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A dialética da produção e da reprodução na educação escolar: contributos para uma transformação pela vida cotidiana
(Universidade Federal de São Carlos, 2024-03-28) Vasconcelos, Paulo Henrique de; Santos, Maria Cristina dos; https://lattes.cnpq.br/1095065753077001; https://orcid.org/0000-0003-3130-9433; https://lattes.cnpq.br/4028983402211189; https://orcid.org/0000-0001-6751-2084
In addition to the concern of work and production conditions, criticism of capitalist social formation must turn to the reproduction of the relations of production, as there is no mode of production that can dispense with consideration of its conditions of permanence over historical time. Reproduction is a phenomenon that occurs at the level of everyday life, considered the substratum of social life, from which all human productions and works emerge, alienated or disalienated, alienating or disalienating. A revolutionary process will only occur through the discontinuity of capitalist reproduction and the production of a new society, which will emerge from everyday life. In turn, education constitutes one of the ways through which the transformation of society can occur. Therefore, it is necessary that an educational proposal based on dialectical and historical materialism also assumes the insertion in its theorization of a new vision on reproduction and on everyday life. This research has a conceptual character, that is, it focuses on working with already systematized concepts and categories that reveal reality of public education. The thesis defended here is that school education is a reproductive social instance par excellence, vital to the reproduction of capitalist relations of production, and cannot be easily co-opted by revolutionary forces. It is in this way that we are confronted with the research problem of how to overcome the reproductive character of capitalist school education. To this end, we set the objective of demonstrating that the transformation of school education depends on the transformation of society, which can only occur by centralizing the transformative role of everyday life. We will seek to work on the meaning of social transformation for school education, thinking about how reproduction is related to everyday life which, in turn, cannot continue to be understood as a mere pragmatic and empirical activity, whose functionality to social transformation is limited to its supersumption. We seek to contribute with this research to the collective construction of a counter-hegemonic pedagogical theory, with a scientific socialist character, which seeks to produce a social space favorable to the transformation and compatible with a socialist transition.
A Tríplice Hélice no contexto da Ciência da Informação: construindo pontes para a Inovação Social
(Universidade Federal de São Carlos, 2024-03-28) Silva, Liniker Matheus de Sousa; Ramalho, Rogério Aparecido Sá; https://lattes.cnpq.br/5602653417743793; https://orcid.org/0000-0002-8491-3514; https://lattes.cnpq.br/9628117633857673; https://orcid.org/0009-0002-1183-9269
The evolution of the Triple Helix model, which highlights the collaboration between universities, industry, and government in driving innovation, has been a focus of extensive research and debate in the scientific literature. The present study aims to analyze the contributions of Information Science (IS) to the Triple Helix model, with a focus on the theme of social innovation, identifying the implementation phases of the model, the configurations of relationships established between the three vertices over time, the roles of information in these interactions, and the main challenges encountered. Adopting a qualitative, exploratory, and descriptive approach, this study investigates the institutional approach to the term "Innovation" and its corresponding academic production, by analyzing the scientific production contained in the main database of Information Science, the Base de Dados Referenciais de Artigos de Periódicos em Ciência da Informação (BRAPCI), together with the repositories Base de Teses e Dissertações (BDTD) and the Catálogo de Teses e Dissertações da CAPES. This mapping provided a comprehensive view of the implementation phases of the Triple Helix model, the evolutionary configurations of institutional relationships, the critical role of information, and the main obstacles faced. With these analyses, the work offers points of reflection for strengthening social innovation through inter-sectoral integration, contributing to the development of more effective public policies and the stimulation of strategic partnerships focused on innovation, highlighting the importance of social innovation as a vehicle to meet social needs and promote significant changes through collaboration between the university, industry, and government sectors.
