INNOVATION LAB
FINAL SOFTWARE DELIVERY REPORT
Our Commitment to Research
The #MERCI24 Project presents the results of an interdisciplinary research initiative that integrates education, culture, technology, and artificial intelligence to map teachers’ professional development needs across Brazil.
the
PROJECT
The Innovation Lab at MUST University is dedicated to fostering innovative research and development projects. One of its main initiatives is the creation of a computer platform designed to assess teacher training needs in various modalities of basic education in Brazil. Through the collection of data in municipalities and schools in five Brazilian regions, this platform aims to provide a deep and comprehensive understanding of teacher education requirements and challenges at the national level.
After the approval of the Brazil Platform under the CAAE: 76818323.0.0000.0123, the project began in March 2024 and has an estimated duration of 24 months.
the
PROJECT
Teacher development is a topic of global relevance. Researchers and education policymakers agree that the quality of education is closely linked to the quality of initial and continuing teacher training.
As Cardoso (2007) indicates, it is essential to explore the beliefs and experiences that underlie teaching practices. The teaching profession is deeply rooted in society and begins during initial training and is shaped throughout the professional career (García, 2010).
However, as Novoa (2022) highlights, research often underestimates the practical knowledge that teachers acquire in the classroom. This knowledge, built through daily experience, is characterized by its contextualization and constant evolution. Novoa emphasizes that such knowledge cannot be easily transferred to other contexts, which reinforces the need for teacher training that recognizes and values this diversity.
Gatti et al. (2007) support this position by highlighting the diversity of teacher training models in Latin America. Each historical, cultural and political context significantly influences teacher training, which requires a detailed and contextualized analysis.
- Cardoso, B. (2007). Teaching: A task for professionals. Rio de Janeiro: Editora Record.
- García, C. M. (2010). The beginning teacher, pedagogical practice and the sense of experience. Teacher Training, 2(3), 11-49.
- Gatti, B. A., Barretto, E. S. de S., André, M. E. D. A., & Almeida, P. C. A. (2007). Teachers in Brazil: New Training Scenarios. Brasília: UNESCO.
- Novoa, A. (2022). Professional knowledge of teaching and teacher training. Revista Brasileira de Educação, 27, e270729.
- UNESCO. (2023). Teachers in Latin America: New challenges and opportunities. Paris: UNESCO.
- Brazil Platform. (2024). Certificate of Presentation of Ethical Appreciation (CAAE). Brazil Platform: Ethical Management System in Research.
the
methodology
Schools from all five Brazilian regions will be invited to participate voluntarily through their respective education departments. Participating institutions will sign a Free and Informed Consent Form (TCLV), adhering to the code of ethics in research with human beings.
In addition to data collection, the team of researchers offer workshops and orient participants on the introduction of active methodologies and the use of technologies and artificial intelligence in the classroom. These workshops, in addition to offering certified training to educators, help in the collection of qualitative data, since participants are able to interact with each other and with the researchers. These spaces allow teachers to express their feelings, work done, limitations, anxieties, as well as innovations and achievements in the educational field.
Data collection will be carried out through:
through
Questionnaires
Individual or
group interviews
Participatory and
online workshops
the
WORKSHOPS
Workshops are a fundamental component of our methodology, providing not only a space for learning and professional updating, but also a valuable source of qualitative data.
Artificial Intelligence in Education
This workshop explores how to integrate AI into teaching practices to enrich teaching and learning. An introduction to the applications of AI as a tool in the individual process of teaching and the optimization of educational processes is presented.
Interactive Classroom and Gamification
It teaches how to transform classes into interactive and engaging experiences through gamification and real-time response systems. The goal is to increase student engagement and facilitate immediate feedback.
Disconnected Computational Thinking
This workshop introduces the basics of computational thinking, teaching teachers to develop problem-solving skills in their students through the use of accessible materials, such as the Scratch app and recycled materials.
