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Percepções das práticas colaborativas entre professores do ensino comum e de Educação Especial em escolas de Educação Infantil
(Universidade Federal de São Carlos, 2024-03-19)
Bueno, Adriana Correa
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Vilaronga, Carla Ariela Rios
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https://lattes.cnpq.br/6536774151778096
;
https://orcid.org/0000-0001-6050-2369
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https://lattes.cnpq.br/9947095179174886
Early Childhood Education schools are environments that provide learning and development for all students, with and without disabilities. Thinking about their spaces, times, pedagogical resources and ensuring collaboration between professionals involved in the learning process, who work in these environments, especially with children who are the target audience for special education, is the theme of this research. How have teachers implemented their practices with target children for Special Education in Stage I of Early Childhood Education? Considering the official guidelines and the importance of collaboration in the educacional context, is it feasible to carry out collaborative practices between regular education and Special Education teachers in Early Childhood Education schools- Stage I? This study aims to analyze, together with regular education and Special Education teachers who work in Early Childhood Education - Stage I (from 0 to 3 years old), the perception regarding the collaborative practices developed and how they are constituted among these professionals. It is research based on the qualitative approach and assumptions of collaborative research. The research was developed in a municipality in the interior of São Paulo and in the first stage, a questionnaire was applied to 38 teachers (common education and Special Education teachers), who worked in public Early Childhood Education schools - Stage I, with children between 0 and 3 years of age, with the aim of obtaining a characterization of the structure relating to the organization of AEE and the dynamics between them in regular education, identifying concepts, challenges and practices present in everyday school life; and in a second moment, 14 teachers were selected to carry out 6 reflective sessions, in which participants had the chance to reflect and reorganize their practices, in order to enhance it. In this age group, the practices identified that require greater collaboration include assistance in referring students for evaluation in the health area and behavioral issues that hinder the effective participation of some students. The results obtained in the research highlighted the lack of standardization with regard to the duration, format and structure of Specialized Educational Assistance aimed at children Targeted by Special Education in Early Childhood Education - Stage I schools (from 0 to 3 years old). Additionally, it was found that there is no educational policy, or legislation, that consistently endorses the existing guidelines on AEE in Early Childhood Education schools - Stage I. We highlight that there is an attempt to implement collaborative practices between these teachers and the school team, as a whole, although, timidly, the culture of collaboration is beginning to manifest itself in these schools. However, for these practices to develop effectively, a change in the conceptions and practices of all professionals involved is imperative, and such a transition encounters significant obstacles in various aspects of daily school life, such as resistance from both types of teachers, lack of of time, lack of resources and AEE teachers in all schools, among many others. It is concluded that it is essential to reorganize the educational environment with the aim of promoting practices among educators and making proposals for continued training on how to work collaboratively in this age group, thus strengthening school inclusion.
Compreensão emocional: uma proposta para educação física na educação infantil
(Universidade Federal de São Carlos, 2024-03-19)
Alves, Leticia Cristina
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Godoi Jacomassi, Daniela
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https://lattes.cnpq.br/7699007812483790
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https://orcid.org/0000-0002-7043-7529
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https://lattes.cnpq.br/3269657277864891
Advancement in knowledge of emotional aspects has become a pedagogical demand in the post-social isolation context. However, the concern lies in treating the subject in a meaningful way, overcoming superficial practices. Understanding that Physical Education can prove to be a promising space to address the theme of emotions and that it considers the individual in all its complexity – covering motor, social, cognitive and emotional aspects –, it was proposed to develop a teaching unit that explored emotional understanding. The objective of the present study is to analyze the process of developing and implementing a teaching unit on emotional understanding in Physical Education classes for Kindergarten Education students. The research, of a qualitative nature, adopted the action research method, in which 15 classes were implemented based on the emotions of joy, fear, sadness, disgust, surprise and anger. 20 students regularly enrolled in Kindergarten Education participated in the study. The data collection instruments included a questionnaire administered individually before and after the implementation of the didactic unit; in addition to the class diary fed from the impressions of participation and recording of images; and records produced by students through oral speech and drawings. Data from class diaries, student records and questionnaires were organized and analyzed qualitatively, through content analysis. The results demonstrate that the didactic unit, through observation, imitation and naming of expressive cues, together with reflection on the events or situations in each story and/or game that resulted in each emotion addressed, brought beneficial aspects to the progression of emotional understanding of students, especially in the recognition and external cause components. As an educational product, an authorial book was organized, containing part of the didactic unit applied in the study, in addition to organizing one book per student, with their individual productions forming an emotional book.