Elementos da base de conhecimentos e processos de raciocínio pedagógico de uma mentora iniciante de professoras dos anos iniciais do ensino fundamental em início de carreira: um estudo de caso
(Universidade Federal de São Carlos, 2024-03-28) Alarcon, Jéssica Francine Ferreira da Silva; Souza, Ana Paula Gestoso de; https://lattes.cnpq.br/2662760426985944; https://orcid.org/0000-0002-2015-0829; https://lattes.cnpq.br/6409780426691677; https://orcid.org/0000-0002-8303-2467
This research is related to the Hybrid Mentoring Program (HMP) of the Federal University of São Carlos, which lasted between 2017 and 2020. Coordinated by professors from the research group: Teacher Training and Other Educational Agents, at Federal University of São Carlos, it was funded by the São Paulo Research Foundation. Mentoring is an initiative where experienced teachers, known as mentors, provide guidance and advice to novice teachers to assist them with the demands of the early stages of their careers. The aim is to promote autonomy and support in the professional development of teachers. It prioritizes trust and mutual support between experienced and novice teachers and fosters situations of socialization in the school culture, based on the needs experienced in the context. In this research, the objective is to understand how the elements of the knowledge base are configured, understood as the set of knowledge necessary to teach, and the pedagogical reasoning process, which portrays the thinking and how knowledge is built during the process of teaching and learning, of an experienced teacher who worked at HMP as a beginning mentor for a beginning teacher who works in the early years of Elementary School, are configured. It is understood, from this perspective, that the process of pedagogical reasoning, although it is articulated with the knowledge base, is 'greater' in the movement of constitution, mobilization and connection of knowledge. In order to do this, a descriptive analytical-interpretative analysis is proposed, having as a data source: (a) narratives written in the Virtual Learning Environment (VLE) by the mentor; (b) online interactions records between mentor and beginning teacher and (c) interview (oral narrative). The results of this study indicate that the construction of the mentor's knowledge base involved: i) the environment of her work at HMP, with online interaction with the novice teacher, mostly asynchronous, but with training to be a hybrid mentor (with online and face to-face activities); ii) the context in which the beginner operates, her planning and her characteristics and needs, as well as those of her students; iii) the educational and social scenario – before and during the pandemic. And, in view of this, it encompassed: a) initial and continuing training to be a mentor; b) support from the Program's training team; c) online interaction with the beginner and a greater difficulty in building bonds of trust; d) the need for objective writing, but with strategies to establish greater proximity to the beginning teacher e) work methodology that would enable the verification of the beginner's demands and list the priorities; f) means to lead beginning teacher to reflect on its practice and, thus, obtain more information about their work context and performance; g) elaboration of proposals that would meet the needs of the beginner and her students; h) constant verification of the understanding of beginning teacher and its performance as a mentor; i) re-elaboration of proposals based on the understanding of the beginning teacher's understanding; j) evaluation and reflection on the new knowledge of beginning teacher and the development of autonomy in its teaching practice. And this included the scenario before and during the pandemic, in which strategies needed to establish new considerations and ways of acting. In other words, the process of reflection, or pedagogical reasoning, permeated the entire process of building the mentor's knowledge base and involved the context of action. In this sense, the pedagogical reasoning process included the choices, decision-making and actions of the mentor when advising the beginning teacher.
Reestruturação e expansão das Universidades Federais: a adesão da UFSCar ao REUNI
(Universidade Federal de São Carlos, 2024-03-28) Canhete, Aparecida Regina Firmino; Costa, Luzia Sigoli Fernandes; https://lattes.cnpq.br/8110248272001369; https://orcid.org/0000-0001-8530-4000; https://lattes.cnpq.br/4684913057786985; https://orcid.org/0009-0005-9830-4444
The Federal University of São Carlos (UFSCar), throughout its slightly over 50 years of operation, has undergone profound changes that have greatly impacted its actions, resulting in its way of being, producing and presenting itself, and particularly within the context of Brazilian federal higher education institutions and society in general. These changes have essentially resulted from a process of decision-making and democratization of decisions, within the scope of its Superior Councils, which have been happening since the establishment of the first Superior Council. Currently the University Council, ConsUni, the highest deliberative body at the University, composed of representatives from all categories of the university community, has its decisions taken through a democratic and participatory process. Thus, based on the assumption that many decision-making processes impacted the Institution itself, Brazilian higher education and society, this study has the objective of broadly document how UFSCar’s decision, taken by the University Council, in adhering to the Program for Support for Restructuring and Expansion Plans of Federal Universities (REUNI) occured, seeking to understand the causes of internal reactions to its implementation. Furthermore, it aims to contribute to the recording of history and the pressing need to preserve the memory of UFSCar, given that 66% of teaching and technical-administrative employees have spent less than 15 years at the Institution. Given the unitary nature of the object studied, the methodology used was the case study, through bibliographical and documentary research, the latter being fundamental for the development of the theme and understanding of the internal manifestations that occurred in the process of joining UFSCar to REUNI, as well as understand the national scenario involving the Program launched by the federal government. This research, in another instance, will contribute to studies in Science, Technology and Society (STS), highlighting the importance of interdisciplinarity, and its potential to understand and record the history of the Institution, preserving its institutional memory, in addition to contributing to future research related to the topic.
