Yuri Souza Padua

I teach courses in Computer Engineering, Systems Analysis and Development, and Data Science and AI, providing clear, engaging materials and constructive assessments. I also supervise projects and counsel students, contributing to curriculum improvements. Honored as commencement speaker twice, I consistently receive top evaluations (4–5/5) from students.

In 2020, I served as a consultant, leading incremental improvements during the pandemic. From 2021 to 2024, I managed hardware/software evolution, validated technical deliverables, trained teachers, and expanded the platform as a unique robotics solution. Funding ended in 2024, yet it remains part of my doctoral research and the Tecsinapse partnership.

I taught Computer Science courses (Intro to Computing, Algorithms, Fundamentals of Computational Thinking, etc.), notably reintroducing a course that sparked my doctoral interests. I created engaging materials, assessed students with feedback, and advised on projects and careers. I also participated in administrative activities, driving departmental and curriculum updates.

I taught robotics fundamentals to elementary students using LEGO Mindstorms and hands-on methods, promoting active learning. I planned assessments, bridging real-world robotics with 21st-century skills. Collaborating with other teachers, I integrated robotics across curricula and encouraged responsible technology use, fostering curiosity and competence in educational robotics.

Taught block-based programming in English (Edson, Code.org, Minecraft, Scratch) for elementary students. Led maker projects with 3D printers, laser-cutters, Arduino, and basic materials to support core curricula. Created customized teaching aids and provided teacher training—especially in 2020—for remote classes and Google for Education Suite adoption.

I received a scholarship to develop the Zerobot project, initially a prototype for teaching programming. Over two years, I turned it into a functional pedagogical tool emphasizing Computational Thinking, culminating in an MVP documented in my master’s thesis. Over 90% of classes received top ratings.

As a Project Manager at a software/digital marketing firm, I managed urgent, large-scale WordPress projects for major clients, also serving as Product Owner and Scrum Master for a complex project requiring constant adaptation. I translated client needs into technical requirements, removed impediments to boost efficiency, and delivered adaptive solutions that ensured ongoing client satisfaction.

I managed technology projects, focusing on performance indicators. I joined strategic forums to standardize metrics bank-wide. With the methodology team, I applied PMI and Scrum best practices while coaching project managers. As part of a PMO, I ensured governance compliance and produced executive presentations to guide strategic decisions.

I provided technology consulting (client engagement, event materials, training support). For five months, I managed risks and schedules (SPI, S-curve) on a PMO project at Carrefour, leading manager meetings. I also joined multidisciplinary teams assessing eSocial compliance, offering recommendations to align with legal requirements.

I contributed to the reorganization of internal processes, improving operational efficiency in the technology
sector. I participated in the development and implementation of a governance plan aligned with market best
practices.
• I served as the team’s single point of contact, facilitating communication among different departments and
ensuring the effective resolution of pending issues.

Grade: 3.7

Activities and societies: I apply robotics and Computational Thinking in elementary classrooms, gathering both qualitative and quantitative data to develop interdisciplinary lessons. This involves teacher training, hands-on activities, and iterative validation of new pedagogical approaches.

My doctoral research builds upon insights from the Zerobot project, extending them to broader educational contexts. I aim to propose teaching strategies that integrate computing concepts with official curricula, enhancing student engagement and performance while advancing teacher preparation.

Grade: 3.7

Activities and societies: In this research, we proposed, taught, and assessed lessons integrating Mathematics and Computational Thinking via a programmable robot. A pilot with three classes (36h) collected participant data, algorithm logs, and feedback (~80% positive). The second case spanned 90h for 91 children, yielding ~1,100 records, 23h of interviews, and teacher opinions.

Brazil’s education system underperforms in global metrics like PISA, highlighting the need for more technology in basic curricula. Despite limited BNCC coverage, top-ranking nations embed robotics, programming, and Computational Thinking. This thesis provides 18 lesson plans—taught and evaluated—showcasing how CT and educational robotics can enrich regular subjects.

Grade: 3.7

Activities and societies: Academic Highlights: Projects included license plate recognition, Java (desktop/web) systems, file systems, a compiler, file compression, and SQL database normalization, etc. Additional Activities: Participated in three major computing events, co-organizing two. Attended various minicourses and served as a C++ OOP teaching assistant.