Seleção de parceria e processo de governança da colaboração na inovação aberta sustentável: um estudo em projetos de P&D em parceria com o mercado para a descarbonização da agropecuária
(Universidade Federal de São Carlos, 2024-03-19)
Fragalle, Cristiane Vieira Peres
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Delai, Ivete
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https://lattes.cnpq.br/7054145506480670
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https://orcid.org/0000-0001-6367-0181
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https://lattes.cnpq.br/3168180759905406
One of the challenges for Brazil and the world in the coming decades is the decarbonization of agriculture. The topic is at the frontier of scientific knowledge and depends on several actors to reach a solution. Brazil established public policy to meet the goals negotiated at COP 21 through the Low Carbon Agriculture Plan (Plan ABC+), which aims to reduce carbon emissions from the agricultural sector by 1.1 billion tons by 2030. By encouraging adoption of more sustainable agricultural and livestock practices, the plan encourages the search for innovative solutions and technologies that can contribute to reducing GHG emissions, increasing agricultural productivity and conserving natural resources, simultaneously. Embrapa, a Science, Technology and Innovation (ICT) institution, contributes to achieving the goals of the ABC+ Plan through its research into climate change. It has faced an increase in demand for partnerships for decarbonization in open innovation projects in a context where organizations have sought to adapt to new business models that meet sustainability. Academic literature points out that innovations involving sustainability can bring new challenges to the selection of partners and to the governance process of collaboration in these partnerships, since the actions are long-term, seek to generate new knowledge, there is interdependence of different actors and its objective goes beyond the economic dimension. It is a topic still under development, with few existing studies on collaboration when it takes place between organizations, something seen by authors as a “black box” of the collaboration process to generate innovation. This type of process is also new for Embrapa and previous interviews with managers of these projects pointed to the differences in this type of project and the need to better understand the collaboration selection and governance processes. The latent processes and criteria that take place in projects can help Embrapa improve the collaboration process with its R&D partners. Given this context, this research aimed to map and propose a practice guide for partner selection processes and collaboration governance in R&D projects in a sustainable open innovation model with the market and its critical success factors. To this end, five case studies were carried out on Embrapa R&D projects focusing on decarbonization. As a result, activities in the partner selection and governance stages of the collaboration process that Embrapa projects have and the gaps when compared to the theoretical model were identified. Processes and criteria were identified at the micro level of analysis, and critical success factors were identified. As a technological product, this study developed a Guide to practices for partner selection and collaboration governance processes. In doing so, it responds to both the academic and practical gaps highlighted above.
Fragmentos da educação indígena mẽhĩ (krahô): tecendo a vida cotidianamente
(Universidade Federal de São Carlos, 2024-03-19)
Melo, Felipe Kometani
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Cohn, Clarice
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https://lattes.cnpq.br/1714080901123094
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https://lattes.cnpq.br/5697775991300273
This dissertation seeks to present fragments, written and visual, about Mẽhĩ (Krahô) Indigenous Education. Through my ethnographic experience, built over the ten years I lived among the mẽhĩ, i propose to narrate a learning trajectory, where both, the local regimes of production and circulation of knowledge and their (cosmo)politics of care and attention, as well as the “external” policies for indigenous people, including school education, audiovisual and socio-environmental strengthening projects carried out with indigenous associations. The concept of "indigenous education" is thought in this work as practices (pedagogies, strategies and policies) that, in addition to being the basis of mẽhĩ learning processes, open up perspectives for thinking about other ways of being, thinking and feeling the world. In this sense, based on the interest in the “ordinary” practices of community experience, my narrative aims to share everyday encounters and affections, creating conditions for us to be crossed and transformed, bringing correspondences and reactivating, even if in a smaller way, something that has been each increasingly devalued by dominant rationality, sometimes rendered incommunicable: the lived experience.
Qualidade de vida no teletrabalho: um estudo de caso em uma instituição federal de ensino superior sob a perspectiva da ergonomia
(Universidade Federal de São Carlos, 2024-03-19)
Andrade, Rodrigo Carvalho
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Tonin, Luiz Antonio
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https://lattes.cnpq.br/1835542837415565
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https://lattes.cnpq.br/2903706573259495
This study investigated the impact of teleworking on the Quality of Life at Work of Technical-Administrative Staff in Education at a Federal Higher Education Institution, from the perspective of Activity Ergonomics. Using mainly the Telework Quality of Life Scale, developed and validated by Andrade (2020), five factors were analyzed: self-management in telework, work context, work infrastructure, technological structure and work overload. The results indicated a predominance of well-being in the self-management, infrastructure and technological structure factors, but moderate malaise in the work overload factor. The survey involved 45 (forty-five) civil servants from 8 (eight) sectors who were teleworking - made possible by the Management and Performance Program - combining quantitative and qualitative analyses. Perceptions were consistent regardless of sociodemographic variables. Managers and civil servants highlighted benefits such as autonomy and flexibility, but also challenges such as work overload, institutional misunderstanding and concerns about professional advancement. Attention to the issues raised is recommended in order to mitigate negative impacts and promote a healthy and balanced working environment for teleworkers. Limitations include the researcher's proximity to the institution and the fact that the Management and Performance Program was in the Pilot Project phase during data collection. Longitudinal and sectoral investigations are suggested to better understand the evolution and adaptation of civil servants to teleworking in the institution.
