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As diretrizes de formação de professores no Brasil: análise da implementação da BNC-Formação em cursos de Pedagogia em universidades de Sorocaba/SP
(Universidade Federal de São Carlos, 2024-10-04) Dias, Amanda Regina Martins; Lima, Paulo Gomes; https://lattes.cnpq.br/5109357037661496; https://orcid.org/0000-0001-9932-4934; https://lattes.cnpq.br/5890766759806729; https://orcid.org/0000-0002-7350-2306
This research aimed to analyze the implementation of the Common National Base for Initial Teacher Training for Basic Education (BNC-Formação) in Pedagogy courses at two universities located in Sorocaba/SP, one public and the other private, verifying their alignment with the new guidelines, according to the requirements of CNE/CP Resolution No. 2/2019, from 2019 to 2023. The chosen approach was qualitative, exploratory and documentary. The study used a review of specialized literature, documentary analysis of the Pedagogical Projects of the Pedagogy Courses (PPCs) of the universities analyzed, in addition to the application of semi-structured questionnaires to two coordinators and six teacher trainers, in order to obtain their perceptions about the process of implementing the guidelines. Data analysis was carried out based on Bardin's (2009) content analysis methodology. The results of the research revealed that, although efforts to adapt Pedagogy courses to the new BNC-Formação guidelines were made, significant divergences were found between the perceptions of coordinators and teacher trainers regarding the implementation of the guidelines. Among these divergences, the most notable are curricular standardization, seen as a limitation to teacher autonomy, and the lack of adequate training for the application of the new competencies and skills provided for by the BNCC. As advances, the research identified an increased emphasis on pedagogical practice and greater alignment with the demands of basic education. The initial thesis of this research, which pointed to insufficient dialogue in the formulation of Resolution No. 2/2019 by the representative teaching segments, making consonance impossible in the period proposed for its implementation, was confirmed by the results found. The analysis of the data revealed that the communication process between higher education institutions and basic education did not materialize effectively, resulting in inconsistencies in the implementation of the BNC-Formação guidelines. Both coordinators and teacher trainers pointed out difficulties in adapting to the new requirements, highlighting the lack of a deeper and more collaborative dialogue between universities and regulatory bodies. The research emphasizes the need for a more effective dialogue between training institutions and regulatory bodies, suggesting that teacher training should balance the integration of the skills provided for by the BNC-Formação with the appreciation of the pedagogical and critical autonomy of future educators.
Embriogênese somática em segmentos de tépalas de amarílis (Hippeastrum sp. Herb.)
(Universidade Federal de São Carlos, 2024-10-04) Broek, Ana Victória Conde van den; Cardoso, Jean Carlos; https://lattes.cnpq.br/3681181863704059; https://lattes.cnpq.br/2227147710764644
Brazil is an important exporter of propagative products such as bulbs and seedlings, with a highlight on the amaryllis or Hippeastrum. Hippeastrum hybridum, a bulbous plant belonging to the Amaryllidaceae family, is native to South America and found in tropical and subtropical regions. Its commercial use, as an ornamental plant, results from interspecific hybrids originating from six main species. The mass propagation of this species is done through the technique known as double scales. However, vegetative propagation methods favor the emergence and multiplication of endogenous microorganisms, especially phytopathogens such as Cucumber Mosaic Virus (CMV), Hippeastrum Mosaic Virus (HiMV), and Tomato Spotted Wilt Virus (TSWV). Therefore, it is essential to seek methods that ensure virus-free plants, such as somatic embryogenesis (SE), which is an in vitro cultivation technique aimed at regenerating embryos originating from somatic cells and tissues, resulting in embryogenic calli and embryos. Thus, it is a way to enable faster and more efficient propagation strategies, ensuring the generation of technologies that could transform the amaryllis production market in the future. In this perspective, somatic embryogenesis (SE) is a technology that enables studies on the mechanisms of somatic embryo formation, information on the compounds involved in this process, and the correlation of biochemical data with embryogenic processes. In this scenario, the main results of this work were the increased efficiency of SE induction, from 11% to 85.4% of tepal segments containing embryos or embryogenic calli. This increase in SE frequency was mainly due to the use of tepals from younger flower buds, cultivation under white LED or red-white LED lighting (R+W), and the presence of PVP 40 in the culture medium, which resulted in up to 13.57 embryos/ explant and fresh callus mass of 0.96 (g/explant). It was possible to observe the correlation of compounds such as quercetin in tepal segments cultivated in vitro with an increase in embryogenic callus mass. Another important point in improving SE frequency was subculturing the tepal segments 30 days after the initial inoculation in MS½ culture medium, which demonstrated increased reducing power and favored the biosynthesis of the antioxidant rutin in the tepals.
