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Os diversos modelos de formação inicial de professores para o ensino primário de Moçambique: permanências e rupturas
(Universidade Federal de São Carlos, 2024-03-25) Gabriel, Silvio Francisco; Bezerra Neto, Luiz; https://lattes.cnpq.br/4809080593333472; https://lattes.cnpq.br/0724322104449695
The study investigated the Initial Training of Primary School Teachers in Mozambique, in order to understand how the current training models contribute to the construction of professionalism in teaching. In this context, the need to carry out this research arose, around training in the social recognition of an activity as a profession, determined in the literature on the sociology of professions and education. The research aims to analyze professionality data in several demonstrations that guide FIP in Mozambique, in the initial training models 10th class + 1 year, 10th class + 3 years and 12th class + 3 years. This is a qualitative research based on the description and analysis of documents, the development of the study continued based on questionnaires made to nine (9) trainers, twelve (12) trainees and four (4) managers. The study was based on the possibility of reinforcing the cohesion between discourses and practices constructed in ITE and clarifying the concept of professionality intended in ITE for Primary Education. The results indicated that there is a total lack of harmony between the concepts of professionalism, teaching shown in the different guiding documents, speeches by training agents and the teaching practice of trainers. In relation to the specificities of professionalism, the power of decision-making and innovative researcher stand out as one of the qualities recognized for teachers. However, this aspect contradicts the reality shown, as the lack of power of trainers/teachers over changes to curricula was verified and, despite the existence of some trainers with good qualifications, it was noted that there is a lot of teaching practice aligned with functionalization of what professionalism is
Consultoria colaborativa na formação de equipe multiprofissional em serviço especializado
(Universidade Federal de São Carlos, 2024-03-25) Ferrinho, Alessandra Braz; Benitez, Priscila; https://lattes.cnpq.br/0000868072508462; https://orcid.org/0000-0003-3501-7606; https://lattes.cnpq.br/0279188925959325; https://orcid.org/0000-0002-4906-6620
When talking about teaching or modifying behavior, one must think about Evidence-Based Practices, and in this case, educational intervention based on Applied Behavior Analysis has been recommended, given its scientific evidence for interventions with people with Autism Spectrum Disorder (ASD). The objective of the research was to evaluate a brief collaborative consultancy proposal, operationalized in eight weeks of training a team working after school with children and young people with ASD and/or Intellectual Disability (ID), based on Behavioral Skills Training (BST) and Teach-Back. The specific objective was to verify the impact of the organizational climate on training adherence, as well as to evaluate the team's social attitudes related to inclusion throughout the consultancy. It was an action research consisting of eight weeks of in-service training. Four professionals (three psychologists and one pedagogue) and six children participated, selected for convenience by the researcher. The children and young people were cared for by the participating professionals, in a specialized clinic, during school hours. The research was divided into four distinct phases: Phase I: systematic literature review; Phase II: sample pre-test and analysis of documentation related to the institution's workflow; Phase III: presentation of the Organizational Climate research proposal to employees of the participating institution; Phase IV: implementation of Collaborative Consulting and multiple surveys. The consultancy was operationalized in an eight-week training session, which can be classified as a brief consultancy. Phase I data were analyzed in full and categorized based on the following aspects: year of publication, place of origin of the first author; search repository; objectives, methodological procedures; dependent variable and independent variable; results; limitations and future indications. The data from the other stages were corrected based on the guidance of each test and the results of the collection with the consultancy participants were evaluated qualitatively, based on the issuance of the response presented in dialogue with the literature in the area. In general, the results provided guidance regarding the curricular components related to knowledge of Behavior Analysis and Special Education and validated by the participating professional team, as well as extending knowledge about quality of life in an after-school support service, through of organizational climate assessment. It is recommended that future studies include collecting social validation from participating children and young people, as well as operationalized monitoring of interactions between researcher and school, in addition to the pilot application of questionnaires and evaluation by judges.
