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    The music sector in the Industry 4.0 era: digital innovation solutions in the supply chain and consumer behavioral intention
    (Universidade Federal de São Carlos, 2026-09-24)
    Palhares, Rafael de Azevedo
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    Ganga, Gilberto Miller Devós
    ;
    http://lattes.cnpq.br/9062191157466610
    ;
    https://orcid.org/0000-0001-9328-5727
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    http://lattes.cnpq.br/4214557658243154
    Research on Industry 4.0 in supply chains has developed mainly in traditional manufacturing and service contexts. Creative industries, however, differ substantially from these sectors in the nature of the product, the logic of value creation and market dynamics. Consequently, little is known about how these technologies are transforming the music sector. What is missing, in particular, is a systematic mapping of the technological solutions available and evidence on consumers' willingness to take part in the experiences they enable. To address this gap, this thesis investigated how Industry 4.0 technologies are transforming the Music Industry Supply Chain (MISC) and how live music consumers form the intention to participate in experiences mediated by these technologies. A mixed methods approach with an exploratory sequential design was adopted, organized into three studies. The first combined a systematic literature review, a grey literature survey, content analysis and expert validation, resulting in a framework of 37 Digital Innovation Solutions (DISs) distributed across the five MISC processes, each assigned a readiness level: 18 commercially available, 13 experimental and 6 still conceptual. Once the supply side had been mapped, the empirical investigation was delimited to the exhibition and consumption process, where the interface between technology and the consumer materializes. Within it, two formats were selected in which technology plays opposite roles: in Virtual Reality concerts, it substitutes physical co-presence with a simulated environment; in Digitally Enhanced Live Music Events (DELMEs), it retains physical co-presence and augments it through a subset of the mapped DISs. The two subsequent studies tested behavioral intention models on the same sample of 1,242 Brazilian consumers, analyzed through partial least squares structural equation modeling. The second integrated the Unified Theory of Acceptance and Use of Technology with the Diffusion of Innovations theory to explain the intention to attend Virtual Reality concerts, incorporating three original constructs: immersive experiential value, physical discomfort risk and perceived rapid adaptability. The third integrated the same acceptance theory with the Theory of Consumption Values to explain participation in DELMEs, specifying instrumental value as a formative construct and proposing multisensory experiential value. The models, specified according to the nature of each format, explained 58.9% and 70.7% of the variance in intention. In both, the strongest predictors were social and experiential rather than technical: in virtual concerts, social influence and immersive experiential value, with facilitating conditions acting indirectly through perceived rapid adaptability; in DELMEs, instrumental value and multisensory experiential value, with technological feasibility operating as an enabling condition. Relative advantage was not supported, suggesting that the two formats constitute distinct modes of music consumption, more complementary than substitutive.
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    A docência e a institucionalização da educação híbrida no ensino superior
    (Universidade Federal de São Carlos, 2026-08-07)
    Dias, Danilo Augusto
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    Mill, Daniel Ribeiro Silva
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    http://lattes.cnpq.br/1515286597269486
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    https://orcid.org/0000-0002-8336-3645
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    http://lattes.cnpq.br/5349005982139589
    This study investigated the institutionalization process of hybrid education in Brazilian public higher education, anchored in the epistemological framework of Inhabited Institutionalism to examine the intersection of teaching praxis and digital culture. The overall objective of this research is to understand the mutual influences between daily professional practice and the consolidation of hybrid arrangements. It analyzes the multiple impacts experienced by educators and the strategies through which these professionals re-signify and shape contemporary academic reality through their everyday interactions. To substantiate this reflection, the study sought to systematize the conceptual boundaries of hybridization, examine the training models provided by university administrations, and evaluate how organizational guidelines affect faculty identity and working conditions. Methodologically, the study adopted a fundamentally qualitative, basic, and exploratory approach, supported by multiple sources of evidence and data triangulation. The preliminary phase consisted of a rigorous systematic literature review focusing on scientific output from the last decade, alongside a thorough examination of institutional development plans from federal universities and institutes. The fieldwork expanded the empirical scope by recruiting 280 professors from all geographic regions of Brazil. Primary data were collected through comprehensive questionnaires, 17 unstructured interviews, and the facilitation of five focus group sessions. All documentary and narrative data were processed using content analysis, with a focus on extracting core meanings. The main results