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    Percepção discente de licenciandos da pedagogia para a inclusão escolar de crianças com TEA
    (Universidade Federal de São Carlos, 2026-07-03)
    Ferreira, Maria Vitória Santos
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    Pedro, Ketilin Mayra
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    http://lattes.cnpq.br/0991868156805558
    This study aimed to analyze the contributions of initial teacher education in Pedagogy in preparing educators for pedagogical practice with students with Autism Spectrum Disorder (ASD). Grounded in the observation that initial teacher training still presents significant gaps in preparing educators to act within inclusive contexts, this research sought to identify the formative experiences, perceived challenges, and student suggestions to improve this process. The investigation adopted a qualitative, exploratory approach, utilizing an electronic questionnaire with open- and closed-ended questions administered to 49 undergraduate students at a Higher Education Institution in the State of São Paulo. Data analysis, conducted through content analysis, yielded eight thematic categories: “Academic profile and formative experiences”; “Initial training on ASD and Inclusive Education”; “Integration of theory and practice”; “Knowledge and use of pedagogical strategies”; “Conceptions of inclusion and schooling”; “Faced and perceived challenges”; “Feelings about teaching readiness”; and “Suggestions for teacher education.” The results indicated that, although inclusion is valued by future teachers, initial training still offers limited depth on ASD, demonstrates weak integration between theory and practice, and insufficiently addresses the affective and ethical dimensions of teaching. Furthermore, undergraduates reported feelings of insecurity and unpreparedness regarding the demands of inclusion, yet demonstrated a willingness for continuous learning and provided valuable suggestions for course enhancement. Recommended actions include strengthening the curriculum with dedicated courses, embedding inclusion cross-curricularly, encouraging practical workshops and interdisciplinary partnerships, and expanding experiences in real-world inclusive settings. It is concluded that ensuring initial teacher education aligned with the principles of equity and inclusion is an urgent and essential challenge for building democratic and humanizing schools. This study provides insights for discussions on teacher education policies and points toward pathways for future research in the field.
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    Narrativa crítico-reflexiva sobre a trajetória de um discente na graduação em medicina da Universidade Federal de São Carlos
    (Universidade Federal de São Carlos, 2026-10-07)
    Sousa, Danilo Barroso de
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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/6542485618572355
    This capstone project presents a critical-reflective narrative on the medical training journey at UFSCar. The text covers everything from adapting to distance learning to the final stages of the medical internship, highlighting how this six-year journey fostered the student’s technical and personal growth.
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    Da perda ao cuidado: memorial descritivo-reflexivo sobre o luto e formação médica
    (Universidade Federal de São Carlos, 2026-10-05)
    Silva, Thainara Pereira da
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    Valete, Cristina Ortiz Sobrinho
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    http://lattes.cnpq.br/3246791895201559
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    https://orcid.org/0000-0002-6925-4346
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    http://lattes.cnpq.br/0711004412540139
    The work consists of a descriptive-reflective report, with a qualitative approach and autobiographical nature, in which I recount my journey over six years in the Medicine course at the Federal University of São Carlos (UFSCar). Based on autobiographical reflections built from my academic portfolio — the main tool for recording and evaluation established in the Political-Pedagogical Project (PPP) of the course — I present the main difficulties I faced during my training and how I managed them, organized into four cycles: the period before entering Medicine, the basic cycle, the clinical cycle, and the internship. Grief is the central thread of the narrative, since experiencing grief in childhood, following the death of my mother, is one of the main reasons I chose the medical profession. To complement the proposed reflective framework, I conducted a brief literature review on grief in adults and children, articulating my personal experience with theoretical references on the subject. Throughout the essay, I also discuss the collective grief experienced during the COVID-19 pandemic, my participation in extension and scientific initiation projects focused on mental health and grief in healthcare professionals, and the challenges of facing death and illness during clinical practice and internship. I conclude that writing this essay allowed me to integrate the personal and professional aspects of my medical training, highlighting grief as a central experience both in my choice of profession and in developing more sensitive and humanized care for patients and their families.
