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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Educação Especial e Educação de Jovens e Adultos: uma análise dos indicadores de matrícula do estado de São Paulo e em Sorocaba
(Universidade Federal de São Carlos, 2026-06-26) Pinto Junior, Leandro Arruda; Dainez, Débora; http://lattes.cnpq.br/4671868444231806; https://orcid.org/0000-0002-8223-098X; http://lattes.cnpq.br/3020012587875402
This study analyzes the relationship between Special Education and Youth and Adult Education (YAE), aiming to understand the factors that contribute to students who are the target audience of Special Education completing their educational trajectories within this modality. The research focused on the state of São Paulo and the municipality of Sorocaba, considering data from 2020 to 2025. A mixed-methods approach was adopted, combining quantitative analysis of data from the National Institute for Educational Studies and Research Anísio Teixeira (INEP) and a bibliographic review. The results reveal significant growth in Special Education enrollments, contrasting with the decline in overall enrollments in basic education and Youth and Adult Education. The findings also highlight the increasing participation of students with Autism Spectrum Disorder (ASD). It is concluded that the growing presence of Special Education students in YAE may be associated with difficulties in maintaining continuous educational pathways, reinforcing the need for public policies that ensure access, retention, and learning.
Ataques a escolas no Brasil: diagnósticos e propostas de enfrentamento
(Universidade Federal de São Carlos, 2025-06-10) Feltrin, Lucas Henrique Diniz; Sinhoretto, Jacqueline; http://lattes.cnpq.br/7743699562476490; https://orcid.org/0000-0002-8718-779X; http://lattes.cnpq.br/4414558846623060; https://orcid.org/0009-0003-6471-060X; Jesus, Maria Gorete Marques de; Caruso, Haydée Glória Cruz; http://lattes.cnpq.br/3277182968137071; http://lattes.cnpq.br/6889569648252727; https://orcid.org/0000-0003-2667-8736; https://orcid.org/0000-0001-7000-0733
As reports of attacks on schools increased in Brazil, this study analyzed how this category came to constitute a distinct form of violence, distinguishing it from other types of violence recorded in school settings. To this end, an analytical model was developed focusing on the actions of the perpetrators of these events, organized into three stages: preparation, act (performance), and outcome. The results indicate that the increase in reports stems not only from a rise in similar incidents but also from the broadening of the meanings attributed to “attacks,” a shift that has reshaped historical trends and the landscape of lethal violence in the country’s schools. Based on this finding, the study examines the “invention” of this category and its mobilization in proposals for addressing violence and controlling crime in schools.
A Kallipolis de Platão: entre a episteme do bem e as imagens poéticas
(Universidade Federal de São Carlos, 2026-07-24) Santos, Mateus Lima dos; Bolzani Filho, Roberto; http://lattes.cnpq.br/2799608595434302; Souza, Eliane Christina de; http://lattes.cnpq.br/5658382257368048; https://orcid.org/0000-0001-9566-1212; http://lattes.cnpq.br/4508782396510015; https://orcid.org/0000-0002-9610-4140; Ferraz Neto, Bento Prado de Almeida; Souza, Eliane Christina de; Cornelli, Gabriele; Galé, Pedro Fernandes; Bolzani Filho, Roberto; http://lattes.cnpq.br/0084436724293824; http://lattes.cnpq.br/5658382257368048; http://lattes.cnpq.br/4547907128459717; http://lattes.cnpq.br/0810423245955932; http://lattes.cnpq.br/2799608595434302
Cette thèse fait face à un problème concernant la réflexion politique de Platon dans La République. Bien que la Kallipolis soit décrite comme une cité imaginée en paroles, c’est-à-dire une image, le dialogue propose que, une fois inaugurée, elle devrait expulser les producteurs d’images. L’argument contre la production imagière est construit autour d’une double accusation, à savoir : les produits de la mimèsis seraient inutiles et dangereux. Inutiles parce que les imitateurs ne suivraient pas les prescriptions d’un utilisateur qui détient l’épistémè ; dangereux parce qu’ils pourraient renforcer la partie irascible de l’âme. Cette thèse vise à dévoiler l’aspect politique de cette accusation qui est soutenue par une hiérarchie entre les savoirs dont le sommet est l’épistémè du bien et, ensuite, à défendre le caractère polysémique de l’image. Si, d’un côté, elle peut être dangereuse entre les mains de ceux dont la plus grande préoccupation est le plaisir du public, de l’autre, elle peut être utilisée comme un instrument pour diagnostiquer le mauvais état d’un corps politique. Dans ce cas, les images sont les moyens par lesquels on espère atteindre la guérison d’une cité malade.