Sexualidade e educação sexual de pessoas com deficiência intelectual: um programa de ensino para professores
(Universidade Federal de São Carlos, 2024-03-25) Zuin, Luiz Fernando; Denari, Fátima Elisabeth; https://lattes.cnpq.br/5575213011914394; https://orcid.org/0000-0001-9248-6359; https://lattes.cnpq.br/4502820892178981; https://orcid.org/0000-0002-2628-5919
It can be said that sexuality is still a controversial topic, which causes difficulties for those who face this issue on a daily basis, such as teachers, for example. When it comes to teachers of young people with intellectual disabilities (ID), the challenge is even greater. In this sense, studies state that the result of the sexuality/ID relationship may not be positive due to the sum of difficulties faced by teachers and families, and that many behaviors considered inappropriate that these people exhibit are the result of education or lack of sexual education. Therefore, the main objective of this research was to develop, implement and evaluate a training program in sexual education for special education teachers on sexuality and sexual education for students with ID, in order to investigate the difficulties and facilities in dealing with this subject in everyday practice. Thus, qualitative data collection and analysis methods were used. Firstly, semi-structured interviews were carried out with 10 teachers from a special school, based on a script prepared by the author, which addressed the themes of sexuality, sexual education, sexuality of people with intellectual disabilities, sexual affective relationships of people with intellectual disabilities and relationships of gender. The data was systematized and soon after, a teaching program was drawn up, which had as its central theme “Sexuality and Sexual Education for Young People with Intellectual Disabilities”. The teachers participating in the teaching program were the same teachers participating in the interview. Furthermore, the group was led by the focus group and had 05 meetings/themes, which took place once a week. These meetings had a theoretical part carried out by the researcher and moments in which the participants' difficulties were addressed through group discussions. Finally, the teachers carried out activities in class with the students and were later described and analyzed with a view to verifying the effects of the teaching program. The data collected in the pre-intervention interviews, in the intervention course and in the activities carried out by post-intervention teachers, were systematized and qualitatively analyzed. To achieve this, Discourse Analysis procedures and techniques were used, especially as they encompass analysis techniques that aim to be a bridge between scientific knowledge and common sense, aiming to reconstitute collective thinking in the face of various themes. The results indicate that in the pre-intervention interviews, the majority of teachers did not receive training on this topic during their undergraduate studies. Among those who stated that they had obtained some instruction about sexual education, it was found that this was of a strictly biological nature with a focus on anatomical and physiological characteristics. Furthermore, prejudices and myths were noted regarding this issue mainly because they do not believe that they can enjoy safe and pleasurable sexuality in a responsible and autonomous way because they have ID, indicating that people with ID are qualitatively different from people who do not have disabilities and who do not have the same right to experience their sexuality as the rest of us, with the need to always be supervised by their family. After the intervention carried out through the teaching program, it was possible to demonstrate that training in sexual education is a strategy that favors personal reflection on the topic, as well as a review of one's own values, feelings, taboos and prejudices, strengthening the teacher's the importance of sexual education work in the school space.
Manufatura aditiva por fusão de leito de pó a laser de aço inoxidável 316L com adições de boro: avaliação das propriedades de corrosão e desgaste
(Universidade Federal de São Carlos, 2024-03-25) Figueira, Gustavo; Koga, Guilherme Yuuki; https://lattes.cnpq.br/0933095081175012; https://orcid.org/0000-0003-0792-1139; Gargarella, Piter; https://lattes.cnpq.br/4641435644243916; https://orcid.org/0000-0003-4445-5819; https://lattes.cnpq.br/2329692381880140; https://orcid.org/0000-0002-5771-0594; Gargarella, Piter; Bolfarini, Claudemiro; Otani, Lucas Barcelos; Coelho, Reginaldo Teixeira; Soyama, Juliano; https://lattes.cnpq.br/4641435644243916; https://lattes.cnpq.br/9231627080617037; https://lattes.cnpq.br/2519980413159984; https://lattes.cnpq.br/9018028705455552; https://lattes.cnpq.br/9061278469734475; https://orcid.org/0000-0003-4445-5819; https://orcid.org/0000-0002-3099-3694; https://orcid.org/0000-0002-2831-2335; https://orcid.org/0000-0002-9506-1900; https://orcid.org/0000-0003-2835-6183
Adding boron to stainless steels improves wear resistance through the formation of Cr- and Mo-rich borides but may cause sensitization. Enhancing wear without compromising corrosion resistance requires adjusting the alloy’s global composition. This thesis aims to modify 316L stainless steel, known for excellent processability by laser additive manufacturing, and evaluate its electrochemical and tribological properties after gas atomization and L-PBF. Initial tests with commercial 316L powder achieved high densification (8.09 ± 0.04 g/cm³) using parameters of 192 W, 1000 mm/s, 70 µm, and 30 µm. The composition was then modified with 0.5 wt.% B, designing two alloys (Mo3 and Mo4) via CALPHAD. Ingots were produced, gas-atomized, and characterized by SEM, XRD, and laser diffraction, revealing spherical powders suitable for L-PBF. A Box-Behnken design defined parameters for modified alloys (224 W, 700 mm/s, 76 µm). Specimens were printed and analyzed by SEM, TEM, and XRD, confirming a cellular microstructure with M₂B and M₃B₂ boride networks. Electrochemical tests showed superior performance of modified alloys compared to original 316L, with higher Etransp and Rp and lower icorr, ipass, Ceff, and Qa. Regarding wear, hardness increased from 224 ± 7 HV to 473 ± 5 HV, while the coefficient of friction dropped from 0.56 to 0.35, reducing the specific wear rate by up to 2.5 times. In conclusion, boron addition combined with composition adjustment significantly improved wear resistance without impairing corrosion resistance, maintaining L-PBF processability.