A criação de podcasts em uma unidade didática de práticas corporais de aventura: possibilidades e desafios na educação física
(Universidade Federal de São Carlos, 2024-03-19)
Martins, Herivelto
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Ramos, Glauco Nunes Souto
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https://lattes.cnpq.br/0134679842280022
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https://orcid.org/0000-0003-2644-2838
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https://lattes.cnpq.br/0713298186170311
It is common to hold only the student and the teacher responsible for their interest in participating in classes at school. However, authors indicate that there are broader factors that affect “school success/failure” and, consequently, lack of interest in classes, such as school structure and management. A factor that many attribute to lack of interest is the choice of strategies adopted by teachers and studies that contribute to new teaching proposals being applied in the school context, including those involving the use of Digital Information and Communication Technologies. In this sense, the use of educational podcasts (audio or video files available on the internet) can spark greater interest in learning school content. Thus, the objective of the present study was to develop and analyze the process of production podcasts in Physical Education classes in the 8th year middle school class, in a teaching unit on Adventure Body Practices. To this end, qualitative research was carried out involving 14 students in the 8th year of middle school at a public educational institution belonging to the municipal education network in the interior of the state of São Paulo. Data collection was carried out through 15 class diaries produced by the researcher, who is also the class's Physical Education teacher, as well as semi-structured interviews with 11 students. Data analysis involves three steps: ordering the data (mapping), classification (through exhaustive readings and creation of analysis categories) and final analysis (articulation of the data with the theoretical framework and the collected data). The pre-categories emerged with the approximation of semantic procedure and we arrived at the final categories: a) School day-to-day, which described the difficulties encountered during the research that generated improvisations in the execution of classes; b) Challenges and possibilities in teaching Physical Education at school, which brought the potential that teachers can achieve despite the problems that have occurred and, c) Adventure Body Practices/Podcast, in which we explain how innovative content can increase students' interest students for Physical Education classes. The main expectation of the study, with the use of podcasts as a teaching strategy in Physical Education classes, was achieved, as the majority of students were mobilized and began to participate more in classes.
Concentração de metais em tecidos de girinos de rãs-touro, Aquarana catesbeiana (Shaw, 1802), expostos às águas do Rio Sorocaba
(Universidade Federal de São Carlos, 2024-03-20)
Arjonas, Victor Holanda
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Carvalho, Cleoni dos Santos
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https://lattes.cnpq.br/7233550271936621
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https://orcid.org/0000-0003-0755-5239
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https://lattes.cnpq.br/4230456113275960
Environmental monitoring through bioindicators is an essential strategy for understanding the impacts that may occur on water bodies. Bullfrog tadpoles were used to verify the effect of exposure to metals present in river water, verifying the potential for biomonitoring of water bodies using this species. Water was collected at 2 points on the Sorocaba River, one in the city of Ibiúna, representing the source of the river (PI) and another in the Itupararanga Reservoir (PIR), during the dry season of the year. Rã-Touro tadpoles were exposed to the collected water for 96 hours and, at the end of the test, the animals were anesthetized and killed for the collection of samples of gills, skin and caudal muscle, where the concentration of metallothionein proteins (MTs) and the metals arsenic (As), barium (Ba), cadmium (Cd), lead (Pb), cobalt (Co), copper (Cu), strontium (Sr), manganese (Mn), molybdenum ( Mo), nickel (Ni) and zinc (Zn). The concentration of metallothionein, in the samples of gills and caudal muscle, showed a significant increase in the tadpoles exposed to the waters of the Itupararanga Reservoir, in relation to the control and the samples of the tadpoles exposed to the waters collected in Ibiúna (PI). The metals Ba, Cu, Mn, Sr, Zn were in higher concentration in the gill and skin samples of the group exposed to the waters of the Itupararanga Reservoir compared to the control. Gills showed a strong correlation between MTs and metals. The results show different effects on the tissues and potential evidence of the use of this biomarker using the gills, which constitute an interface between the aquatic environment and the internal environment of the animal, which proved to be an important organ for use in environmental biomonitoring.
Ensino de imitação generalizada para crianças com transtorno do espectro autista
(Universidade Federal de São Carlos, 2024-03-20)
Brandão, Vanessa Paula de Souza
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Goyos, Antônio Celso de Noronha
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https://lattes.cnpq.br/3407008711535651
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https://orcid.org/0000-0002-6150-1074
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https://lattes.cnpq.br/1364721807830103
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by impairments in communication and social interaction skills, restricted and repetitive patterns of behaviors, interests or activities. A deficit repertoire, which is considered a behavioral wedge and, therefore, of extreme importance for creating the repertoire of the person with ASD is that of generalized imitation, as it provides the learning of a range of new behaviors, without the need for direct teaching. and for reducing behavioral barriers. The present research aims to evaluate whether teaching multiple imitation exemplars will be sufficient to guarantee widespread imitation for children with ASD and validate Goyos' (2018) protocols. The Generalized Imitation acquisition criterion was defined as achieving 100% correct performance in three successive applications of a protocol developed specifically for this purpose. In a multiple-baseline design across four participants, an initial baseline measure of generalized imitation behavior was administered, followed by individual teaching of multiple imitation exemplars, and again by applications of the generalized imitation measure. The results showed that two of the four participants reached criterion in generalized imitation performance after four and eight directly taught exemplars. Possible variables that affect generalized imitation performance are discussed as well as implications for teaching generalized imitation.
