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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Incremento de biomassa e carbono de espécies arbóreas usadas na restauração da Mata Atlântica
(Universidade Federal de São Carlos, 2025-12-01) José, Aline Hipananiro Apolinário; Viani, Ricardo Augusto Gorne; http://lattes.cnpq.br/3250752369062840; Baniwa
Climate change mitigation requires not only reducing emissions but also strengthening carbon sinks through strategies such as ecological restoration. In Brazil, the Atlantic Forest remains highly fragmented, with mature remnants restricted to a small portion of the biome’s legally defined area, reinforcing the importance of conservation and restoration efforts. This study quantified biomass and carbon stocks and their increments for tree species in an Atlantic Forest restoration area four years (53 months) after establishment, using allometric equations suitable for young forests within the biome. Diameter at 30 cm above ground and total height were measured, and biomass was estimated by species; carbon was derived from biomass. The system reached a mean biomass stock of 51.3 Mg ha⁻¹ and a mean carbon stock of 25.6 Mg C ha⁻¹, resulting in a mean annual carbon increment of 5.8 Mg C ha⁻¹ year⁻¹. Species-level variation was observed, with a wide range of individual biomass and annual carbon increments, indicating differences in early performance and contribution to short-term carbon gains during the initial years of restoration. Guazuma ulmifolia showed the highest biomass and carbon stock and increment due to its rapid growth, being recommended for carbon capture in young restoration areas, whereas Cariniana legalis presented the lowest values. The results contribute to future restoration actions, particularly those focused on carbon sequestration.
O papel da alt-right na ascensão dos movimentos de extrema-direita no Brasil
(Universidade Federal de São Carlos, 2026-02-24) Procopio, Victor Fontolan; Andrade, Thales Haddad Novaes de; https://lattes.cnpq.br/5882842888759363; https://lattes.cnpq.br/1281447990177648; https://orcid.org/0009-0005-6712-3501; Casalecchi, Gabriel Ávila; https://lattes.cnpq.br/9759794253878555
In the 2010s there was a rise of far-right movements in both Brasil and United States, one of the most notorious being the Alt-Right. It was a new and esssentially digital movement that brought together an infinity of far-right ideologies around itself. Brazilian far-right moviments had their ressurgence in the same period and were similarly digital besides replicating many characteristic tactics of the Alt-Right. Therefore, our question “how did the Alt-Right influenced brazilian far-right movements?” becomes inevitable to the goals proposed in this work. Our goal is analyse and describe both movements in order to determine how this influence occurred, and to this end we will use the qualitative approach in its methods, to analyze these similarities between the movements and their political meanings.
Compreensões sobre o processo de planejamento colaborativo para o ensino de basquetebol na escola
(Universidade Federal de São Carlos, 2026-02-10) Moreira, Fernanda Aguiar; Lemos, Fábio Ricardo Mizuno; http://lattes.cnpq.br/9720009502941255; https://orcid.org/0000-0001-6512-5056; https://lattes.cnpq.br/0197389437085633; https://orcid.org/0009-0008-0083-8854; Ramos, Glauco Nunes Souto; Vilas Boas, Valdilene Aline Nogueira; https://lattes.cnpq.br/0134679842280022; https://lattes.cnpq.br/0832374257874938; https://orcid.org/0000-0003-2644-2838; https://orcid.org/0000-0002-5271-1635
A distorted view of Physical Education teachers’ work still persists in different social contexts, reinforcing the need to move beyond practices limited to the mere transmission of technical skills and to broaden teaching as a critically oriented formative experience. Against this backdrop, this study aimed to analyze the process of designing and implementing a basketball teaching unit collaboratively planned and developed by Physical Education teachers, examining its unfolding from a critical perspective and from the standpoint of a teacher educator. This qualitative action-research study was carried out in a municipal public school with a 5th-grade class, in partnership with two Physical Education teachers. The research pathway included six planning meetings, sixteen lessons, and six re-planning meetings. Data were produced through Field Notes recorded across meetings and lessons, and analysis proceeded through the identification of data units and their organization into five interrelated analytical categories: (A) challenges and barriers; (B) pedagogical praxis; (C) critical reflection on pedagogical practice; (D) dialogicity; and (E) collective construction of teaching. The findings show that collaborative planning unfolded as a process shaped by tensions and ongoing reconfigurations typical of everyday school life. Key challenges included difficulties in systematizing planning, tensions with historically entrenched patterns in School Physical Education, and constraints imposed by institutional organization, instructional time, and the concrete conditions for lesson delivery. At the same time, the collectively constructed process fostered shifts in how basketball teaching was understood, expanding possibilities for dialogue, reflection, and participation in guiding pedagogical work. Throughout the process, lessons were continuously reorganized in response to students’ feedback, adjustments made during re-planning, and decisions negotiated among the teachers, enabling basketball to be addressed beyond an approach centered solely on technical execution. It is concluded that collaborative planning involved not only organizing lessons, but also sustaining collective decisions and adjusting the course of teaching in response to students’ feedback and the school’s real conditions, thereby producing new meanings for basketball teaching over time.
