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    Ondas de ódio: o deslocamento de contradições materiais para o gênero no discurso da extrema-direita digital brasileira
    (Universidade Federal de São Carlos, 2026-09-03)
    Mazzon Camargo, Maysa
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    Leite, Kelen Christina
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    http://lattes.cnpq.br/0993995005511082
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    https://orcid.org/0000-0002-8590-1857
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    https://lattes.cnpq.br/5336595963732305
    This study analyzes how gender-targeted hate speech from the Brazilian digital far right displaces material contradictions onto moral and identity-based terrain, turning gender into the privileged axis of antagonism. It examines three instances of discursive circulation, with varying degrees of regulation and visibility, treated as simultaneous rather than successive. Experimentation takes place in anonymous forums, mediation on mainstream platforms, and transnational moral legitimation in think tanks and political networks. The theoretical framework articulates Discourse Analysis (Pêcheux and Courtine) and Paveau’s technodiscursive approach with the contributions of Davis, Fraser, Brown, and Butler. In the experimentation instance, posts from Brazilian IPs on 4chan between 2013 and 2024 were examined through log-likelihood significance analysis (G²; Dunning) and topic modeling with BERTopic (Grootendorst), followed by close reading of discursive sequences. The articulation between digital methods and Discourse Analysis makes it possible to move from large-scale archives to analyzable selections without forgoing the reading of discursive materiality. In the mediation instance, the corpus comprises posts from two X/Twitter profiles, collected with Zeeschuimer and organized in 4CAT. In the legitimation instance, public documents from the Instituto Conservador-Liberal and the Political Network for Values were examined, along with a speech delivered at one of the latter’s transnational events. Across all three instances, the analysis found the same operation: a material loss is stated with precision and, in the same gesture, blamed on women. No path of formulations was observed between the instances. What connects them is the statement of a natural division of roles between the sexes, which appears as transverse discourse in the forum and on social media and as a principle in institutional documents; the transit occurs through actors, not through formulations. The study concludes that gender functions as a mechanism for concealing material conflict, in an operation that recurs irregularly and multidirectionally across the instances.
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    Práticas de apoio e acompanhamento da gestão pedagógica às professoras iniciantes da educação infantil: um balanço bibliográfico de pesquisas na área nos últimos 30 anos
    (Universidade Federal de São Carlos, 2026-08-20)
    Pereira, Stephanie Gonçalves
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    Onofre, Marcia Regina
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    http://lattes.cnpq.br/7176529351192598
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    http://www.researcherid.com/rid/D-8233-2014
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    http://lattes.cnpq.br/9840185362964726
    The beginning of a teaching career is a distinctive phase in teachers’ professional trajectories, marked by a range of feelings, experiences, challenges, and discoveries. In this regard, we believe that the analysis of studies addressing this period can broaden discussions on the subject and strengthen the movement toward teacher professionalization in Brazil, particularly through the theoretical perspective of the Epistemology of Practice (Schön, 1992; Marcelo Garcia, 1999, 2010; Tardif, 2002, 2013, 2014; Nóvoa, 2017, 2019; Onofre, 2025). The aim of this research was to examine doctoral dissertations and master’s theses produced in Brazil over the last 30 years (1995–2025), seeking to identify and analyze the support and guidance practices provided by pedagogical management to early-career female teachers in Early Childhood Education. The study was based on the hypothesis that such support and guidance practices are essential to assisting these teachers in the initial stages of their careers. In this context, the following research question was established: What support and guidance practices does pedagogical management provide to early-career female teachers in Early Childhood Education, according to a bibliographic review of research produced over the last 30 years (1995–2025)? To address this question, a qualitative, exploratory, and bibliographic study was conducted, drawing on Gil (2002). Research available in the Brazilian Digital Library of Theses and Dissertations (BDTD) was surveyed to develop a bibliographic overview of scientific publications produced between 1995 and 2025. Based on the established selection criteria, 12 studies were selected, comprising four doctoral dissertations and eight master’s theses, which were examined and analyzed throughout the study. Based on this mapping, the research sought to systematize educational proposals and support and guidance practices for early-career female teachers that had yielded positive results, contributing to reflection on professional pathways in teaching and to the strengthening of such practices. The analysis identified three thematic categories: (1) early-career female teachers; (2) pedagogical management; and (3) support from more experienced peers. The findings revealed support and guidance practices organized into seven dimensions: (1) a collective culture of welcoming and active listening; (2) systematic pedagogical and emotional support provided by school management, including pedagogical coordinators and school principals; (3) the direct involvement of experienced peers as mentors; (4) continuing professional development centered on the school environment, through face-to-face formats, such as HTPCs, HTPIs, and PEAs, or online formats, such as the Moodle-based program PFoM; (5) support, guidance, and continuing professional development initiatives developed through university–school partnerships; (6) written and narrative documentation tools, as well as practical strategies that foster empowerment and reflection-in-action; and (7) personalized welcoming practices for teachers upon their arrival at educational institutions. Based on the identification of these practices, a professional development proposal was developed to outline pathways for collaboration between pedagogical coordinators and more experienced peers, structured as a continuum of professional development. The findings are expected to contribute to Early Childhood Education systems by providing insights to inform the development and strengthening of policies and practices aimed at supporting and guiding early-career female teachers.