A realidade virtual nas aulas de educação física escolar: das situações limites ao inédito viável
(Universidade Federal de São Carlos, 2024-03-20)
Silva, Danilo Teodoro Cintra
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Godoi Jacomassi, Daniela
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https://lattes.cnpq.br/7699007812483790
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https://orcid.org/0000-0002-7043-7529
;
https://lattes.cnpq.br/9401634234043083
Educational technologies have seen significant advancements in recent years, with their incorporation being regulated in 2018 in the National Common Curricular Base in Brazil. However, various reasons underlie the challenges and limitations to the democratization and critical, sustainable appropriation of these technologies, particularly in public schools in Brazil. Given this scenario, this study aimed to investigate the limitations and possibilities in the incorporation of activities using virtual reality glasses in school Physical Education classes. Participants in this research were first-grade students from a municipal school in the city of Franca, São Paulo. The methodological procedures included the development of a didactic unit consisting of eight lessons focused on the use of virtual reality glasses (VR Box) as an intervention, through electronic games in mobile applications. Data collection involved class journals and recordings. Class journals were compiled after each lesson to record the main events that occurred during the classes. To better analyze the events, all classes were recorded via video to identify any bodily manifestations that journals and audio recordings alone might not capture. Data analysis from class journals and recordings was conducted qualitatively, drawing upon Freireanos concepts of limit-situations and feasible novelties. At the end of the study limitations, and possibilities of using virtual reality glasses in Physical Education classes were identified through participants' reports and other events during the classes. At the end, aiming to disseminate the entire research journey and the results we achieved, we developed an animation in the "Draw my life" style as an educational product derived from this dissertation.
Simulação numérica da influência da carga excêntrica e da altura do embutimento da estaca no comportamento estrutural de blocos rígidos de concreto armado sobre duas estacas
(Universidade Federal de São Carlos, 2024-03-20)
Rocha, Cleyton Éder Rodrigues Rocha
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Delalibera, Rodrigo Gustavo
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https://lattes.cnpq.br/6277549281444797
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https://orcid.org/0000-0003-4730-6018
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Almeida Filho, Fernando Menezes de
Deep foundations, such as piles and caissons, are responsible for supporting buildings and rely on cap blocks to distribute loads to the soil. Therefore, correct block design and execution are essential processes to ensure the safety and efficiency of constructions. Upon reviewing the literature, it was noticed that two factors can affect the proper performance of blocks. The first is the application of eccentric load, which can impact stress distribution and the load-bearing capacity of blocks on piles. The second is inadequate embedding of piles in blocks, which can also lead to possible structural failures. Consequently, there was a need to understand the structural behavior of the block under these factors, identifying critical points in the system and thus contributing to a more suitable design. The objective of this work was to analyze the influence of pile embedment height in the block and the eccentricity of loads applied to the rectangular section pillar in a block over two square-section piles, through non-linear numerical simulation using the finite element method in the ABAQUS® software. Equal and different embedment heights were adopted for the two piles, with values of 5 cm, 10 cm, and 15 cm. Eccentric load was applied, which could be to the left or right of the pillar axis, at 0 cm, 5 cm, 10 cm, and 15 cm, totaling 33 models. The results were compared with a reference model calibrated in this work. As a result, it was observed that models with eccentricities showed less resistance, exhibiting losses of up to 30% of strength compared to centrally loaded ones. The variation in pile embedment had little influence on final strength, but models with 15 cm embedments of piles showed more resistance due to higher stress in the tie reinforcement, especially under centrally loaded conditions. Models with varied pile embedment showed lower ultimate resistance when the vertical displacement applied to the pillar was in the direction of the less embedded pile. Finally, early concrete damage was more evident in models with greater embedment, highlighting its importance in damage propagation. For shallower pile embedments, initial damage appeared at around 20% of the ultimate force, while deeper embedments experienced initial damage at around 15% of this force.
Biochar de cama de frango: produção, aplicação e análise de suas propriedades no solo e no cultivo de rabanetes
(Universidade Federal de São Carlos, 2024-03-21)
Pereira, Moisés Edevaldo
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Yamaji, Fábio Minoru
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https://lattes.cnpq.br/4787449634914831
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https://orcid.org/0000-0002-0908-8163
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https://lattes.cnpq.br/9842101432791601
Brazil stands out in broiler production and is the largest exporter. In 2022 alone, Brazil produced 14.57 million tons of chicken meat. However, considerable amounts of poultry litter are also generated annually in Brazil due to the growing demand and production of broilers, causing concerns for poultry farmers such as improper disposal which can lead to environmental pollution. The aim of this study was to evaluate the production of biochar from chicken litter on a pilot scale, characterize the biochar produced, apply the biochar to the soil in a field experiment and analysis its effects on the soil and on radishes. Around 40 kg of chicken litter was collected after raising two batches of chickens. To produce biochar, around 23.5 kg of the material was subjected to the pyrolysis process, which was carried out at 450 °C, a heating rate of 20 °C min-1 and a residence time of 6 hours. The biochar parameters studied were: gravimetric yield, immediate analysis, scanning electron microscopy and energy dispersive spectroscopy. The field experiment was set up in a randomized block design with 3 replications and 5 fertilization treatments each (control, chicken litter, biochar 20 t ha-1, biochar 60 t ha-1 and commercial NPK). For the effect of the biochar on the plants, radish development parameters were analyzed (root diameter, fresh masses root and leaf, leaf height, number of leaves, dry masses root and leaf, percentage of cracked roots, number of commercial roots and productivity. For the effect of biochar on the soil, soil analyses were carried out at 3 different times (before planting, after the first planting cycle, after the second cycle radishes planting). The results of the laboratory analysis of the biochar showed that, with the larger equipment, a longer residence time was required for the material to pyrolyze completely. The gravimetric yield was 38.38%, the moisture content 4.49%, the volatile content 24.11%, the ash content 34.40% and the fixed carbon content 41.49%, which showed that chicken litter is a suitable material for producing biochars for application to the soil. The results of the field experiment showed that biochar resulted in higher radish productivity (25.17 and 28.55 t ha-1 for the 20 and 60 t ha-1 treatments, respectively), as well as better results in most of the other development parameters analyzed. In the soil, the effects of biochar were positive, implying in retention of NPK levels, unlike the other treatments, showing potential for replacing mineral and organic fertilization, both for radish development parameters and soil fertility.
