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Diretrizes para o design de soluções computacionais cientes da sustentabilidade
(Universidade Federal de São Carlos, 2018-12-21) Oliveira, Renata Rodrigues de; Neris, Vânia Paula de Almeida; https://lattes.cnpq.br/0268728255033469; https://lattes.cnpq.br/3249075063685172
Sustainability is a subject that has gained visibility through international discussions and concern for the future. When talking about sustainability, it must be understood in terms of both environmental and social and economic aspects, emphasizing its scope. Computational solutions are consumer goods and herefore it is the responsibility of the software and hardware industry, as well as its designers and developers, to reflect and act so that computer solutions are aware of sustainability issues. The literature exposes everal works in the line of sustainable design, authors such as Blevis, Baranauskas and Fallman discuss the theme, however few are dealing with sustainability in design, and in particular computing is still in the first steps. Therefore, a set of recommendations was formalized to guide the designers of computational solutions in the creation of these solutions, so that the aspects of sustainability in design are already considered. The methodology adopted includes bibliographical studies, a questionnaire on the subject applied to the computer community, a diagram of affinities and a look at other areas of knowledge that already have consolidated methods on sustainability; such as ISO standards; for the construction of the guidelines. After creation, the guidelines were applied to the academic and business scenario. The evaluation of the resulting solutions occurred by one method; the product of a master’s degree dissertation in the same area of study, and the evaluation of three experts by the guidelines applied, which was satisfactory and generally changed the opinion of the people who participated in the study. With the help of guidelines, it is possible to think about how to design sustainable solutions that respect the continuity of life.
Ensino de química para alunos com deficiência visual: investigando a percepção de professores sobre o processo de conceitualização
(Universidade Federal de São Carlos, 2018-12-21) Molena, Juliane Cristina; Veraszto, Estéfano Vizconde; https://lattes.cnpq.br/6253673132956358; https://lattes.cnpq.br/1228689202250812
This paper identifies the perceptions of chemistry teachers working in high school in regular classrooms and teachers in initial formation regarding the process of conceptualization in Chemistry by students with visual impairment The process of conceptualization refers to the act or effect of conceptualizing, that is, the formation of a concept based on the specificity of Chemistry as Science. Several papers report on the great challenges of teaching concepts and scientific phenomena for students with visual impairment, but they are directed to the teaching of Physics, existing a lack of proposals of teaching chemistry for this public, in an inclusive reality. The data were obtained through questionnaires with closed and open questions, wich was made available both printed and online and counted on the collaboration of 168 informants, who were separated into three groups, being: 73 professors graduated in chemistry; 70 teachers in initial training who were pursuing a degree in chemistry; and 25 with other formations. The data were analyzed by mixed methodology (qualitative and quantitative) using Content Analysis, with the aid of NVivo software, through categorization of responses. The quantitative analysis was performed with the IRAMUTEQ software, using Textual Statistical Analysis, with the method of analysis of Hierarchical Descending Classification (CHD) and analysis by similarity. The results showed that most of the participants believe that it is possible to teach concepts and chemical phenomena to students with visual impairment, but pointed out difficulties that go through this process, such as: the need of teacher training; elaboration of special resources, necessary methodologies to meet needs, working conditions of teachers, experimental adaptations, in which, often, phenomena are explained from visual observations, and application of the 3 dimensions of the specificity of the teaching of Chemistry, being the theoretical, phenomenological and representational levels.