A fuzzy model for the control of the brown stink bug
(Universidade Federal de São Carlos, 2024-03-25) Peixoto, Magda da Silva; https://lattes.cnpq.br/0413910306376054; https://orcid.org/0000-0002-5138-5129
Training Brazilian nurses to promote mental health at work
(Universidade Federal de São Carlos, 2024-03-25) Miranda, Fernanda Maria de; Kristman, Vicki Leigh; https://orcid.org/0000-0001-5508-0552; Mininel, Vivian Aline; https://lattes.cnpq.br/4557060516800427; https://orcid.org/0000-0001-9985-5575; https://lattes.cnpq.br/5169761887192185; https://orcid.org/0000-0003-2198-2827
Introduction: psychosocial risks are known problems in the context of hospital nursing work. Training leaders to promote mental health at work emerges as a powerful strategy, although still limited in the Brazilian context. Nurses' awareness of psychosocial risks and the workplace factors that affect them, as well as their position in the organization as nurse leaders, can strengthen the collective fight for healthy environments. Objective: to pilot a model to evaluate the effectiveness of a training intervention aimed at hospital nurse leaders to promote mental health at work. Method: pilot study with pre- and post-test in a single group with follow-up of two and four months after an online training called the Lidera-SMT Program, designed based on the Canadian National Standard of Psychological Workplace Health and Safety. The research was carried out in three stages: Development of the intervention and instruments; Validation of instrument content; Implementation and pilot and evaluation of Lidera-SMT. All nurses working in hospitals were eligible to participate in the intervention. The sample was non-probabilistic for convenience and those who did not complete the Program were excluded. Data were collected through a sociodemographic questionnaire and pilot testing the intervention was based on Donald Kirkpatrick's first three levels of evaluation, using as measures: level I – interest, confidence, attention, expectation; level II – learning; and level III – attitudes and perceived structural empowerment. Analysis used JAMOVI software and included descriptive statistics for participant characteristics; Non-parametric ANOVA, linear mixed model to assess learning retention; Cronbach's alpha to measure the internal consistency of the questionnaires; Spearman correlation test to identify correlation between attitudes and structural empowerment; and Mann-Whitney test to compare groups by training hours. The significance adopted was 5%. Ethical aspects were respected and the project was approved (Brazil: approval n. 5.627.685; CAAE 57917922.9.0000.5504; Canada: n. 1469900). Results: Lidera-SMT was based on the flipped classroom and was composed of four mandatory modules and one optional, totaling 8 or 10 hours. The sociodemographic questionnaire, the learning test and the perceived attitudes instrument, which were not validated, underwent validation using the Delphi Technique. Twelve Brazilian experts participated (eight academics and four nursing specialists). Lidera-SMT was implemented between July and August 2023. Sixty-seven nurses started the Program and 54 completed it, demonstrating 81% adherence. Both partial (n=50) and complete data (n=29) were considered to evaluate learning and behavior levels. Level I: satisfaction means above 4.46 (SD=0.872), with 94% of participants (n=50) over the cutoff point. Level II: mean score increased from 3.9 (pre) to 4.41 (2nd follow-up), with significant differences pre and post (p=0.04) and pre and 2nd follow-up (p<0.01). Level III: perceived attitudes achieved high scores, although no significant differences were observed between the assessment moments. The perception of structural empowerment has increased significantly. There are correlations between attitudes and structural empowerment. Conclusions: in pilot work, Lidera-SMT demonstrated to be an effective intervention for promoting mental health at work.
