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Espaços verdes públicos e justiça ambiental: correlações em Ribeirão Preto - SP
(Universidade Federal de São Carlos, 2024-12-09) Gualdani, Breno Alves; Caiche, Daniel Tonelli; https://lattes.cnpq.br/1548750519260298; https://orcid.org/0000-0002-6503-3853; Peres, Renata Bovo; https://lattes.cnpq.br/6045407453925020; https://orcid.org/0000-0002-5455-6667; Branco; https://lattes.cnpq.br/9702780410649795; https://orcid.org/0000-0002-3996-7046
This dissertation discusses environmental injustices in the Municipality of Ribeirão Preto’s urban space, State of São Paulo. Based on the perspective that urban Public Green Spaces (PGSs) are capable of producing several benefits for the population that accesses them and of minimizing or mitigating adverse climate effects, the study considers such infrastructures as central in determining the scenario of greater spatial justice in the Municipality. Considering the history of the city's production in Ribeirão Preto and the different epistemological approaches related to socio-environmental inequalities, the work adopts various approaches of justice to review how different historical processes established the scenario of inequality that manifests itself in the contemporaneity. In order to establish the panorama of the configuration of environmental and spatial injustice in force in the municipality, it investigates how the social factors of income, race and housing typology become defining factors in obtaining or not the environmental benefits produced by Public Green Spaces. The study uses public information to generate its analyses based on geoprocessing tools and statistical analyses. Considering proximity to PGSs, surface temperature and distance from areas at high risk of flooding, these factors are highly correlated. As a result, income stands out, as the distance from PGSs increases, the temperature decreases, and the distance from flood areas increases. Regarding race, the white population stands out, being in areas with lower temperatures and further away from flooding. The housing results show how vulnerable populations are allocated to urban spaces characterized as areas of environmental risk. The study demonstrates how environmental inequality was formed in Ribeirão Preto, with the worst rates concentrated in the North and West sectors, as opposed to the South and East sectors, and, in this way, intertwines the terms “environmental justice” and “spatial justice” as terms associated with each other.
Narrativa crítico-reflexiva acerca do meu trajeto na graduação em medicina na UFSCar
(Universidade Federal de São Carlos, 2024-12-09) Souza, Leandro Candido de; Gonçalves, Flávia Gomes Pileggi; https://lattes.cnpq.br/1589583891141315; https://orcid.org/0000-0001-8871-4208; https://lattes.cnpq.br/4061083999783948; https://orcid.org/0000-0003-1759-088X
The Course Completion Work – TCC represents a synthesis of the development of the student's professional practice in the Course, based on their records in the reflective portfolio. The TCC evaluation analyzes the student's individual ability to synthesize their training trajectory, contemplating the dimensions of teaching, assistance and research. In this context, research and assistance are oriented to the needs of the people and population enrolled in the services in which the student is inserted, based on their experience in the Educational Unit of Professional Practice.
Química e sustentabilidade: atividades extensionistas e motivação para aprendizado
(Universidade Federal de São Carlos, 2024-12-09) Octaviano, Glaucia Maria Marquiti; Lupetti, Karina Omuro; https://lattes.cnpq.br/5198051111079064; https://lattes.cnpq.br/1767846840545999
Despite the recent changes to the Brazilian high school curriculum and the various studies on the use of active methodologies in the educational context, lecture-based teaching still predominates in formal learning environments, especially in high school, where efforts are directed toward passing university entrance exams. The focus on memorizing large amounts of content as a requirement for entering higher education is one of the reasons why young Brazilians interrupt their studies, particularly those for whom entering the job market is urgent. This research evaluated whether it is possible to motivate students to continue their studies at the higher education level and to reinforce the learning of topics related to chemistry and sustainability through the participation of high school students in an extension project at the Faculdade de Filosofia, Ciências e Letras de São José do Rio Pardo, using active teaching methodologies with the theme “The Sustainable Development Goals.” In the field of chemistry, concepts related to soap making and the project’s main topic were covered. The research on motivation was based on self-determination theory, in which meeting the basic psychological needs for autonomy, competence, and relatedness is essential for fostering intrinsic motivation, which is the most successful alternative for keeping students engaged with school and their own education. Data collection was carried out through content analysis of logbooks and questionnaires that assessed both the relevance of the information related to chemistry and sustainability and the students’ self-perception of their knowledge of these topics, establishing connections and interpretations about motivation related to their learning. The activities were planned to address these three basic psychological needs, and the main results indicate that the project contributed to learning chemistry, especially in relating the studied content to the students’ daily lives, as well as improving their sense of competence and autonomy in learning these topics. The proposed activities proved effective in bringing the community closer to the higher education institution; however, this connection could be strengthened through interdisciplinarity and a longer project duration.
