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Um framework para apoio ao desenvolvimento de aplicações educacionais de realidade aumentada móvel baseada em marcadores
(Universidade Federal de São Carlos, 2018-11-27) De La Vega, Marcos Tulio Soto; Beder, Delano Medeiros; https://lattes.cnpq.br/5845245549777383; https://lattes.cnpq.br/3096890942321008
In recent years, different technologies have begun to be used in educational scenarios, providing gains in the teaching-learning processes. Augmented Reality (AR), and more specifically Mobile Augmented Reality (MAR), is a technology that provides great opportunities in education, allowing to blend real-world elements with virtual information, giving the learner a richer environment and greater possibilities of interaction than their natural environment, still encouraging mobility. Aiming to foster the development of educational applications with this technology, frameworks and methodologies are necessary in such way that facilitate the development and guide the creation process trying to minimize the complexity. However, it is also required that created frameworks are specifically oriented towards education, and therefore provide functionalities that support educational needs (e.g. to support the use of questionnaires with questions/answers). Currently there are many frameworks for creating AR, however they are oriented towards the creation of generic, rather than specifically educational, AR applications. In this project, a framework is proposed to support a methodology for the development of educational applications with MAR based on markers. The framework allows developers to implement a set of education-oriented functionalities without programming, and instead drag and drop classes, creating and customizing scenarios with the required resources (3D models, images, etc.). The methodology is composed of guidelines to be followed in the development of the application. A case study was carried out to evaluate the framework, mainly regarding usability, additionally the framework was also evaluated through experiments with developers, and using questionnaires for data collection. Finally, through the experiments carried out, it can be concluded that the proposed framework can allow the development of educational applications of AR with ease, providing functionalities that are customizable according to the needs of the user, and of a general nature in education (useful in any area of education).
Estudo sobre o comportamento estrutural de pavimentos de edifícios com lajes sem vigas com a presença de furos e aberturas
(Universidade Federal de São Carlos, 2018-11-27) Oliveira, Luis Gustavo Simão de; Almeida Filho, Fernando Menezes de; https://lattes.cnpq.br/0447825383222965; https://lattes.cnpq.br/8242426902508855
This research presents a structural analysis of flat plates in reinforced concrete with the introduction of openings in regions established by foreign standards (ACI318: 14), whereas NBR 6118 (ABNT, 2014) doesn’t make any recommendations about dimensions and positioning of possible openings that may exist in the structural system. Firstly, a comparative analysis of the results was done using the analitic calculation methods (Direct Method and Equivalent Gate Method) and the Finite Element Method using the SAP2000® v.16 software on flat plates. In a second moment, the openings were introduced in accordance with ACI 318: 14 as the initial parameter for such design and used only SAP2000® v.16 software for analysis. The reactions of bending moments and transversal displacements caused by these efforts were compared, as well as presenting the required amount of steel and its distribution throughout the structure. 57 slabs were modeled with the purpose of verifying the coherence of the manual calculation methods and analyzing the influence of the openings on the flat plates system, presenting as variables the slab thickness, dimensions of the openings and their positioning. As a result, the study provides satisfactory conclusions regarding the maximum openings slab stipulated by ACI 318: 14 when comparing its efforts and displacement reactions with slabs without openings, beyond to be able to verify the behavior of the structure when inserting openings that exceed these limits. For the analysis of slabs without openings, it was possible identify distinct characteristics that each calculation method provided from its results.
Da luta pela Politecnia à reforma do ensino médio: para onde caminha a formação técnica integrada ao ensino médio
(Universidade Federal de São Carlos, 2018-11-27) Amorim, Gilberto José de; Reyes, Cláudia Raimundo; https://lattes.cnpq.br/5187942717120318; https://lattes.cnpq.br/5117719848535721
This research has as its theme the study of the technical training integrated to the high school proposed by law 11.892 / 08 that created the Federal Institutes of Education, Science and Technology. Within this theme, we sought to understand the conceptions of integrated training of teachers working in the agricultural technical course of IFSP / Barretos, as well as the professional profile the course seeks to train, seeking to associate them with the predominant ideological tendencies. In this sense, the work demonstrated the existence of a dispute between the subjects about which educational emphasis should prevail in the students' teaching process. Through the research, a historical retrospective was also carried out in order to analyze the objectives of Brazilian legislators with successive reforms of the Brazilian educational system. Furthermore, the consequences of the reform of secondary education in the process of consolidating integrated training from the viewpoint of the local community, as well as the social movements and representatives of power, were investigated. For the construction of this work it was necessary a bibliographical and documentary analysis, besides interviews with representatives of the power and of social and / or academic movements. To understand how each teacher stands on the subject, the speeches given by the subjects were seen as statements. They were obtained through questionnaires and interviews applied in the second half of 2017. From this perspective, this work allowed a reflection on the role of the federal institutes in the construction of an integrated training beyond the duality training of labor or propaedeutic training. Thus, the work pointed to the need to create conditions for the theoretical-political debate on the presuppositions of an integrated teaching and its pedagogical developments.