O Cerrado da Universidade Federal de São Carlos como fonte de recursos naturais: diversidade de vespas parasitoides (Hymenoptera, Ichneumonoidea)
(Universidade Federal de São Carlos, 2024-03-28) Damasceno, Rafael Cavalcanti; Penteado-Dias, Angélica Maria; https://lattes.cnpq.br/8637344058859147; https://orcid.org/0000-0002-8371-5591; Dias, Manoel Martins; https://lattes.cnpq.br/1346547036069954; https://orcid.org/0000-0003-0726-7069; https://lattes.cnpq.br/2957984342052220; https://orcid.org/0000-0002-9270-9038
The biodiversity of the Cerrado is considered high, but knowledge about the insects in this biome is still scarce. This work aimed to understand the community of parasitoid wasps from the Braconidae and Ichneumonidae families, which are specialized in using other insects to develop their offspring. The study was carried out in an area of Gallery Forest in São Carlos, SP and an area of Cerrado stricto sensu, in the Federal University of São Carlos, São Carlos, SP, where we estimated diversity, richness and abundance of the Braconidae and Ichneumonidae fauna. In the Gallery Forest, 14 subfamilies of Braconidae and 12 subfamilies of Ichneumonidae were recorded, with Microgastrinae (Braconidae), Ichneumoninae and Campopleginae (Ichneumonidae) being the most abundant. In the Cerrado stricto sensu, there were 9 subfamilies of Braconidae and 13 of Ichneumonidae, with greater abundance of Ichneumoninae, Campopleginae and Cryptinae (Ichneumonidae). A new species, considered rare, was found in Gallery Forest, belonging to the genus Gnamptodon (Braconidae, Telengaiinae). The results of this work are relevant to increasing knowledge of the parasitoid wasp fauna in Brazil, including data on their biological interactions.
Treinamento de aplicadores via vídeo modelação para implementação de ensino por tentativas discretas
(Universidade Federal de São Carlos, 2024-03-28) Santini, Giovanna Jangarelli; Elias, Nassim Chamel; https://lattes.cnpq.br/4216525883778695; https://orcid.org/0000-0003-4197-623X; https://lattes.cnpq.br/9261487212030230; https://orcid.org/0000-0001-9654-9927
Discrete trial teaching is one of the 28 evidence-based practices for autism. However, Applied Behavior Analysis-based interventions come with a high implementation cost for families, making this practice difficult to access. Therefore, it seems pertinent to investigate the effects of an instructional program using video modeling on the behavior of implementers for the implementation of discrete trial teaching, aiming for greater dissemination of evidence-based practices for interventions with this population. The study involved three individuals aged 18 years or older who had no prior exposure to this teaching model and were newly hired at a private clinic where the research was conducted. The research utilized a multiple probe experimental design and resulted in significant improvement among all participants in protocol implementation when comparing baseline data with probe data.
Análise de um Programa de Habilidades Sociais para universitários com Transtorno do Espectro do Autismo
(Universidade Federal de São Carlos, 2024-03-28) Martin, Marina; Costa, Carolina Severino Lopes da; https://lattes.cnpq.br/0303439637261272; https://orcid.org/0000-0002-6945-2879; https://lattes.cnpq.br/1585333558187170; https://orcid.org/0000-0003-2027-5952
The growing increase in the number of individuals diagnosed with Autism Spectrum Disorders reaching adulthood and entering Higher Education raises the issue of the challenges faced in this age group and in this environment. Among them, one that deserves to be highlighted is the importance of a good repertoire of Social Skills for a good university experience. Considering this scenario, this research aims to analyze the PEERS® for Young Adults program, the Social Skills intervention program for young adults with Autism Spectrum Disorders created by the University of California at Los Angeles - UCLA, making considerations about its application and adaptation to the context of public Higher Education Institutions in Brazil. To this end, qualitative exploratory research was conducted, using documentary analysis with data processing in two phases: the first of Content Analysis, in which analysis categories were created by reading the program manual, and the second of Comparative Analysis, in which the already mentioned Brazilian context and its American equivalent, in which the program is already successfully applied, were compared in the categories created during the first phase. These categories were: structure and content of the program, participant profile, tutor profile, and place of application, with more specific subtopics with which the realities of both countries could be contrasted, seeking to understand the feasibility of application in Brazil. We, therefore, consider that public Higher Education Institutions are a possible application space, however, some adaptations are necessary to take into account the specificities of the Brazilian reality. We hope this work can contribute to ensuring that this intervention program is used in Brazil and that future research is conducted on this theme.