Contribuições da praxiologia motriz e dos estudos culturais para o ensino dos esportes na escola
(Universidade Federal de São Carlos, 2024-12-09) Marques, Rodrigo Gonçalves Vieira; Alves, Fernando Donizete; https://lattes.cnpq.br/3812723309905378; https://lattes.cnpq.br/2195191851117588
This study presents reflections based on Cultural Studies, the Cultural Curriculum, and their articulation with the knowledge of Motor Praxiology, in favor of the inclusive teaching of sociomotor sports such as handball, basketball, futsal, doubles tennis, rugby, and volleyball. The overall objective is to investigate how the articulation between the knowledge of Motor Praxiology and the principles of the Cultural Curriculum, anchored in Cultural Studies, can contribute to the teaching of school sports, with an emphasis on the inclusion of students historically excluded due to social markers of gender and ethnic-racial identity. It also identifies possible differences in practices that are closer to institutionalized sports games than to non-institutionalized sports games (reduced/simplified games). The research was qualitative, with characteristics of intervention research, and categorical content analysis was used. Thirty-three fifth-grade students from a private school in the interior of São Paulo participated. Questionnaires (open and closed), learning diaries, artistic production (drawings, timeline and reflective stickers) were used as resources to obtain the study data. The results indicated that sports games that most closely resembled institutionalized models generated lower participation and a greater sense of exclusion among students, especially when compared to non-institutionalized sports games (reduced/simplified games). When analyzing the data with a focus on Social Markers of gender and ethnic-racial identity, the non-institutionalized games, designed with intentional changes in their internal logic based on Motor Praxiology insights and in intersectional articulation with Cultural Curriculum principles, especially curricular justice, demonstrated potential for broadening student participation. Particularly noteworthy was the increased participation of girls, including Black and brown students, as well as a broader perception of inclusion in classes. The articulation of praxeological knowledge, Cultural Studies, and the principles of the Cultural Curriculum has proven to be a path that can be followed in Physical Education classes with transformative educational goals, as it values inclusive and reflective pedagogical practices in sports education at school. This approach can be explored beyond sports content to other motor practices.
Retorno ao trabalho após licença-maternidade sob perspectiva das mães: um estudo descritivo e comparativo entre Brasil e Estados Unidos
(Universidade Federal de São Carlos, 2024-12-09) Barbano, Letícia Maria; Martinez, Claudia Maria Simões; https://lattes.cnpq.br/1371315095038350; https://lattes.cnpq.br/8729271800079495
Gender equality is one of the seventeen Sustainable Development Goals (SDGs) of the United Nations (UN). Worldwide, mothers face significant penalties in the labor market compared to men and women without children. These penalties affect career progression, employment opportunities, and the ability to remain in the workforce. This scenario becomes even more challenging after maternity leave, a critical period that can determine whether mothers continue in or leave formal employment. Grounded in Occupational Science, the overall objective of this study was to identify and discuss the support that companies can offer to mothers after maternity leave, from the perspective of these women. A descriptive, comparative, and longitudinal design was used, with a quantitative-qualitative approach. The non-probabilistic sample consisted of mothers employed under the CLT regime who took paid maternity leave (Brazil) and those who took maternity leave (USA). The instruments used for data collection were: the Job Satisfaction Scale, the Turnover Intention Scale, the Perceived Organizational Support Scale, and the Family Supportive Supervisor Behaviors Scale. These instruments were applied through an electronic survey at two points: immediately after returning from maternity leave and three months after that return. A semi-structured interview was also conducted via the Zoom platform, still within the first year of return from leave, with the same participating mothers. Quantitative data were analyzed using Generalized Estimating Equations, and interviews were analyzed using Reflexive Thematic Analysis. Data were collected between February 2022 and September 2023 for Brazil and between September 2023 and July 2024 for the United States. Results indicated that company support increases job satisfaction and reduces the intention to leave employment and that mothers prefer a gradual and planned return after leave. Possible actions of Occupational Therapy are discussed from the perspective of Occupational Science.