Representantes que nos condenam: necropolítica na atuação da Frente Parlamentar da Agropecuária na regulamentação de agrotóxicos
(Universidade Federal de São Carlos, 2026-05-26) Bozzini, Pedro Talora; Santos, Leandro de Lima; http://lattes.cnpq.br/2750978055015275; Borsatto, Ricardo Serra; http://lattes.cnpq.br/5988987575101933; http://lattes.cnpq.br/4002368094928409; Graciano, Monyele Camargo; Carvalho, Joelson Gonçalves; http://lattes.cnpq.br/4850029029622463; http://lattes.cnpq.br/0141039743607067
The FPA, the most influential parliamentary group in the Brazilian National Congress, has been acting decisively to deregulate the use of pesticides in the country. Given this scenario, this research investigates a gap in the debate about the role of the Brazilian legislature in promoting Necropolitics, a concept derived from Foucault's studies on Biopower and further developed by Achille Mbembe. Necropolitics refers to the management of death, determining who has the right to live and who is excluded from society, becoming the target of neglect or marginalization. Using this theoretical approach, we analyze the FPA's actions in the legislative processes that resulted in recent changes in pesticide regulation. To this end, we examine federal legislative proposals on the subject between 2019 and 2024, considering the FPA's influence in occupying strategic positions on thematic committees and in guiding the parliamentary group, imposing categories of analysis to characterize necropolitical agents. The results point to the FPA's dominant position and its success in defending the interests of agribusiness, even when this implies negative impacts on the environment and the State's mission regarding the risks to the health and well-being of populations exposed to the use of pesticides, including consumers, farmers, and rural workers.
Educação ambiental no ensino de Física Térmica: uma análise dos livros do PNLD 2026 à luz da BNCC
(Universidade Federal de São Carlos, 2026-07-17) Messias, Mariana Paula Martins; Souza, James Alves de; http://lattes.cnpq.br/2212240621620011; https://orcid.org/0000-0003-0112-8332; http://lattes.cnpq.br/6114357180488505
Environmental Education is a cross-cutting theme established by Brazilian educational legislation and by the National Common Curricular Base (BNCC), requiring different fields of knowledge to contribute to students’ scientific, civic, and socioenvironmental education. In this context, Thermal Physics has considerable potential for discussing phenomena related to energy transformations, climate change, the use of fossil fuels, and energy efficiency. Accordingly, this study aimed to analyze how Thermal Physics contents presented in Physics textbooks approved by the 2026 National Textbook and Teaching Materials Program (PNLD) incorporate the principles of Environmental Education and promote contextualized and critical learning about contemporary environmental issues. The research is qualitative in nature and based on documentary analysis, adopting Bardin’s Content Analysis as its methodological framework. The corpus consisted of the textbook collections Física por Toda Parte and 360° Física, analyzed in light of the conceptual foundations of Thermal Physics, the principles of Critical Environmental Education, and the guidelines established by the BNCC and the Pedagogical Framework of the PNLD 2026. The material exploration was organized into three analytical dimensions: conceptual, didactic-pedagogical, and formative. These dimensions enabled the identification, coding, and interpretation of recording units related to content organization, conceptual accuracy, teaching strategies, the integration of Environmental Education, and the alignment with the competencies and skills established by the BNCC. The results indicate that both textbook collections have the potential to promote the integration of Thermal Physics and Environmental Education, although through different pedagogical approaches. The Física por Toda Parte collection incorporates environmental discussions more consistently throughout the development of scientific concepts, whereas 360◦ Física concentrates these discussions mainly in text boxes, supplementary texts, and contextualization activities. The analysis also identified terminological inconsistencies, particularly concerning the concept of heat, in both collections, although these occurred more frequently in Física por Toda Parte, highlighting the need for greater conceptual rigor in the development and revision of these teaching materials. It is concluded that the educational potential of textbooks depends not only on the inclusion of environmental themes but also on how these themes are integrated into conceptual development and on the critical mediation provided by teachers. In addition to answering the research question, this study demonstrates the contributions of Bardin’s Content Analysis as a methodological approach for investigating educational materials, reinforcing its relevance for initial teacher education and for the critical evaluation of resources used in Physics teaching.