Designing Materials with Canva
Teachers will learn how to use Canva to create visually appealing and effective teaching materials. The goal is to improve content delivery and increase student engagement.
Video
Creation
This workshop features activities in which students create short videos with the help of the teacher, thus developing narrative skills and audiovisual comprehension.
WORKSHOPS CONDUCTED
MIDWEST REGION
On October 25th, the virtual workshop titled “First Contacts with AI in Educational Environments: Insertion of Good Practices in the Classroom” was held. This event served as both a continuing education opportunity for Goiás State Department of Education teachers and a data collection phase for the #MERCI24 Innovation Laboratory Research Project.
The workshop was offered in two sessions, morning and afternoon, attracting a total of 90 participants. This fully online format allowed participants to attend from either the school or their homes.
The workshop covered a range of topics and practices related to AI in education, including ChatGPT prompts for classroom use, audio, video, and didactic production applications. Participants experienced a state of flow as they explored various AI tools and their potential applications in pedagogical contexts.
One participant from the afternoon session captured this sentiment in the workshop chat:
“The best I’ve ever participated in during my 40 years of Education. Congratulations!! Too bad I’ll stay short time to create amazing classes! Sensational!! Thank you” (C.S. – a student of the afternoon session).
NORTHERN REGION
As part of the ongoing data collection phase for Research Project #MERCI24, the Innovation Laboratory conducted a workshop titled “First Contacts with AI in Educational Environments: Implementing Best Practices in the Classroom” on November 9th. The workshop targeted educators from the Ministry of Education of the State of Amapá.
The fully online workshop, delivered via a synchronous format, attracted 50 participants. The session explored various applications of ChatGPT, ranging from basic prompts to advanced techniques for creating presentations, websites, and audio applications.
A key takeaway from the workshop was the participants’ recognition of AI as a valuable tool for educators rather than a replacement. This sentiment was echoed in several comments shared in the post-workshop chat.
“I feel like the cyborg himself integrated with AI” (C.L.)
“Having tools that make our lives easier is GREAT!” (Q.M)
“Congratulations to the team that provided us with this knowledge. I could see that I’ve pushed my natural intelligence a lot, a longer process.” (A.G.)
“Guys, an amazing experience” (R.N.)
Southeast REGION
The #MERCI24 Innovation Laboratory held a third online workshop on November 25th and 26th, 2024, for 67 teachers from the Municipal Department of Education of Assis. This workshop focused on exploring artificial intelligence (AI) tools and their application in education.
The workshop aimed to equip teachers with the skills to create innovative teaching materials using platforms like Canva, Vocaroo, and ChatGPT. Participants valued the hands-on approach, which allowed them to practice and consolidate their knowledge of these tools.
The workshop evaluation highlighted the positive impact of the training, with teachers expressing enthusiasm for integrating AI into their classrooms. Participants also suggested expanding the training program to include more workshops, both online and in-person, and to make it accessible to a wider audience of educators.
These findings emphasize the growing importance of AI in education and the need for ongoing professional development for teachers. The #MERCI24 Innovation Laboratory will continue to support educators by offering training opportunities and conducting research to advance AI-powered education.
Southeast REGION - parte ii
In Candido Mota, São Paulo, the second workshop in the Southeast region was held on December 11 and 12, 2024.
The workshop, lasting 3 hours and with high participation, was divided into two periods (morning and afternoon) with differentiated classes. The teachers, who received material for pre- and post-activities, worked with ChatGPT (emphasizing the creation of PROMPTs), Vocaroo, QR codes, Canva, SUNO.ai (song creation) and the GAMMA and MOOTION tools.
NORTHEAST REGION
Data collection in the Northeast region was carried out with the workshop for the city of Iguatu, in the state of Ceará. We had the participation of 17 students, basic education teachers.