Formação continuada sobre Aprendizagem Cooperativa para contemplar a diversidade em classes inclusivas
(Universidade Federal de São Carlos, 2024-03-28) Costa, Pollyana Ladeia; Mendes, Enicéia Gonçalves; https://lattes.cnpq.br/3897627554738983; https://orcid.org/0000-0003-3673-0681; https://lattes.cnpq.br/4990658323830358; https://orcid.org/0000-0003-0342-6835
This research is part of a matrix project entitled Collaborative action research to mitigate educational inequalities resulting from the COVID 19 pandemic: contributions from research on school inclusion (PAC-COVID 19), which involved a Program for Professional Development (PPD) organized into five modules, namely: 1) Collaborative Teaching and Inclusive School Culture; 2) Multitier System of Support (SSM); 3) Universal Design for Learning (UDL); 4) Differentiated Teaching Approach (ADT) and 5) Cooperative Learning (CL). The present work concerns module five of the PPD which dealt with Cooperative Learning. This is a research with a mixed methodological approach configured as collaborative action research. Considering the worsening of educational inequalities generated due the emergency remote teaching during the COVID 19 pandemic period, the general objective was to develop, implement and evaluate a Education Program (EP), based on the scientific literature of Cooperative Learning as an Inclusive Education strategy, in order to analyze whether the program offered contributes to providing teaching that better responds to the diversity of students at a target school. The specific objectives were: a) Develop the EP to contribute theoretical and practical knowledge about Cooperative Learning. b) Implement lesson plans based on Cooperative Learning, in classes from the 1st to the 3rd year of primary education at the target school, with the collaboration between class teachers and other EP participants. c) Evaluate the EP based on Cooperative Learning. The reflective critical epistemological core of the investigation was structured in Vygotsky 's historical-cultural approach. The study took place in a municipal public school in the interior of São Paulo, particularly in a Basic Education school, with 37 participants: regular teachers, special education teachers, educational coordinators and professionals from the multidisciplinary team. Furthermore, eight regular teachers applied the lesson plans basead on Cooperative Learning Theory with their 1st to 3rd year classroons of Elementary School. The EP was developed using a remote model, lasting 36 hours, whit synchronous and asynchronous activities. The results showed that the EP had positive impacts on the teachers and students involved, like for example, there were academic, psychological and social benefits for both, which allowed teachers to better respond to the diversity of students. In this way, the universalist and innovative practices such as Cooperative Learning, it enabled the professionals involved in EP to better confront educational inequalities caused by the COVID 19 pandemic in the school researched. Furthermore, in Brazil, the systematization of Cooperative Learning is still incipient, which the current work has contributed to produce evidences, and materials for continued education of teachers and to disseminate the theory in Brazil, that can foster inclusive education and research about Cooperative Learning.