Dose-resposta e tempo-resposta da fotobiomodulação de corpo inteiro sobre a glicemia de homens com diabetes mellitus tipo II: ensaio clínico randomizado, duplo-cego e sham-controlado
(Universidade Federal de São Carlos, 2026-02-12) Rocha, Francisco Costa da; Ferraresi, Cleber; https://lattes.cnpq.br/9593811257950561; https://orcid.org/0000-0002-1361-8390; https://lattes.cnpq.br/1637020307975226; https://orcid.org/0000-0001-5976-2956; Parizotto, Nivaldo Antônio; Pereira, Guilherme Borges; https://lattes.cnpq.br/5527703735628408; https://lattes.cnpq.br/0159911069166581; https://orcid.org/0000-0003-1774-9053; https://orcid.org/0000-0002-5295-6229
This dissertation investigated the effects of whole-body photobiomodulation (PBM) using infrared light on glycemic control in men with type 2 diabetes mellitus (T2DM). T2DM is one of the most prevalent chronic diseases worldwide and is characterized by persistent hyperglycemia associated with insulin resistance, systemic inflammation, oxidative stress, and mitochondrial dysfunction. Conventional treatment is primarily based on the use ofhypoglycemic medications combined with lifestyle modifications. However, therapeutic adherence is often limited, which has stimulated the search for complementary nopharmacological interventions. In this context, photobiomodulation has been proposed as a promising strategy for metabolic modulation and improvement of glycemic control. The dissertation was structured into two main studies. The first consisted of a systematic review of the literature aimed at synthesizing the available evidence regarding the effects of photobiomodulation on glycemic control in individuals with T2DM. Overall, the results demonstrated significant reductions in fasting blood glucose and glycated hemoglobin, in addition to improvements in metabolic and hemodynamic parameters. However, the review also highlighted important limitations, including the small number of available studies, heterogeneity in the application protocols, and a moderate risk of bias, indicating the need formore robust clinical trials. The second study consisted of a randomized, double-blind, shamcontrolled clinical trial designed to investigate the dose-response and time-response effects of whole-body photobiomodulation on blood glucose levels in men with T2DM. A total of 40 volunteers participated in the study, with a mean age of approximately 60 years, and were randomly allocated into four groups: PBM for 10 minutes, 20 minutes, 30 minutes, or a sham intervention. The therapy was delivered using an infrared LED panel (850 nm) that irradiated the participants’ entire body. Capillary blood glucose was monitored at multiple time points: preprandial, postprandial, and at 1, 3, 6, 12, and 24 hours after the therapy session. The results showed that photobiomodulation promoted significantly greater reductions in blood glucose compared to the sham group, particularly during the first hours following the intervention. The most pronounced reductions were observed at 1 and 3 hours after treatment, with partial maintenance of the effect up to 12 hours. In contrast, no statistically significant differences between groups were observed at the 6- and 24-hour time points. The area-under-the-curve analysis indicated that the 10-minute and 30-minute protocols produced the greatest overall reductions in blood glucose levels, suggesting a non-linear response in relation to light exposure time. In conclusion, whole-body photobiomodulation using infrared LED light may promote acute reductions in plasma glucose during the postprandial period in men with T2DM, with effects that may persist for up to 12 hours after a single session without the use of hypoglycemic medications. These findings suggest that PBM may represent a promising adjunct therapeutic strategy for metabolic control in T2DM, contributing to scientific advancement and to the development of new non-pharmacological approaches for disease management. Nevertheless, additional studies are required to confirm these findings and to establish optimal clinical parameters for its application.
Jogando, construindo e transformando o jogo queimada nas aulas de educação física
(Universidade Federal de São Carlos, 2026-02-11) Cruz, Vivianne de Oliveira; Ramos, Glauco Nunes Souto; https://lattes.cnpq.br/0134679842280022; https://orcid.org/0000-0003-2644-2838; https://lattes.cnpq.br/7062012084279837; https://orcid.org/0009-0009-4708-7346; Ferreira, Lílian Aparecida; Correa, Evandro Antônio; https://lattes.cnpq.br/5593652376712829; https://lattes.cnpq.br/4373812039474742; https://orcid.org/0000-0001-8517-4795; https://orcid.org/0000-0002-0185-6674
This study emerges from concerns experienced in everyday school practice, particularly regarding the hegemony of futsal as the only legitimized bodily practice in Physical Education (PE) classes at a public school in Santos, Brazil. This scenario highlights the impoverishment of the curricular component and the limited students’ understanding of the diversity of body culture, as well as the need to discuss the methodological issues that guide teaching practice. The objective was to analyze the teaching and learning of the dodgeball game (queimada) as PE content through the development of a teaching unit (TU) with a 5th-grade elementary school class, valuing it as a cultural manifestation and a formative element. A qualitative approach was adopted, using action research methodology, through the implementation of a TU consisting of nine lessons, grounded in the Teaching Games for Understanding (TGfU) model. Data were produced through lesson diaries written by the teacher-researcher, containing observations and records of students throughout the practices. Data analysis allowed the identification of three categories: (1) Participation, Student Agency, and Teacher Mediation, which showed that the organization of modified games fostered greater student engagement and autonomy, reinforcing the teacher’s role as a mediator of learning and revealing transformations in teaching practice through reflective processes; (2) Tactical Understanding, Assessment, and Space Management from individual to collective, indicating advances in game reading, decision-making, and understanding of dodgeball’s tactical relationships, enhanced by small-sided games; and (3) Inclusion, Equity, and Socioemotional Climate, demonstrating that pedagogical adaptations and collectively constructed rules expanded participation, reduced conflicts, and strengthened cooperative attitudes. The results indicate that dodgeball, when intentionally planned and grounded in active methodologies such as TGfU, constitutes a powerful content to diversify the curriculum, promote meaningful learning, and contribute both to students’ holistic development and to the teacher’s professional growth.