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Travessia: culturas africanas e afro-brasileiras em jogo na educação física escolar
(Universidade Federal de São Carlos, 2024-08-19) Pereira, Samuel Feliciano; Corrêa, Denise Aparecida; https://lattes.cnpq.br/7114759404153218; https://orcid.org/0000-0001-9890-7476; https://lattes.cnpq.br/6892279681415792; https://orcid.org/0009-0001-6784-9688
Esta disertación está conectada a mi historia de vida, pues la falta de representación negra en mi trayectoria por la educación básica, la búsqueda por Ser Más y mi creencia en el poder transformador de la educación, he llegado hasta aquí para capacitar a jóvenes y niños a tener acceso al conocimiento sobre las culturas africana y afrobrasileña en las clases de Educación Física escolar. Dicho eso, después de 21 años de la promulgación de la Ley 10.639/2003, es necesario comprender el conocimiento de los estudiantes sobre las Motricidades del Sur. La investigación tuvo por objetivo identificar y analizar los procesos educativos que emergen de la práctica social de la enseñanza de los juegos de las culturas africana y afrobrasileña en las clases de Educación Física de una escuela municipal ubicada en el interior del estado de São Paulo. Con un enfoque metodológico basado en la investigación cualitativa, se realizó una investigación bibliográfica y de campo, que involucró la observación e intervención en clases regulares del componente curricular de Educación Física de un aula de estudiantes del 6° año de la Enseñanza Fundamental II. Como instrumentos de recolección de datos se utilizaron registros en forma de notas de campo para sistematizar la información recolectada en el proceso de observación, intervención y ruedas de conversación, así como cuestionarios y entrevistas semiestructuradas a los estudiantes participantes. Para analizar los datos, se utilizó el marco de inspiración fenomenológica del que surgieron dos categorías: A) África más allá de un país con muchos animales; B) Jugar, broma, aprender y sembrar. Como resultados, se identificó inicialmente la percepción de los estudiantes sobre África aún permeada por una concepción idealizada, así como dificultades para comprender e identificarse con la pertenencia étnicoracial. A lo largo de la investigación, se observó un creciente interés entre los estudiantes por el conocimiento del continente africano, en particular, por los juegos, fomentando la creación y experiencia compartida del juego Travessia. También se identificó que los entornos familiares y la calle resultaron ser lugares importantes donde ocurre el intercambio y la siembra de conocimientos construidos. Se destaca la necesidad de fortalecer el repertorio de juegos de las culturas africana y afrobrasileña en las clases de educación física, incluso en los últimos años de la enseñanza fundamental, porque, como observado en aula, el juego estaba presente como un fenómeno de interés y participación de los estudiantes en las clases. De esta forma, fue posible colaborar en el diálogo y la construcción de una educación antirracista enfocada en enseñar y valorar conocimientos sobre las culturas africana y afrobrasileña en las clases de Educación Física escolar.
Análise preliminar da viabilidade da cogeração de energia térmica e elétrica: estudo de caso na UFSCar
(Universidade Federal de São Carlos, 2024-08-19) Carvalho, Camila Mello de; Lopes, Gabriela Cantarelli; https://lattes.cnpq.br/5680967191791061; https://orcid.org/0000-0002-4475-6075
This work was motivated by the need to generate renewable energy and reduce greenhouse gas emissions, proposing a preliminary analysis of the technical and economic feasibility of cogeneration of thermal and electrical energy. Energy cogeneration is an efficient approach to maximize the use of energy resources, providing both heat and electricity from a single energy source. Relying on only one source tends to be a more challenging and expensive implementation. Universities in Brazil often serve as examples of implementing new ideas and are significant research centers. This study aimed to conduct a case study at the Federal University of São Carlos (UFSCar) for the implementation of sustainable and innovative practices, seeking to generate economic, environmental, and social benefits while creating a replicable model for other institutions interested in adopting these practices. Additionally, it aims to adopt circular economy principles for solid waste management, given the increasing waste generation. Based on the presented context, the study objectives included evaluating the available technology for energy cogeneration, assessing UFSCar's energy demands, conducting a preliminary analysis of the technical and economic feasibility of implementing a cogeneration system at the university, and identifying the necessary investments, including capital and operational costs, as well as benefits. Recommendations for successful implementation at UFSCar were also proposed. The methods employed in this work involved a literature review on thermal and electrical energy cogeneration, assessing UFSCar's energy demands, a technical feasibility study, including analyses of available cogeneration technologies, an economic analysis, including cost-benefit calculations and sensitivity analysis, followed by the discussion of results and recommendations. The study provides investment figures for the feasibility of thermal and electrical energy cogeneration at UFSCar and practical recommendations for its implementation at the university, including the most suitable technology and necessary facilities. It was concluded that, given the current volume collected, the return relative to the university's demand is low. However, there are several benefits that this technology can provide, in addition to being a replicable model.