reveal that the integration of remote elements into in-person courses occurs in a predominantly top-down manner. This creates ceremonial facades that satisfy state requirements but fail to support the technical core of education. A severe deficiency was observed in faculty preparation, which is largely limited to instrumental training on how to use digital platforms, ignoring the vital need for digital literacy focused on didactic transposition. As an immediate consequence, educators experience a silent process of job precarization, bearing a significant increase in their out-of-class workload and a lack of specialized support. Simultaneously, faculty interventions revealed that students, despite living in an era of hyperconnectivity, lack the digital proficiency required for learning and show strong resistance to the active role demanded by active learning methodologies. Faced with this mismatch between bureaucratic norms and infrastructural shortcomings, professors frequently resort to self-directed learning and join informal networks of mutual support. Finally, the study concludes that hybrid education cannot be established merely through decrees or the simple acquisition of technology. The research asserts that the successful implementation of methodological proposals relies on the tactical and constructive insubordination of the faculty. By actively inhabiting the normative imperative, educators operate as an instituting force capable of challenging regulations, circumventing resource shortages, and reinventing the teaching profession—thereby ensuring the survival and evolution of the public university.
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    Transparência em modelos de comitê: aplicação de inteligência artificial explicável em dados do SUS
    (Universidade Federal de São Carlos, 2026-07-01)
    Jesuíno, Bruna Scafutto Campos
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    Camargo, Heloisa de Arruda
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    http://lattes.cnpq.br/0487231065057783
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    https://orcid.org/0000-0002-5489-7306
    ;
    http://lattes.cnpq.br/6127502041565459
    Public health increasingly relies on the responsible use of data to support hospital management. In this context, ensemble machine learning models achieve strong predictive performance but often operate as "black boxes," hindering their adoption in sensitive domains. This study investigates the application of Explainable Artificial Intelligence (XAI) techniques — specifically SHAP and LIME — to tree-based ensemble models (Random Forest, Gradient Boosting, and XGBoost). These models were applied to microdata from the Brazilian Unified Health System (SUS) Hospital Information System regarding hospital admissions in the state of São Paulo between 2024 and 2025. Models were developed to classify hospital length-of-stay ranges and to predict the number of days of hospitalization (regression) — evaluated using metrics appropriate for each task — as well as a model to classify cost ranges. The results indicate that the primary diagnosis, procedure, hospital type, municipality of residence, and secondary diagnosis are the most influential factors in the predictions, showing strong agreement between global (SHAP) and local (LIME) analyses. The study demonstrates how open government datasets can be transparently leveraged through modern computational methods, valuing both model performance and an understanding of the factors influencing their predictions.
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    Intelectuais e o orgulho de ser leitor: uma análise de discursos sobre a leitura
    (Universidade Federal de São Carlos, 2025-02-28)
    Gomes, Raoni Duarte Biason
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    Varella, Simone Garavello
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    http://lattes.cnpq.br/2960953221144305
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    https://orcid.org/0000-0003-4503-3941
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    Curcino, Luzmara
    This final paper, done under guidance of professor Luzmara Curcino, alongside the Laboratory of Reading Studies (LIRE-CNPq/UFSCar), and in line with the general objective of the current researches of said group, namely, to analyze discourses about reading circulating in our society, is inscribed in the current project of the guiding professor, titled “Proud readers, ashamed readers: emotions in discourses about reading” and dedicated to the analysis of the depictions of the pride or shame of being or not being a reader. In the final paper research, the objective is to analyze statements about reading collected during the execution of my unpaid mandatory curricular internship in UFSCar, under supervision of professor Luzmara Curcino, in the second semester of 2022 and first semester of 2023. These statements about the practice of reading come from texts specifically published in the newspaper O Globo, in the period between 2000 and 2010, that have the common characteristic of being samples of ways to express “pride” in being a reader by intellectuals, national or foreigners. Thus, the goal of this work is to describe, from the perspective of Discourse Analysis, what was said and how that was materialized in these statements, in order to contribute to the discursive studies about prestige cultural practices in Brazil, such as reading, and better comprehend the impact of these discourses about this practice and the representation of these subjects who exercise it and enjoy the symbolic benefits of this exercise, in their condition as intellectuals. Beyond the theoretical basis of the Discourse Analysis, this work was done based on principles of the Cultural History of Reading and the History of Emotions.
