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    Sobre nós, por nós: autoria e abordagem temática de mulheres bissexuais e lésbicas no meio acadêmico
    (Universidade Federal de São Carlos, 2026-08-19)
    Mauler, Carolina Cadinelli
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    Auad, Daniela
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    http://lattes.cnpq.br/8903433226323112
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    https://orcid.org/0000-0002-9805-1708
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    Lahni, Claudia Regina
    Coming from an intersectional feminist perspective (Sara Ahmed), using gender as a category of analysis (Joan Scott), and relying on concepts of equality (Joan Scott), the lesbian continuum (Adrienne Rich), and academic, epistemic, and scientific justice (Daniela Auad, Claudia Lahni, Camila Roseno), this dissertation seeks to understand how bisexual and lesbian women have been producing knowledge about themselves and what themes emerge from their work within the Brazilian academic context in the past few years, focusedly on the fields of Communication, Education, and their intersections. To this end, we conducted a quantitative and qualitative analysis of works produced between 2019 and 2023 - including articles published by Revista Estudos Feministas (REF) and Cadernos Pagu, papers presented at conferences in Communication, Education, and Interdisciplinary Studies, and master’s and doctoral theses. This approach aimed to identify visible lesbian and bisexual authors and works discussing their epistemologies, thereby offering insight into the current reality in which our research is situated. The study revealed that the visible presence of LesBi authors and of debates centered on their lived experiences remains limited within the examined loci, since they represent 2,53% of works analyzed and 4,91% of authors found. From that, it is concluded that building an academic scenario grounded in justice for LesBi women still requires the significant ongoing effort already being made by several academics, and we recognize that conducting researches such as this one is a powerful way to advance this process.
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    Fatores críticos de sucesso e barreiras para implantação de sistemas APS em empresas de bens de capital
    (Universidade Federal de São Carlos, 2026-08-26)
    Souza, Lucas Henrique Belotti de
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    Lage Júnior, Murís
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    http://lattes.cnpq.br/9666500788789379
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    https://orcid.org/0000-0003-0216-6365
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    http://lattes.cnpq.br/2999224258936983
    The increasing complexity of manufacturing environments has encouraged the adoption of Advanced Planning and Scheduling (APS) systems to support Production Planning and Control. Despite the relevance of these solutions, their implementation remains underexplored in the literature, especially regarding the critical success factors and barriers that may influence their outcomes. Thus, this study aimed to identify and analyze these elements in capital goods manufacturers. A qualitative approach was adopted, combining a systematic literature review with a multiple-case study conducted in three companies that had implemented APS systems. The review enabled the systematization of 28 critical success factors and 34 barriers associated with the implementation of systems and approaches supporting Production Planning and Control. The findings guided the empirical stage, in which they were compared with evidence obtained through semi-structured interviews, document analysis, and direct observation. The results indicated that APS implementation is a gradual sociotechnical process whose consolidation requires the alignment of organizational, human, process, information, and technology dimensions. System acquisition and go-live do not ensure its effective use, which depends on incorporating production scheduling into organizational routines, continuously improving data and integrations, adapting users to the system, and sustaining it over time. The barriers proved to be interdependent and reflected misalignments between the conditions anticipated in the project, the realities of production, and the organization’s capacity to adapt. The benefits perceived by users included more structured production scheduling, clearer priorities, and closer alignment between planning and execution. As a contribution, this study organizes theoretical and empirical knowledge on APS system implementation and provides, as a technological product, an application for assessing organizational readiness and maturity, identifying weaknesses, and supporting the preparation, execution, and sustainment of APS implementation projects.
