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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Existência de soluções para problemas elípticos não lineares com condições de Neumann e Dirichlet-Neumann via metodo variacional
(Universidade Federal de São Carlos, 2026-07-16) Silva, Vinicius Marques da; Rodrigues, Rodrigo da Silva; http://lattes.cnpq.br/9606661651573155; https://orcid.org/0000-0001-6811-7625; http://lattes.cnpq.br/2074927889032559; https://orcid.org/0009-0007-0974-0215; Godoi, Juliano Damião de; Miyagaki, Olímpio Hiroshi; Rodrigues, Rodrigo da Silva; http://lattes.cnpq.br/7641553268884764; http://lattes.cnpq.br/2646698407526867; http://lattes.cnpq.br/9606661651573155
The objective of this master's dissertation is to study, under specific assumptions, the existence and nonexistence of weak, nontrivial, and nonnegative solutions to a nonlinear elliptic problem subject, initially, to Neumann boundary conditions and, subsequently, to mixed Neumann–Dirichlet boundary conditions. To this end, we employ classical variational methods from the literature, such as the Mountain Pass Theorem and Mizoguchi’s Theorem, together with fundamental tools from functional analysis. Initially, we investigate the multiplicity of solutions for the problem under Neumann boundary conditions, using the Palais–Smale condition to obtain compactness. Next, we analyze a version of the problem with slightly different assumptions and functional setting, in which compactness is ensured through the Cerami condition. Finally, we study the linear case of the same problem endowed with mixed boundary conditions, namely, Neumann conditions on part of the boundary and Dirichlet conditions on the complementary part.
Nucleação nas escolas urbanas da rede estadual de São Carlos - Consciência social de identidade e do direito à terra e território
(Universidade Federal de São Carlos, 2026-07-14) Monaco, Michele Cristina Colombo; Santos, Maria Cristina dos; http://lattes.cnpq.br/1095065753077001; http://lattes.cnpq.br/9419225897676511; Carvalho, Joelson Gonçalves de; Maia, Maria Cláudia Zaratini; http://lattes.cnpq.br/0141039743607067; http://lattes.cnpq.br/5811576326229195
This study investigates how the schooling of students from rural areas is configured in three urban public schools of the state education system of São Carlos, São Paulo, highlighting the tensions, challenges, and rearrangements produced by the process of school nucleation. It is a multiple case study that combines bibliographic research, documentary analysis — especially of the Political-Pedagogical Projects (PPPs) — and the administration of structured questionnaires to the students. The schools were selected on the basis of a mapping of the urban institutions that concentrate the largest number of rural students in the municipality. The investigation is grounded in Historical-Dialectical Materialism, Historical-Critical Pedagogy, the Movement for Rural Education, and studies on school nucleation, in dialogue with the guidelines of Rural Education. The results indicate that, although the schools analyzed are administratively urban, they receive a significant contingent of students from rural areas, whose presence is not always recognized in institutional documents, pedagogical practices, or the school curriculum. The analysis of the PPPs reveals the predominance of a technical-administrative and urban-centered logic, with little attention to the territorial specificities of rural students. The empirical data point to inequalities in participation in extracurricular activities, inconsistencies in the mutual representations between students from rural and urban areas, and widespread lack of knowledge about agrarian reform. The most significant conclusion of this investigation lies in an empirical and measurable finding that challenges the original expectations of the research hypothesis. Starting from the well-established critiques of this model — territorial displacement, weakening of community bonds, curricular decontextualization, and the subsumption of rural experience under the rationality of the urban school — it seemed plausible to expect that rural students would manifest an experience of non-belonging and displacement within the school environment. This expectation was further justified by the fact that urban students themselves, when consulted, expressed the same impression regarding their rural classmates. However, the quantitative observations do not confirm this anticipation. Contrary to the initial assumption, rural students do not report feelings of displacement or non-belonging. It was observed, with statistical robustness, that although these students face objective restrictions on participation and exposure to embarrassment, prejudice, or bullying, they display a relatively more cohesive sense of territorial belonging and a lower subjective devaluation of their place of residence than urban students. The latter, by contrast, reveal greater fragility in their relationship with their own space, which appears as an internal wound, expressed through shame and intra-urban markers of precariousness and social position. There is, therefore, an asymmetrical form of suffering that has not been foregrounded in the literature. The most forceful nuance, however, is that for rural students — who are of particular interest in this study — the suffering that emerges is not that of subjects who recognize themselves as displaced, but of subjects who incorporate asymmetry as part of the ordinary order of school life. The presumed conflict does not come to manifest itself when exclusion is assimilated as normality. The problem, therefore, appears to be deeper and more troubling than the erasure of territorial identity: it concerns the erasure of the very social consciousness of exclusion, operated through the silent conversion of deprivation into habit, inequality into landscape, and territorial subordination into a school normality incapable of producing the conflict that would mobilize indignation and articulate the claim to social rights.
