Lucia Helena de Paula Modesto Favacho
Biographic Data
| ID | 10165621 |
|---|---|
| NAME | Lucia Helena de Paula Modesto Favacho |
| GIVEN NAMES | Lucia Helena de Paula Modesto |
| FAMILY NAME | Favacho |
| SIGNATURE | FAVACHO L H P M |
| AFFILIATIONS | Uninter |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2026 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Educational Interfaces and Didactic Innovation in the Design of E-Learning Spaces
The careful incorporation of digital technologies into educational processes redefines the design of e-learning spaces, shifting the focus from a simple transposition of content to interactive experiences that integrate multiple languages. By articulating didactic innovation and pedagogical design, the configuration of virtual environments involves decisions that directly affect student motivation and retention. Interactivity, usability, and cohe…
Digital Storytelling and Formative Mediation in Contemporary Educational Scenarios
Storytelling has gained relevance in the educational field by articulating narrative heritages with digital languages, fostering experiences that transcend traditional teaching. It doesn’t simply spark interest, but also acts as a formative mediation, connecting school knowledge to life repertoires. This combination fosters student authorship, expands critical interpretation, and enables the construction of more open and collaborative learning. O…
The Impact of Gamification in High School Education
Gamification, characterized by the use of game design elements in dynamic learning contexts, emerges as a pedagogical alternative to mitigate the disinterest and passivity of high school students. This article analyzes the impact of applying gamified strategies in the teaching-learning process at this stage of Basic Education. The methodology adopted consisted of a qualitative literature review, analyzing recent academic productions on the subjec…
Assessment of Learning Mediated by Digital Technologies
This study aims to investigate the implications of using digital technologies in the assessment of learning, focusing on pedagogical foundations, humanized mediation practices, and the academic standards that guide this process. The research is based on the premise that assessment, as an educational practice, should not only be understood as a tool for measuring outcomes, but as a continuous, reflective, and formative process that fosters the hol…
Digital Media and Contemporary Modes of Curriculum Organization
This study aims to investigate the formative power of podcasts in the contemporary educational context, analyzing their capacity to create meaningful sound experiences that contribute to the cognitive, expressive and collaborative development of students. The research, based on bibliographical foundations, proposes a critical reflection on the ways in which sound language, when intentionally articulated with pedagogical projects, transforms the s…
Peer Instruction in a Hybrid and Digital Context as a Collaborative Mediation Strategy
The present study aims to analyze the possibilities and limits of applying Peer Instruction in the contemporary hybrid context, considering pedagogical, technological and evaluative implications. The research, of a bibliographic nature, involved a systematic survey of scientific articles, book chapters and critical essays published in specialized journals and digital repositories. This selection prioritized studies that address the integration of…
Educational Neuroscience and Digital Technologies in Interaction With Daily School Life
In school spaces permeated by digital devices, the effects are not limited to the visible practice of teaching — there are more subtle shifts that affect the way learning is perceived, felt, and organized. The contributions of neuroscience, by illuminating the processes of synaptic activation and emotional response to multimodal stimuli, indicate that learning occurs in a network, not in a straight line. Each gesture of attention or distraction c…
No prominent works on this page.
Educational Interfaces and Didactic Innovation in the Design of E-Learning Spaces
The careful incorporation of digital technologies into educational processes redefines the design of e-learning spaces, shifting the focus from a simple transposition of content to interactive experiences that integrate multiple languages. By articulating didactic innovation and pedagogical design, the configuration of virtual environments involves decisions that directly affect student motivation and retention. Interactivity, usability, and cohe…
Digital Storytelling and Formative Mediation in Contemporary Educational Scenarios
Storytelling has gained relevance in the educational field by articulating narrative heritages with digital languages, fostering experiences that transcend traditional teaching. It doesn’t simply spark interest, but also acts as a formative mediation, connecting school knowledge to life repertoires. This combination fosters student authorship, expands critical interpretation, and enables the construction of more open and collaborative learning. O…
The Impact of Gamification in High School Education
Gamification, characterized by the use of game design elements in dynamic learning contexts, emerges as a pedagogical alternative to mitigate the disinterest and passivity of high school students. This article analyzes the impact of applying gamified strategies in the teaching-learning process at this stage of Basic Education. The methodology adopted consisted of a qualitative literature review, analyzing recent academic productions on the subjec…
Assessment of Learning Mediated by Digital Technologies
This study aims to investigate the implications of using digital technologies in the assessment of learning, focusing on pedagogical foundations, humanized mediation practices, and the academic standards that guide this process. The research is based on the premise that assessment, as an educational practice, should not only be understood as a tool for measuring outcomes, but as a continuous, reflective, and formative process that fosters the hol…
Digital Media and Contemporary Modes of Curriculum Organization
This study aims to investigate the formative power of podcasts in the contemporary educational context, analyzing their capacity to create meaningful sound experiences that contribute to the cognitive, expressive and collaborative development of students. The research, based on bibliographical foundations, proposes a critical reflection on the ways in which sound language, when intentionally articulated with pedagogical projects, transforms the s…
Peer Instruction in a Hybrid and Digital Context as a Collaborative Mediation Strategy
The present study aims to analyze the possibilities and limits of applying Peer Instruction in the contemporary hybrid context, considering pedagogical, technological and evaluative implications. The research, of a bibliographic nature, involved a systematic survey of scientific articles, book chapters and critical essays published in specialized journals and digital repositories. This selection prioritized studies that address the integration of…
Educational Neuroscience and Digital Technologies in Interaction With Daily School Life
In school spaces permeated by digital devices, the effects are not limited to the visible practice of teaching — there are more subtle shifts that affect the way learning is perceived, felt, and organized. The contributions of neuroscience, by illuminating the processes of synaptic activation and emotional response to multimodal stimuli, indicate that learning occurs in a network, not in a straight line. Each gesture of attention or distraction c…
Formative assessment (6 works) · Education and Digital Technologies (5 works) · Education during COVID-19 pandemic (4 works) · Mediation (4 works) · Personalization (3 works) · Qualitative research in health (3 works) · Gesture (2 works) · Narrative (2 works) · Active listening (1 work) · Audio equipment (1 work)