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    Educação especial e judicialização: o direito ao(à) profissional para apoio escolar à luz das concepções de estado, direito e educação em Mészáros
    (Universidade Federal de São Carlos, 2026-05-29)
    Souza, Raquel Hosana de
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    Orlando, Rosimeire Maria
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    http://lattes.cnpq.br/4254571422608459
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    https://orcid.org/0000-0002-0990-6146
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    http://lattes.cnpq.br/2212991447517961
    The issue of the school professional support has been a recurring theme in legislation, regulations, and legal proceedings, reflecting the tensions and contradictions between the declaration of right and its implementation. In this regard, the overall objective of this study was to analyze the right to a school support professional for students with disabilities and autism, as well as the judicialization process as a contradictory factor hindering its implementation, in the state of São Paulo, considering István Mészáros’s concepts of State, Law, and Education. The following specific objectives were defined: a) to situate the context of guaranteeing the right to a school support professional, based on István Mészáros’s categories of State, Law, and Education; b) to characterize the judicialization of the right to a school support professional as an expression of the contradictions in Special Education policy; c) to interpret the normative frameworks of São Paulo’s Special Education policy regarding school support professionals for students with disabilities and/or autism, considering the discontinuities and ruptures throughout the period from 2012 to 2024. The definition of these objectives replied to the following question: What model of special education is taking shape in the state of São Paulo, when analyzing the right to a professional providing academic support for students with disabilities and autism, and the contradictions revealed by the judicialization of this issue in light of István Mészáros’s understanding of the State, Law, and Education? The theoretical and methodological framework adopted was Historical and Dialectical Materialism, with István Mészáros as the primary theoretical reference. This is a documentary study grounded in the principles of policy analysis. The corpus of analysis consisted of documents obtained from the official websites Secretaria de Educação do Estado de São Paulo (Seduc); Conselho Estadual de Educação do Estado de São Paulo (CEE – SP); Fundação para o Desenvolvimento da Educação (FDE); Assembleia Legislativa do Estado de São Paulo (Alesp); Ministério Público de São Paulo (MPSP) e Defensoria Pública do Estado de São Paulo (Dpesp). These data were supplemented with statistics obtained from the websites of the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, (INEP), Portal Datajud (Datajud-Wiki; Painel de Estatísticas) e Portal da Fazenda Pública do Estado. Microsoft Excel© and Atlas.ti© were used to organize and systematize the data; Mendeley Reference Manager© was used for bibliographic referencing. The results point to reformist trends, with the existing structures remaining intact. There is intense regulatory activity, combined with a persistent shortage of professionals. Government responses ignore the structural dimension, resulting in fragmented, partial, and targeted services at the expense of universal policies. Judicial intervention has functioned effectively; mediating students’ demands in relation to the state executive branch. There are aspects of structural anachronism, which maintain service models that do not meet students’ needs, as well as neoliberal principles, in which the state assumes the role of manager, outsourcing services and transferring responsibilities. These results indicate a model of Special Education strongly rooted in reformist and neoliberal practices, which affirm rights but maintain the structures.
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    The Green's function on rhombic flat tori
    (Universidade Federal de São Carlos, 2026-08-28)
    Castillo, Axel Esau Diaz
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    Batista, Valério Ramos
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    http://lattes.cnpq.br/2425376057197383
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    https://orcid.org/0000-0002-8761-2450
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    Lobos Villagra, Guillermo Lobos
    The Green's function $G$ is one of the single most powerful resources to solve Partial Differential Equations, specially those of Electromagnetism, Acoustics, Hydrodynamics and Particle Physics, among others. Although most of its applications occur in Physics, this function is an important mathematical tool, and in many cases it can be studied exclusively with methods in Geometry and Complex Analysis. In this master's dissertation we present a method to reliably and accurately obtain the Green's function $G$ for any flat rhombic torus $T$, as well as the necessary mathematical theory of elliptic functions to understand said method, in a computationally efficient manner, always with numerical values of significant digits up to the fourth decimal place (noting that $G$ is unique for $|T|=1$ and $\int_TGdA=0$). This precision is guaranteed by the strategies we adopt, which include theorems such as the Legendre Relation, properties of the Weierstra\ss\, P-Function, the algorithmic control of numerical errors as well as our methodology which forgoes the use of infinite series in favor of symmetric elliptic functions. Our code uses complex integration routines developed by H. Karcher, who also introduced the symmetric P-Weierstra\ss\,function, and these resources simplify the computation of elliptic functions considerably. At the end we present a section detailing how to adapt our methodology for finding $G$ without using the restriction $|T|=1$, as well as explaining how to use our code to compute $G$ and check its accuracy.
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    Aluga-se um braço: formação, inserção e sobrevivência do ilustrador profissional no mercado editorial brasileiro
    (Universidade Federal de São Carlos, 2026-08-19)
    Sgroi, Fábio
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    Costa, Alan Victor Pimenta de Almeida Pales
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    http://lattes.cnpq.br/5414466437997230
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    https://orcid.org/0000-0001-8715-4229
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    http://lattes.cnpq.br/0296541388797045
    This study investigates the professional illustrator’s development process, seeking to understand how this trajectory unfolds. The research adopts autoethnography as its methodology, characterized by a qualitative and autobiographical approach in which the author’s personal experience serves as both the object and the instrument of analysis. Through reflection on the author’s own formative trajectory, the study seeks to understand the different factors that contribute to the construction of professional identity and practice. The results point to the complexity of artistic awakening, showing that this process is not limited to formal learning environments, but is deeply influenced by diverse life experiences and constant experimentation. In this context, learning develops through observation, practice, and continuous reflection on one’s own outcomes, allowing mistakes, successes, and discoveries to be incorporated into the educational journey. The study concludes that trial and error plays a central role in the training of illustrators, not only as a strategy for acquiring technical skills, but also as a mechanism for building repertoire, identity, and particular modes of creation, thus constituting a fundamental element in the artist’s development.