had greater reach on social media, reflecting public interest in topics related to the Amazonian context. Meanwhile, the augmented reality project showed significant improvements in students' understanding of scientific concepts, particularly among elementary school students. The comparative analysis of both tools highlights the complementarity of sound, visual, and interactive languages in mediating knowledge and supports the use of active methodologies adapted to the socioterritorial conditions of the Amazon. Technological convergence, when guided by principles of inclusion and contextualization, proves to be an effective strategy to enhance the transformative role of education by diversifying communication channels and fostering critical and accessible educational practices.

Assessing inclusive education in Digital Information and Communication Technologies – DICT era

Luciana Lemos Medici — 2025-12-01

Bearing in mind the intersection of two areas, i.e., teacher education and the studies regarding digital information and communication technologies (DICTs), both thought within the field of inclusive education, this paper presents an excerpt from studies carried out as part of the Professional Master’s course in Inclusive Education (PROFEI), and reflects the authors’ commitment with education for everyone, using DICTs as resources that go towards respecting the fundamental human right to education, i.e, as instruments that can contribute to emancipatory education, and one that considers the socio-cultural-historical contexts in which the agents (educators and students) are included (Freire, 1970); (Vygotsky, 2001a, 2001b). New technologies are part of our daily lives, inside and outside schools, and therefore, it is not a good idea for educators to try to ignore them. In this paper, we seek to reflect about the cultural changes that educational contexts have undergone and about how practices are being ressignified, checking the extent to which they are becoming more inclusive and democratic, by looking at possibilities for technological resource employment. The growing demand arising from the inclusion of students with disabilities in the school environment imposes challenges on education professionals, and requires that pedagogical practices be reviewed so as to implement the necessary adaptation and changes to accommodate everyone. Among the inclusive proposals discussed in this article, which have been considered and reflected upon to better serve human diversity and learning contexts, are the contributions from the Universal Design for Learning (UDL). These contributions reveal, from a social perspective, principles of equity, the appreciation of differences, and ethical care for others, advocating for the removal of barriers in this process.