Repositório UFSCar

For more information, visit: RI UFSCar

Instructions for authors: Click here

Explore by document type

Discover UFSCar’s academic and scientific output

Communities

Select a community to browse its collections.

View all

Recent Submissions

  • Thumbnail Image
    Item type:Item,
    Da iniciação científica à formação médica: narrativa reflexiva sobre a produção científica durante a graduação
    (Universidade Federal de São Carlos, 2026-10-28)
    Lima, Lucas Bermudes
    ;
    Gualdi, Renata de Cassia Golçalves
    ;
    http://lattes.cnpq.br/3368055115956614
    ;
    Andreucci Polido, Carla Betina
    ;
    http://lattes.cnpq.br/8276149979667627
    This study presents a reflective narrative about the author’s undergraduate research experience during medical school at the Federal University of São Carlos. The experience was centered on the project “Wrist circumference and body mass index in elementary schoolchildren: determination of wrist circumference cut-off points for identifying obesity”, developed from a database of 286 six- and seven-year-old students from public schools in São Carlos, Brazil. The aim is to reflect on how participation in the different stages of the research process contributed to the student’s scientific, academic, and professional development. The trajectory was reconstructed from autobiographical memory, the final research project, and the final undergraduate research report, in dialogue with scientific literature on undergraduate medical research, reflective practice, and Evidence-Based Medicine. The experience included preparing and submitting the project for a scholarship, reviewing the literature, scientific writing, self-directed study of medical statistics, organizing and checking the database, using statistical software, and interpreting correlations and ROC curves. A particularly formative moment occurred when initially incongruent results led to a detailed review of the database and the identification of inconsistencies, reinforcing the understanding that scientific rigor requires questioning, checking, and repeating steps when necessary. Promising findings, presentation of the work at scientific meetings, and academic recognition increased the author’s confidence in his ability to contribute to knowledge production. By the end of the experience, undergraduate research was recognized as having changed not only the understanding of research methods, but also the way scientific papers were critically read, Evidence-Based Medicine discussions were approached, and research was envisioned as part of a professional future. The main transformation was moving from seeing scientific production as something reserved for other people to recognizing it as a personal possibility as well.
  • Thumbnail Image
    Item type:Item,
    Três vezes doutora: reflexões de uma médica veterinária em formação médica na UFSCar
    (Universidade Federal de São Carlos, 2026-10-30)
    Guedes, Débora Stefany Fernandes
    ;
    Monti, José Fernando Casquel
    ;
    https://lattes.cnpq.br/1641654071358324
    ;
    https://orcid.org/0000-0003-0131-7926
    ;
    http://lattes.cnpq.br/1796483233407421
    This Final Course Paper was prepared in accordance with the guidelines of the Pedagogical Project of the Medical Program at the Federal University of São Carlos (UFSCar), in the form of a critical-reflexive narrative about my experience throughout medical school. The text is organized around a particular feature of my trajectory: I came to medicine already holding a degree in Veterinary Medicine and, during the program, I combined medical training with a PhD in Biotechnology. From this perspective, I discuss the differences and similarities between the two health degrees, with attention to teaching methodologies, clinical reasoning and the relationship with the other in care. I go through the cycles of medical training in chronological order, from the basic cycle to the internship, taking as my main source the reflective portfolios I produced in each educational unit, from which I retrieve records and reflections written in the heat of each moment. I seek to record not only the competencies acquired, but also the subjectivities and transformations that ran through these years.
  • Thumbnail Image
    Item type:Item,
    Materiais, interfaces e arquiteturas analíticas em sensores eletroquímicos produzidos por manufatura aditiva
    (Universidade Federal de São Carlos, 2026-10-20)
    Silva, Vinicius Aparecido Oliani Pedro da
    ;
    Janegitz, Bruno Campos
    ;
    http://lattes.cnpq.br/7746094938977989
    ;
    https://orcid.org/0000-0001-9707-9795
    ;
    http://lattes.cnpq.br/5255244502930127
    Fused deposition modeling (FDM) additive manufacturing enables electrochemical sensors with different materials and architectures, although their performance depends on conductive-phase accessibility and electrode/solution interfacial properties. This thesis investigated surface modification, multi-material fabrication, analytical integration, and conductive filament development. First, commercial graphene/polylactic acid (G-PLA) electrodes were treated with N,N-dimethylformamide (DMF) and applied to epinephrine determination, achieving a linear range of 4–100 µmol L-1, a detection limit (LOD) of 0.2 µmol L-1, and recoveries of 96.9–102% in fortified human serum. Next, multi-feed/multi-nozzle printing it allowed for the integration of insulating PLA filaments and carbon black-conductive PLA filaments into a PLA matrix (CB-PLA) without material purging. Following DMF treatment, charge-transfer resistance decreased from 988 to 39.3 Ω. For fenitrothion determination in fortified honey, the sensor exhibited a linear range of 4–200 µmol L-1, an LOD of 1.3 µmol L-1, and recoveries close to 100%. Subsequently, a hyphenated platform combined static electrochemical, microfluidic electrochemical, and paper-based colorimetric detection, enabling three complementary catechol measurements from a single sample aliquot. All modalities showed a linear range of 50–600 µmol L-1, with LODs of 0.2, 1.4, and 16.1 µmol L-1, respectively. Finally, a polypropylene/CB filament containing incorporated Cu (PP/CB-Cu) during thermomechanical mixing was developed for oxalate sensing. Cu incorporation increased the analytical response approximately 3.5-fold compared with PP/CB, yielding a linear range of 10–1000 µmol L-1, an LOD of 2.48 µmol L-1, and recoveries of 95.4–107% in synthetic urine. Together, these findings demonstrate that controlling the interface, fabrication process, analytical architecture, and feedstock composition expands the functionality of additively manufactured electrochemical sensors.
