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"Evasão presencial" nas aulas de Educação Física: percorrendo caminhos através de narrativas
(Universidade Federal de São Carlos, 2024-03-21) Souza, Olga da Silva; Ramos, Glauco Nunes Souto; https://lattes.cnpq.br/0134679842280022; https://orcid.org/0000-0003-2644-2838; https://lattes.cnpq.br/3738676520657405; https://orcid.org/0009-0003-8248-9996
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; Libardi, Cleiton Augusto; https://lattes.cnpq.br/8953409094842074; https://orcid.org/0000-0002-9003-7610; https://lattes.cnpq.br/9745220657552014; https://orcid.org/0000-0002-5868-3380
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; Lemos, Fábio Ricardo Mizuno; https://lattes.cnpq.br/9720009502941255; https://orcid.org/0000-0001-6512-5056; https://lattes.cnpq.br/9947111552094678; https://orcid.org/0009-0003-0017-2515
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; Trivinho-Strixino, Francisco; https://lattes.cnpq.br/9740223649776400; https://orcid.org/0000-0002-0990-0270; https://lattes.cnpq.br/9371807725346783; https://orcid.org/0000-0003-1966-5785
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.
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; Paula, Kelly Roberta Francisco Muruci de; https://lattes.cnpq.br/0422652925722673; https://lattes.cnpq.br/6074732708226587; 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; Freitas, Denise de; https://lattes.cnpq.br/3330976062026878; https://orcid.org/0000-0003-1575-3243; https://lattes.cnpq.br/6431982418295781; https://orcid.org/0000-0002-5029-521X
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.
Olimpíadas da escola: processos educativos emergentes de uma competição dialógica
(Universidade Federal de São Carlos, 2024-03-21) Borsetti Junior, Ari Fernando; Souza Júnior, Osmar Moreira de; https://lattes.cnpq.br/9176123942671062; https://orcid.org/0000-0002-2915-5634; https://lattes.cnpq.br/7900260066390051; https://orcid.org/0000-0003-0169-9629
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.
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; Yamaji, Fábio Minoru; https://lattes.cnpq.br/4787449634914831; https://orcid.org/0000-0002-0908-8163; https://lattes.cnpq.br/9842101432791601; https://orcid.org/0000-0002-6065-5995
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.
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; Couto, Yara Aparecida; https://lattes.cnpq.br/2348643816717796; 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.