Obtenção de sistemas auto-organizados formados por sais de bile e lecitina: efeito da adição de solutos polares
(Universidade Federal de São Carlos, 2024-03-21)
Zambuzi, Giovana Cristina
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Paula, Kelly Roberta Francisco Muruci de
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https://lattes.cnpq.br/0422652925722673
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https://lattes.cnpq.br/6074732708226587
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https://orcid.org/0000-0002-5801-3221
Understanding the physicochemical properties of obtaining aggregates provides insights into how to modify and adjust them for specific applications of interest. Self-aggregated systems can be obtained by adding surfactants above the critical micellar concentration in polar and nonpolar solvents. Lecithin is a mixture of phospholipids consisting of two tails and with a positively and negatively charged head, having a wide application in the pharmaceutical and cosmetic industries. Bile salts are biosurfactants formed by a hydrophilic and a hydrophobic side, being used in food and pharmaceutical technologies. In this context, this work aimed to verify the influence of small amounts of the polymeric and monomeric solutes polyethylene glycol (PEG) (400 g.mol-1) and propylene glycol (PG), respectively, on the formation of bile salt and lecithin aggregates. in organic medium (cyclohexane). In this case, three different bile salts were used, namely sodium taurodeoxycholate (NaTDC), sodium deoxycholate (NaDC) and sodium cholate (NaC) and in three different proportions (0.2; 0.4 and 0.8 Bile salt/Lecithin). Self-aggregated systems were studied by using dynamic light scattering (DLS), rheology and small-angle X-ray scattering (SAXS). The measurements showed that the addition of PEG and PG promoted the formation of cylindrical aggregates (giant micelles) for most systems formed by NaC/Lecithin and NaDC/Lecithin, with the 0.8 NaDC/Lecithin system with PEG or PG being the most viscoelastic, with plateau modulus values, G0, equal to 2.8x104 e 3.6x104 Pa in the presence of PEG and PG, respectively. The results showed the obtaining of micelles with high relaxation time values (τR) equal to 100 and 102 s for 0.2 NaTDC/Lecithin and 0.2 NaTDC/Lecithin/PG, respectively. Furthermore, the persistence lengths of the micelles, lp, were in the range of 17,1 to 20,3 nm, and the aggregates obtained in the presence of PEG were less flexible. Furthermore, the SAXS curves showed that most systems presented the formation of giant micelles and lamellae in the presence of solutes. These results showed that the hydrogen bonds established between the hydroxyl groups of the solutes and the polar groups of the surfactants were responsible for the formation of longer giant micelles and/or longer relaxation times. Thus, the systems formed can be used as drug encapsulation and release platforms for various applications.
Educação científica crítica e professores(as) de ciências: estudo sobre as contribuições da Ferramenta Avaliativa Ciência, Tecnologia e Sociedade (FACTS) para a formação docente
(Universidade Federal de São Carlos, 2024-03-21)
Marra, Nayara Nogueira Soares
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Freitas, Denise de
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https://lattes.cnpq.br/3330976062026878
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https://orcid.org/0000-0003-1575-3243
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https://lattes.cnpq.br/6431982418295781
Critical Scientific Education (CCE) is based on the complex thinking of Edgar Morin and STS studies and was built by Ibero-American researchers. CCE supported the creation of FACTS, a CTS Assessment Tool for educational processes and materials. FACTS has been disseminated to Natural Sciences teachers, including through in-service education courses, such as the one that contextualized this work. Our objective was to understand how an course based on FACTS can help in the construction of ECC-oriented discourses in in-service teachers. Specifically, we seek to: I) Characterize the spontaneous approach that professionals present in relation to FACTS at the beginning of the course; II) Verify the impacts of the course based on the content of the FACTS tool and the teaching discourse during and after the course. To meet these objectives, we produced data in three moments: a questionnaire on the initial approach of the course teachers towards FACTS, which was analyzed using the mean and relative mode; analysis of course meetings, through Discursive Textual Analysis; and semi-structured interviews to analyze teachers' speeches about their practice after training. The results indicated that, initially, the teachers approached the apprentice and advanced levels of FACTS. During continuing education, most interactions enabled connections between school and university. The main resistance/difficulties of teachers in relation to CCE are related to interdisciplinarity, technology conceptual aspects, and the traditional curriculum. Another challenge was the transposition of more abstract aspects - such as concepts and attitudes - to more concrete aspects, such as those associated with methodology and vice versa. After training, the analysis of the teachers' discourse about their teaching agency revealed that, even with environmental difficulties, there are behavioral and personal aspects that bring teachers closer to CCE. The first are a dialogical relationship with FACTS, reflection on one's own training and practice and the search for a human and anthropological conception to support professional practice. The personal characteristics aligned with CCE are self-reflection, dedication, critical sense, a relationship of pleasure with work and lucidity about professional responsibility. Considering the results of our work, we believe that metacognition, interdisciplinarity and attitudinal aspects can be useful for the training of teachers aligned with Critical Scientific Education.