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    A excelência como hábito: relato de experiência e portfólio reflexivo da graduação em medicina na UFSCar
    (Universidade Federal de São Carlos, 2026-10-16)
    Crispim, Bruno Florindo
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    Nasser, Michel
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    http://lattes.cnpq.br/1629054550833348
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    https://orcid.org/0000-0003-3087-9784
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    http://lattes.cnpq.br/6242339455163685
    This Course Completion Work, structured as an experience report and reflective portfolio, aims to synthesize and analyze the student learning trajectory in the Medical Program at the Federal University of São Carlos (UFSCar). Grounded in the program's Pedagogical Project—guided by active learning methodologies, the Constructivist Spiral, and Problem-Based Learning (PBL)—the study reflects academic and personal evolution across five structured chapters. Initially, the pedagogical and institutional foundations, as well as the educational axes of the program, are contextualized. Next, it addresses the adaptation process during the First Cycle, highlighting the shift from the passive stance of traditional education toward the development of student autonomy and attitudinal competencies in small-group work. In the Clinical Cycle, the transition from theoretical foundations to the practical application of diagnostic reasoning in Primary Care is analyzed, complemented by leadership experiences in extracurricular management. In the Internship, the consolidation of medical practice is examined through immersion in major care settings, emphasizing supervised decision-making, uncertainty management, and the refinement of ethics and empathy in the doctor-patient relationship. Finally, the concluding remarks synthesize the impact of this methodology on consolidating the ability to "learn how to learn" and constructing professional identity, reaffirming an ethical and humanized commitment to practicing general medicine within the Unified Health System (SUS).
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    Esperançar: uma leitura autoetnográfica sobre a construção de uma práxis médica orientada pela justiça social
    (Universidade Federal de São Carlos, 2026-10-16)
    Oliveira, Camila Fernandes de
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    Nasser, Michel
    ;
    http://lattes.cnpq.br/1629054550833348
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    https://orcid.org/0000-0003-3087-9784
    ;
    http://lattes.cnpq.br/9841434547414341
    This Course Completion Work consists of a descriptive, qualitative, and autoethnographic study that analyzes the construction of a medical praxis oriented by social justice and grounded in the Social Determinants of Health (SDH). Through a reflective reconstruction of the author's academic trajectory, it articulates individual and collective memories with the theoretical frameworks of Social Medicine. The narrative addresses the challenges faced in access to and retention in higher education, the role of Student Assistance, the methodological transition toward active problem-based learning, and the deconstruction of the hegemonic biomedical paradigm. It highlights practical and engaged experiences in extension projects, leadership in the student movement, the Education through Work for Health Program (PET-Saúde/Equity), Project Rondon, and undergraduate research (Iniciação Científica) on race and class inequities in prenatal care access. The study concludes that comprehensive medical education transcends technical dimensions, establishing itself as an ethical and political commitment to equity, the defense of the Unified Health System (SUS), and social transformation through critical hope (esperançar).
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    Reflexões sobre minha trajetória na graduação em medicina
    (Universidade Federal de São Carlos, 2026-10-16)
    Santos, Henrique Capistrano dos
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    Nasser, Michel
    ;
    http://lattes.cnpq.br/1629054550833348
    ;
    https://orcid.org/0000-0003-3087-9784
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    http://lattes.cnpq.br/1993742403263610
    This Undergraduate Thesis presents a reflection on my trajectory throughout the Medical School program at the Federal University of São Carlos (UFSCar), from the period of preparation for admission to the university to the final stage of my undergraduate education. The narrative addresses personal, academic, and professional experiences lived throughout the six years of medical training, highlighting the influence of family, Christian faith, professors, preceptors, colleagues, and patients on the development of my identity as a future physician. The challenges related to adapting to university life, active learning methodologies, autonomy in the learning process, and experiences during the basic and clinical cycles are discussed. Experiences in research, teaching activities, academic leagues, and, particularly, the medical internship are also addressed, with the latter being considered a fundamental stage in approaching professional medical practice. Throughout this trajectory, I reflect on the strengths and limitations of my medical education, the importance of integrating theoretical knowledge with clinical practice, and the role of professors and preceptors as professional examples in medical training. Finally, I present my expectations for my professional future, especially regarding medical residency and my decision to pursue Neurosurgery. The construction of the physician is therefore understood as a continuous process that goes beyond the acquisition of technical knowledge and also involves the development of responsibility, autonomy, ethics, humanism, and commitment to patient care.