Mobilidade social, ações afirmativas e permanência: narrativas e experiências de egressos quilombolas da UFRB
(Universidade Federal de São Carlos, 2026-06-26) Trindade, Lucas Bonina; Rothen, José Carlos; http://lattes.cnpq.br/1942510389127549; http://lattes.cnpq.br/9551834403819622; https://orcid.org/0009-0007-4036-1344; Rothen, José Carlos; Rodrigues, Tatiane Cosentino; Santos, Maria Cristina dos; Santos, Dyane Brito Reis; Eugênio, Benedito Gonçalves; http://lattes.cnpq.br/1942510389127549; http://lattes.cnpq.br/1274035318009124; http://lattes.cnpq.br/1095065753077001; http://lattes.cnpq.br/3501972963484768; http://lattes.cnpq.br/8361431964064731
This thesis analyzes how access to, retention in, and the mediation of affirmative action policies contribute to processes of social mobility among quilombola graduates of the Federal University of Recôncavo da Bahia (UFRB). The methodological approach of the study was grounded in qualitative research, conducted through narrative interviews, bibliographic analysis, and a literature review. Theoretically, the thesis adopts the categories of race, ethnicity, quilombo, class, higher education, retention, and affirmative action as key analytical dimensions for structuring and grounding the research, seeking to understand how these categories intersect and how they are associated with processes of material and symbolic mobility among quilombola graduates. To this end, the theoretical framework draws on the contributions of Hasenbalg (1979) and Valle Silva (1999) to conceptualize mobility from an ethnic-racial perspective; Fernandes (1988) to engage with the categories of race and class; Quijano (2005), whose work grounds the decolonial perspective on society; Pitirim Sorokin (1968), Pastore (1979), and Scalon (1999), who contribute to the conceptualization of social mobility; and Munanga (2004), Guimarães (2009), Nascimento (1980), and Arruti (2008), whose works inform the analysis of ethnicity, race, quilombo, and quilombismo. The findings demonstrate that processes of mobility do not occur in a predetermined or immediate manner; rather, they are conditioned by social structures historically constructed along ethnic-racial lines. Nevertheless, the study finds that quilombola access to higher education, specifically at UFRB, when combined with retention and mediated by affirmative action policies, significantly contributes to disrupting historical cycles of social exclusion, economic vulnerability, exploitation, and labor precarization affecting this social group. The findings indicate that access to higher education and academic training result in improved material and objective conditions of social life, expanded opportunities in the labor market, increased income, and, consequently, greater capacity for consumption and access to goods and services. At the same time, the study demonstrates that access to UFRB has contributed to symbolic forms of mobility by reinforcing and strengthening quilombola identities and promoting social recognition, changes in social status, recognition as community leaders, and legitimation as intellectual references. It is therefore concluded that access to UFRB, mediated by retention and affirmative action policies, has contributed to two dimensions of social mobility: symbolic mobility, situated at the social level and characterized by social and collective representations, political emancipation, social valorization, and ethnic-racial belonging; and material mobility, situated primarily at the individual level and characterized by expanded consumption, greater access to goods and services, and improved material living conditions. The study also observes that, although these two dimensions of mobility constitute important mechanisms for mitigating social and racial inequalities and destabilizing a society structured along racial caste lines, the thesis demonstrates that mobility alone is insufficient to eliminate or break with the mechanisms and means of oppression and exploitation inherent in capitalism.