Obtenção e propriedades de compósitos particulados e laminados do sistema magnetoelétrico livre de chumbo 0,94(Na₀‚₅Bi₀‚₅)TiO₃-0,06BaTiO₃/CoFe₂O₄
(Universidade Federal de São Carlos, 2024-12-09) Silva, Gislayne Rayane Alves da; Perdomo, Claudia Patricia Fernández; https://lattes.cnpq.br/2832332207621814; https://orcid.org/0000-0001-5903-7623; Rodrigues, Ana Candida Martins; https://lattes.cnpq.br/4499231813051400; https://lattes.cnpq.br/5322024584470497; https://orcid.org/0000-0002-0086-4744
Multifunctional materials comprising ferroelectric and ferrimagnetic heterostructures, designated as magnetoelectric multiferroic composites, exhibit characteristics associated with both ferroic orderings. The coupling between the ferroic orderings in these materials is extrinsic and is mainly susceptible to factors such as synthesis, processing, connectivity, and the physical properties of the constituent phases. Consequently, the development of these materials presents a significant challenge in terms of achieving adequate homogeneity between the phases that comprise them. Different connectivities, including 0-3 (particulates) and 2-2 (laminates), are investigated to enhance the magnetoelectric coupling between these phases. Furthermore, chemical synthesis and non-traditional sintering techniques have been employed to produce composites with good magnetoelectric performance. The objective of this research was to develop lead-free particulate and laminated magnetoelectric composites from the 0.94(Na0.5Bi0.5)TiO3-0.06BaTiO3/CoFe2O4 (NBT-BT6/CFO) system using synthesis and sintering methods that provide homogeneity between the constituent phases, as well as correlating the methods used to obtain them with the physical performance of the materials developed. The particulate composites were, originally, co-synthesized in different compositions using the polymeric precursor synthesis method, promoting the crystallization of the NBT-BT6 and CFO phases in a single heat treatment cycle at 750 °C for one hour, resulting in the formation of nanometric powders with good homogeneity of distribution between the phases. Subsequent conventional and microwave-assisted sintering resulted in the effective densification of the bulk. The laminated composites were obtained from nanopowders synthesized from the constituent phases in different configurations of the NBT-BT6/CFO system. This was achieved by employing co-sintering and the hot pressing method, which represents a novel approach for this system. The dielectric, piezoelectric, and magnetoelectric behaviors were evaluated and correlated with their respective connectivity, where the composition containing 20% CFO stood out among the particulates and the laminates, the configuration with 2 layers of CFO and 1 of NBT-BT6 showed the best performance in terms of magnetoelectric response.
“Se eu não escrever eu sufoco”: escrita feminina de Lindanor Celina
(Universidade Federal de São Carlos, 2024-12-09) Souza, Paula Fernanda Pinheiro; Rodrigues, Raquel Terezinha; https://lattes.cnpq.br/2468134516070432; https://lattes.cnpq.br/7709381332275681; https://orcid.org/0000-0003-3728-9314
This text analyzes the female writing of Lindanor Celina (1917-2003) in the works "Menina que vem de Itaiara" (1963), "Estradas do tempo-foi" (1971), and "Eram seis assinalados" (1994). Through a reading methodologically proposed by Schwarz (2006), we understand that the trilogy narrates much more than the formation of the character Irene in the 1930s and 1940s and the gender issues that we women share. Moving to a third level of reading, we find that the novels depict critical traces of the non-homogeneity of being a woman and, consequently, in women's struggles, especially regarding issues neglected to this day by so-called universal feminism, namely the different forms of oppression that a woman can suffer due to her female condition linked to intersections such as class, race, sexual orientation, geopolitics, among other aspects, as highlighted by feminist intellectuals like bell hooks (2019), Lélia Gonzalez (2020), Maria Lugones (2020), and others. Lindanor Celina's female writing, by portraying gender issues experienced by a diversity of women: poor (white and black), black, homosexual, and riverside women, allows for reflection on the mistaken idea that the feminist struggle occurred singularly, as it highlights how women did not walk side by side in the fight against patriarchy; after all, as Gonzalez (2020) reminds us, while white women fought for education, the right to vote, and work outside the home, black women took care of the homes and children of bourgeois women. By weaving her literary aesthetics from the standpoint of an Amazonian woman, geographically marginalized from the south, southeast, and central-west of the country, and by creating characters that depict gender problems unique to non-privileged groups, Lindanor Celina's writing presents its plural feminist power, as it does not succumb to colonialist tendencies that attempt to silence strategically marginalized voices.