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    Estudo sobre percepção de seguridade de pedestres na área norte do campus de São Carlos da UFSCar
    (Universidade Federal de São Carlos, 2026-08-04)
    Maia, Tayara Camila Edluz
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    Ribeiro, Rochele Amorim
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    http://lattes.cnpq.br/7245761274405860
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    https://orcid.org/0000-0002-5647-8789
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    http://lattes.cnpq.br/4537175646906560
    Perceived safety is a relevant factor in active mobility, influencing pedestrians' experiences and the use of urban spaces. This study aimed to analyze pedestrians' perceived safety while walking in the Northern Area of the São Carlos campus of the Federal University of São Carlos (UFSCar), considering characteristics of the built environment and users' behaviors. A case study approach was adopted, involving an adapted application of the spatial assessment method proposed by Rodrigues (2024), structured around four dimensions: circulation, surveillance, maintenance, and attractiveness. The methodology included daytime and nighttime field surveys, spatial analyses using Geographic Information Systems (GIS), thematic mapping, and a questionnaire administered to the university community, yielding 221 valid responses. The results revealed differences between spatial classifications and respondents' perceptions. In the area surrounding the Community Library, although 64.7% of respondents positively evaluated pedestrian mobility infrastructure, 52.9% negatively assessed maintenance conditions. Regarding walking patterns, 52.0% reported walking in this area exclusively during the daytime, compared with 48.4% in the AT-07 area and 56.1% near the University Restaurant. On Rua dos Suindaras, 54.8% reported not walking through the area. Regarding the dimensions considered most important for improving perceived safety, attractiveness (43.90%), circulation (26.83%), and surveillance (24.39%) were the most frequently selected. The findings indicate that favorable spatial classifications do not necessarily correspond to uniformly positive perceptions of safety, highlighting the importance of integrating built-environment indicators with users' experiences. This research contributes to university campus planning by identifying spatial vulnerabilities and walking behavior patterns, providing evidence to support guidelines for improving pedestrian routes.
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    Análise da informatividade do ambiente sintático na caracterização de entidades mencionadas no português brasileiro
    (Universidade Federal de São Carlos, 2026-09-28)
    Munhoz, João Pedro Gonçalves
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    Vale, Oto Araújo
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    http://lattes.cnpq.br/2277403284693571
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    https://orcid.org/0000-0002-0091-8079
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    http://lattes.cnpq.br/6869270759076268
    This dissertation investigates the degree of informativeness of the syntactic environment of named entities in Portuguese, deliberately abstracting away from lexical information. Drawing on the framework of Dependency Grammar under the Universal Dependencies standard, we represent sentences from two corpora, the Second HAREM Golden Collection and the Roda Viva Corpus, as dependency trees. These trees were traversed by breadth-first search algorithms taking the named entity as the central node, which allowed us to measure the syntactic distance of the elements that best characterize each entity and to compare the syntactic signatures of ten entity categories from the HAREM taxonomy. Results show that the syntactic environment is informative enough to constrain the occurrence space of an entity, but not to characterize it clearly. Categories such as Time, Organization, and Location displayed relatively discriminable syntactic profiles, whereas Person, Thing, Abstraction, and Other proved strongly dependent on lexical and semantic information. We conclude that pure syntax, even when richly abstracted into dependency relations and morphosyntactic categories, exerts a power of constraint over the occurrence of named entities, but not of definition.
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    Memórias e processos educativos: uma análise da constituição da Comunidade Alto da Estação em Ituverava/SP – 1975–2003
    (Universidade Federal de São Carlos, 2026-07-31)
    Silva, Marta Soares da
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    Rodrigues, Tatiane Consentino
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    http://lattes.cnpq.br/8361431964064731
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    https://orcid.org/0000-0002-4402-2805
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    http://lattes.cnpq.br/1272211430972368
    This dissertation aimed to understand which educational processes, processes of belonging, identities, and identification were constructed in the Alto da Estação Community (CAE), located in the municipality of Ituverava, São Paulo, Brazil, between 1975 and 2003. The study adopted a qualitative approach, developed through an autoethnographic-inspired perspective and grounded in hermeneutic-oriented thematic analysis. Data were constructed through semi-structured interviews with fourteen collaborators, documentary research, and field notes. The theoretical framework was primarily based on Stuart Hall, Paulo Freire, Ecléa Bosi, Jorge Larrosa, bell hooks, Cida Bento, and Oliveira et al. The analysis was organized into three thematic axes: identities, identification, and belonging; memory, stigma, and intergenerational transmission; and schooling, social practices, and educational processes. The findings indicate that identities, processes of identification, and senses of belonging within the CAE were historically constituted through community relationships, shared experiences of struggle, and forms of recognition produced within the territory. Community memories articulate experiences of stigma and pride, transforming the expression “dirty feet” (“pé sujo”) into an element of belonging and historical continuity. Educational processes emerged both through schooling, understood as a collective achievement, and through social practices developed in neighborhood relationships, rights-based mobilizations, religious activities, cultural experiences, and community life. The study concludes that the CAE was constituted as an educational territory, in which memories, identities, processes of identification, and educational processes were produced through collective experiences of organization, participation, and struggles for rights. This research contributes to the understanding of education as a social practice that extends beyond the boundaries of formal schooling and materializes in the everyday experiences of human formation lived within the community.