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    O orgulho de ser leitor em confissões envergonhadas do que (não) se leu
    (Universidade Federal de São Carlos, 2025-02-28)
    Leite, Paul Fernand da Cunha
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    Silva, Jeniffer Pereira da
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    http://lattes.cnpq.br/6680592122128813
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    https://orcid.org/0000-0003-2384-3943
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    Curcino, Luzmara
    This Course Conclusion Paper (CCP) stems from our work as Scientific Initiation research (FAPESP 2023/11570-4 and ICTSR-UFSCar/769-2022) and TT1 technical fellow (FAPESP 2022/05271-1) on the project “Proud readers, ashamed readers: emotions in discourses about reading” (FAPESP 2020/03615-0). As technical fellow, we participated in the collective survey of data searched in the digital collections of “Folha de São Paulo” and “Estado de São Paulo”, between 2010 and 2022, which resulted in the current corpus of 1.620 enunciates, from which we selected the enunciates analyzed in this TCC. To compose this corpus, we organized the datas into 5 (five) categories of enunciates, according to the type of emotion materialized in them: 1) reader proud of himself (820 enunciates), 2) reader with others' pride (441 enunciates), 3) reader ashamed of himself (12 enunciates), 4) reader with others' shame (190 enunciates) and 5) reader whose proud derives from declarations of initially shameful practices, such as by refusing to read a certain writer or work or whose shame occurs when he recognizes that he is not as good a reader as he should be (157 enunciates). In this TCC, we have dedicated ourselves to analyzing enunciates from the 5th category, which, although they seem to refer to something that one should be ashamed of when talking about oneself as a reader, the effect of meaning produced is precisely that of the proud expression in relation to their reading condition, since this “confession” demonstrates demonstrates the affiliation of this subject, in general, who performs functions in the intellectual field and who has cultural capital (Bourdieu, 1999), to the socioculturally validated discourses and representations of what it is to be a reader. Therefore, we aim to reflect on the ways in which these emotions, pride and shame, are materialized, as enunciated by subjects whose statements led us to classify them in this 5th category, and who work as writers, literary critics, columnists, journalists, publishing house owners, teachers, actors, librarians, musicians, and so forth. When they enunciate the shame related to what they have read, how they have read it and what they have not yet read, these enunciators legitimize and reiterate discourses that establish which practices are worthy of “pride” and who should generally be awarded the title of ideal reader (Curcino, 2020), even when they confess to not reading. Given the complexity, variety and ambiguity of some of them, the 157 enunciates of the 5th category were distributed among 16 subcategories of different representations of reader profiles. Based on their linguistic regularities and discursive formations, we analyzed and described prototypical and representative statements of each of the subcategories, in order to understand the subjects' affiliation to the socio-culturally validated discourses and representations of what it is to be a reader. Considering that it is not by any means that subjects evoke shame or pride when stating what they have read, how they have read it, or what they have not yet read, in these statements that we have analyzed, these enunciators legitimize and reiterate discourses that establish which reading practices are worthy and unworthy, considering the order of discourse that rewards some, while others are punished, since reading is a privilege and the book has a distinctive value between the ruling class and the lower classes. In this analysis of what is generally said about reading, we rely on some principles of Discourse Analysis, based on Michel Foucault, the Cultural History of Reading, according to Roger Chartier, the Sociology of Cultural Distinction according to Pierre Bourdieu and the History of Sensibilities, of emotions, as it has been treated by Jean-Jacques Courtine, in addition to the analysis and reflections that have been conducted on reading by Brazilian researchers, such as Possenti (1999; 2001), Abreu (2001; 2008) and Curcino (2016; 2019; 2022; 2024).