Concepções de educadoras e professoras de educação infantil sobre o trabalho educativo na creche: uma pesquisa ítalo-brasileira
(Universidade Federal de São Carlos, 2024-03-25) Oliveira, Raiza Fernandes Bessa de; Di Rienzo, Paolo; https://lattes.cnpq.br/3554406833291672; Sommerhalder, Aline; https://lattes.cnpq.br/4775432120371947; https://orcid.org/0000-0002-6024-0853; https://lattes.cnpq.br/1894920012254605; https://orcid.org/0000-0002-2422-4821
Questa ricerca dottorale si inserisce nel contesto storicamente recente di valorizzazione e ricostruzione di spazi e pratiche per l'educazione e la cura dei neonati e dei bambini molto piccoli (0 a 3 anni), concentrandosi sulle concezioni delle educatrici e delle insegnanti, attraverso un'indagine condotta in due Paesi e, quindi, contesti educativi diversi: Brasile e Italia. L'obiettivo generale è stato quello di descrivere e analizzare le concezioni sul lavoro educativo nel nido, espresse attraverso le narrazioni delle educatrici e delle insegnanti, brasiliane e italiane, che lavorano con bambini da 0 a 6 anni, al fine di identificare e discutere le loro specificità, stabilendo relazioni con le condizioni personali, professionali e di lavoro. Si tratta di uno studio qualitativo, realizzato attraverso interviste a professioniste dell'educazione dell’infanzia del sistema pubblico della città di São José do Rio Preto (SP, Brasile) e a professioniste che lavorano in istituzioni corrispondenti a questa fase dell'educazione nelle città di Roma e Modena (Italia). I risultati sono stati discussi sulla base di quattro categorie di dati raccolti in Brasile e di tre categorie relative al contesto italiano, e sono stati organizzati e descritti utilizzando l’Analisi di Contenuto di Laurence Bardin. Analizzando temi relativi alla formazione per il lavoro nel nido d’infanzia e nella scuola dell'infanzia, alle concezioni del lavoro educativo nel nido, agli elementi attraenti e di difficoltà del lavoro educativo nel nido e alla visione del nido e della scuola dell'infanzia nella società odierna brasiliana e italiana, è stato possibile rilevare le concezioni delle educatrici e delle insegnanti sul lavoro educativo nel nido e che queste sono strettamente legate agli aspetti oggettivi del lavoro educativo e alle condizioni di lavoro delle professioniste, ma sono legate anche agli aspetti soggettivi, come le relazioni tra le insegnanti nel contesto della scuola, la qualità del rapporto con i bambini stessi, la collaborazione con i genitori e la cultura pedagogica locale. In una dinamica complessa, queste due dimensioni sono articolate e interpretate in modi diversi dalle professioniste, delimitando la costruzione delle loro concezioni e identità professionali. Poiché questi fattori strutturano e modificano le concezioni delle educatrici e delle insegnanti in modo unico, delimitando le loro conoscenze e le loro pratiche e influenzando la costruzione della loro identità professionale, si comprende l'utilità del contributo di una ricerca che analizzi le condizioni di lavoro delle educatrici/insegnanti e le loro concezioni del proprio ruolo. Discutendo i risultati in base a ciascun contesto e realtà indagati, si evidenzia anche la potenzialità della ricerca che prende in considerazione le diverse realtà dell'educazione dell’infanzia e della cura e dell'educazione dei bambini del nido, in particolare, mettendo in luce i contributi unici del dibattito sul tema e dell'internazionalizzazione dell’indagine. Infine, si sostiene la necessità del dialogo e della costruzione di un'educazione alla prima infanzia di qualità, affettuosa e rispettosa, con professioniste competente che si impegnano per i bambini, quello che deve essere una priorità non solo per le educatrici e le insegnanti dell’infanzia, ma per l'intera società, perché il nido di qualità, come costruzione democratica condivisa da gestori, educatori, bambini e famiglie, rimane un obiettivo a cui tendere costantemente.
A fuzzy model for the control of the soybean aphid
(Universidade Federal de São Carlos, 2024-03-25) Peixoto, Magda da Silva; https://lattes.cnpq.br/0413910306376054; https://orcid.org/0000-0002-5138-5129