O uso de tecnologias digitais da informação e comunicação (TDIC) por docentes da educação básica de Boa Esperança do Sul - SP: reflexões sobre o antes, durante e depois da pandemia
(Universidade Federal de São Carlos, 2024-08-19) Silva, Camila Fernanda Ferreira da; Monteiro, Maria Iolanda; https://lattes.cnpq.br/4189205834370563; https://lattes.cnpq.br/2943001522881252
Technology has been widely discussed due to its intense presence in contemporary society. With the COVID-19 pandemic that occurred between March 2020 and May 2023 and social isolation at the beginning of this period, technology had a global rise and entered even more different spaces, which needed to adapt to the new reality. It was no different in schools and thinking about technology in education, we must reflect on its use by teachers who had their practices rethought and reinvented so that classes during social isolation - Emergency Non-In-Person Teaching (ENPE) - could take place. Therefore, the theme of this research is the use of Digital Information and Communication Technologies –TDICs, by teachers, and our general objective is to identify the knowledge of teachers in the basic education network in the city of Boa Esperança do Sul - SP regarding TDICs and its use in pedagogical practices, in three different periods: before, during and after the COVID-19 pandemic. This research is of a mixed, quantitative and qualitative nature, and data collection occurred through the application of a questionnaire between the 11th and 12th of March, with open and closed questions relating to the theme of technology in education, which was answered by 120 teachers from the education department network and through a conference held on April 30th with 15 teachers from the network. Data analysis took place quantitatively with the data tabulated and described in tables and graphs and qualitatively following four thematic axes constructed based on the questions present in the questionnaire together with the theoretical contribution of the research and the objectives. Through the analyzes carried out, it was possible to identify that 56% of teachers did not undertake any type of course or training on the use of TDICs during the pandemic, however, 67% pointed out that despite the lack of training, the use of TDICs in their pedagogical practices increased after the pandemic, thus differentiating from pedagogical practices before the pandemic. We were also able to learn about the difficulties and needs of teachers in using TDICs, which is the lack of structure and continued training. We consider the theme of our research to be very relevant to science and we hope that with the results we can broaden reflections on teaching knowledge; pedagogical practices related to TDICs; teacher training; and subsidize the (re)elaboration of public policies.
