Repositório UFSCar

O Repositório Institucional da UFSCar (RI UFSCar) é um sistema de informação que visa armazenar, preservar, organizar e disseminar amplamente a produção intelectual dos diversos setores e segmentos da comunidade da UFSCar, provendo o acesso aberto à informação produzida na instituição e registrada como científica, tecnológica, didática, artístico-cultural e técnico-administrativa.

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O papel do uso dos materiais didáticos na alfabetização e letramento numa escola do município de Sorocaba
(Universidade Federal de São Carlos, 2025-12-11) Lucarelli, Vitória Del Ben; Pinheiro, Rosa Aparecida; http://lattes.cnpq.br/6292207464385037; https://orcid.org/0000-0002-4910-4842; http://lattes.cnpq.br/8906771344636392
This study aims to analyze how literacy teachers from the Municipal Education of Sorocaba use textbooks in their daily practice, focusing on one school in the city, considering the materials distributed by the Programa Nacional do Livro Didático (National Textbook Program) from the Federal Government, as well as the material connected to the São Paulo Curriculum. The research is justified by the importance of the textbooks as a teaching resource, for its relation to curriculum implementation and by the need to understand how teachers’ choices influence their literacy practice. To support the study, document analysis and semi-structured interviews were carried out with literacy teachers from the Municipal Schools of Sorocaba. The goal is to identify how these materials are used, what contributions they offer and their limits, based on teachers’ perspectives and researchers in the literacy field, like Magda Soares and Emilia Ferreiro. The expected results intend to highlight the teacher’s role as a mediator between the textbooks and the literacy process, reflecting on the teaching practices and valuing teachers’ experiences in schools.
Uma introdução à Equação de Dirac: álgebra, matrizes e espinores
(Universidade Federal de São Carlos, 2025-12-16) Sassmannshausen, Alice Affonso; Souza, James Alves de; http://lattes.cnpq.br/2212240621620011; https://orcid.org/0000-0003-0112-8332; http://lattes.cnpq.br/2166382139186459
The integrated understanding of Quantum Mechanics and Special Relativity is essential for describing elementary particles in high-energy regimes, yet this unification is rarely explored in depth during the initial training of physics teachers. Motivated by this educational gap, we developed a conceptually coherent and mathematically grounded introduction to relativistic quantum mechanics, with emphasis on covariant wave equations and, in particular, on the Dirac equation. Beginning with the incompatibility between the Schrödinger equation and the principles of Special Relativity, we reviewed the necessary foundations of both theories with the goal of constructing a consistent framework for discussing relativistic wave equations. Building on this basis, we presented the Klein-Gordon equation as the first attempt at a covariant formulation. Although mathematically consistent, we showed that it exhibits important physical limitations, such as the non-positivity of the probability density. We then developed the derivation of the Dirac equation, motivated by the need for a wave equation linear in both temporal and spatial derivatives. We introduced the matrices $\boldsymbol{\alpha}$ and $\beta$, discussing their anticommutation properties in the context of Clifford algebra, and analyzed how this matrix structure reconciles the relativistic energy-momentum relation with the probabilistic interpretation of Quantum Mechanics. We also examined the solutions of the Dirac equation, showing the natural emergence of spin $1/2$, the existence of negative-energy states, and their modern interpretation as antiparticles, a prediction later confirmed experimentally with the discovery of the positron. Finally, we highlight the formative relevance of this study by reconstructing, in an accessible and systematic manner, concepts such as spinors, matrix operators, conserved densities, and Lorentz transformations. This trajectory made it possible to emphasize not only the conceptual depth of the Dirac equation and its historical and epistemological role, but also the type of integrated view of modern theoretical physics that can be offered to undergraduate students in teacher-training programs. Such integration reinforces the importance of symmetries, mathematical representations, and the articulation between different areas of physics, thereby expanding the conceptual repertoire of future teachers and strengthening their ability to understand physics as a body of knowledge in continuous development, supported by fundamental ideas, mathematical rigor, and a permanent dialogue between theory and natural phenomena.