Livremente: Clube de Leitura da Biblioteca da Fundação Educacional São Carlos (FESC)
(Universidade Federal de São Carlos, 2024-03-28) Angelon, Elisabete Maria; Furnival, Ariadne Chloe Mary; https://lattes.cnpq.br/1291482506649810; https://orcid.org/0000-0002-2344-4400; https://lattes.cnpq.br/0234547710078493
Loneliness has been identified as a global epidemic and declared by the World Health Organisation as a factor that affects the mental health of people of all ages. Population aging is another factor of concern as most elderly people live alone. Several countries already implement public policies to alleviate the problem. The São Carlos Educational Foundation (FESC), located in the central region of the State of São Paulo, provides lifelong education and socialization activities for people. The majority of FESC students are elderly. Intergenerational dialogic practices are important in the processes of building knowledge and culture in contemporary times. Through consciously exercised information mediation, librarians can reveal their social protagonism and contribute to the formation of a more humane and fair society. The observation of the five dimensions that can be achieved in information mediation, which are: the dialogic dimension, the aesthetic dimension, the ethical dimension, the formative dimension and the political dimension, indicate the effectiveness of the activities of a more humanizing mediation, in line with the sociocultural context in which they take place. In the aesthetic dimension of information mediation, bibliotherapy operates, an action in which the subject can exercise recognition of themselves and others and experience the resignification of their emotions. Reading clubs are groups of people who come together to practice shared reading, they provide encouragement for reading, a sense of well-being for participants and relief from tension. This research aimed to highlight how the mediation of information exercised consciously can promote the socialization of people in the context of reading clubs. This research took a qualitative approach, the method used was a case study in “Livremente”, the FESC Library Reading Club, which is an intergenerational reading club. The techniques used were participant observation, application of a semi-structured questionnaire, collection of statements and photographs. The results indicate that exchange of experiences between people of different age groups in a reading club bring enriching experiences in educational, cultural and social processes. The information mediation activities developed in “Livremente” reached the dialogical, aesthetic, ethical and formative dimensions of information. In the perception of the aesthetic dimension of information, there were indications of bibliotherapy. It was concluded that reading clubs are a valuable tool for increasing the reading habit, expanding knowledge, development of critical thinking, improving self-esteem, emotional awareness, reframing experiences, self-knowledge, leisure, friendship bonds, and a sense of belonging. Librarians can exercise their social role by working in reading clubs to promote the appropriation of information, cultural appropriation and socialization of people.
Enriquecimento curricular: sistemas de ensino e atendimento aos alunos com altas habilidades ou superdotação
(Universidade Federal de São Carlos, 2024-03-28) Nogueira, Amanda Maria de Araujo; Rangni, Rosemeire de Araújo; https://lattes.cnpq.br/6399149504309769; https://orcid.org/0000-0002-8752-9745; https://lattes.cnpq.br/5376147299950502; https://orcid.org/0000-0001-6172-7578
Gifted students are the ones who demonstrate ability about average compared to their peers in academic, creative, psycomotor, arts or leadership areas; outstanding creativity and great envolvement with tasks. The attention focused on these students enrolled in regular education schools allows to see that there are a few initiatives on guide, pedagogical support or enrichment guaranteed by Brazilian legislation. One of the forms of attention is the enrichment, which presents as a challenge because it envolves to know the students, their preferences and particularities in order to develop a teaching-learning proposal, in fact, to adapt to them. From this perspective, the research had the general objective of studying and analyzing the curricular enrichment offered by three Education Departments in the inland of the state of São Paulo, Brazil, for gifted students. The study was qualitative, descriptive, and a case study. Three Education Departments (Jaú, São Carlos, São José do Rio Preto) and 42 education professionals participated in the research, including 03 teaching principals, 02 supervisors, 01 administrative director, 10 managers and 26 teachers. The results were: i) few students are identified in the schools, compared to the rates indicated in the literature; ii) despite the rigths to specialized attention, students registered as gifted in those departments do not receive pedagogical actions for their skills or support materials and resources; iii) there is a lack of training on giftedness among participants, because the answers of the source of knowledge about the theme from them were varied; and iv) participants unknow the enrichment, but there were teachers who stated to provide specialized support to the students; v) the review of both national and international literature showed similarities that the gifted students are little recognized and supported in their school enviroments; and vi) students, specifically in the state of São Paulo, need to receive their educational and legal rights. I hope this research will provide the attentive view of the part of managers and educators.
Isolamento e identificação de compostos ativos de Vismia guianensis com potencial inseticida contra formigas cortadeiras
(Universidade Federal de São Carlos, 2024-03-28) Pio, Yara Polianna Fonseca; Fernandes, João Batista; https://lattes.cnpq.br/2691336077459602; https://orcid.org/0000-0002-2924-3327; https://lattes.cnpq.br/8861108197229972; https://orcid.org/0000-0001-6496-1490
Vismia guianensis, also known as "pau lacre," is chemically notable for the presence of a variety of secondary compounds in its organs, including roots, bark, and leaves. These compounds have garnered interest due to their biological and pharmacological potential. This study aimed to explore Vismia guianensis as a promising source of natural insecticides for combating the ant species Atta sexdens and to synthesize copper complexes from the isolated compounds. Using extraction techniques and advanced analytical methods, six novel benzophenones were isolated from the species, four of which (Vismiaguienones 1, 2, 3, and 6) are novel to the literature, along with a common anthraquinone in the genus, totaling seven isolated compounds and a copper anthraquinone complex (CuF 1:2). The study examined three extract matrices from different species (Vismia guianensis, Mansoa alliacea, and Tabernaemontana angulata), finding that only the Vismia guianensis extract (PLF) exhibited insecticidal activity against Atta sexdens, as did fractions F1 and F2, leading to compound isolation. Only two compounds, the anthraquinone (compound 7) and Vismiaguienone 4, did not exhibit activity. Regarding the complex and the ligand, complexation effectively increased the mortality rate of the leaf-cutting ants, with the ligand showing 66% mortality and the complex achieving 92%, representing an effective alternative to synthetic insecticides. Thus, this research directly contributes to the development of more sustainable strategies for managing leaf-cutting ants of the species Atta sexdens, as well as enhancing the chemotaxonomic knowledge of the species Vismia guianensis.
