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Saberes e não saberes de diretores: relações intra e interpessoais em ambientes escolares
(Universidade Federal de São Carlos, 2023-08-16) Silva, Marcela Luiz Corrêa da; Riscal, Sandra Aparecida; https://lattes.cnpq.br/0328618752218708; https://lattes.cnpq.br/8012643944827497
In a socializing school, the goal is to experience “non-violent” relationships, which presupposes the commitment of everyone to the quality of teaching and learning, relinquishing judgements of value in conversations and attitudes. Based on theories and practices of conflict mediation techniques – with a focus on “Nonviolent Communication” – and on Bernard Charlot’s “Relation with knowledge”, there arise inquiries for this research, starting from the question: considering the various communications in the school and intra and interpersonal relationships in their environments, how have school principals constituted their knowledge and lack of knowledge? The objective was to analyze the knowledge and lack of knowledge of principals regarding their intra and interpersonal relationships, with a focus on nonviolent communication in school environments. The data were collected during the participation of 37 principals in the learning lesson called “Communication and Interpersonal Relations” in a School Principal Mentoring Program in the year 2021. Through data analysis, two Constellations emerged: the first one was about Ways of dealing with conflicts and interpersonal relationships in the school environment, and the second one focused on Ways of dealing with intrapersonal (subjective) conflicts. They were both analyzed based on the figures of learning of knowledge-object (theoretical perspective), know-how (practical activity), and know-how-to-be (relating). During the analyses, it was observed that principals aimed to develop nonviolent communication, self-awareness, and reflection on interpersonal and intrapersonal relationships within the school environment, as they know (knowledge-object) that this approach provides a fertile ground for more constructive and less violent dialogues in school. However, even though they know this, they don't always manage to translate this knowledge-object into practical know-how or know-how-to-be. The professionals realize that the absence of knowledge-objects, that is, theoretical aspects, hinder the resolution of problems related to the management team's function. Due to this lack of knowledge, there were feelings of insecurity and fear of assuming a management position, especially among beginners. The know-how-to-be and know-how are related to "leading a school," a knowledge-object that needs to be included in the training of a school administrator because, for some participating principals, leadership is only related to organizing events in work teams, with the focus on bringing the school community together in one place. While this is necessary for a school, school leadership is not limited to this perspective alone. In the accounts, it was heard that, when dealing with their intrapersonal (subjective) conflicts, they tend to transform these difficulties into challenges and, in this way, seek to overcome them. Conflict mediation supports the teaching and learning process of students because it aligns with the objectives of quality education, that is, to foster participative citizens who feel responsible for the development of a fair, supportive, empathetic, and democratic society. It was concluded that the knowledge and implications regarding the quality of interpersonal and intrapersonal relationships are related to the importance of language and various fields of knowledge, such as recognizing better interactions with oneself, others, and the world. This complexity of different educational phenomena can be developed in school spaces.
Alta costura, distinção e sustentabilidade: uma análise bourdieusiana da produção do discurso
(Universidade Federal de São Carlos, 2023-08-16) Cordeiro, Mayara Affonso Martins; Marzochi, Samira Feldman; https://lattes.cnpq.br/6466778428443375
Cette recherche a examiné dans quelle mesure le discours pro-durabilité se traduirait par une forme de recherche de distinction dans le domaine particulier de la haute couture. Nous avons analysé la possibilité que les agents/groupes produisent, à travers ce positionnement, des stratégies d’acquisition de capitaux spécifiques dans le cadre du litige sur le terrain. Pour cela, les principaux concepts de Bourdieu ont été utilisés comme cadre théorique prédominant : distinction, habitus, capitales et champs. Les objectifs spécifiques visaient à cartographier le terrain : le positionnement des marques, de leurs productions et des consommateurs. Nous avons sélectionné onze marques de la Fédération de la Haute Couture et de la Mode (FHCM), dont des membres permanents, des correspondants et des invités. Nous avons cartographié le terrain à travers l’analyse du discours des marques sur leurs sites internet ; dans des interviews avec les créateurs/couturiers sur les sites de Vogue Magazine et WWD ; Et nous envoyons un questionnaire pré-structuré aux marques afin de mieux comprendre leur relation avec la durabilité et leurs consommateurs. Le discours durable a été observé, en particulier, dans trois marques, mais n’a pas été légitimé par le titre de « haute couture ». Nos résultats démontrent la recherche de distinction en tant que marque de production durable, puisque la légitimité des dominantes est remise en question à travers un discours « éco-correct ». Ce discours a atteint le champ de la haute couture de manière marginale, afin de créer un sous-champ, structuré par le capital spécifique que ce discours détient.
