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Integração de jogos digitais no ensino de Geografia: a aplicação do Minecraft em um contexto educacional
(Universidade Federal de São Carlos, 2025-11-06) Silva, Letícia Fernanda Fogaça Moreira da; Bernardes, Antonio Henrique; https://lattes.cnpq.br/6785212671844982; https://orcid.org/0000-0002-4996-7031; https://lattes.cnpq.br/5398080811635223; https://orcid.org/0009-0008-3582-1286; Silva, Carlos Henrique Costa da; Souza, Reginaldo José de; https://lattes.cnpq.br/5444248390841543; https://lattes.cnpq.br/8027473151398716; https://orcid.org/0000-0003-2910-6602; https://orcid.org/0000-0003-1178-4587
This study analyzes the applicability of the digital game Minecraft as a pedagogical tool for teaching Geography, focusing on the understanding of human transformations in space. The research, configured as an experimentation based on the action-research methodology and the approach of research in/of/with daily life, was conducted with high school students from a public technical school. The central hypothesis is that the simulation and construction features of Minecraft, combined with active methodologies, facilitate the apprehension of complex geographical content and promote collaborative learning. Data collection included questionnaires, participant observation, and semi-structured interviews. The results indicate a significant increase in student motivation and engagement, as well as a greater retention of the content covered. The analysis reveals that the practical interaction in the simulated environment allowed students to apply and re-signify concepts such as territory and landscape, and to experience a representation of the transition to the technical environment. It is concluded that Minecraft has a high potential as a didactic resource, provided that its application is methodologically structured and mediated by the teacher, transforming entertainment into a rich geographical learning experience.
Método para simulação dos efeitos de Soluções Baseadas na Natureza nos sistemas urbanos de manejo de águas pluviais a partir da Metodologia BIM
(Universidade Federal de São Carlos, 2025-11-06) Casagrande, Nicholas Picin; Bueno, Cristiane; https://lattes.cnpq.br/2049901634471620; https://lattes.cnpq.br/7444415143855117; Gonçalves, Luciana Marcia; Oliveira, Simone Cristina de; https://lattes.cnpq.br/9491069760631962; https://lattes.cnpq.br/1544050779182762
The conception and design of rainwater management systems in an urban environment is observed under two axes of opportunity. The first is related to the use of sustainable drainage techniques, such as Nature-Based Solutions (NBS), like LID, SuDS, WSUDS, Sponge Cities, among others. The second axis deals with building information modeling (BIM), its methodologies, techniques and possibilities, applied to these systems. With the objective of uniting these axes, the research used Design Science Research as a methodology for proposing artifacts to solve real problems. It was possible to analyze the field of knowledge of NBS and related terms, seeking an initial consolidation, from which sets of IFC properties were developed for application in representative NBS BIM object, along with the formalization of Information Requirements according to ISO 19650 (OIR, AIR, PIR, EIR) appropriate to the specification and management of NBS projects based on the BIM methodology. From the Requirements, a BIM Object was prepared for the evaluation of the proposed artifacts, performing the validation of information delivery based on IDS, composing an openBIM workflow.
Do ódio virtual à violência real: uma análise da relação entre o cyberbullying e os massacres escolares
(Universidade Federal de São Carlos, 2025-11-06) Barbosa, Naomi André Cambará; Bernardes, Antonio Henrique; https://lattes.cnpq.br/6785212671844982; https://orcid.org/0000-0002-4996-7031; https://lattes.cnpq.br/3118074451766807; https://orcid.org/0000-0001-6683-2422; Turra Neto, Nécio; Melo, Ismail Barra Nova de; https://lattes.cnpq.br/5614340558861039; https://lattes.cnpq.br/3576937472687059; https://orcid.org/0000-0002-7762-3893; https://orcid.org/0000-0001-5177-4151
The school plays a fundamental role in the holistic development of individuals, not only in terms of knowledge building and the broadening of their worldview, but also as a space of experiences that shape their social and emotional development. Among the various functions assumed by the school institution, its relevance stands out as an environment of social interactions in which individuals establish relationships and develop skills such as coexistence, empathy, and cooperation. However, these interactions can also reflect dynamics of inclusion and exclusion, processes intrinsic to school life. Phenomena such as bullying highlight how exclusion can deeply affect students’ lives, generating consequences that extend beyond the limits of the school. With the advent and popularization of new technologies, these social dynamics have acquired a new dimension. Interactions and conflicts, previously restricted to the physical school space, now extend to social networks and digital platforms, potentially taking on even larger and more complex proportions. Many of these episodes, often premeditated and announced either subtly or explicitly on digital platforms, raise urgent questions about the relationship between the school environment, social interactions, and the use of social networks. Given the above, it is observed that the processes of bullying and cyberbullying are interconnected with school massacres. Likewise, it is possible to analyze, based on the statements and experiences of students and teaching staff, how hate speech can influence and reshape the school environment and its spatialities. The data collected through questionnaires applied to students and teachers reveal vulnerabilities and the growing presence of hate speech and motivating content in virtual social networks. Bullying and cyberbullying, therefore, do not result from a single factor but from multiple dimensions. Although bullying is not the only determinant, it appears as a recurring element in attack narratives. The study concludes that violence is fluid, reinvents itself, and finds in cyberspace both an environment of support and a means of spreading hostility.