Síntese de nanopartículas de CuO e aplicações catalíticas
(Universidade Federal de São Carlos, 2024-03-28) Silva, Ermeson David dos Santos; Cordeiro, Marco Aurélio Liutheviciene; https://lattes.cnpq.br/4787678071396324; https://orcid.org/0000-0001-6287-3083; https://lattes.cnpq.br/5128932687931370; https://orcid.org/0000-0002-9486-1957
Global population growth, reaching 8 billion people in November 2022, will continue to impose significant pressures on industrial production, agriculture, urban mobility, and energy demand. Coupled with the depletion of fossil fuels and the increasing need for renewable energy, H2 has emerged as a sustainable energy source due to its high energy content and low environmental impact. Water electrolysis for H2 and O2 production has been explored as an eco-friendly approach providing clean and easily transportable fuel for large industries. However, the development of efficient electrocatalysts based on metals such as Ni, Cu, Co, Fe, Mo and W is essential due to the high cost associated with platinum, one of the most efficient materials for the process. Among catalysts based on these materials, metal oxide nanoparticles, such as CuOx, stand out for their high efficiency in energy capture applications. However, corrosion poses a significant challenge for this material as the bandgaps of these materials may cover the oxidation/reduction potentials of water. In this study, electrocatalysts were developed using CuOx thin films, which were subjected to thermal treatment at 500°C and 600°C in atmospheres containing O2 and N2. Additionally, the effect of TiO2 coating as a protective layer against CuOx corrosion was investigated, with deposition carried out using ultraviolet radiation. Electrodes treated in N2 atmosphere at 600°C, with and without TiO2 coating, showed superior catalytic activity in the HER. Conversely, for the OER, samples treated in O2 atmosphere at 500°C and 600°C performed better. Electrodes produced in N2 atmosphere exhibited higher ESCA, indicating a greater number of active sites exposed to surface reactions. The results strengthen the idea that TiO2 acts as a protective layer, preventing rapid electron-hole recombination and thereby the rapid corrosion of CuOx.
Mecanismos de resistência de plantas daninhas ao glifosato em pomares de citros no estado de São Paulo
(Universidade Federal de São Carlos, 2024-03-28) Amaral, Gabriel da Silva; Carvalho, Leonardo Bianco de; https://lattes.cnpq.br/5570172701557172; Silva, Maria Fátima das Graças Fernandes da; https://lattes.cnpq.br/0457632122660653; https://lattes.cnpq.br/4314114832832888
WEED RESISTANCE MECHANISMS IN CITRUS ORCHARDS IN THE STATE OF SÃO PAULO. Citrus production, mainly concentrated in Southeast Brazil, especially in São Paulo, faces significant losses due to weed competition. Effective weed management is crucial to maintaining orchard productivity. However, the excessive use of glyphosate, the main herbicide used due to its effectiveness and affordability, has led to increased weed resistance, exacerbating the problem. The study aimed to identify and assess resistance levels in weeds present in citrus orchards in different regions of São Paulo. Resistant and susceptible seeds of Amaranthus deflexus (low amaranth), A. hybridus (purple amaranth), A. viridis (green amaranth), Bidens pilosa (blackjack), Chloris elata (feather fingergrass), Conyza bonariensis (fleabane), Digitaria insularis (sourgrass), Solanum americanum (American black nightshade), and Tridax procumbens (coat buttons) were collected from different citrus orchards, all in the state of São Paulo. Dose-response and shikimic acid accumulation experiments confirmed that the populations suspected of glyphosate resistance A. deflexus, A. hybridus, and T. procumbens exhibited herbicide susceptibility levels similar to their respective susceptible references. B. pilosa populations were also susceptible; however, there is a risk of resistance evolution. Most C. bonariensis, C. elata, and D. insularis populations evaluated showed varying levels of glyphosate resistance. The first occurrence of glyphosate resistance in the country and worldwide for A. viridis and S. americanum was identified. 