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    Modelagem matemática da dinâmica do mercúrio no Rio Madeira por meio de equações de diferenças: análise socioambiental e possibilidades para o ensino de Matemática
    (Universidade Federal de São Carlos, 2026-09-24)
    Almeida, José Reis de
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    Silveira, Graciele Paraguaia
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    http://lattes.cnpq.br/6251988404047002
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    https://orcid.org/0000-0002-8610-4841
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    http://lattes.cnpq.br/3123405693832777
    Mercury contamination associated with gold mining constitutes a relevant socio-environmental issue in the Amazon, particularly in river systems upon which riverside populations depend. This research aimed to analyze the contributions of a mathematical model based on difference equations to the understanding of the dynamics of mercury concentrations in the Madeira River, considering its socio-environmental implications and possibilities for Mathematics Education. The study consists of applied research with a predominantly quantitative approach, complemented by bibliographic, documentary, and socio-environmental interpretation procedures. The stretch of the Madeira River between Porto Velho and Calama, in the state of Rondônia, was represented by four consecutive compartments—Porto Velho, São Carlos, Nazaré, and Calama—connected by effective mechanisms of longitudinal transfer, removal, and external inputs. The dynamics were formulated as a discrete linear system of difference equations, implemented in spreadsheets, and analyzed under a reference configuration, a condition of greater transport, and a scenario of intensified external inputs. The temporal evolution of concentrations, equilibrium states, asymptotic stability, and convergence times were examined. The results demonstrated that all analyzed configurations were asymptotically stable, although they produced substantially distinct equilibria. The analysis evidenced that mathematical stability does not necessarily imply low concentrations, and that changes introduced upstream can reverberate in downstream compartments. As an unfolding of the investigation, a didactic proposal for High School was developed, grounded in Mathematical Modeling, Critical Mathematics Education, and Didactic Transposition. It is concluded that difference equations constitute a consistent tool to investigate the relationships between the transport, removal, and inputs of mercury, articulating mathematical analysis, socio-environmental interpretation, and possibilities for Mathematics Education.
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    Literatura infantil e biografia: a complexidade de escrever para crianças leitoras
    (Universidade Federal de São Carlos, 2026-06-25)
    Oliveira, Isadora Lopes de
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    Bignotto, Cilza Carla
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    http://lattes.cnpq.br/0782750059258019
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    http://lattes.cnpq.br/0782750059258019
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    http://lattes.cnpq.br/6396224379103162
    El presente Trabajo de Conclusión de Curso tiene como objetivo analizar los desafíos de escribir literatura para niños, especialmente cuando el género biográfico se emplea como forma de representar historias reales de mujeres que marcaron la sociedad. La obra elegida para el estudio fue Meninas sonhadoras, Mulheres cientistas, de Flávia Martins de Carvalho, publicada en 2022 por la Editora Mostarda. El trabajo discute el cruce entre literatura infantil y biografía, evidenciando las implicaciones éticas, estéticas y pedagógicas involucradas en la adaptación de narrativas de vida al universo del lector principiante. Fundamentado en autores como Hunt (2010), Cademartori (2010) y Jurich (1988), el estudio examina de qué modo la autora utiliza la objetividad, necesaria para que la lectura sea comprensible y creíble dentro del referencial de mundo del niño, y la subjetividad, esencial para preservar el carácter literario, poético y reflexivo de la narrativa. La investigación también aborda el uso del cordel como recurso estético y cultural, analizando su función en la valoración de la identidad brasileña y en la promoción de temas como la diversidad e igualdad de género. Por último, se reflexiona sobre los impactos de la censura y de la interferencia adulta en la formación del niño lector, resaltando la importancia de la circulación de obras biográficas que contribuyan a la representatividad y al pensamiento crítico desde la infancia.