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Construções parentéticas encabeçadas por como no português
(Universidade Federal de São Carlos, 2021-04-06) Silva, Diogo Oliveira da; Stassi-Sé, Joceli Catarina; https://lattes.cnpq.br/1314068157460143; https://lattes.cnpq.br/3065245326381138
This research investigates constructions headed by as/like/how in occurrences of the type as it is said, like you know, how is it called?, in the Lusophone varieties, in order to discuss its status under the focus of the Functional Discourse Grammar (FDG) by Hengeveld and Mackenzie (2008) and the Textual-Interactive Grammar (TIG) by Jubran (2006). For that, we raised the research questions: (i) how do the constructions headed by as/like/how work in the light of the FDG? (ii) what is the scope of as/like/how according to the FDG Interpersonal and Morphosyntactic Levels? (iii) in the light of TIG, are these constructions brackets? (iv) what is the syntactic ordering process for these constructions? As a general research aim, we seek to functionally describe the constructions initiated by as/like/how. As specific aims, we investigate: (i) the discursive, pragmatic and morphosyntactic properties of constructions initiated by as/like/how (HENGEVELD; MACKENZIE, 2008); (ii) the as/like/how status in these constructions (HENGEVELD; MACKENZIE, 2008); (iii) the syntactic ordering process of these constructions (HENGEVELD; MACKENZIE, 2008); and (iv) their bracketing functions in the discourse (JUBRAN, 2006). The methodology started from the following parameters, summarized here: 1) formal classification of as/like/how; 2) construction layer at the Interpersonal and Morphosyntactic Levels; 3) statute of as/like/how at the Interpersonal and Morphosyntactic Levels; 4) construction ordering and 5) identification of bracketing properties (formal constitution, boundary and function). The criteria were applied to occurrences found in the Lusophone Corpus of Spoken Portuguese, prepared by the Linguistics Center of the University of Lisbon (2009). We start from the assumptions of Stassi-Sé (2012), that the as/like/how, in these morphosyntacticaly independent constructions, works as a Function marker, and the constructions act as bracketing insertions, recurring from the Speaker's pragmatic and communicational intentions. The mentioned parameters helped to reach the final results: the constructions headed by as/like/how were framed as bracketing constructions in seven varieties of the Portuguese language, they are presented as Movements, composed of Discursive Acts, and as/like/how to act as a marker of Interactional functions, presenting Interactive functions Rescue and also Sharing (for Declarative illocutions), and the Interrogative illocutions constituted Interrogative Acts of content, with the item as/like/how working as a meditative question marker (FONTES, 2012), both acting in the monitoring verbal interaction. It is important to highlight the independence of the type of verbal construction (dicendi verbs, knowledge verbs, linking verbs and six other action verbs), to the declarative and interrogative Illocutions and the syntactic positioning of these Linguistic Expressions in Ppre (Pre-Orational Position). These characteristics lead us to observe the tendency of these constructions to act discursively, regardless of the semantic value attributed to the as/like/how traditionally. In these cases, we observed an emptying of meaning in this item, pointing to its grammaticalization process in the construction, whereas its performance in the scope of higher layers of the FDG Interpersonal Level.
Avaliação dos fatores que influenciam a hidratação de GCLs em subleitos lateríticos
(Universidade Federal de São Carlos, 2021-04-06) Silva, José Wilson Batista da; Portelinha, Fernando Henrique Martins; https://lattes.cnpq.br/0791082339645058; Correia, Natália de Souza; https://lattes.cnpq.br/2172645507238077; https://lattes.cnpq.br/7281078691213070
Currently, the biggest concern in the performance of geosynthetic clay liners (GCLs) applied in municipal solid waste landfills is in the hydration behavior of this material. Recent studies have shown that the GCLs hydration process from subgrade is influenced by several variables, such as the characteristics of the GCLs, the subgrade initial moisture content, and the dynamics of hydration and rehydration of the liner due to exposure field conditions. As a consequence of insufficient hydration, the GCL may present inferior behavior as barrier. These aspects, however, have not yet been evaluated in tropical climate conditions, as in Brazil, where lateritic soils tend to have higher levels of optimum moisture content than those observed in countries with temperate climates, different mineralogy, and a large portion of fine particles. The present research evaluated the influence of two different lateritic subgrades in the hydration process of GCLs in isothermal (hydration columns) and thermal conditions (physical model). Results showed that the subgrade moisture content significantly impacted the GCL hydration in the two analyzed conditions. The exposure to thermal cycles drastically reduced the ability of the lateritic subgrades to hydrate the GCLs. The shrinkage of the GCL panels was related to the GCL moisture content and the number of thermal cycles applied. In general, the lateritic subgrades showed a limited capacity to hydrate the GCLs, with saturation values lower than expected for the correct performance of these materials. The understanding the GCL hydration behavior requires unsaturated analysis of the subgrade and GCLs and the magnitude of the differential suction between these materials. The characterization of the GCLs after hydration tests showed that the parameters of CEC, SI, and hydraulic conductivity suffered slight variation, with a trend of decrease. The research showed the importance of investigating GCLs under practical installation conditions and the influence of important variables present in this application.
Aplicação da metodologia de Aprendizagem baseada em problemas (ABP) no ensino de cinética e reatores químicos
(Universidade Federal de São Carlos, 2021-04-06) Castro, Pedro Santana de; Ferreira Palhares, Adriana Paula; https://lattes.cnpq.br/5736423072715628
The active teaching methodologies play, currently, an important role as a counterpoint to the traditional teaching model, which is used to the intense technical training, lectures, and a context in which the student is encouraged to be only a spectator of something that is being presented. To place the student at the center of learning, active methodologies emerge as an alternative that encourages challenging, practical, and contextualized learning. Thus, this undergraduate work aimed to apply the active methodology of Problem-Based Learning (PBL), in the teaching of Kinetics and Chemical Reactors, applied in a class of the Chemical Engineering course at the Federal University of São Carlos. PBL is a method that consists of using problem situations that simulate real situations that the professional may face in their daily work, in order to motivate and direct the student through a learning process based on a work dynamic that is collaborative, contextualized, and multidisciplinary. The application of this study is stimulated, in addition to aspects of improving the learning process, by the need for adaptation to the new National Curriculum Guidelines (NCG’s) of Engineering on the part of higher education courses. The new NCGs, launched in 2019, seek to bring changes in the teaching format and direct which skills are important for the current training of engineering professionals, adapting to the new requirements of today. For the development of this graduation work, problem situations were created that simulated real scenarios of the industry and processes involving catalytic reactors with pressure drop. The work also proposed the evaluation and discussion of learning factors in the process of applying PBL in the context of engineering. The course was taught in the form of non-face-to-face emergency teaching due to the Covid-19 pandemic. The results of the experiment proved to be positive, with the teams formed showing very good performance throughout the discipline. All teams developed consistent results and achieved the learning objectives for heterogeneous reactors, developing the mass balances for the PBR system, understanding how the pressure drop in the bed acts on the reaction and its conversion, in addition to creating models that allowed to find optimal operational conditions for the process. In addition to teaching aspects, students' development in socio-emotional skills was noted, reflected in the good performance of teamwork.