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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As plataformas digitais na rede de ensino pública estadual: a compreensão de professores em uma escola de Sorocaba-SP
(Universidade Federal de São Carlos, 2026-08-21) Feltrin, Caroline Barros dos Santos; Sant'Ana, Izabella Mendes; http://lattes.cnpq.br/7860235863062183; https://orcid.org/0000-0001-9381-350X; https://lattes.cnpq.br/8940607749065496; https://orcid.org/0009-0000-0149-2973; Sant'Ana, Izabella Mendes; Pinheiro, Rosa Aparecida; Pinto, Rafael Ângelo Bunhi; http://lattes.cnpq.br/7860235863062183; http://lattes.cnpq.br/6292207464385037; http://lattes.cnpq.br/6506198701015988; https://orcid.org/0000-0001-9381-350X; https://orcid.org/0000-0002-4910-4842; https://orcid.org/0000-0003-4988-3628
The expansion of digital platforms in São Paulo's public education, intensified after the covid-19 pandemic, has reshaped pedagogical practices, forms of school monitoring and ways of organizing teaching work, producing new demands and challenges in the daily routine of schools. This study aimed to investigate the understanding of teachers from a state public school in the municipality of Sorocaba regarding the use of digital platforms, as well as its implications for teaching and learning in the post-pandemic context. The specific objectives were: to investigate how teachers understand digital platforms, covering their pedagogical usefulness, their potential and the challenges faced in everyday school life; and to learn about their understandings of the effects of technologies on student learning and on teaching practice. The research was grounded in the historical-cultural theory of Lev Semionovitch Vigotski (1896-1934), beginning with a systematic mapping of academic works on the topic and proceeding with semi-structured interviews conducted with five teachers from the final years of Elementary School and from Secondary School. The results indicate that the potential of the platforms and the possibilities for diversifying materials and pedagogical practices are acknowledged, but the accounts reveal challenges such as standardization processes; the imposition of targets; the centralization of pedagogical decisions; the reduction of pedagogical autonomy; and the displacement of didactic planning towards tasks of monitoring, recording and tracking. The effects on learning include practices marked by haste, by the mechanical execution of activities and by superficial engagement with content. It is argued that digital platforms incorporate logics of management, control and performativity, aligned with educational policies of neoliberal orientation, which affect both the working conditions of teachers and the ways in which students learn. Understanding these processes requires considering the relations between educational policies, concrete working conditions and the forms of mediation established in everyday school life.
Aprendizagem e atrito em interrogativas totais de bilíngues brasileiros em espanhol L2
(Universidade Federal de São Carlos, 2026-07-16) Paiva, Graziele Pedroso de; Arantes, Pablo; http://lattes.cnpq.br/9358415148282183; https://orcid.org/0000-0001-9707-8493
This study conducted a qualitative and quantitative analysis of the occurrence of learning and attrition phenomena in bilingualism, using Brazilian Portuguese as L1 and Peninsular Spanish as L2 as the linguistic pair, and examining the intonational contours of yes-no questions produced by three groups of speakers: monolingual Brazilians with no knowledge of Spanish, monolingual Spaniards with no knowledge of Brazilian Portuguese, and bilingual Brazilians who have Spanish as their L2. The analysis drew on data collected — and qualitatively analyzed by Silva and Arantes (2022) — from the three groups of speakers reading excerpts from the adaptation for adolescents of the book Don Quijote de La Mancha. In previous studies (Silva, 2016; Silva and Arantes, 2022a; Silva and Arantes, 2022b), three types of utterances were considered: declarative,wh-questions, and yes-no questions. For this study, the focus is on the latter type. The sentence to be analyzed is “¿Amigo Sancho, tienes miedo?” in Spanish and its translation into Portuguese, “Amigo Sancho, tens medo?”. Based on the results of the undamental frequency (f0) contours obtained in the studies by Silva and Arantes (2022a) using the Praat software, it is observed that Spanish speakers produce a rising contour on the word carrying the nuclear stress, whereas Brazilians produce the contour traditionally described as “circumflex”, in which there is an initial rise aligned with the nuclear stress syllable and a fall aligned with the post-stressed syllable. With regard to bilingual speakers, three groups were observed: a first group that replicates the same contours as native Spanish speakers in their L2 production; a second group that transfers the intonational features of Portuguese to the L2; and a third group that ends up blending the other two types. The results obtained revealed low occurrence of attrition in Portuguese, that is, most of the speakers replicated the typical Brazilian Portuguese pattern. The data were then quantitatively analyzed using the Dynamic Time Warping (DTW) technique to determine the distance between pairs of f0 contours. Based on this analysis, it was possible to observe that the contours transferred from L1 to L2 show greater variability than those found in the L1 of Brazilian monolinguals and that the qualitatively typical L1 contours are quantitatively more variable than those produced by native Brazilians.