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    Lo social en la formación en terapia ocupacional: perspectivas latinoamericanas
    (Universidade Federal de São Carlos, 2026-07-16)
    González, Livet Rocío Cristancho
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    Oliver , Fátima Corrêa
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    http://lattes.cnpq.br/1370450030646953
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    https://orcid.org/0000-0002-7288-8921
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    http://lattes.cnpq.br/9099975075737731
    El término social es polisémico, puede entenderse como concerniente a la sociedad o al conjunto de ciudadanos de un país; en el contexto de la industrialización capitalista, se refiere a las masas menos favorecidas. Los programas de formación en terapia ocupacional en Latinoamérica se fundan a partir de la década de 1950, replicando modelos anglosajones; años después, comienza a reclamarse su insuficiencia para responder a las demandas sociales. Este estudio analiza las maneras como lo social es comprendido en los programas de formación en terapia ocupacional en quince países de América Latina. Se sustenta en la colonialidad, un patrón de poder y dominio del saber que silencia pueblos y reproduce la cultura europea, el capitalismo y las relaciones de subordinación. Asimismo, toma como referentes los aportes de Malfitano, quien analiza el lugar transversal o específico de lo social en la terapia ocupacional, y de Galheigo, quien refiere tres perspectivas en el abordaje de lo social en la profesión: estructural-funcionalista, humanista y crítica. La investigación se desarrolla en tres fases: la primera, una aproximación a la actualidad de los programas de pregrado en terapia ocupacional en los países participantes; la segunda, un análisis documental orientado a identificar propósitos y énfasis de la formación; la tercera parte de 19 entrevistas a docentes y directivas, para analizar tendencias en la comprensión de lo social. Estas tendencias, en diálogo con los contenidos de las asignaturas y el referente conceptual, revelan dos orientaciones. Se identificaron 142 programas de terapia ocupacional activos en los quince países en 2023, el 82 % concentrados en Brasil, Chile, Argentina y Colombia. Se ofrecen mayoritariamente en instituciones privadas, cuyos propósitos suelen centrarse en la calidad educativa, la formación de profesionales competentes para el mercado laboral técnico-clínico y la gestión de servicios de salud. Las asignaturas relacionadas con los énfasis en patologías y biológico tienen mayor peso en los currículos, seguidas por aquellas vinculadas al énfasis social y en procesos y marcos basados en la ocupación y la actividad. Se identificaron ocho tendencias en la comprensión de lo social: lo que no es biológico y no son técnicas; lo que no es individual; es llevar intervenciones al territorio; lo que se sale del currículo; es mirar al sujeto en su contexto; qué de lo comunitario es social; la centralidad en la ocupación; es transversal en el currículo. Estas tendencias muestran, finalmente, dos orientaciones en la comprensión de lo social, denominadas: “lo social en la terapia ocupacional” y “las terapias ocupacionales críticas”. En la primera, lo social es un elemento transversal que se integra en las asignaturas de los diferentes énfasis con referentes como los derechos humanos; esta orientación se identifica con las perspectivas estructural-funcionalista y humanista, privilegia intervenciones individuales en contextos sociales y un rol del terapeuta ocupacional como adaptador. En la segunda, lo social llega a diferenciarse como subárea de conocimiento y actuación basada en enfoques críticos y de la sociedad, dirigida a poblaciones sin soporte social con acciones colectivas en contextos donde el terapeuta ocupacional asume un rol transformador.
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    Transferências maternas e neonatais em parto domiciliar planejado: vivências dos enfermeiros obstetras e obstetrizes no Brasil
    (Universidade Federal de São Carlos, 2025-12-04)
    Silva, Pollyana Garcia
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    Polido, Carla Betina Andreucci
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    http://lattes.cnpq.br/8276149979667627
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    https://orcid.org/0000-0002-5590-108X
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    Bussadori, Jamile Claro de Castro
    Planned Home Birth (PHB) in Brazil, if effectively integrated into the health system, has the potential to enhance safety for the mother–newborn dyad. However, it continues to face numerous challenges, including the absence of formal regulation and guiding policies, limited access to essential supplies, legal insecurity and insufficient institutional support. This qualitative study, with a descriptive–exploratory design, aims to understand and analyze the experiences of nurse-midwives and midwives regarding transfers from planned home birth to hospital care in Brazil. A total of 20 professionals from all regions of the country participated, selected from the database of a larger study. Among them, 19 identified as female and one as male; their ages ranged from 30 to 59 years, and most had been providing PHB care for over 10 years. Data collection took place between march and april 2025 through semi-structured video-call interviews. The study followed the COREQ guidelines and data were analyzed using Bardin’s Content Analysis. Two main thematic categories emerged: (1) facilitators and barriers and (2) emotional responses and professional repercussions. Additionally, subjective information was extracted regarding reasons for transfer, frequency and nature of the transfers. The findings indicate that transfer remains a major point of vulnerability within PHB. The processes involved are complex and emotionally demanding, underscoring the need for strengthened interprofessional integration, formalized transfer protocols, improved legal-professional support and enhanced communication strategies.