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    Literatura infantil e biografia: a complexidade de escrever para crianças leitoras
    (Universidade Federal de São Carlos, 2026-06-25)
    Oliveira, Isadora Lopes de
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    Bignotto, Cilza Carla
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    http://lattes.cnpq.br/0782750059258019
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    http://lattes.cnpq.br/0782750059258019
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    http://lattes.cnpq.br/6396224379103162
    El presente Trabajo de Conclusión de Curso tiene como objetivo analizar los desafíos de escribir literatura para niños, especialmente cuando el género biográfico se emplea como forma de representar historias reales de mujeres que marcaron la sociedad. La obra elegida para el estudio fue Meninas sonhadoras, Mulheres cientistas, de Flávia Martins de Carvalho, publicada en 2022 por la Editora Mostarda. El trabajo discute el cruce entre literatura infantil y biografía, evidenciando las implicaciones éticas, estéticas y pedagógicas involucradas en la adaptación de narrativas de vida al universo del lector principiante. Fundamentado en autores como Hunt (2010), Cademartori (2010) y Jurich (1988), el estudio examina de qué modo la autora utiliza la objetividad, necesaria para que la lectura sea comprensible y creíble dentro del referencial de mundo del niño, y la subjetividad, esencial para preservar el carácter literario, poético y reflexivo de la narrativa. La investigación también aborda el uso del cordel como recurso estético y cultural, analizando su función en la valoración de la identidad brasileña y en la promoción de temas como la diversidad e igualdad de género. Por último, se reflexiona sobre los impactos de la censura y de la interferencia adulta en la formación del niño lector, resaltando la importancia de la circulación de obras biográficas que contribuyan a la representatividad y al pensamiento crítico desde la infancia.
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    Eletroforese capilar aplicada na análise de amostras alimentícias: revisão bibliográfica
    (Universidade Federal de São Carlos, 2026-09-25)
    Conde, Pedro Volponi
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    Moraes, Fernando Cruz de
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    http://lattes.cnpq.br/8597473049054728
    This study aims to perform a literature review on the analytical performance of the capillary electrophoresis (CE) technique for the separation and quantification of compounds that can affect the quality of food products, such as taurine, caffeine, methylxanthines, sucrose, tartrazine, and Sunset Yellow FCF. The proposed methodology is based on the analysis of the principles of capillary zone electrophoresis (CZE) and micellar electrokinetic chromatography (MEKC), highlighting their versatility, speed, and the use of different detection systems, such as direct and indirect ultraviolet-visible (UV-Vis) spectrometry, fluorescence, and capacitively coupled contactless conductivity detection (C4D). A total of 30 scientific articles (five per analyte), published between 1995 and 2024, were selected based on their analytical relevance, diversity of separation/detection systems, and direct applicability to real food matrices. This literature review shows that CE can be an analytical tool for the quality control of these products.
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    Experimento pedagógico de intervenção na educação infantil: o desenvolvimento das bases psíquicas da linguagem escrita
    (Universidade Federal de São Carlos, 2026-08-28)
    Silva, Túlio Cesar da
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    Mello, Maria Aparecida
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    http://lattes.cnpq.br/8338726751746542
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    https://orcid.org/0000-0003-2404-7957
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    https://lattes.cnpq.br/1195858860633821
    This study investigated the development of specific higher mental functions related to written language in early childhood education. Grounded in the Historical-Cultural Theory (HCT), it was based on the assumption that the cultural development of 5-year-old children in an institutional setting should be grounded in mediating activities organized around their primary activity, namely, social role-playing games. The prevalence and diversity of methodological approaches at this educational stage—including those influenced by cognitive neuroscience— do not always allow teachers to identify children’s cultural development needs or to systematize intentional pedagogical interventions. In light of this, we formulated the following research question: How do mediating activities, organized through a Pedagogical Intervention Experiment (EPI), enable the identification and promotion of the development of the special higher mental functions that constitute the psychological foundations of written language in early childhood education? Based on this question, the objectives of this study were: a) to analyze, through the EPI, the development of voluntary attention, concept formation, and creative imagination in 5-year-old children; and b) to discuss how mediating activities, systematically integrated with social role-playing games, make observable the signs of development that constitute the psychological foundations of written language. Grounded in Dialectical Historical Materialism and Microgenetic Analysis, the research included a characterization of the institution, observations, a pilot study, individual diagnostic assessments, pre- and post-session evaluations, and the planning and implementation of interventions. The results showed that the psychological foundations of written language can be identified in children’s collective activities through systematic observation, collaboration between the researcher and the teacher, and the intentional organization of mediating activities linked to social role-playing and complex symbolic systems. The observations made it possible to identify spontaneous generalizations about writing in non-directive contexts, needs related to the development of voluntary attention in more directive situations, and manifestations of creative imagination in free play. In social role-playing games, writing became a functional part of the activity, taking on roles of recording and interpretation linked to the roles being played. These results indicate that the interplay between social role-playing games and different symbolic systems creates conditions for the development of FPSE related to the future acquisition of written language. The EPI’s research trajectory has thus demonstrated the possibility of investigating child development in motion, within the social relationships in which children play, speak, construct concepts, imagine, negotiate meanings, assume social roles, and use signs as auxiliary tools for their activities.
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    Pensamento algébrico nos anos finais do Ensino Fundamental: um olhar sobre a produção escrita de professores
    (Universidade Federal de São Carlos, 2024-10-30)
    Silva, Vagner Henrique Osorio da
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    Oliveira, Paulo Cesar
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    http://lattes.cnpq.br/7516513469811353
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    https://orcid.org/0000-0003-2514-904X
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    http://lattes.cnpq.br/2639671482744180
    Given the prominence of algebraic thinking in the Algebra thematic unit outlined in the BNCC, this study examines the conceptions of six basic education teachers regarding teaching and content related to the subject. The research was conducted during the course on Methodological Foundations of Science and Mathematics Education, part of the Professional Master’s Degree in Exact Sciences Teaching (Mathematics), offered by UFSCar, Sorocaba campus. The theoretical framework adopted was the model proposed by Almeida and Santos (2017), which was used to identify and recognize its non-hierarchical categories. The data were derived from written reports provided by the master’s students as part of an activity developed during the course, following a qualitative research approach. The results highlight both converging and diverging perspectives on algebraic thinking, as discussed in the relevant literature.
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    A vida em Jogo: esportificação e sociabilidades a partir do Breaking
    (Universidade Federal de São Carlos, 2026-07-20)
    Alvarenga, Gabriela Seta
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    Toledo, Luiz Henrique de
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    http://lattes.cnpq.br/5366260223109463
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    https://orcid.org/0000-0002-5354-5923
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    http://lattes.cnpq.br/8051190372295590
    This dissertation analyzes the sportification of Breaking through its incorporation into the Olympic circuit, seeking to understand how a cultural practice from the Hip Hop scene is reconfigured in terms of performance, evaluation, and legitimacy. Based on an ethnographic approach, it follows the transformation of battles into measurable performances regulated by standardized criteria and judging systems. In critical dialogue with Norbert Elias, it argues that this process is not limited to the regulation of violence, but involves forms of translation that tension the cultural dimension of the practice and produce effects of relative sportification. Finally, it demonstrates that these logics extend beyond the sporting field and spread into everyday life, contributing to the production of subjects engaged in permanent regimes of performance, comparison, and self-management.