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Proposta de projeto pedagógico do curso de engenharia de computação da UFSCar baseado em competências e atividades curriculares extensionistas
(Universidade Federal de São Carlos, 2024-09) Valente, Fredy João; Kato, Edilson Reis Rodrigues; Menotti, Ricardo; Néris, Luciano de Oliveira; Valejo, Alan Demétrius Baria; Moreira, Jander; Homem, Murillo Rodrigo Petrucelli; Vivaldini, Kelen Cristiane Teixeira; https://lattes.cnpq.br/8165518000687142; https://lattes.cnpq.br/8517698122676145; https://lattes.cnpq.br/2509766431540422; https://lattes.cnpq.br/2185238443038579; https://lattes.cnpq.br/9546164790189830; https://lattes.cnpq.br/7638816418156415; https://lattes.cnpq.br/4099700446922080; https://lattes.cnpq.br/5245409138233148; https://orcid.org/0000-0002-2735-4787; https://orcid.org/0000-0001-8347-7442; https://orcid.org/0000-0002-7010-5030; https://orcid.org/0000-0002-1569-264X; https://orcid.org/0000-0002-9046-9499; https://orcid.org/0000-0002-5183-6268; https://orcid.org/0000-0002-3948-7827; https://orcid.org/0000-0001-5985-9635
The Federal University of São Carlos (UFSCar), in conjunction with the Center for Exact Sciences and Technology (CCET) and the coordination of the Bachelor's degree program in Computer Engineering, is, in accordance with the new National Curriculum Guidelines (DCNs) for Engineering and the "Guidelines for Extension in Brazilian Higher Education," promoting an adaptation in the course's pedagogical project with the aim of incorporating the vision of graduates' training based on the development of their technical and socio-emotional competencies and their extensionist activities. The objective is to provide an appropriate environment for the development of creative thinking, with a solid theoretical foundation, innovation capacity, and entrepreneurship of Computer Engineering undergraduates at UFSCar. In this sense, the Teaching Structuring Nucleus of the Computer Engineering course (NDE-EC) sought to incorporate these modifications through dialogue with course instructors, using an innovative strategy based on active learning methodology, and the institutional guiding principles of UFSCar, as described in its Institutional Development Plan (PDI). This work reports the adaptation of the Pedagogical Project of the Computer Engineering Course (PPC) at UFSCar by the NDE-EC, describing the approach used, which consisted of two distinct and subsequent moments in establishing the competencies related to the course, its implementation, and interaction with course instructors, as well as the approach used to include university extension in the course curriculum. The results achieved were consistent with the principles of the PDI and the resolutions/rules established at UFSCar regarding the new DCNs and the curricularization of extension, culminating in the development of a new PPC for the EC course that was submitted to the Undergraduate Pro-Rectory and is currently under review.
Análise das publicações de influenciador digital fitness masculino no Instagram
(Universidade Federal de São Carlos, 2024-09) Freire, Vanessa Regina Fernandes; Melo, Teresa Mary Pires de Castro; https://lattes.cnpq.br/0960053614310334; https://lattes.cnpq.br/3743719082378882
The research analyzed the publications posted by a digital fitness influencer on his Instagram, aggregating a corpus of comments from his followers. The objective was to identify the food proposals displayed by the influencer, also seeking to analyze what the influencer's followers were talking about through interactions in their publications. The theme will make it possible to verify how eating is perceived and exercised, discussing the consequences of this exposure to its followers, in the context of the representation of male body image exposed in society, as well as its social markers. This is a qualitative study of an exploratory nature, which observed the influencer's Instagram page, from January to April 2023, using Content Analysis (Bardin, 2016). The research highlighted the importance given to the influencer's publications as well as the followers' adoration for the content creator.
