Este estudo busca investigar as contribuições de uma formação de professores voltada para a apropriação de recursos educacionais digitais (RED) na prática docente. A pesquisa, de abordagem qualitativa, teve como participantes um grupo de professores de Língua Portuguesa e de Matemática dos anos finais do Ensino Fundamental, de uma escola pública cearense. Os resultados apontam a importância do diagnóstico sobre o emprego das TIC, como forma de delinear, de maneira mais contextualizada, os momentos de estudo de uma formação docente. Além disso, a relação entre teoria e prática mostrou-se como um elemento significativo para os docentes, tendo em vista que os saberes alcançados necessitam de sentido em sua prática vivida.
This paper aims to present the analysis of a digital educational resource to help students of the 2nd year of Elementary School in the understanding of additive concepts. The theoretical foundation is based on Conceptual Field Theory and the prescriptions discussed in current documents, such as the National Curricular Common Base. The choice of this theoretical construct stems from the process of formalizing the concepts based on the tripod situations-invariantrepresentations. It is noted at the end of the analysis that the current version of the digital game elaborated fulfils the initially proposed objectives. However, for future studies it needs to update some elements of interaction. We also highlight the formative contributions of the resource, since it was built by undergraduate students.
Purpose. Self-regulation of exercise intensity with the Borg 6-20 scale seems a promising alternative, since the magnitude of effort is regulated by internal factors inherent to the individual and their perception of effort during the activity. In order to verify this hypothesis, some studies have tested the validity of the Borg 6-20 scale for prescribing exercise intensity. the study aim was to review the literature and verify the validity of the Borg 6-20 scale in aerobic exercise prescription. Methods. the PIcOS strategy was used to conduct the search for evidence concerning the objectives of the review as recommended by PRISMA-P. the level and quality of evidence were analysed by using the cochrane collaboration's recommendation for systematic reviews. Results. A total of 1434 references were found. After applying the criteria of inclusion, 15 studies were considered eligible for review. these studies generally tested the validity of intensity-regulated prescriptions with rating of perceived exertion (RPE) by comparing physiological and performance measures obtained in incremental tests or conventional prescriptions with the measures generated by prescriptions regulated with the Borg 6-20 scale. In addition, some studies evaluated the reliability and reproducibility of RPE-regulated prescriptions by comparing physiological and performance measures obtained from different intensity-regulated exercise sessions with the Borg 6-20 scale. Conclusions. According to the studies investigated in this systematic review, the recommendation of the Borg 6-20 scale in exercise prescription is not yet a valid alternative to describe similar intensity magnitudes to physiological and performance variables.
This paper presents some contributions towards Interactive Digital Television, focusing on interactivity for citizenship in the context of Brazilian Digital Television System Terrestrial (SBTVD-T/ISDB-TB). The paper is focused on the necessary infrastructure, applications and services that can help with the challenges of promoting digital inclusion in Brazil. In the infrastructure issue, the BluTV (Bringing All Users to the Television) is discussed, specially in terms of its components to develop interactive applications and to explore the back channel (interactivity channel). As a product of this investigation, a prototype of Interactive TV Application Guide to promote citizenship through digital inclusion is presented.
Digital Inclusion and Citizenship; Interactive Television; Brazilian Digital Television System; iTV Applications.I.
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