Study and quality evaluation of LLM’s generated unit test sets for C Programs
(Universidade Federal de São Carlos, 2024-10-04) Macaia, Matheus; Vincenzi, Auri Marcelo Rizzo; https://lattes.cnpq.br/0611351138131709; https://orcid.org/0000-0001-5902-1672; https://orcid.org/0009-0006-1539-6249
As technology becomes more integrated into our daily routines, reliable software becomes increasingly critical. However, the high cost of manual test generation often leads developers to neglect software quality concepts. In this context, the growing demand for automated test generation is a crucial response to the potential negative consequences of inadequate software testing. Problem: Various tools designed explicitly for automated program testing exist for different programming languages, including C. However, learning and properly configuring these tools is often not trivial, and users must install and set them up for use. Solution: This work leverages the rapid rise of Large Language Models (LLMs) to evaluate their capability in generating unit tests for C programs, using code coverage and mutation score as metrics to assess the quality of the generated test sets. Method: This study selected 27 C programs from the literature. We grouped these programs into three non-overlapping categories, depending on how each one accepts inputs (Basic Input – inputs provided as program parameters; Driver Type 1 – each test case is a case option in a switch command and the inputs are hard-coded inside the case option; and Driver Type 2 – similar to Driver Type 1 but with the inputs encoded on external data files). For each program, we interactively asked the LLM to generate tests automatically. After generating the test sets, we collected metrics such as code coverage, mutation score, and test execution success rate to evaluate the efficiency and effectiveness of each set. We then used these metrics as new parameters to enhance the efficiency of the sets. Results: The test sets generated by LLMs demonstrate significant relevance by presenting substantial results, given the ease of use and low need for human intervention in adjusting the necessary configuration guidelines. On average, LLMs test sets reached 100% of code coverage and 98,7% of mutation score on testing programs with basic inputs. The worst results are in testing programs requiring a driver of Type 1, reaching 91,8% of code coverage and 95.2% of mutation score. Nevertheless, these results are very satisfactory, mainly due to the prompt simplicity and the effort required for test case generation.
Práticas educativas de ciências na EJA: uma pesquisa bibliográfica em teses e dissertações
(Universidade Federal de São Carlos, 2024-10-04) Bianquini, Letícia; Calzolari Neto, Anselmo João; https://lattes.cnpq.br/4906309581958797; https://orcid.org/0000-0002-6703-9079; Bozzini, Isabela Custódio Talora; https://lattes.cnpq.br/0853746645322544; https://orcid.org/0000-0002-0024-9506; https://lattes.cnpq.br/5096104075709072; https://orcid.org/0009-0003-9925-1415
School dropout in regular education is a problem in the Brazilian educational context. However, access to education is a right guaranteed to all citizens by the Federal Constitution. In this sense, Youth and Adult Education (EJA) is an opportunity for those who have not completed their studies in the conventional timeframe. Considering the diversity present in YAE classrooms, it is essential that educators adopt pedagogical practices that favor the learning process, valuing students' prior knowledge, lived realities and identities. To this end, 12 studies were selected from the CAPES Catalog of Theses and Dissertations that address educational practices in the teaching of science, biology, physics and chemistry in the EJA. The aim of this bibliographical research is to unveil the pedagogical practices applied to Youth and Adult Education in Science Teaching over the last two decades in Brazil. The works were analyzed using Content Analysis, as proposed by Bardin. This dissertation seeks to contribute to the YAE literature by demonstrating that, by applying Freirean principles, science teaching can be configured as a space for emancipation and critical development. Active listening and the reflective return of knowledge emerge as central elements in promoting student engagement and the meaningful construction of learning. It is hoped that this research will provide theoretical and practical support for strengthening a more inclusive and transformative science education in the EJA context.