Os interesses culturais do lazer nas aulas de Educação Física escolar: uma proposta de unidade didática para o ensino fundamental
(Universidade Federal de São Carlos, 2024-03-21)
Coutinho Netto, João Batista
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Couto, Yara Aparecida
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https://lattes.cnpq.br/2348643816717796
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https://lattes.cnpq.br/3895159101232856
Considering the relevance of the leisure theme highlighted by the accumulation of studies in this area, as well as the importance that the subject can assume, through its values and cultural content in the interface with the school environment and also in line with the current debate about the guarantee of constitutional access rights to experiences in this area, this research aimed to investigate the pedagogical potentialities of the application of a Didactic Unit, consisting of 10 classes, on the Cultural Interests of Leisure in School Physical Education classes. The qualitative approach, through the methodology of action research, was carried out with the 18 students of a 5th grade class of Elementary School, in a municipal school in the interior of São Paulo. Field notes served as a data collection instrument and the subsequent data analysis occurred through content analysis. The research efforts revealed two categories: A) Urgency of an education for leisure; B) Leisure in school and leisure of the school. The results pointed out the potential of leisure as a Physical Education theme, notwithstanding the current curricular limitation about spaces, times, and pedagogical actions aimed at experiences in this area in the school environment; it also expressed the deficient student conceptions about the phenomenon of leisure, as well as the legal possibilities of experiences in this context. From the analyses reached, we consider that a school education that intends to employ leisure - in the aspect of cultural interests - as a means and finality of its processes, will update the formation of human beings aware of their rights and prepared to assume their duties towards themselves and in the face of their social responsibilities. We reaffirm school leisure, according to a perspective of its own aimed at this environment, not as an unreflective reproduction of consumer leisure, but rather emancipatory, finding in Physical Education classes a privileged space for development, although it should be explored in other disciplines and in direct actions of school management. We also reinforce our understanding that leisure, given its transversal characteristic, which permeates various contents of Physical Education, gathers qualities to assume the condition of central theme, as an example of games, sports, fights etc., in the scope of School Physical Education, appearing in curricular documents, such as the Brazilian Commom Core , as a unit of knowledge, from which skills and contents can be developed and offered to students, aiming at an education for leisure, through education by leisure.
"Evasão presencial" nas aulas de Educação Física: percorrendo caminhos através de narrativas
(Universidade Federal de São Carlos, 2024-03-21)
Souza, Olga da Silva
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Ramos, Glauco Nunes Souto
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https://lattes.cnpq.br/0134679842280022
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https://orcid.org/0000-0003-2644-2838
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https://lattes.cnpq.br/3738676520657405
The present study aims to understand the motivation behind the increase in student absence from Physical Education (PE) classes as they progress through the basic education grades. The refusal to participate in the activities proposed and carried out in these classes generated the characteristic in this study called "face-to-face evasion". Faced with this problem, the objective of this study is to analyze the perception that students in the final years of Elementary School have about theicccccr participation in Physical Education classes, in an attempt to identify the trajectory that precedes the dropout process in these classes. The research was based on a qualitative approach, using a biographical narrative as a method. The target audience was made up of 16 students in the 9th grade of Elementary School, enrolled in a public school in the city of São Paulo/SP. The gathering of biographical data occurred through written narratives, of events already experienced by the interviewees. The analysis of the collected data and written productions was carried out in two stages: transcription and thematic analysis, arriving at the following categories: 1st) Thematization of school PE: between the ideal and the real: in which we can identify that students build their opinions about school PE as they’ve participated (or not) in classes, therefore, positive or negative experiences are decisive for participation or dropout in PE classes; 2nd) Bullying: (one of the forms of violence: which is recognized as a form of violence present in any school environment, including PE classes, wherever the body is often exposed in a humiliating and aggressive manner. The method in which this phenomenon is addressed and determines whether or not students choose to get involved in the proposed bodily practices; 3rd) Gender and sexuality oppression in PE classes: lack of understanding and value for differences and slight for diversity, make PE classes a emplacement of exclusion for those who do not fit into society's normative standards. Social interactions in classes are an opportunity for students and teachers to interact in order to inhibit any form of prejudice. The research achieved its main objective, which was to analyze the students' perception of their participation in PE classes. Through the collaboration of the interviewees, it was also possible to verify that in-person dropout rates in school PE classes are multifactorial, highlighting the importance of proposing inclusive and diverse practices, which consequently makes it easier in the complex social interaction between students.