Produções científicas sobre envelhecimento: um mapeamento das dissertações e teses em uma instituição federal de ensino superior
(Universidade Federal de São Carlos, 2026-06-08) Sterzo, Clayton Doniseti; Carrer, Celso da Costa; http://lattes.cnpq.br/8203459034952174; https://orcid.org/0000-0002-2544-1588; Pedro, Wilson José Alves; http://lattes.cnpq.br/8135701448186851; https://orcid.org/0000-0002-9540-7078; https://lattes.cnpq.br/1615096722036666; https://orcid.org/0000-0001-5386-4759; Pimenta, Carlos Alberto Maximo; Sousa, Cidoval Morais de; Silva, Geovani Gurgel Aciole da; Pasqualotti, Adriano; Martins, Simone; http://lattes.cnpq.br/6014753937589029; http://lattes.cnpq.br/5311862771207808; http://lattes.cnpq.br/0573233540937425; http://lattes.cnpq.br/6749725997811807; http://lattes.cnpq.br/6146469366214279
This thesis maps and analyzes the scientific production on aging at the Federal University of São Carlos (UFSCar) between 2004 and 2024, from the perspective of Science, Technology and Society (STS) Studies. The research, descriptive and exploratory in nature, employed bibliometric mapping and content analysis to examine 240 dissertations and theses from the institutional repository. Variables such as graduate program, advising, keywords, funding, citations, and the Applied Orientation Index (AOI) — a metric adapted from Technology Readiness Levels (TRL) — were analyzed. The results reveal a substantial body of production, yet heavily concentrated in the health sciences: 74% of advisors have original training in the field, and three programs (Physical Therapy, Nursing, and Gerontology) account for 70% of funded publications. The average AOI of 2.1 indicates a predominantly diagnostic character, with low applied orientation. Interdisciplinarity remains incipient — the co-supervision rate between different programs is only 27.5%, and keyword analysis reveals that each program addresses aging from its own disciplinary silo without epistemic integration. Only 35% of publications received citations in Google Scholar. The STS analysis highlights the persistence of the linear innovation model, the concentration of funding as a dispositif of governmentality, and the need for institutional policies that promote genuine interdisciplinarity, epistemic diversity, and the transition from diagnostic production to stages of development and social impact.
Arquitetura genética do holobionte Nelore (Bos indicus): implicações em fenótipos de desempenho e de temperamento
(Universidade Federal de São Carlos, 2026-07-17) Rojas, Liz Jiannine Fuentes; Lourenço, Daniela Andressa Lino; http://lattes.cnpq.br/6181548260327124; https://orcid.org/0000-0003-3140-1002; Regitano, Luciana Correia de Almeida; http://lattes.cnpq.br/9595338480545794; https://orcid.org/0000-0001-9242-8351; http://lattes.cnpq.br/7100367976301028; https://orcid.org/0000-0003-0439-5196; Ibelli, Adriana Mércia Guaratini; Cunha, Anderson Ferreira da; Regitano, Luciana Correia de Almeida; Sudano, Mateus José; Tholon, Patricia; http://lattes.cnpq.br/4729789236742545; http://lattes.cnpq.br/0329741640375661; http://lattes.cnpq.br/9595338480545794; http://lattes.cnpq.br/1945811068525845; http://lattes.cnpq.br/4344301494520180; https://orcid.org/0000-0003-0626-8879; https://orcid.org/0000-0003-3485-5659; https://orcid.org/0000-0001-9242-8351; https://orcid.org/0000-0002-7699-4449; https://orcid.org/0000-0001-7642-1352
Beef cattle production is one of the main pillars of Brazilian agribusiness, with emphasis on the Nelore breed (Bos indicus), which is widely adapted to tropical conditions. Despite advances in genetic improvement, productive and temperament traits exhibit low to moderate heritability, indicating that the phenotypic variation of these traits is not fully explained by host genetics. In this context, the gastrointestinal microbiota has been recognized as an important modulator of metabolism, feed efficiency, productive performance, and behavior-related traits in ruminants. The interaction between host genetics and the microbiome constitutes a relevant component in the expression of complex phenotypes, with microbiability being used as a complementary measure to genetic heritability. However, its application in beef cattle, particularly in Nelore populations, remains limited. Thus, this thesis aimed to investigate host-microbiome interactions in Nelore cattle, evaluating the influence of host genetics on the fecal microbiota and its associations with performance and temperament traits in young bulls. For this purpose, 16S rRNA gene sequencing was performed for taxonomic characterization of the fecal microbiota, integrated with host genomic information. Associations between microbial features and performance traits were evaluated using linear mixed models, whereas host-microbiome interactions were investigated using genomic linear mixed models and hierarchical Bayesian models to estimate the heritability of microbial features, identify host genetic variants through genome-wide association studies (GWAS), estimate heritability and microbiability of performance and temperament traits, and evaluate genetic and microbial correlations. Significant associations were identified between elements of microbial composition and phenotypes, including ribeye area, metabolic weight, and EPMURAS, highlighting the role of the microbiota in animal performance. Additionally, a portion of microbial abundance features exhibited measurable heritability, with the identification of genetic variants associated with the microbiota and candidate genes potentially involved in host-microbiome interactions. Heritability estimates were moderate to high, indicating a strong influence of host genetics on the evaluated phenotypes. In contrast, microbiability showed low magnitudes, although with a relatively higher contribution to some traits related to feed intake, morphology, fat deposition, and temperament. Furthermore, the microbiota influenced associations among temperament phenotypes, showing correlation patterns distinct from those observed for host genetic effects. Overall, the results obtained enhance the understanding of interactions between host genetics and the microbiome in beef cattle, indicating that the microbiota may act as a complementary component of phenotypic variation and be incorporated into genomic evaluation models, contributing to more efficient and sustainable genetic improvement strategies.