Aprendizado autossupervisionado contrastivo orientado pela estrutura geométrica do espaço latente
(Universidade Federal de São Carlos, 2025-10-31) Shimura, Bruno Anthony; Bugatti, Pedro Henrique; http://lattes.cnpq.br/2177467029991118; http://lattes.cnpq.br/2616108326649244; Bueno, Renato; Oliveira, Claiton de; http://lattes.cnpq.br/7189857417959804; http://lattes.cnpq.br/8851289265109891
Self-Supervised Learning (SSL) has emerged as a powerful paradigm in computer vision, enabling models to learn meaningful feature representations directly from unlabeled data. Among SSL approaches, contrastive learning has gained particular prominence for its ability to induce discriminative embeddings by pulling together positive pairs and pushing apart negatives. However, random sampling of such pairs often disregards the underlying geometric structure of the latent space, leading to suboptimal representation quality and inconsistent class separation. To address this limitation, this work introduces Distance-Guided Contrastive Learning (DGCL), a self-supervised approach that systematically selects informative sample pairs based on their geometric configuration in the latent manifold. For each anchor sample, DGCL identifies the farthest intra-class examples (hard positives) and the nearest inter-class examples (hard negatives) through t-Distributed Stochastic Neighbor Embedding (t-SNE) projections. By iteratively refining these relationships across training cycles, the method progressively enhances intra-class compactness and inter-class separability. Experiments conducted on the CIFAR-10, FER-13, KDEF, and RAF-DB datasets demonstrate substantial improvements over conventional models trained without contrastive learning. The results reveal that DGCL yields geometrically consistent latent representations, characterized by reduced intra-class variance and well-structured semantic clusters.
Classificação semissupervisionada baseada em densidade com reconhecimento de anomalias
(Universidade Federal de São Carlos, 2025-12-05) Mass, Bruno; Naldi, Murilo Coelho; http://lattes.cnpq.br/0573662728816861; https://orcid.org/0000-0002-3107-8236; http://lattes.cnpq.br/5481357033125207; https://orcid.org/0009-0007-2775-5277; Naldi, Murilo Coelho; Valejo, Alan Demétrius Baria; Jaskowiak, Pablo Andretta; http://lattes.cnpq.br/0573662728816861; http://lattes.cnpq.br/9546164790189830; http://lattes.cnpq.br/3294090242380648; https://orcid.org/0000-0002-3107-8236; https://orcid.org/0000-0002-9046-9499; https://orcid.org/0000-0002-6377-3372
In the context of data mining, the task of anomaly detection is important because observations that deviate from the majority can negatively affect machine learning models or represent the main object of interest in various real-world scenarios. At the same time, semi-supervised classification tasks are essential in situations where labeled data are scarce. In this work, we suggest unifying these two tasks into a single integrated process: we propose combining a state-of-the-art density-based clustering algorithm capable of detecting outliers with two well-known density-based semi-supervised classifiers, with the goal of producing hybrid methods capable of performing both tasks. Experiments conducted on 42 semi-synthetic datasets with different proportions of labeled objects and two distinct types of anomalies showed that the investigated anomaly detection method outperforms similar approaches, especially on datasets containing global anomalies. The results also demonstrate that when the outlier detection method is combined with the semi-supervised classifiers, there is only a minor impact on classification quality. Thus, we show that the proposed hybrid approaches constitute viable alternatives to their respective original methods, enabling explicit identification of anomalies without significantly compromising classification performance.
A transversalidade da temática da puberdade em Freud e as interseções com a noção de desamparo
(Universidade Federal de São Carlos, 2025-11-18) Castão, Kelyn Cristina; Namba, Janaína; http://lattes.cnpq.br/5016873975206205; https://orcid.org/0000-0002-0878-5282; http://lattes.cnpq.br/1301662714220278; https://orcid.org/0009-0006-3321-8921; Risk, Eduardo Name; Bocchi, Josiane Cristina; http://lattes.cnpq.br/9006559297031800; http://lattes.cnpq.br/9529234724656394; https://orcid.org/0000-0001-7290-2597; https://orcid.org/0000-0002-2657-9490
The essay investigates the transversality of the theme of puberty in the work of Sigmund Freud and its intersections with the notion of helplessness, proposing a reading that articulates the development of psychoanalytic theory with the understanding of psychic constitution and the specific forms of suffering characteristic of adolescence. The study begins with the observation that, although Freud did not devote a systematic elaboration to adolescence, puberty appears recurrently at different moments of his theoretical production, assuming relevance for the understanding of the psychic constitution of individuals. The research seeks to reconstruct the trajectory of the theme of puberty in Freud’s work, considering that the conceptual changes surrounding sexuality reflect the importance that puberty acquires within his theoretical elaboration. Initially, it is understood as a physiological moment conducive to the outbreak of neuroses, linked to the increase in sexual excitation. With Freud’s theoretical revision, puberty comes to be conceived as the second stage of sexuality – a phase of re-signification of childhood experiences and of the shaping of adult sexuality. The essay proposes that the analysis of puberty in Freud allows for an understanding of the modes of psychic suffering experienced by young people today, based on its articulation with the notion of helplessness (Hilflosigkeit), which became central in Freud’s work from the 1920s onward. It also highlights how adolescence can be understood as a period of confrontation with this original helplessness, in which the human being is called upon to create new ways of dealing with otherness and with the losses constitutive of the human condition.