Busca ativa e apoio ao retorno e à permanência de jovens à/na escola no contexto (pós) pandêmico
(Universidade Federal de São Carlos, 2024-09-01) Costa, Fernanda Luiza; Malfitano, Ana Paula Serrata; https://lattes.cnpq.br/1462870858750395; https://orcid.org/0000-0002-0502-3194; https://lattes.cnpq.br/0294292823839234
School dropout is a persistent issue in the Brazilian Elementary School System, particularly among adolescents and young people in public schools, escalated by the COVID-19 pandemic. The development of strategies to address this issue can contribute to public policies that promote school return and retention, as well as strengthen citizenship, social participation, and democratization in the country. This study is part of a broader ongoing project that actively seeks out young people who have faced difficulties completing their educational journeys in Elementary Schools across different Brazilian cities, aiming to keep them in school. A database was utilized regarding students who have dropped out or are at risk of dropping out, constructed in collaboration with public schools in São Carlos, SP, Brazil, and supplemented by other strategies to identify young people not included in these statistics. Based on this data, we contacted some young people to understand their reasons behind school dropout. This process involved establishing dialogical relationships to get closer to and grasp their individual and/or collective demands. Additionally, interviews were conducted with the young people, along with Individual and Territorial Follow-Up, a methodology from social occupational therapy, to identify the specific needs of each young person and create pathways for their return to school. The follow-up was carried out with three young individuals, aiming to understand the reasons for their school abandonment and to empower and support them in facing these challenges. One adolescent was supported for ten months and managed to return to the regular education system with the help of the Metuia-UFSCar team. However, after just over three months, she faced new difficulties in remaining in school and dropped out again. Two other young boys were supported for six months; one enrolled in the Youth and Adult Education System, while the other continues to face barriers in resuming their studies. Understanding the social, historical, economic, and political context in which contemporary youth are situated reveals contradictions surrounding social phenomena that lead to barriers preventing access to their rights, including education. Furthermore, current values and individualism in social relationships also hinder school retention. It is essential to ensure spaces that provide youth with reflections on the multiple intersections they experience, both individually and collectively, and to recognize the school’s potential in achieving this principle, despite existing fragilities. It is also crucial to discuss themes such as solidarity and respect, alongside what schools can intentionally do through collective interventions to prevent situations like school violence from being addressed in an individualized manner. The importance of discussing how schools operate and the strategies that are or can be implemented to address issues such as school violence, dropout, retention difficulties, learning challenges, and assessment formats is evident. Schools must, in a planned manner—especially through collective interventions—, create a more attractive, supportive, and respectful environment, not only facilitating the return of students but also ensuring their retention
Unraveling the morphology-structure-property relationship of silver orthovanadate p-semiconductor: experimental and theoretical investigation
(Universidade Federal de São Carlos, 2024-09) Cruvinel, Guilherme Henrique; de Oliveira, Regiane Cristina; de Oliveira, Marisa Carvalho; Pinatti, Ivo Mateus; Ribeiro, Renan Augusto Pontes; Longo, Elson; http://lattes.cnpq.br/2599129475801660; http://lattes.cnpq.br/4418790685669021; http://lattes.cnpq.br/1590009041985449; http://lattes.cnpq.br/8338530279475392; http://lattes.cnpq.br/3169714304604637; http://lattes.cnpq.br/9848311210578810
Silver vanadate (Ag3VO4) is considered one of the most important semiconductors. It finds practical applications in electrochemical cells, as bactericidal and virucidal agents, in photocatalysis, and environmental remediation. Despite the impressive experimental progress, the dependence of the properties of a material is strongly linked to its chemical composition and structure. In this sense, the peculiar physical-chemical properties of the vanadate's class have become important. However, the fundamentals of structure in this material remain poorly understood, and the theoretical insight into the morphology linked to its properties is completely missing. In the present study, different synthesis times were tested in the obtention of Ag3VO4 crystals by the microwave-assisted hydrothermal method, and their properties were discussed based on experimental results and quantum mechanics simulations. Structural characterizations (XRD, Raman and UV–vis spectroscopy, FE-SEM, and TEM analyses) confirmed the material order at short, medium, and long-range. Theoretical calculations contributed to identifying the atom distribution in the structure, nature of the type of electronic transition, and density of states present in the valence and conduction bands. The topological analysis of the electron density indicated transit chemical interactions and unexpected argentophilic interactions, and Mulliken, Hirshfeld and Bader population analysis provided the charges present on the chemical elements of the crystal. Predicted theoretical surface shapes and their stabilities were evaluated along with FE-SEM images.