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    Educação de jovens e adultos no contexto da era digital: saberes e práticas pedagógicas na educação profissional e tecnológica.
    (Universidade Federal de São Carlos, 2026-08-25)
    Alves, Rosiane Maria Pereira
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    Pinheiro , Rosa Aparecida
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    http://lattes.cnpq.br/6292207464385037
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    https://orcid.org/0000-0002-4910-4842
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    http://lattes.cnpq.br/9383470584291577
    ABSTRACT Digital Information and Communication Technologies (DICT) have increasingly become part of contemporary society, reshaping understandings of time and space, fostering cultural transformations, and establishing new social and professional practices. As cultural artifacts, they have also become embedded within educational contexts, where they are understood as digital technological resources that facilitate access to information and communication while enabling the diversification of educational processes through their multiple functionalities. Within the context of Youth and Adult Education Integrated with Professional and Technological Education (YAEI-PTE), the incorporation of DICT aligns with a democratic perspective on teaching and learning grounded in digital culture. This integration encompasses multiple meanings, revealing both opportunities and challenges. Accordingly, the overall objective of this doctoral dissertation is to analyze the perceptions, articulations, and reinterpretations developed by teachers working in YAEI-PTE regarding the pedagogical and experiential knowledge that underpins pedagogical practices mediated by DICT, considering the extent to which such knowledge enhances or constrains processes of pedagogical innovation aimed at fostering the critical education of learners. This study adopts a mixed-methods approach, combining qualitative and quantitative procedures within a descriptive and exploratory research design. The investigation was preceded by a Systematic Mapping. The empirical procedures were developed in two stages and conducted in a virtual environment. Initially, an Online General Questionnaire was administered as an instrument for quantitative data collection, with the purpose of conducting a preliminary survey of participants' profiles and contextual information. Subsequently, Narrative Interviews of a qualitative nature were carried out to deepen the investigation of the central theme of this dissertation. Questionnaire data were analyzed using ranking, intensity, and social distance scales. The narratives, in turn, were examined through structural analysis procedures, focusing on their organization, content, and the meanings attributed to the experiences reported. The Online General Questionnaire involved eight teachers working in the Integrated Upper Secondary Technical Course in Culinary Arts within the YAEI-PTE program at the Federal Institute of Alagoas (IFAL), Marechal Deodoro Campus, seven of whom subsequently participated in the Narrative Interviews. The findings of this dissertation indicate that the principal reinterpretation evidenced in the participants' narratives does not lie in the adoption of DICT as new cultural artifacts for teaching, but rather in the reconstruction of teaching as a critical, reflective, and socially committed practice. The promotion of pedagogical innovation proved to be less associated with the novelty of DICT and Digital Educational Resources (DER) than with the capacity to produce critical meanings regarding the acts of teaching and learning, thereby redefining the relationships among teachers' knowledge, knowledge production, culture, work, digital technologies, and human emancipation. In this regard, the limitations inherent to the empirical scope of this investigation are acknowledged, reinforcing the need for further studies encompassing different institutional contexts, expanding dialogue with students' perspectives, and examining the impacts of emerging digital technologies, particularly Artificial Intelligence (AI) and Generative Artificial Intelligence (GenAI), on the educational processes of YAEI-PTE.
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    Trajetória e resistência de uma indígena Tupinikim na medicina: barreiras acadêmicas, pandemia de COVID-19 e conquistas
    (Universidade Federal de São Carlos, 0015-10-26)
    Conceição, Julia Martins da
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    Luna, Willian Fernandes
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    http://lattes.cnpq.br/1860768963636452
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    https://orcid.org/0000-0003-2314-128X
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    Tupinikim
    This course completion project serves as a summative assessment tool for the Medicine program and is fundamental to my professional training. Developed in accordance with the guidelines of the Medicine Program’s Pedagogical Project at the Federal University of São Carlos (UFSCar), the work is structured as an autobiographical narrative of my journey as an Indigenous student at the institution. It integrates accounts and reflections on my experiences throughout the six-year undergraduate program—ranging from the initial challenges posed by the COVID-19 pandemic (which led to the suspension of activities and extended social distancing) to the return to in-person instruction and the culmination of my training. Representing a synthesis of my academic and personal development, the project is organized into three main stages: 1) The beginning of the Medicine program and the impacts of the COVID-19 pandemic; 2) The clinical cycle and the restructuring of instruction; and 3) The internship cycle. I introduce the narrative with a brief account of my choice of profession and institution—"Why Medicine? Why UFSCar?"—and conclude by characterizing and describing the academic work produced throughout my undergraduate studies.