Vozes no ensino: o medo das crianças e sua relação com os saber na perspectiva das professoras
(Universidade Federal de São Carlos, 2024-08-19) Camargo, Mauro Gomes de; Silva, Flávio Caetano da; https://lattes.cnpq.br/7889803676083470; https://orcid.org/0000-0002-1779-8229; https://lattes.cnpq.br/2452950952627158; https://orcid.org/0000-0001-5288-175X
In a context in which the relationship with knowledge encompasses multifaceted dimensions, incorporating interactions with the world, with others and with oneself (Charlot, 2000). The aim of this research was to understand teachers' perceptions of children's relationship with knowledge as a function of their fears. To do this, we formulated a central question: what are the perceptions of three teachers who teach in the first year of elementary school about the fears expressed by their pupils? In addition, what is the knowledge enunciated in the face of these children's fears? This is a qualitative study with an empirical approach in two public schools in the municipality of Araraquara, São Paulo, Brazil, focusing on the dynamics of everyday school life. The theoretical basis for this research was the work of Charlot (1996, 2000, 2020). Data was collected through semi-structured interviews. To analyze the data, we adopted the “Balance of Knowledge” or “Inventory of Knowledge” approach, as proposed by Charlot (1996, 2009). This research has shown us various types of knowledge, among which we understand that, in the teachers' perception, there is a great diversity of fears faced by children in the school environment, which are related to knowledge. The teachers also identified different types of fears among their students, in addition to their own fears during their first years as students. However, this study has shown us that school is a web of knowledge, relationships and fears, in which observation, self-image and strategies are involved, in order to identify the fears of children in our schools.
Aplicação de processo assistido por simulação para a purificação de proteína recombinante obtida em plataforma de expressão detoxificada
(Universidade Federal de São Carlos, 2024-08-19) Paiva, Thiago David de; Benedini, Leandro Junqueira; https://lattes.cnpq.br/4563874853343438; Zangirolami, Teresa Cristina; https://lattes.cnpq.br/4546701843297248; https://lattes.cnpq.br/5213134438695259
The production of biopharmaceuticals, including vaccine components, involves the cultivation of cells in which the product is synthesized, followed by a sequence of recovery and purification steps which purpose is to eliminate impurities and obtain the product with the purity required for therapeutic use. The costs of purification operations vary from 20 to 80% of the overall cost of the process of obtaining biotechnological products, and are the determining factor in the price of the final product. In this study, a series of studies were carried out to develop a less complex and expensive purification process for Pneumococcal Surface Protein A (PspA4Pro), a promising component for the formulation of anti-pneumococcal vaccines, produced by ClearColi® cells. This Escherichia coli strain is genetically modified, free of endotoxic activity, offering less risk of adverse reactions caused by the endotoxins present in conventional E. coli strains. The development of purification processes for the protein of interest, without the addition of a tag, present in real cell clarification, allowing it to be scaled up and applied in industrial processes, was the main objective of the work. All the biomass used in the studies were obtained from previous ClearColi® cultivations and were available on site. An approach based on modeling and simulation of the main purification step, anion exchange chromatography, was used to select the optimum operating conditions, an innovative, economical and faster strategy compared to the trial and error method used in previous works to improve process efficiency. Initially, simulations of the mathematical model developed previously to describe the purification of PspA4Pro obtained in conventional E. coli culture by anion exchange chromatography were carried out, which adequately described the fractions eluted during the purification of the same protein obtained in ClearColi® cultures. New model simulations were then carried out to define promising purification strategies, which were conducted at the Vaccine Development Laboratory of Butantan Institute in São Paulo. Six purification processes were carried out, with the main stages being: cell disruption using a high-pressure homogenizer, with the operating pressure varying between 500 and 1200 bar; precipitation with cetyltrimethylammonium bromide (CTAB) at 1 mg.mL-1 ; clarification by centrifugation at 10000 rpm for 1 hour at 10°C; anion exchange chromatography of the cell clarified on Q-Sepharose resin coupled to an Äkta Avant 150 chromatograph and cryoprecipitation at pH 4.0 for a minimum of 24 hours at -20°C. The bicinchoninic acid (BCA) method was used to quantify total soluble proteins and SDS-PAGE was used to obtain the purity of the protein of interest using band densitometry. It was used the elution protocol with concentrations of 100, 250 and 1000 mmol.L-1 of NaCl, which proved to be the most efficient according to the results of the anion exchange chromatography simulation. By adopting this operating strategy for the chromatographic stage, followed by fractionation of the elution in which the intermediate concentration of NaCl was used and cryoprecipitation of the initial subfractions of the elution mentioned, it was possible to achieve purities over 95% of PspA4Pro. The work also showed that obtaining higher purities of the desired protein can be accompanied by lower recovery values.
