Repositório UFSCar

O Repositório Institucional da UFSCar (RI UFSCar) é um sistema de informação que visa armazenar, preservar, organizar e disseminar amplamente a produção intelectual dos diversos setores e segmentos da comunidade da UFSCar, provendo o acesso aberto à informação produzida na instituição e registrada como científica, tecnológica, didática, artístico-cultural e técnico-administrativa.

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Submissões Recentes

Hydrogen storage properties of the TiVFeZr multicomponent alloy with C14-type laves phase structure
(Universidade Federal de São Carlos, 2023-08-23) Aranda, Vinícius; Leiva , Daniel Rodrigo; Huot, Jacques; Botta, Walter José; Zepon, Guilherme; http://lattes.cnpq.br/9654225485480316; https://orcid.org/0000-0002-3619-0104
Saberes e fazeres cotidianos na promoção de saúde mental entre e com mulheres
(Universidade Federal de São Carlos, 2025-12-08) Xavier, Maria Eduarda de Freitas; Minatel, Martha Morais; http://lattes.cnpq.br/3621113172277748
This final course project (TCC) is part of a larger Scientific and Technological project and focuses on mental health and the intersectionalities of gender, class, and race, intending to study the promotion of mental health among and with women in peripheral areas through everyday knowledge and practices. Goals: This research aimed to identify, understand, and analyze with a group of women the activities they perform in their daily lives to promote care and mental health for themselves and other women. Methodology: This was a qualitative, participatory study conducted with a group of seven women who are members of a community collective and residents of a peripheral region of a municipality in the interior of the state of São Paulo. Data was collected through four meetings. Data analysis was carried out in a procedural manner, together with the women, so that each meeting could be aligned with the previous one. All syntheses were constructed and validated collectively, as they constituted the new knowledge produced by the participants with the support of the responsible researchers. Results: The results that were explored in depth and presented in this final project point to the importance of denaturalizing care by women, revealing the intersections that traverse it, the possibilities of access or lack thereof, the problematization surrounding care practices and their analysis, indicating that the act of caring for women is a revolutionary act, often not performed even to ensure one's own life. It is considered that the study provided important insights for thinking about women's health within the SUS, providing clues for the construction of participatory and popular care technologies. Finally, it is indicated that the work contributed to the fields of Mental Health and Occupational Therapy, Popular Education in Health, Psychosocial Care, and other areas that work with women living in vulnerable regions.
Autonomia universitária: entre garantias legais e ameaças políticas
(Universidade Federal de São Carlos, 2025-07-29) Santi, Rafael Porto; Kerbauy, Maria Teresa Miceli; http://lattes.cnpq.br/4762029784021248; https://orcid.org/0000-0002-0622-1512; http://lattes.cnpq.br/3090842453220079; Silva, Gleidylucy Oliveira da; Serotini, André; http://lattes.cnpq.br/1871892858720738; http://lattes.cnpq.br/1395564531728373
The 1988 Federal Constitution, in articles 206 and 207, guarantees public universities full academic, scientific, administrative and financial management autonomy. The autonomous university represents one of the pillars of the Democratic State of Law, given that it allows the production and dissemination of knowledge and the pluralism of ideas. In this context, important questions arise: have the actions of the Presidents of the Republic weakened university autonomy? Do the actions of the federal government, especially between 2019 and 2022, constitute political intervention in universities? Is university autonomy consolidated at its foundations? This study aims to investigate these questions based on three main axes: (i) the analysis of university autonomy as a constitutional principle and its scope; (ii) the understanding of the relationship between university autonomy and the development of democracy; and (iii) the evaluation of the performance of the federal Executive Branch in relation to public universities, with special attention to the appointment of rectors of federal higher education institutions. With a qualitative approach, the documentary research establishes a comparison between the appointments made by the President of the Republic between the periods of 2018 to 2022 and 2010 to 2014. It specifically analyzes whether the appointments were made based on the list of three candidates sent by the universities to the Ministry of Education, comparing the presidential acts with the manifestations of the university communities. The intention is to highlight possible tensions between the acts of the Executive and the constitutional principles that guarantee university autonomy in Brazil.
Práticas corporais de matriz africana na educação física: o corpo como arquivo vivo da ancestralidade
(Universidade Federal de São Carlos, 2026-02-11) Vieira, Ronaldo Ulisses; Couto, Yara Aparecida; http://lattes.cnpq.br/2348643816717796; https://orcid.org/0000-0003-1851-4889; https://lattes.cnpq.br/8815914189580133; https://orcid.org/0009-0007-7379-9633; Metzner, Andreia Cristina; Silva, Vivian Parreira da; http://lattes.cnpq.br/6385998417152903; http://lattes.cnpq.br/2256406458141462
This research presented an intervention proposal aimed at integrating the African matrix into Physical Education classes, highlighting its importance within the thematic units of dance, games, and combat activities. The proposal sought to contribute to the strengthening and expansion of existing methodologies for working with these cultural manifestations in the context of school pedagogy, supporting practices that still prove limited in light of the complexity and diversity of these cultural expressions. In this regard, the study is aligned with the BNCC, the DCNERER (2004), Laws No. 10.639/2003 and No. 11.645/2008, and the pedagogical guidelines of the municipality of Sorocaba, São Paulo, with the aim of supporting pedagogical practice geared toward multicultural education and awareness of ethnic-racial relations. The research was conducted with a 4th-grade class in the early years of elementary school at a municipal public school in Sorocaba, São Paulo, under the direct involvement of the teacher-researcher himself. The methodology adopted was qualitative in nature, drawing on interpretive anthropology, through which cultural phenomena were understood based on the interpretation of the meanings attributed by the subjects involved. Data were collected through field notes and audiovisual records in order to capture the experiences, perceptions, and interactions that emerged throughout the 16 classes of the didactic unit. The analytical categories mobilized were body and ancestry, examined in dialogue with Bodily Culture and African Matrices (CCMA), African Ontological Foundations (FOA), and the theoretical-methodological propositions of Pretagogia. The results showed that the students understood the classes as components of Afro-Brazilian culture, recognizing bodily practices as legitimate cultural productions, while also demonstrating greater engagement in the activities carried out. It is noteworthy that the notion of quilombo proved to be of central importance to learning, and that the participation of quilombola groups in the process significantly contributed to understanding the historical, social, and cultural dimensions of this tradition, broadening reflection on resistance, ancestry, and belonging. Thus, the didactic unit made relevant contributions both to the students’ cultural education and to the improvement of future pedagogical practices in Physical Education. As an educational resource, an e-book was developed featuring a board game inspired by African matrix bodily practices, based on the triad of dance, games, and combat activities addressed throughout the educational process.
Além do 19 de Abril: A Lei 11.645/08 e o imaginário de estudantes da escola pública sobre os povos originários do Brasil
(Universidade Federal de São Carlos, 2025-12-15) Queiroz, Pablo Wilson de; Mariano, Neusa de Fátima; https://lattes.cnpq.br/5003743301847104
The present work, of an investigative nature, had the purpose of contributing to the promotion of the debate on the context of Brazil's original population in public schools. The research aimed to understand, through critical reflection, the stereotypes and generalizations about the subject present during pedagogical interventions. Based on the experience of two meetings with a final-year high school class at E. E. Dr. Afonso Vergueiro, the goal was to construct the debate and praxis for future educational actions. The specific objectives aligned with the attempt to understand the effective practice of Law 11,645/08 in the school curriculum, problematize the results in the classroom, and include the valorization and recognition of indigenous culture in public schools.