5-enolpyruvylshikimate-3-phosphate synthase (EPSPS) enzymatic activity experiments showed that resistant populations of A. viridis, B. pilosa, C. elata, and S. americanum exhibited higher basal activity compared to their respective susceptible populations. For D. insularis, basal activity values were similar for resistant and susceptible populations. However, all resistant biotypes of these species required higher glyphosate concentrations to inhibit EPSPS by 50%, except for the R1 population of B. pilosa. Glyphosate absorption ranged from 28% to 44% between 12 to 72 hours after treatment (HAT) in A. viridis plants. Only the R2 population showed a different absorption pattern compared to the susceptible population, translocating a smaller amount of herbicide from the treated leaf to the rest of the plant and roots. Therefore, resistance in this population is attributed to lower glyphosate absorption and translocation. S. americanum plants absorbed between 35% and 50% of the herbicide up to 72 HAT. From 24 HAT, the R1 population absorbed between 10% and 15% more than the S and R2 populations. Sequencing of the conserved region of the EPSPS gene that interacts with glyphosate did not show any mutations in resistant populations of A. viridis; however, it was found that this species exhibits gene overexpression in EPSPS. In S. americanum, a double mutation was identified at positions Arg-105-Glu and Pro-106-Ser. In citrus orchards in São Paulo, multiple resistant species were identified, showing that failure to control one species can affect the control of other vulnerable species. Glyphosate resistance was identified in A. viridis and S. americanum, marking the first reported cases worldwide for these species.
O léxico no trabalho de tradução intralinguístico e interlinguístico
(Universidade Federal de São Carlos, 2024-03-28) Barros, Maria Betânia Arantes; https://orcid.org/0000-0002-7075-310X; Onofre, Marilia Blundi; https://lattes.cnpq.br/4908382415301882; https://lattes.cnpq.br/1628385733756347
The National Curricular Common Base (BNCC), as well as other current documents that deal with teaching guidelines, postulate that when it comes to language teaching, we should not be so concerned with grammatical categorizations and classifications, but with making the student learn to reflect on the language in situations of production and interpretation of texts, having the awareness for its improvement until reaching the analysis of a metalinguistic nature. In view of this, we aim to explore the lexical refinement of students, learners of Portuguese as their mother tongue and foreign language, as well as second language learners, showing that the way to the apprehension of a new language is not through the attempt to translate language-language, but yes within the scope of intra/interlinguistic language. Our work consists of identifying linguistic occurrences, present in students' textual productions, which are characterized by lexical inaccuracies, which we will call displacements. Such occurrences will be references for the activity that we intend to develop in teaching based on the theoretical-methodological assumptions of Antonie Culioli's Theory of Predicative and Enunciative Operations (TOPE), which defends meaning as a dynamic process, and not carried out through values. presets.
Docentes com deficiência na educação superior brasileira e condições de trabalho
(Universidade Federal de São Carlos, 2024-03-28) Ferreira, Sally Cristina Gouveia da Silva; Orlando, Rosimeire Maria; https://lattes.cnpq.br/4254571422608459; https://orcid.org/0000-0002-0990-6146; https://lattes.cnpq.br/5762505054289671; https://orcid.org/0000-0001-9208-3664
This work is an analysis of the working conditions of teachers with disability in Brazilian public universities. Its general objective is to: Analyze the working conditions of teachers with disabilities who work in public Higher Education Brazilian. And as specific objectives: explore the teachers’ workday with disability, identify how your routine and the development of your work in the institution and verify the family's participation in the trajectory of the teacher with a disability. In its methodology included the interview procedure of five university professors with disabilities, from the southeast, north, center-west and northeast Brazilian regions, four of which participants at the federal and one state level. The results revealed that teachers face architectural and attitudinal barriers in their work, that their working day is exhaustive and that her family was an important support during her professional career, she helped and supported the work to be carried out, contributing, in some cases, to the teacher's permanence in his work. The data from this research indicated that the concrete working conditions of the university professors interviewed, included accumulation of several functions, a fact identified as harmful to their health, in addition to the environment of work has been identified as not facilitating the development of work with excellence.