Mecanismos de hipertrofia muscular induzida pelo treinamento de força: análise de marcadores de proteólise, remodelamento de matriz extracelular e adição de mionúcleos mediada por células satélite
(Universidade Federal de São Carlos, 2024-03-21)
Scarpelli, Maíra Camargo
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Libardi, Cleiton Augusto
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https://lattes.cnpq.br/8953409094842074
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https://orcid.org/0000-0002-9003-7610
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https://lattes.cnpq.br/9745220657552014
The increase in muscle mass (i.e., muscle hypertrophy) promoted by resistance training (RT) results from the activation and coordination of various molecular mechanisms. Some of them have been widely examined, such as satellite cells and the addition of myonuclei to muscle fibers. On the other hand, other mechanisms, such as the activity of enzymes that regulate proteolysis and extracellular matrix (ECM) remodeling, have been poorly investigated. Considering that increased muscle mass positively impacts health and well-being, it seems imperative to investigate the effect of RT on these mechanisms, as well as to explore strategies to optimize individual hypertrophic responses, for example, through RT overload progression. Thus, this study aims to investigate whether: (1) individual muscle hypertrophy responses to different overload progression protocols can be explained by changes in total myonuclei and satellite cells content or changes in the protein content and enzymatic activity levels of proteolytic biomarkers and ECM remodeling factors; (2) acute responses of protein content and enzymatic activity levels of proteolytic biomarkers and ECM remodeling factors to an RT bout performed in the trained state are attenuated compared to responses to a naïve bout (i.e., performed in the untrained state). The results indicate that: (1) individual prescription of overload progression can improve intra-subject responsiveness to RT; however, the greater responsiveness to one protocol or another is not explained by the investigated molecular mechanisms; (2) biomarker responses are not attenuated in the trained state compared to responses observed in the untrained state, suggesting that proteolysis and ECM remodeling responses are likely sustained to promote muscle hypertrophy and remodeling.
Danças regionais brasileiras nos anos finais do ensino fundamental: análise de uma proposta de ensino em uma disciplina eletiva
(Universidade Federal de São Carlos, 2024-03-21)
Neves, Carlos Eduardo
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Lemos, Fábio Ricardo Mizuno
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https://lattes.cnpq.br/9720009502941255
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https://orcid.org/0000-0001-6512-5056
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https://lattes.cnpq.br/9947111552094678
Addressing Brazilian regional dance in the school context is a journey that goes beyond bodily movements; it’s an immersion into the historical, geographical, and cultural riches that each region of Brazil carries. My experiences in organizing June festivals, Brazilian regional festivals, and sign language-musical theater have reinforced convictions about the importance of working with dance in the school environment. Imagine taking students on a journey through the rhythms, customs, attire, and flavors that are part of our country, all through dance... This integration has the potential not only to enhance the educational experience but also to promote the appreciation of our cultural roots. Thus, the objective of the research was to develop and analyze a didactic sequence of 18 classes on Brazilian regional dances, inserted in an elective discipline for the final years of elementary school. For this, a Pedagogical Intervention was used, involving 37 students enrolled in the elective discipline “Dance Brazil” at a State School in the interior of São Paulo State. Data collection included records of established dialogues and the description of the entire didactic sequence in a logbook. For data analysis, the development of coding categories was used, culminating in the following categories: A) Organizational and Pedagogical Factors of Teaching Practice; B) Interest in the Elective; C) Cultural Aspects of Dance; D) Attitudinal Aspects in Dance; E) Ludic Aspects in Dance; F) Protagonism of Participants; G) Learnings Provided by the Elective. The results revealed that dance can be a link between culture and education, providing a broader understanding of our cultural roots. Despite the challenges faced, such as the lack of interdisciplinarity in curricula and resistance to dance as legitimate school content, students experienced significant development, as they not only gained confidence in themselves but also learned to respect each other, work in teams, and explore different styles of dance and cultural manifestations. Dance practice also stimulated students’ protagonism, enabling them to take on responsibilities and contribute to the construction of more conscious, creative, and engaged actions. Moreover, the study of dance promoted an interconnection of content from different areas of knowledge, such as history, geography, music, and anthropology, further enhancing students’ educational experience.
Investigação do fenômeno oscilatório na síntese de filmes de Nb2O5 em PEO.