Variabilidade espacial de atributos do solo e vegetação em sistemas de Integração Lavoura-Pecuária-Floresta
(Universidade Federal de São Carlos, 2023-08-16) Laurenti, Nicolle; Bernardi, Alberto Carlos de Campos; https://lattes.cnpq.br/5588269274851789; https://orcid.org/0000-0003-0131-9235; Rodrigues, Josiane; https://lattes.cnpq.br/3439155677456557; https://orcid.org/0000-0003-0365-6227; https://lattes.cnpq.br/8510164183943689; https://orcid.org/0009-0007-2199-842X
According to the concept of sustainability, agrosystems in the 21st century must be able to maximize the quantity of high-quality agricultural products and, at the same time, at the same time, conserve the system's natural resources. Within this perspective, the Integrated systems emerge as a sustainable production strategy. What does it say respect to the characteristics of the soil and vegetation of production systems, it is known that they can vary spatially depending on intrinsic and extrinsic factors, and the understanding the variability of soil and plant properties has potential to contribute to increasing productivity and quality, saving inputs, and reduction of environmental impact. In this context, the objective of the present work was to study the spatial variability of soil and vegetation attributes in an Integration area Crop-Livestock-Forest (ILPF) and in an area of Livestock-Forest Integration (IPF) in São Carlos-SP using Precision Agriculture tools. For this, they were evaluated in the study area physical and chemical attributes of the soil (depths 0-0.2 and 0.2-0.4 m), its electrical resistivity (depths 0-0.5, 0-1.0 and 0-2.0 m) and attributes of vegetation (periods of April/2021 and April/2022). Regarding chemical attributes, higher pH values were observed in H2O, pH in CaCl2, potassium, calcium, magnesium, cation exchange capacity and base saturation in the ILPF system. As for the attributes organic matter, phosphorus and sulfate, there were no differences between the two systems productive. For all chemical attributes, with the exception of sulfate, it was noted decreasing values with increasing depth. In turn, there was no difference between the ILPF and IPF systems for the physical attributes sand, clay and silt, with the amount of sand and silt in the soil did not change with increasing depth, within the context of the classes considered in the interpolation process. For clay, On the contrary, it was noted that it increased with increasing depth. Concerning electrical resistivity of the soil, it was noted that it increased with increasing depth, with no significant difference between the two production systems. Finally, also no significant difference was observed between systems for vegetation attributes, concluding that growth in both height, DBH and volume of trees was relatively homogeneous. The results indicated that the techniques geoprocessing allowed storing, making available and integrating data georeferenced soil and plant attributes. And the spatial analysis of these attributes through interpolated maps can provide management tools for managing integrated systems
Processo de oxidação eletrolítica a plasma (PEO) como alternativa para remediação de microplásticos
(Universidade Federal de São Carlos, 2023-08-16) Rodrigues, Lorena Alves; Waldman, Walter Ruggeri; https://lattes.cnpq.br/0616238673458322; https://orcid.org/0000-0002-7280-2243; Trivinho-Strixino, Francisco; https://lattes.cnpq.br/9740223649776400; https://orcid.org/0000-0002-0990-0270; https://lattes.cnpq.br/7633955211254623; https://orcid.org/0000-0001-5857-3504
The world broke its plastics production record in 2021. In this topic, microplastics (PM) have recently become one of the top four global environmental problems due to their abundance in terrestrial environments and aquatic and toxic potential for nature. Because it is omnipresent, the degradation and remediation of this material is a concern that has been taking place in the scientific community in the development of chemical techniques, in particular, the Advanced Oxidative Processes (AOPs). In the present work, the plasma electrolytic oxidation (PEO) process was used in an attempt to remediate polypropylene (PP) and blue ink (PT) microplastics. Aluminum electrodes (98,7%) immersed in an electrolytic solution of 0.1 mol/L Sodium Silicate containing approximately 0.15 g of microplastics were used. The process occurred under constant stirring on a magnetic stirrer and a current density set at 20 mA/cm2 for 90 minutes. Micrographs and compositional analysis data were used through EDS, obtained by the Scanning Electron Microscope and images from the Optical Microscope to analyze the change in the surface of the microplastics and electrodes. An analysis of the electrolytes before and after the PEO process was also performed using Fourier Transform Infrared Spectroscopy (FTIR) to identify whether particles or other substances were moved from the PM to the electrolytic medium. The results suggested alterations in the surface of the microplastics. However, from the view of the results, it is not possible to affirm that the PEO process caused any alteration or if these are interferences only of the physical parameters (temperature, agitation, filtration). However, when analyzing the surface of the oxide formed on the electrodes, inorganic carbon was found, suggesting that this was formed from the treatments carried out in contact with the PP and PT samples. Despite the interaction between PM and electrode, it was not possible to identify, from the FTIR analysis curves, significant changes in the electrolyte by the PEO process with the samples.
Estudantes de ensino médio e COVID-19: apropriações acerca do conceito de vírus sob a perspectiva vigotskiana
(Universidade Federal de São Carlos, 2023-08-16) Cunha, Alexia Liara; Silva, Fernanda Keila Marinho da; https://lattes.cnpq.br/6390725197649567; https://lattes.cnpq.br/2488415045917233; https://orcid.org/0009-0007-6459-7757
This research addresses the formation of concepts from the Vygotskian perspective, through a didactic sequence, whose central theme was the COVID-19 pandemic. The sequence was elaborated and applied in the elective discipline with high school students from a state public school in São Miguel Arcanjo/SP. This research proposes to discuss the following question: What contributions can a didactic sequence, using the pandemic period as a context, offer to the development of scientific concepts/knowledge? The research objectives were 1) producing and discussing the application of a didactic sequence with the most general theme of the pandemic context; 2) discussing the appropriation carried out by the students from the application of this sequence and, 3) identifying the conceptual elaboration, especially the concept of virus, using exercises and activities carried out by the students. The bibliographic review presented in this dissertation indicated that concept formation is the point in almost all the works consulted. This shows us this is one of the important aspects of the Vygotskian approach and that several authors are committed to studying it, especially when dealing with activities developed in the classroom, as is the case of this research. Studies of this source are even more relevant in the educational scenario of secondary education reform. Three questionnaires were applied throughout the execution of the didactic sequence: the lifting of previous ideas (LPI) that started the didactic sequence; the intermediate questionnaire, elaborated with questions similar to those of the LPI and applied right after the end of the sequence; and the final questionnaire, designed to understand if generalization processes occurred months after the application of the didactic sequence. As contributions promoted by the didactic sequence, we mention the research of a relevant and concrete theme, experienced not only by the students involved, but by the world population; filling in gaps on the subject and research on the development of concepts related to the COVID-19 pandemic. When comparing the three questionnaires, it is possible to assure that, despite a few mistakes, the students performed well in the course of concept formation.