  • Thumbnail Image
    Item type:Item,
    Plataformas de aprendizagem do stado de São Paulo: percepção dos professores sobre o uso com estudantes com deficiência
    (Universidade Federal de São Carlos, 2026-08-25)
    Nonato, Osvaldo Campos dos Santos
    ;
    Galvani, Márcia Duarte
    ;
    http://lattes.cnpq.br/6866106661255961
    ;
    https://orcid.org/0000-0003-1092-746X
    ;
    http://lattes.cnpq.br/4371515060151393
    The integration of digital learning platforms has become a central pillar of contemporary educational policies, bringing opportunities and complex challenges for the inclusion of students with disabilities. This dissertation aimed to analyze the perceptions and formative demands of teachers regarding the use of digital platforms in their pedagogical practices with Special Education students. Specific objectives included: (a) identifying the platforms used; (b) evaluating teacher perceptions regarding accessibility and usability; and (c) identifying demands for continuing education. The research, qualitative and exploratory in nature, was conducted at a state public school in the interior of São Paulo, with the participation of 11 high school specialist teachers. Data collection occurred through structured interviews, and the data were subjected to content analysis. The results revealed that the platforms used, such as Khan Academy, Matific, Alura, Redação SP, Leia SP, and Speak, are implemented vertically, prioritizing institutional metrics over pedagogical autonomy. A lack of native accessibility features based on Universal Design for Learning (UDL) was found, generating sensory and cognitive barriers that result in exclusion or anxiety crises for teachers in meeting the metrics implemented by the state secretariat of education. It was also observed that technology, as currently implemented, imposes a severe workload on teachers, requiring them to constantly adapt rigid systems. Regarding formative demands, the data revealed a significant gap between the technical training offered and the real need for inclusive digital literacy. It is concluded that digital inclusion in the state network does not depend solely on the efficiency of the platforms, but rather on the teacher's pedagogical mediation, who often needs to circumvent technological flaws to guarantee the right to learning. Finally, the study provides a foundation for formulating continuing education proposals and improving public policies aimed at educational equity.
  • Thumbnail Image
    Item type:Item,
    Terapia ocupacional e educação: em busca de encontros na Argentina
    (Universidade Federal de São Carlos, 2026-08-31)
    Pacheco, Maria Alice Vieira
    ;
    Borba, Patrícia Leme de Oliveira
    ;
    http://lattes.cnpq.br/4193205735379897
    ;
    https://orcid.org/0000-0002-9654-8593
    ;
    http://lattes.cnpq.br/2873910124140747
    La Terapia Ocupacional ha ampliado su inserción profesional en el sector de la educación en diferentes países, incluyendo algunos latinoamericanos; sin embargo, la producción científica sobre esta actuación en la región se concentra principalmente en países como Brasil, Colombia, Chile y Argentina, tal como lo evidencia una investigación reciente realizada en el marco del Grupo de Investigación “Cidadania, Ação Social, Educação e Terapia Ocupacional”, en la línea de investigación “Escola, Terapia Ocupacional e Inclusão Radical”. Asimismo, a través de esta investigación, se identificó la consolidación de un importante campo de actuación de la terapia ocupacional en el sistema educativo argentino. Ante este escenario, esta investigación tuvo como objetivos conocer y analizar la constitución del campo profesional de la terapia ocupacional en el sector de la educación en Argentina; comprender la organización del sistema educativo argentino y las formas de inserción profesional de terapeutas ocupacionales; sistematizar y analizar los documentos normativos que orientan esta actuación; e identificar las principales acciones desarrolladas por estos profesionales. Para ello, se realizó una revisión de mapeo, articulada con la investigación documental y la realización de entrevistas en profundidad con terapeutas ocupacionales que se desempeñan en el sistema educativo argentino. Se identificaron 20 artículos científicos, de los cuales 4 cumplieron con los criterios de inclusión de la investigación; se analizaron 136 documentos de la literatura gris, de los cuales se incluyeron 31–totalizando 35 documentos, además de la realización de 5 entrevistas. Los resultados evidencian que la actuación de la terapia ocupacional está institucionalizada en la modalidad de educación especial, sustentada por marcos regulatorios públicos. Las prácticas desarrolladas se concentran en el acompañamiento de niños, adolescentes y jóvenes con necesidades educativas especiales, extendiéndose a las familias, a los equipos escolares y a los territorios, lo que demuestra una trayectoria consolidada de inserción de la terapia ocupacional en el sistema público de educación argentino y da cuenta de su potencial para promover la participación, la inclusión y el derecho a la educación.