(Universidade Federal de São Carlos, 2024-03-21)
Batista, Jonata Rodrigues Dias
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Trivinho-Strixino, Francisco
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https://lattes.cnpq.br/9740223649776400
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https://orcid.org/0000-0002-0990-0270
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https://lattes.cnpq.br/9371807725346783
This research focuses on the process of plasma electrolytic oxidation (PEO), a type of anodization that has been extensively studied due to the wide range of applications its coatings provide to materials, such as corrosion resistance, adhesion, and mechanical stress resistance, and catalytic processes. PEO differentiates from conventional anodization by employing significantly higher voltages in an electrochemical cell, resulting in the generation of ionized gas at the surface of the working electrode, in the specific case of this study, niobium. This phenomenon imparts unique properties to the resulting oxide film. The primary focus of this research was to investigate a previously undocumented behavior on a specific condition: the occurrence of low-frequency and high-amplitude oscillations during the anodization process of niobium in different types of electrolytes. Data was collected using a system comprising a direct current source in galvanostatic mode, electrolyte temperature control, and an in-situ data acquisition and recording system, generating potentiostatic curves of voltage versus time. Three approaches were taken to explore this phenomenon. The first involved anodization in three distinct electrolytes (H3PO4, KOH, and C2H2O4) at two temperatures to identify conditions conducive to oscillation manifestation. The second approach varied current densities (5, 10, and 20 mA/cm2) in a C2H2O4 electrolyte, revealing that increased current density correspondingly elevated oscillation frequency, accelerating the process kinetics. Lastly, anodization was interrupted at different time points on the voltage-time curve to understand better the evolution of oxidized film growth in the presence of oscillations. The obtained samples were analyzed through scanning electron microscopy (SEM) to visualize cross-sectional and surface images of the porous film, as well as X-ray diffraction (XRD) to determine the crystal structure. Among notable results, it was observed that oscillations occur under specific combinations of temperature and electrolyte, indicating a complex interplay between these parameters. Additionally, an increase in current density was observed to intensify oscillation frequency, suggesting a direct influence of current density on process kinetics. Furthermore, in the approach investigating the oxide film at different anodization times, cross-sectional analysis unveiled the formation of thin films with grooves and rough surfaces. Surface analysis indicated a trend of pore size reduction on the surface as each oscillatory cycle advanced, suggesting a dynamic process of dissolution and subsequent pore filling over time, which plays a crucial role in modulating the oscillatory behavior. Structural analysis revealed that all samples exhibited the same orthorhombic Nb2O5 crystal structure, suggesting that the oscillatory phenomenon does not affect the crystal structure of the film. This research comprehensively investigates the amplitude and frequency oscillations during the plasma electrolytic oxidation process on niobium. The findings hold the potential to contribute to the understanding of this poorly understood phenomenon with implications for the control and optimization of anodization processes across various applications.
Olimpíadas da escola: processos educativos emergentes de uma competição dialógica
(Universidade Federal de São Carlos, 2024-03-21)
Borsetti Junior, Ari Fernando
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Souza Júnior, Osmar Moreira de
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https://lattes.cnpq.br/9176123942671062
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https://orcid.org/0000-0002-2915-5634
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https://lattes.cnpq.br/7900260066390051
Competition is a ubiquitous element in society and is central to the phenomenon of games. Understanding competition as content becomes crucial in Physical Education classes, as the discipline is permeated by competitive elements and often formalizes these competitions in school or inter-class games. However, there is a need to move beyond the hegemonic, exclusive, and culturally regulated view of school competition as an end in itself, often alienated from more transformative learning experiences. This research aimed to analyze the educational processes that emerged from implementing a student games model based on the principles of Freirean pedagogy: dialogicidade, praxis, autonomy, and emancipation as mediators in knowledge construction. This competition allowed students to reflect critically, express ideas, share perspectives, and find collective solutions. The qualitative research was based on the action research methodology. Over a school year, competitive activities from various manifestations of body culture were carried out with students from three fifth-grade classes at a municipal school in Sumaré, São Paulo, Brazil. Data was collected through class diaries and focus groups. The data was analyzed using the coding category method, with the highlighted codes grouped based on the Freirean principles that underpinned the actions. The implementation of a Freirean-inspired student games model fostered transformative learning experiences, promoting critical reflection, dialogue, collective problem-solving, and the development of autonomy and emancipation among the participating students. This approach challenges the traditional, hegemonic view of school competition and opens up possibilities for more inclusive, democratic, and humanizing educational practices.
O tom e o som: diálogos entre a ciência e a música
(Universidade Federal de São Carlos, 2024-03-22)
Adalberto, Paulo Roberto
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Arrouvel, Corinne
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https://lattes.cnpq.br/6762748327087735
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https://orcid.org/0000-0003-4938-348X
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https://lattes.cnpq.br/1525751070682900
The relationships between musical and scientific languages are historically well established, and in the global understanding of the sound phenomenon, the connections between science and music stand out. Musicology constitutes a scientific field in itself that generates and unifies science. The tuning of scales, the production of sound and its properties, the sensitivity and rationalization of sound mobilize knowledge, skills, attitudes, and values from different areas and provoke scientific, historical, social, and aesthetic discussions. By facilitating access to concepts that are sometimes overly abstract from various orders, as well as through its psychological effects, musical practice (from composition to appreciation) presents itself as an interesting tool in teaching. Such discussion has led to the proposal of workshops for building musical instruments, organized into four modules, as presented here. In addition to providing low-cost teaching material, the workshops propose didactic activities for science education, mediated by self- uided musical experiences during the construction of instruments with defined tuning. The playful, cognitive, and affective aspects with which music touches the individual can generate reflections and pedagogical decisions by teachers from different perspectives. Transversality and multidisciplinarity, promoting nterpersonal skills for the comprehensive systematization of evolving knowledge, underpin the proposal. The manifestations of Brazilian culture are also emphasized during the workshops.