Trajetórias escolares de alunos surdos e/ou com deficiência auditiva na educação básica: um estudo longitudinal de 2008 a 2023 no município de João Pessoa
(Universidade Federal de São Carlos, 2026-03-30) Fernandes, Francyllayans Karla da Silva; Schneider, Gabriela; http://lattes.cnpq.br/7221139835915668; https://orcid.org/0000-0002-6346-2849; Lacerda, Cristina Broglia Feitosa de; http://lattes.cnpq.br/9468232016416725; https://orcid.org/0000-0002-3250-1374; http://lattes.cnpq.br/9353397533030379; https://orcid.org/0000-0002-9690-464X; Santos, Lara Ferreira dos; Mendes, Enicéia Gonçalves; Bruel, Ana Lorena de Oliveira; Junqueira, Rogério Diniz; http://lattes.cnpq.br/7312070448044165; http://lattes.cnpq.br/3897627554738983; http://lattes.cnpq.br/0333699057018073; http://lattes.cnpq.br/9642237954016174; https://orcid.org/0000-0002-3196-9346; https://orcid.org/0000-0003-3673-0681; https://orcid.org/0000-0001-7978-5805
This dissertation analyzes the materialization of national educational policies aimed at ensuring access, retention, and completion of Basic Education for deaf students and/or students with hearing impairment in the municipality of João Pessoa, Paraíba, Brazil, from 2008 to 2023. The study is grounded on the assumption that, although the Brazilian legal framework has significantly advanced in recognizing the educational rights of this population especially through the strengthening of inclusive education and bilingual education perspectives structural and institutional challenges continue to limit the effective implementation of these rights throughout students’ educational trajectories. The guiding research problem seeks to understand how inclusive and bilingual policies have contributed, in terms of access, retention, and completion, to the educational trajectories of thirteen cohorts of deaf students enrolled in Basic Education in João Pessoa (PB) in 2008 and followed until 2023. The general objective was to analyze these students’ educational trajectories, identifying patterns of regularity, irregularity, and interruption, as well as the impacts produced by educational policies throughout the period under investigation. Methodologically, this is a quantitative longitudinal study based on the analysis of microdata from the School Census produced by the National Institute for Educational Studies and Research Anísio Teixeira (Inep). Enrollment tracking was conducted through the Protected Data Access Service (Sedap), enabling the individual monitoring of 183 students identified as deaf and/or with hearing impairment, distributed across thirteen cohorts, from Early Childhood Education to the third year of Upper Secondary Education. The variables analyzed included promotion, grade repetition, dropout, migration to Youth and Adult Education (EJA), and completion of Basic Education. The typologies of educational trajectories regular, slightly irregular, highly irregular, and interrupted were developed based on the proposal by Souza, Senkevics, and Rodrigues (2024), allowing the classification and description of school pathways over time. In addition, a documentary analysis of the normative framework supporting Brazilian educational policy was carried out, highlighting the Federal Constitution of 1988, the National Education Guidelines and Framework Law (LDB), the National Education Plan (PNE 2014–2024), the Brazilian Inclusion Law (LBI), Decree No. 5.626/2005, and Law No. 14.191/2021. This analysis discusses tensions between the context of policy production and the context of practice, revealing contradictions between legal advances and operational limitations in policy implementation within education systems. The results indicate that, although formal access to mainstream schooling has expanded, the educational trajectories of deaf students and/or students with hearing impairment remain marked by high levels of age-grade distortion, grade repetition, and dropout, particularly during transitions between educational stages, especially from lower secondary education to upper secondary education. Access has not consistently translated into sustained retention and completion, pointing to weaknesses in the implementation of inclusive and bilingual education policies, particularly regarding the pedagogical, linguistic, and institutional conditions required to guarantee the right to education. This dissertation contributes to the advancement of longitudinal studies on deaf education in Brazil by providing empirical evidence that highlights the gap between rights ensured at the normative level and the actual conditions of schooling. By exposing the limits of formal universalization, the study reinforces the need for public policies that articulate access, retention, meaningful learning, and completion, ensuring the full educational experience of deaf students within Basic Education.