This study aims to examine the function and vulnerabilities of biometric systemsintegrated in smartphones, as well as techniques for circumventing the securityof these systems. These techniques are then used against a selection of smart-phones in order to gauge the resilience of their biometric security. The function,vulnerabilities, and techniques associated with these systems are compiled usinga literature study of published papers and books on the subject. The performedexperiments apply these techniques in the form of presentation attacks directed atthe fingerprint-, face- and iris recognition systems of the examined smartphones.The result of the experiments showed significant differences between the differentsmartphones, where some exhibited flawless security and others showed significantsecurity flaws. Both fingerprint and face recognition systems were successfullycircumvented, while none of the iris recognition systems were breached. No clearlink could be observed between the cost of the device and success rate of attacks,while only devices using the Android operating system were breached. The resultsundeniably showed that some smartphones are vulnerable to the employed tech-niques. It also showed that some of the tested devices had managed to implementmeasures to counteract the applied presentation attacks. The root cause of thevulnerabilities showcased in the experiment is due to the fact that biometric traitscan be copied and reproduced, highlighting a basic flaw of such systems.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-06-03T12:07:50Z No. of bitstreams: 1 Aline Grunewald Nichele.pdf: 5451607 bytes, checksum: a9009a738e834f402fde486dd9c646cb (MD5) / Made available in DSpace on 2015-06-03T12:07:50Z (GMT). No. of bitstreams: 1 Aline Grunewald Nichele.pdf: 5451607 bytes, checksum: a9009a738e834f402fde486dd9c646cb (MD5) Previous issue date: 2015-02-25 / Nenhuma / Motivada pela crescente utilização de diferentes tecnologias móveis e sem fio (TMSF), principalmente smartphones e tablets, entre os estudantes, bem como pela política pública de inserção de tablets no contexto das escolas públicas, surge o problema dessa pesquisa, que consiste em investigar como as TMSF podem contribuir para os processos de ensino e de aprendizagem em Química na perspectiva do mobile learning e do “Bring Your Own Device” (BYOD) no contexto da formação inicial de professores no Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) – Campus Porto Alegre. A pesquisa tem como objetivo principal compreender como as TMSF podem contribuir para os processos de ensino e de aprendizagem em Química na perspectiva do mobile learning e do BYOD, a fim de potencializar o desenvolvimento de práticas pedagógicas no contexto da formação inicial de professores no IFRS – Campus Porto Alegre. São também objetivos da pesquisa: a) identificar elementos que permitam compreender quem são os licenciandos em Ciências da Natureza do IFRS, principalmente no que se refere ao acesso e utilização das tecnologias digitais (TD); b) buscar e selecionar os aplicativos para tablets e smartphones, disponíveis em loja digital virtual, com potencial para os processos de ensino e de aprendizagem em Química; c) estabelecer critérios de avaliação para os aplicativos, que possibilitem conhecê-los e classificá-los em termos de aplicabilidade; d) conceber, desenvolver e avaliar prática pedagógica em Química utilizando aplicativos para tablets e smartphones, no contexto do mobile learning e do BYOD. Em função das características do problema de pesquisa, bem como dos objetivos a serem alcançados, optou-se pelo desenvolvimento de uma pesquisa exploratória, de natureza qualitativa e quantitativa, baseada em Design Research, em que o artefato foi uma prática pedagógica desenvolvida por meio de uma atividade complementar junto a um grupo de dez estudantes da Licenciatura em Ciências da Natureza: Habilitação em Biologia e Química do IFRS – Campus Porto Alegre. Como instrumentos e materiais, utilizou-se: questionários, “roda de conversas”, entrevista semi-estruturada, registros em áudio, fotos, vídeo e observação. Para a análise de dados, utilizou-se a Análise Textual Discursiva (GALIAZZI; MORAES, 2011). Para interpretação dos dados e melhor compreensão do problema e objetivos da pesquisa, buscou-se fundamentação teórica nos seguintes autores: Galiazzi, Moraes (2002); Saccol, Schlemmer & Barbosa (2010); Lemos (2003); Giordan (2008). Os principais resultados da pesquisa apontam que os licenciandos têm um amplo acesso às tecnologias digitais e à internet, entretanto seu uso era basicamente restrito a comunicação. Há diversos aplicativos para tablets e smartphones específicos para a área de Química disponíveis em lojas digitais virtuais, bem como aplicativos gerais que tem potencial para o desenvolvimento de práticas pedagógicas, entretanto, após estabelecimento de critérios e avaliação desses foram selecionados aplicativos que fossem gratuitos, multiplataforma, com conteúdo preferencialmente em língua portuguesa e que esse fosse de qualidade. A partir do perfil tecnológico dos licenciandos e dos aplicativos selecionados foi concebida uma prática pedagógica na perspectiva do mobile learning e do BYOD, desenvolvida por meio de uma atividade complementar, em que os participantes vivenciaram as TMSF no contexto educacional e desenvolveram projetos de aprendizagem de Química no âmbito das TMSF. / Motivated by the increasing use of different mobile and wireless technologies, especially smartphones and tablets among students as well as the public policy of tablets insertion in the context of public schools, this research investigates how mobile and wireless technologies may appear to contribute to the processes of teaching and learning Chemistry from the perspective of mobile learning and BYOD in the context of initial teacher training in IFRS - Campus Porto Alegre. The research aims to understand how mobile and wireless technologies can contribute to the processes of teaching and learning Chemistry from the perspective of mobile learning and BYOD in order to enhance the development of educational practices in the context of initial teacher training in IFRS - Campus Porto Alegre. Some other objectives of the research are: a) to identify the Natural Sciences undergraduates’ digital technological profile, mainly with regard to the access and use of digital technologies ; b ) to search and select the applications for tablets, with potential for the teaching and learning processes in Chemistry, available in virtual digital store; c ) to establish evaluation criteria for the Apps in order to know them and classify them in terms of applicability; d ) to design, develop and evaluate pedagogical practice in Chemistry with applications for tablets and smartphones in the context of mobile learning and BYOD. Taking into consideration the different characteristics of the research problems achieved, we opted for the development of an exploratory research, qualitative and quantitative, based on Design Research, where the artifact was a pedagogical practice developed through a complementary activity with a group of ten undergraduates. The instruments and materials which have been used are: questionnaires, “workshops”, interviews, audio recordings, photos, video and observation. For data analysis, we used the text analysis discourse (GALIAZZI; MORAES, 2011). In order to interpret the data and for better understanding of the problem and research objectives, we sought theoretical foundation in the following authors: Galiazzi, Moraes (2002); Saccol, Schlemmer & Barbosa (2010); Lemos (2003); Giordan (2008). The main results of this research show that the licensees have broad access to digital technologies and the Internet, but its use was basically restricted to communication. There are several Apps for specific tablets and smartphones concerning Chemistry education, and general applications that have potential for the development of teaching practices available on virtual digital stores. However, after establishing criteria and evaluation of these Apps we selected some of them which were free, multiplatform, and with contents preferably in Portuguese. A pedagogical practice was designed from the technological profile of undergraduates and from selected applications considering the perspective of mobile learning and BYOD developed through a complementary activity. In that complementary activity the participants experienced the mobile and wireless technologies in the educational context and developed Chemistry learning projects in the context of mobile and wireless technologies.