Digital agriculture technologies, efficiency, and climate resilience: evidence from soybean production in São Paulo State, Brazil
(Universidade Federal de São Carlos, 2026-09-02) Colaço, Larissa Gui Pagliuca; Carrer, Marcelo José; http://lattes.cnpq.br/6178330814144839; https://orcid.org/0000-0001-8511-2543; http://lattes.cnpq.br/6107286550573438; https://orcid.org/0009-0000-0805-8045; Batalha, Mario Otavio; Filho, Hildo Meirelles de Souza; Almeida, Alexandre Nunes de; Molin, José Paulo; http://lattes.cnpq.br/1015001063418091; http://lattes.cnpq.br/3740950346967524; http://lattes.cnpq.br/8825551833619350; http://lattes.cnpq.br/9859511150127352; https://orcid.org/0000-0003-2711-3358; https://orcid.org/0000-0002-7580-157X; https://orcid.org/0000-0002-0680-5446; https://orcid.org/0000-0001-7250-3780
Agricultural technologies play an important role in improving farm performance. Precision agriculture technologies (PATs) aim to enhance input-use efficiency, whereas climate-smart agriculture (CSA) encompasses a set of technologies and management practices designed to increase resilience and reduce climate-related risks to agricultural productivity. Stochastic production frontier (SPF) models have been widely used to evaluate the relationship between technology adoption and farm performance using observed farm-level data rather than experimental or simulated settings. However, SPF literature still lacks both comprehensive synthesis and empirical evidence on how agricultural technologies - particularly emerging digital and CSA technologies - are associated with farm performance through distinct efficiency pathways. In addition, there remains a need for updated farm-level evidence, particularly in Brazil, one of the world's leading agricultural producers, where information on the adoption and impacts of these technologies remains limited. This thesis addresses these gaps by investigating how and to which extent agricultural technologies and management practices are associated with the technical efficiency (TE) and climate resilience of soybean production in São Paulo State, Brazil. Specifically, the thesis pursues three complementary aims: (i) to synthesize the existing evidence on the pathways through which agricultural interventions are associated with farm performance; (ii) to assess the association between PATs adoption and farm-level TE; and (iii) to evaluate whether CSA technologies and practices are associated with TE and resilience under adverse weather conditions. The empirical analyses are based on primary farm-level data collected from 152 soybean farms in São Paulo State, Brazil, during the 2023/2024 season. The first empirical analysis applies the SPF model with heteroscedasticity in inefficiency term to evaluate the association between adopting an integrated bundle of PATs (soil maps, variable-rate fertilizer application, yield monitors, and agricultural management software) and TE of soybean farms. In the second analysis, the latent class SPF model was employed to assess the yield sensitivity of soybean production systems to climate shocks under different levels of CSA adoption, given the climatic conditions of the 2023/2024 growing season, which was marked by above‑average temperatures and below‑average rainfall. The empirical results indicate that adopting PATs as an integrated bundle is associated with considerably higher TE than adopting the technologies in isolation, highlighting the importance of complementarities among digital technologies. Similarly, farms characterized by higher levels of CSA adoption exhibited greater TE and lower sensitivity to climatic shocks than low-intensity adopters. Together, the systematic literature review and the empirical analyses contribute to a better understanding of how agricultural technologies and management practices are associated with farm performance. The findings of the thesis provide novel and robust empirical evidence on the relationships among PATs, CSA technologies, technical efficiency, and climate resilience. Overall, the findings highlight the potential of those technologies to support more productive, resilient, and sustainable soybean production systems under increasing climate variability.
Escritas com o corpo nas aulas de Educação Física: possibilidades de variações, descontinuidades e diferenciações
(Universidade Federal de São Carlos, 2026-08-10) Silva Júnior, Welington Santana; Souza, Carolina Rodrigues de; http://lattes.cnpq.br/8152101475247049; https://orcid.org/0000-0002-7826-1011; http://lattes.cnpq.br/0921615756788504; https://orcid.org/0000-0002-6232-0582; Nunes, Mário Luiz Ferrari; Vieira, Rubens Antonio Gurgel; Torres, Fabiano Ramos; Ribeiro, Cintya Regina; http://lattes.cnpq.br/7343706723909071; http://lattes.cnpq.br/0784257177718305; http://lattes.cnpq.br/4875131174482485; http://lattes.cnpq.br/7031264898655073; https://orcid.org/0000-0003-0680-5777; https://orcid.org/0000-0002-9409-9245; https://orcid.org/0000-0001-8797-2424; https://orcid.org/0000-0002-7924-4539
This research argues for writing with the body as a possible didactic experience and discursive practice in Physical Education classes which can emerge from the coexistence of gestural and graphic language. In this sense, it aims to problematize student graphic writing in Physical Education as a possibility for differentiation, drawing on the Foucauldian notion of writing as a discursive practice capable of promoting transformation and acting as a factor of differentiation within movements of resistance. Methodologically, the study combines a literature review with an intervention research conducted over two academic years in a public elementary school in the countryside of São Paulo state, Brazil, involving 4th- and 5th-grade students. The writing experiments, carried out using different language materials, took place during the thematic exploration of different bodily practices. The findings indicate that students writings emerged as discontinuous statements, marked by variations, ruptures, and fragmentations, made possible by the conditions created in the classes. They also revealed possibilities for a form of writing that shifted its meanings from a dominant school configuration centered on rationality to a practice composed with the body, detached from school norms and open to sensibility and creation. And showed that Physical Education, guided by the Cultural Curriculum, presents itself as an interesting space both for problematizing dominant school writing and for producing writing with the body. Finally, the study argues that writing with the body can bring gestural and graphic language together within the same space, embedded in the social relations that operate within processes of governmentality present in classes, thus opening up possibilities for practices of freedom.