Entre as trajetórias escolares e as práticas pedagógicas: as percepções dos professores na perspectiva da relação com o saber
(Universidade Federal de São Carlos, 2024-08-19) Idem, Fabiano Donizeti; Silva, Flávio Caetano da; https://lattes.cnpq.br/7889803676083470; https://orcid.org/0000-0002-1779-8229; https://lattes.cnpq.br/2861855701344680; https://orcid.org/0000-0002-8303-0517
Pedagogical practices and school background play crucial roles in teacher training, profoundly influencing their educational approaches and teaching methods. Teachers' school careers, including their experiences and memories when they were primary school students, shape their perceptions and attitudes towards the teaching-learning process. These formative experiences serve as a reference for the construction of their professional and epistemological identities. With this in mind, the aim of this study was to understand the perceptions of 9th grade elementary school teachers about the relationship between their school trajectories and their teaching practices. To this end, the study was qualitative and exploratory in nature, and did not start from an initial hypothesis. A social constructivist approach was also adopted, as it is understood that subjects develop varied, multiple, subjective and social meanings of their experiences. Two data collection instruments were used: a questionnaire characterizing the participants and with open-ended questions about their perception of their school career, teaching practices and the role of education, the school and the teacher today; and a semi-structured interview about their school career, the description of their own teaching practices, how these add to the practices with which the subject-teachers were trained, their perception of what they still retain from the school where they studied, the relationship between their school career and teaching practices and, finally, the epistemic relationship that the subject-teacher maintains with the curricular component they teach. Five 9th grade elementary school teachers from a school in the city of Descalvado took part in the research. The data was analyzed from the theoretical perspective of Bernard Charlot's Relationship with Knowledge: the questionnaires were analyzed based on the Balance of Knowledge, adapted for this research by constructing mind maps; and the interviews were analyzed based on the QCC Matrix (When student, As teacher and With students), constructed for this research. This analysis was based on three categories identified in the interviews: a student model; from perception to a new conception of the student-subject (both from a diachronic perspective); and the knowledge of the trajectory and professional performance, from a synchronic perspective of the teacher's action in the pedagogical relationship. The analyses showed that, when they were students, they prioritized only the cognitive aspect of the student. However, the conception that these teachers adopt of the student-subject reflects a holistic and integrative vision, recognizing them in their totality and complexity, in other words, from the cognitive, emotional, social and cultural dimensions. By revisiting their school career, it was possible to see how the memories of the teacher-subjects are constantly revisited and used as practical references in the current school environment, improving teaching approaches and avoiding repeating patterns that may not have been effective or inspiring during their own school experience. In this way, it was possible to identify the existence of an epistemology of trajectory, understood and conceived as the study of the knowledge acquired by teachers throughout their school careers, especially from the time they were primary school students, and its relationship with teaching practice. The epistemology of trajectory maintains the appreciation of tacit and practical knowledge from Maurice Tardif's epistemology of practice, but adds a temporal and biographical dimension, showing that the construction of knowledge is a continuous and relational process that extends beyond the university context and the immediate classroom. In this interweaving of times and experiences lies the true essence of education: a continuous construction of meaning, where each life trajectory becomes an indispensable chapter in the great narrative of learning and teaching.