In this workshop, it was possible to share experiences and practical strategies for the use of applications such as ChatGPT, Vocaroo, Canva, Gamma, Suno.Ai and Mootion. Although they were not able to interact much during the workshop, the head of the group provided feedback that all the proposals presented will be very well used throughout the network.
SOUTHERN REGION
In Juranda, Paraná, ninety education professionals from various levels (early childhood, elementary I and II, high school, adult education, and specialized educational services) participated in the final workshop on January 30, 2025.
The teachers explored the use of ChatGPT in their daily practice, created musical activities with SUNO.AI, and learned strategies for sharing audio recordings using QR codes, explored Vocaroo, and Canva. They were also introduced to Mootion, a tool for creating storytelling in animated video format.
Participants joined the workshop using a variety of devices: some used their personal computers, others used computers provided by the academic department, and some attended from computer labs at the schools, using the available computers there. The workshop was interactive, and the teachers were highly engaged.
Pilot Project
WORKSHOP IN
Escola Municipal de Ensino Fundamental Abrao Huck Dr
In July 2024 we carried out continuing training for teachers at EMEF Abrão Huck, located in the Heliópolis neighborhood, in São Paulo. The central theme was the introduction of Artificial Intelligence in educational environments, focusing on good practices for the classroom.
The workshop, conducted over two days on July 24 and 25, 2024, drew approximately 40 teachers, divided into morning and afternoon sessions. The school administration provided a supportive environment, ensuring uninterrupted training time and scheduling two two-hour sessions. Participants were actively engaged in hands-on experiences with various AI tools, exploring their pedagogical potential to enhance teaching practices and foster innovative student learning experiences. The workshop catered to teachers across all levels of basic education.
OTHER ACTIVITIES
PARTICIPATION IN
Ibero-American Congress of Technology Applied to Artificial Intelligence
Between October 13th and 15th, the group of researchers from #MERCI24 participated in the Ibero-American Congress of Applied Technology, representing MUST University, dealing with topics related to AI and Education. Professors Gilson Castadelli, Ernandes Rodrigues and Lana Crivelaro were part of one of the main round tables of the event.
The Congress was attended by 13 countries and in addition to the research professors of the #MERCI24 project, who presented their research work, some of our students also presented works in partnership with PhD advisors from MUST University, as a result of their concluding articles of the master’s degree in Emerging Technologies in Education.
THE
TEAM
The project is led by an interdisciplinary team of experts with vast experience in education, technology and teacher training. Among them are:
Dr. Lana P. Crivelaro M. de Almeida: Project leader, with a Postdoctoral Degree in Education and Collective Health, and an outstanding career in teaching methodologies.
Dr. Rosemary Trabold Nicacio: Vice-leader, with experience in teacher training and an extensive career in the history of education.
Dr. Cleide Maria
dos Santos Muñoz
Doctorate and Master’s Degree in Education and Curriculum: New Technologies in Education; Specialist in Distance Education and Active Methodologies. Self-taught in Technologies for Education.
Dr. Juliana Cavalcante
de Andrade Louzada
Postdoctoral and Doctorate in Education with an emphasis on Accessibility, Inclusion and Teacher Training.
Dr. Ernandes Rodrigues
do Nascimento
Post-doctorate in Educational Sciences; PhD in Mathematics and Technological Education; Specialist in Teacher Training for Distance Learning.
Dr. Gilson
Aparecido Castadelli
PhD in Education; Professional Master in Information and Communication Technology in Distance Education Training; Specialist in Innovative Methodologies Applied to Education: Specificity of Distance Education.
Dr. Charles Henrique
Leal Vieira
PhD in Educational Sciences – Technologies and Neurosciences in Education; Master in Emerging Technologies in Education; Specialist in Ethical Hacking and Cybersecurity.
Msc. Tiago Félix
dos Santos Porfirio
Master in Administration; Project Management Specialist; Specialist in Applied Administration and Business Management and Specialist in Entrepreneurship, Marketing and Finance.
