https://tedebc.ufma.br/jspui/handle/tede/634 Sat, 05 Sep 2026 11:15:35 GMT 2026-09-05T11:15:35Z http://tede2.ufma.br:8080/jspui/retrieve/622/PPGDG1.jpg https://tedebc.ufma.br/jspui/handle/tede/634 https://tedebc.ufma.br/jspui/handle/tede/7213 Título: DESIGN DA INFORMAÇÃO NA EDUCAÇÃO INCLUSIVA: Desenvolvimento e validação de uma cartilha para orientação de professores sobre alunos superdotados Autor: FRAZÃO, Natássia Barbosa Costa Primeiro orientador: FERNANDES, Fabiane Rodrigues Abstract: This work presents the development and validation of an educational artifact (a primer/handbook) grounded in Information Design (ID) to support early elementary school teachers, working with students aged 5 to 11 years, in the identification of and pedagogical support for gifted students. The objective was to translate complex technical concepts into visual and intuitive resources, thereby reducing teachers' cognitive load. The research is justified by the scarcity of practical resources capable of rendering the scientific literature on giftedness accessible to the classroom context, a gap addressed here through the visual and infographic structuring afforded by Information Design. Methodologically, the study employed the iterative Educational Design Research (EDR) approach, structured across three phases. In the first phase, Analysis and Exploration, a bibliographic review was conducted to establish the theoretical foundations of the research; subsequently, semi-structured interviews were carried out with twelve teachers from three private institutions in São Luís, alongside questionnaires administered to Mathematics teachers regarding their perceptions of the behavior of five gifted students and the pedagogical strategies adopted. These data informed the identification of the artifact's design requirements. In the second phase, Design and Construction, the principles of Information Design (modularity, visual hierarchy, infographics, functional typography, semantic color palette, and plain language) were applied in the elaboration and prototyping of the handbook. In the third phase, Evaluation and Reflection, the artifact was validated through questionnaires administered to specialists and experienced teachers. The quantitative analysis of the handbook yielded a maximum Content Validity Index (CVI) of 1.00, confirming the resource's acceptability and reflecting the efficacy of the ID guidelines in addressing the communicational gap as an agent of the democratization of knowledge. It should be noted that the scope of the investigation is not confined to the artifact itself, but is centered on the proposed educational intervention. Despite the non-generalizable nature of the sample, the consensus among evaluators highlighted the resource's conceptual clarity and immediate applicability, while also pointing to the need for integrated action among schools, families, and multidisciplinary teams. It is concluded that the handbook functions as an effective strategic mediator, transforming complex concepts into a resource recognized by specialists and teachers alike as both clinically accurate and pedagogically viable. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Fri, 29 May 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7213 2026-05-29T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7205 Título: Cocriação de Recursos Educacionais Abertos (REA) para a educação ambiental: recomendações da ergonomia participativa e design colaborativo Autor: SILVA, Jonata Felipe de Sousa da Primeiro orientador: ALBUQUERQUE, Lívia Flávia Campos de Abstract: The Open Education movement and Open Educational Resources (OER) still face social, cultural, and technological challenges that limit their incorporation into educational practices. Although the literature recognizes the potential of OER to broaden access, adaptation, and sharing of instructional materials, there is a lack of structured approaches that support teachers in their collaborative creation, especially in Environmental Education contexts. In response to this gap, this dissertation aimed to propose and evaluate a framework for the co-creation of OER, integrating principles of Collaborative Design and recommendations from Participatory Ergonomics to support educators in developing contextualized resources aligned with their pedagogical needs. The research sought to answer how a codesign framework could help overcome social and technological barriers related to teachers’ production of OER. For this purpose, the Design Science Research (DSR) method was adopted, organized into (1) problem identification, (2) artifact proposition, (3) artifact evaluation, and (4) learning. Phase 1 aimed to identify and justify the problem to be studied, involving a literature review and identification of user needs. Phase 2 covered the development of the artifact, characterized as a framework for OER co-creation, operationalized through a codesign toolkit and collaborative virtual templates. In Phase 3, the framework was evaluated through a case study that sought to verify whether the artifact could be used to address the identified problem; the study involved Environmental Education teachers from a public school in São Luís, Maranhão. The results enabled refinement of the framework, which was consolidated into four stages: (1) Plan, (2) Co-create, (3) Evaluate, and (4) Share, which guided the co-creation of an OER in the form of a board game about solid waste management. In DSR Phase 4, findings evidenced that the combined use of Collaborative Design and Participatory Ergonomics fostered teacher engagement, collective decision-making, and adaptation of resources to the demands of the school context. Moreover, the toolkit and templates proved suitable to support synchronous and asynchronous activities, contributing to participants’ autonomy during the creation process. It is concluded that the proposed framework has potential to support OER co-creation processes, helping to overcome barriers identified in the literature and promoting more participatory pedagogical practices. The results underscore the relevance of integrating Collaborative Design, Participatory Ergonomics, and Environmental Education, offering theoretical and practical contributions for the development of open educational resources in diverse educational contexts. The final stage also includes dissemination of the results through publication of scientific articles in journals and conference proceedings, as well as making the dissertation available in the institutional repository, sharing the generated knowledge with the community. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Mon, 22 Jun 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7205 2026-06-22T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/7177 Título: Design inclusivo no vestuário: etiquetas táteis para identificação de estampas por pessoas com deficiência visual Autor: SOUSA, Ricardo Vieira de Primeiro orientador: MAIA, Ivana Márcia Oliveira Abstract: This dissertation examines the relationship between inclusive design, ergonomics, and assistive technologies in the development of accessible tactile labels for identifying prints on clothing by visually impaired individuals. It starts from the understanding that clothing is an artifact laden with aesthetic, symbolic, cultural, and informational meanings, whose accessibility has historically been conditioned by models centered on visuality. In this context, the study sought to develop and analyze a sensory mediation system applied to clothing, articulating tactile resources, audio description, and digital technologies, with the aim of expanding access to information related to textile prints. The investigation is characterized as applied research, with a qualitative approach and exploratory nature, grounded in the principles of inclusive design. The methodology was structured based on participatory design and organized into three stages: initial exploration, discovery, and prototyping. The procedures involved a systematic literature review, semi-structured interviews, brainstorming, application of analysis sheets, development of tactile prototypes, and observation of interactions during testing. Five visually impaired individuals working in inclusive settings participated in the research, understood as active agents in the conception, evaluation, and reformulation of the developed solutions. The analyses indicate that accessibility in clothing constitutes a multisensory experience, allowing for an understanding of how haptic perception, spatial organization, verbal language, sensory repertoire, and bodily experience operate in an articulated way during the exploration of the garments. The interviews demonstrated that the construction of the mental image of the prints depends on interpretative processes articulated by memory, imagistic repertoire, informational organization, and technological familiarity. The results point out that factors such as tactile legibility, linguistic clarity, physical stability of interfaces, and information hierarchy influence the user experience. Among the research's contributions, the formulation of ergonomic recommendations for the development of accessible systems applied to clothing and the understanding of accessibility as a relational, sensory, and experiential process, permeated by the perceptual singularities of the users, stand out. It is concluded that the articulation between inclusive design, haptic perception, and assistive technologies expands the possibilities for informational autonomy, aesthetic interpretation, and identity construction for visually impaired people in the context of clothing, contributing to design practices focused on accessibility and sensory mediation in the field of fashion design. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Wed, 27 May 2026 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/7177 2026-05-27T00:00:00Z https://tedebc.ufma.br/jspui/handle/tede/6861 Título: Um estudo exploratório para proposta de análise gráfica de croquis urbanos Autor: CRUZ, Jailton Bezerra Nogueira da Primeiro orientador: FARIAS, Bruno Serviliano Santos Abstract: This dissertation investigates the methodological gap in the graphic analysis of urban sketches shared on social media, artifacts that operate at the intersection of manual recording and digital photographic mediation. It starts from the premise that artistic praxis prioritizes aesthetic experience at the expense of systemic self-criticism, thus requiring an external instrument for its analytical validation. The general objective consisted of developing an instrumental taxonomy aimed at researchers for the compositional, stylistic, and semiotic decoding of these hybrid representations. The methodology, of a qualitative-instrumental nature, underwent an iterative cycle of five stages: theoretical integration, prototyping (v1.0), documentary diagnosis, validation by an expert panel, and operational verification. As a result, specialized criticism allowed for the refinement of the initial prototype’s redundancies, consolidating the Analysis Sheet v2.0. This instrument is structured under the architecture of the Semiotic Triad, articulating: the syntactic dimension (morphology and style based on Dondis and Ashwin); the semantic dimension (meaning and representational fidelity based on Joly); and the pragmatic dimension (strategy and communicative function based on Twyman). It is concluded that the study provides the field of Graphic Memory with a robust theoretical-methodological framework capable of converting subjective records into systematic data on landscape and visual identity. Instituição: Universidade Federal do Maranhão Tipo do documento: Dissertação Thu, 30 Oct 2025 00:00:00 GMT https://tedebc.ufma.br/jspui/handle/tede/6861 2025-10-30T00:00:00Z