Bullying, cyberbullying e timidez como produtores de exclusão social, à luz da teoria histórico-cultural
(Universidade Federal de São Carlos, 2024-08-19) Neves, Francisco Fabiano; Mello, Maria Aparecida; https://lattes.cnpq.br/8338726751746542; https://orcid.org/0000-0003-2404-7957; https://lattes.cnpq.br/7667564763806333; https://orcid.org/0000-0002-5363-3771
Social relations and culture are the bases for the development of higher psychic functions, which are unique to human beings. In this sense, the university is one of the social spaces that has the role of providing knowledge to the people who integrate and attend it, contributing to the development of these functions. In this research, which received financial support from the Coordination for the Improvement of Higher Education Personnel - Brazil - CAPES, we used the assumptions of the Historical-Cultural Theory. The objectives were to identify and analyze the influences of social relationships on the personality of shy people and how bullying and cyberbullying affect the daily lives of these people at university. Our hypothesis is that bullying, cyberbullying and shyness can be used as a means of excluding people from various spaces at university. Being in a capitalist society, the university can reproduce unequal and violent relations stemming from this economic model. The methodology used the genetic method, the principle of which is to go to the root of the object of study in order to explain it in objective reality. The instruments used were 32 questionnaires distributed to students on two undergraduate courses, a degree in Pedagogy and a degree in Physical Education. From the answers to the questionnaires, 13 participants were selected who considered themselves to be shy and who had suffered some form of bullying or cyberbullying. Of those selected, five agreed to take part in the interviews. The results of the questionnaires show that the students are afraid of social evaluation in most social relationships. In the interviews, reports of bullying involved racism, ageism, social exclusion because of gender and jokes containing prejudice. Reports of cyberbullying include gestures, jokes, harassment and intimidation in remote classes, which has led to isolation and avoidance of cameras depending on the social context, as well as social exclusion when returning to face-to-face teaching. In order to analyze the results, we drew up six guidelines for analysis: 1) Use of cameras during remote classes; 2) Return to face-to-face teaching; 3) Cases of bullying and cyberbullying; 4) Seeking help in cases of bullying and cyberbullying; 5) Personal and undergraduate learning; and 6) Capitalism and its interference in the socio-cultural environment. Thus, bullying and cyberbullying can be considered means of violence in capitalist society, used to maintain the privileges of certain social classes, since violence and social exclusion are ways of removing people from spaces to which they are entitled. The mediation needed in these cases must prevent and combat the conflicts and aggression that arise from bullying and cyberbullying. Higher education cannot shy away from this social problem. Transforming these issues involves the praxis of teachers, students and the engagement of collectives.
Proposta de um sistema de medição de desempenho para suportar o processo de gestão estratégica da UFSCar
(Universidade Federal de São Carlos, 2024-08-19) Ramos, Nadine; Martins, Roberto Antonio; https://lattes.cnpq.br/3518820028045730; https://orcid.org/0000-0002-9168-1416; https://lattes.cnpq.br/0417629551559742; https://orcid.org/0009-0002-2870-7676
The aim of this dissertation was to propose a performance measurement system model to support the strategic management process of the Federal University of São Carlos (UFSCar). To achieve this, a literature review was conducted to describe the evolution of higher education in Brazil, conceptualize the different types of higher education institutions, list the main evaluation instruments used by regulatory bodies to assess these institutions, and outline existing performance measurement models in the literature that could be applied to such institutions. To illustrate the transition from theory to practice, a case study was conducted at the Federal University of Rio Grande do Norte (UFRN), where the use of an adapted version of the Balanced Scorecard (BSC) as support for the strategic management process was examined. Despite the extensive use of the BSC in public institutions, as identified both in the literature and in the case study, it was observed that the model is not fully compatible with this type of institution, necessitating adaptations to the BSC, including the creation of new perspectives to replace those originally defined by the model. Conversely, it was found that the Performance Prism presents elements that are better suited to the realities of public higher education institutions, even though there is a lack of studies exploring this topic on a national scale. Consequently, the proposal for UFSCar was based on the Performance Prism and was developed using UFSCar's current Institutional Development Plan (PDI) and the 2023 Management Report. The proposal is grounded in the needs and contributions of stakeholders to the institution's performance measurement process, from which information for the other model perspectives—strategies, processes, and capabilities—is derived. The development of the proposal demonstrated the alignment of the Performance Prism with UFSCar's PDI, suggesting that employing this model from the outset in the document's construction could lead to improvements in the institution's strategic management process.