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    Em busca de propósito: minha jornada da engenharia para a medicina
    (Universidade Federal de São Carlos, 2026-10-05)
    Diehl, Luís Guilherme
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    Ottaviani, Ana Carolina
    ;
    http://lattes.cnpq.br/6355920916125637
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    https://orcid.org/0000-0003-4037-4587
    This undergraduate thesis presents a reflective narrative of the author's academic and personal journey, detailing his transition from Aeronautical Engineering to the medical degree program at the Federal University of São Carlos (UFSCar). The introduction explores the crisis of purpose he experienced while working in the aeronautical industry, which prompted him to change careers in pursuit of work focused on caring for others. The reflection is structured around the three major phases of medical school. The first phase describes his adaptation to the Constructivist Spiral active learning methodology, based on Problem-Based Learning (PBL), and his initial exposure to Primary Health Care within Brazil's Unified Health System (SUS), highlighting his practical understanding of the social determinants of health. The second phase emphasizes the development of outpatient clinical reasoning, the challenges of translating theoretical knowledge into the unpredictable realities of physical examination, and a practical understanding of longitudinal care. The third phase describes his immersion in clinical clerkships, during which he experienced increasing autonomy, confronted dilemmas and uncertainties at the bedside, recognized the essential role of teamwork, and solidified his decision to pursue a specialization in Pediatrics. Finally, the thesis highlights the profound impact of extracurricular activities on medical education, particularly participation in sports teams and management boards of the Moacir Peixoto Júnior Academic Athletic Association (AAAMPJ). It concludes that engagement in experiences beyond the formal curriculum was essential to developing skills such as resilience, leadership, and interpersonal sensitivity. These experiences enabled the author to combine excellence and technical rigor with the empathy required to provide comprehensive care to his future patients.
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    Entre a vida e a morte: uma reflexão sobre a construção de uma identidade médica e os bastidores
    (Universidade Federal de São Carlos, 2026-10-07)
    Barreto, Carlos Eduardo Rossi
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    Avó, Lucimar Retto da Silva de
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    http://lattes.cnpq.br/5353180921178881
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    https://orcid.org/0000-0001-7282-420X
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    http://lattes.cnpq.br/1004836730865564
    This Final Undergraduate Project presents a reflective narrative of the author’s medical education at the Federal University of São Carlos, drawing on a collection of experiences that were particularly meaningful throughout six years of undergraduate medical training. Rather than focusing solely on the theoretical and practical knowledge acquired during this period, the narrative also explores the sociocultural dimensions of medical education, which played a fundamental role in shaping the physician the author has become. The narrative is grounded in the understanding that professional development extends beyond the acquisition of technical knowledge. Medical training is also shaped by social relationships, participation in a culturally diverse university community, interactions with patients, the understanding of illness as a biopsychosocial process, and engagement in scientific research. Among the experiences discussed are home visits carried out during the early years of medical school, the first deaths encountered during clinical training, experiences accompanying patients and families through the process of terminal illness, and the author’s own experience of illness within his family. The narrative also addresses extracurricular activities, particularly the challenges and experiences involved in undergraduate scientific research, as well as the sociocultural background and personal growth fostered through participation in student organizations. Throughout these experiences, the author reflects on the transformations that occurred over the course of these six years, particularly in his understanding of patient care, the boundaries of medical practice, communication with patients and their families, and the critical interpretation and application of scientific evidence. In this sense, the narrative seeks to demonstrate how medical education extends beyond the classroom and clinical setting, encompassing personal, social, cultural, and scientific experiences that collectively contribute to the development of a physician’s identity and approach to care.
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    Sistema de aproveitamento de águas pluviais (SAAP): análise da viabilidade técnico-econômica e influência no IPTU-Verde em um empreendimento da faixa 3 do Programa de Habitação Popular da Caixa Econômica Federal no município de Limeira/SP
    (Universidade Federal de São Carlos, 2023-03-22)
    Souza, Daniel Henrique da Silva
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    Barreto, Douglas
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    https://lattes.cnpq.br/7369326190168139
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    https://orcid.org/0000-0001-7079-2048
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    http://lattes.cnpq.br/9653243091666796
    Rainwater harvesting is an appealing strategy in the context of the water crisis and growing public awareness. Consequently, techniques and methods are being developed to enhance the efficiency of rainwater harvesting systems (SAAP). While acquiring such a system requires a significant initial investment, the fact that a large portion of the Brazilian population is low-income makes rainwater harvesting financially unfeasible for many. Social housing programs (HIS) help these families achieve homeownership, and "Green Property Tax" (IPTU Verde) initiatives can provide them with tax benefits. The challenge lies in optimizing the relationship between the space occupied, implementation costs, and system operation for an SAAP within a "Tier 3" development under Caixa Econômica Federal’s low-income housing program in the municipality of Limeira, São Paulo. This study aims to evaluate—using computational analysis via Netuno software—the feasibility of implementing a rainwater system in a project under the Federal Government's *Minha Casa, Minha Vida* program. It also analyzes the cost-benefit ratio, taking into account the tax relief provided by Bill No. 162/2020. Reservoir volumes were calculated for three scenarios; Scenario 3 proved to be the most viable in terms of construction and alignment with the developer's policies, factoring in rainwater usage for garden irrigation and the cleaning of common areas. The acquisition of the SAAP, combined with the other sustainability features already adopted by the construction company, resulted in a 50% discount on property taxes (IPTU)—with 10% attributed solely to the implementation of the SAAP, in accordance with the provisions of Bill No. 162/2020 ("Green IPTU"). Following system sizing calculations and an assessment of estimated implementation costs, the ratio between the tax benefit gained and the implementation cost was determined to be 84.95%, thereby rendering the operation both technically and economically viable.