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Efeitos das condições de deposição na microestrutura e nas propriedades supercondutoras de filmes finos de estanho obtidos por evaporação térmica convencional
(Universidade Federal de São Carlos, 2025-02-27) Motta, Luiz Gustavo Alves; Motta, Maycon; https://lattes.cnpq.br/8340540626164812; https://orcid.org/0000-0002-5494-7705; ; https://lattes.cnpq.br/2351430348189658
Superconductivity is a prominent area of condensed matter physics. The unique properties of superconductors have inspired over a century of studies and research, five Nobel Prizes, and applications in various practical contexts. In particular, superconducting thin films hold great potential for developing electronic devices, including quantum computing. This work presents a brief study on the influence of varying certain parameters of conventional thermal evaporation deposition, such as substrate temperature and the presence or absence of a thin initial layer (buffer) of germanium, on the structural and superconducting properties of tin thin films. For this purpose, the X-ray diffraction (XRD) technique was used to identify the crystalline structure of the tin films, while Scanning Electron Microscopy (SEM) examined the surface morphology of the samples, and the Magneto-Optical Imaging (MOI) technique for the magnetic characterization of the superconducting films. Although variations in growth conditions caused changes in the microstructure of the specimens, all tin films were found to be in the β (beta) allotropic phase, and they are all possibly superconductors. The microstructure was mainly affected by the change in substrate temperature, allowing the observation of flux avalanches at a temperature of 0.8 Tc, the superconducting critical temperature. Thus, the structural and magnetic characterization of the tin thin films facilitated the correlation of their superconducting properties with the deposition conditions.
Extensão universitária na perspectiva da acessibilidade: formação e atuação de profissionais da área da educação física
(Universidade Federal de São Carlos, 2025-02-27) Cardoso, Larissa de Melo; Cabral, Leonardo Santos Amâncio; https://lattes.cnpq.br/5306031040506357; https://orcid.org/0000-0003-3520-3687; https://lattes.cnpq.br/9844964519361580; https://orcid.org/0000-0003-3960-0444
The research focuses on university extension programs, with an emphasis on accessibility, and explores their influence on the training and professional practice of Physical Education professionals. The general objective of the study was to analyze how university extension programs influence the training and professional performance of Physical Education practitioners in promoting accessibility within educational and sports contexts. The specific objectives were: a) to identify ethnographic elements that characterize the profile of the members of the Motor Activities Program for Persons with Disabilities - PROAMDE, promoted by the Federal University of Amazonas - UFAM; b) to analyze, based on the accounts of coordinators, alumni, and students, possible relationships between participation in PROAMDE and their respective professional practices; and c) to uncover how PROAMDE is implemented within the Physical Education program at the School of Physical Education and Physiotherapy at UFAM. The adopted methodology was a case study, involving eight undergraduate students, fourteen alumni of the Physical Education program, and the program coordinators. Semi-structured interview protocols were used, conducted both online and in person. Content analysis was applied to the interviews and to the management reports from the UFAM Office of Extension. The findings reveal that PROAMDE plays a fundamental role in the training of Physical Education professionals, offering a learning environment that fosters knowledge expansion and the development of specific skills for working with individuals with disabilities. Based on the presented results, it can be concluded that PROAMDE is a university extension program that not only contributes to the training of Physical Education professionals from an accessibility perspective, but also promotes interaction between the university and society, democratizing access to sport and physical activity for persons with disabilities.
Tutoria por pares nos anos finais do ensino fundamental para estudante com Transtorno do Espectro Autista
(Universidade Federal de São Carlos, 2025-02-27) Parreira, Marcela Aparecida Rodrigues; Pedro, Ketilin Mayra; https://lattes.cnpq.br/0991868156805558; https://orcid.org/0000-0002-1893-5002; https://lattes.cnpq.br/0473701782819669; https://orcid.org/0009-0002-7934-9442
Peer Tutoring (PT) is conceived as a learning support and guidance strategy in which students facing difficulties receive personalized assistance, while those with greater ease can deepen and enrich their knowledge. Therefore, the overall aim of this study was to understand the influence of the Peer Tutoring strategy on the social interaction and academic participation of a student with Autism Spectrum Disorder (ASD). Specifically, it sought to understand the classroom dynamics and interactions between the student with ASD and other classmates, as well as the role of teachers in these interactions; implement a PT program; and examine changes in the social interaction, behavior, and academic engagement of the student with ASD throughout the PT implementation. To achieve this, the research adopted an intervention-based qualitative approach. Participants included one student with ASD in the final years of elementary school, seven typically developing peers, one Portuguese Language teacher, and one Mathematics teacher. The study was conducted in a municipal elementary school. Six observation sessions were conducted during the initial phase, and 60 sessions during the implementation phase, along with semi-structured interviews with all participants at both the beginning and the end of the study. Data collection instruments included a field diary, observation protocols, and interview guides. From the systematization of the findings, three analytical categories were established: Action, Interaction, and Participant Engagement. The results suggest that PT can be an effective strategy for promoting the school inclusion of students with ASD, as it enables the development of social, academic, and behavioral skills in the student with ASD while also benefiting other students by fostering a learning environment that values diversity. This study contributes to the field of Special Education from an Inclusive Education perspective by providing empirical evidence of the benefits of PT for students with ASD and offering an intervention model that may be replicated in other educational settings. However, it is important to acknowledge certain limitations, such as the small number of participants and the specific school context. Further studies with larger samples and in diverse contexts are necessary to expand the findings and deepen the understanding of PT’s impact on the development of students with ASD.
Levantamento do nível de cultura oceânica de alunos do ensino fundamental: um comparativo entre cidades do litoral e do interior
(Universidade Federal de São Carlos, 2025-02-27) Souza da Silva, Barbara Aparecida; Sarmento, Hugo; https://lattes.cnpq.br/4515469289999439; https://orcid.org/0000-0001-5220-7992; https://lattes.cnpq.br/7236580961487291
The oceans make up 71% of the Earth's surface and participate in a set of processes and cycles essential to life. However, their conservation is still compromised by anthropogenic actions, threatening the availability of resources and marine life. The UNESCO Decade of the Ocean was established, for which goals were proposed regarding awareness and conservation of the oceans, and is segmented in the national scenario by the National Implementation Plan of the Decade of Ocean Science for Sustainable Development, which also aims to promote ocean literacy (OC) in the country, also starting through blue schools. Ocean literacy is a concept that is internationally solid, but still new in Brazil, and aims to encompass the understanding of the ocean, its importance and the influence of individual actions on it, and can be understood based on seven essential principles. In Brazil, there is a gap in expected knowledge, resulting from gaps in the skills of the National Common Curricular Base (BNCC) and its coherence with the expected oceanic principles, which can impact learning and environmental education even in elementary school. In addition, methodologies based on the foundations of the OC are being consolidated, such as the International Ocean Literacy Survey (IOLS), which aims to measure an individual's level of oceanic enculturation, and is relevant for monitoring the measures proposed by the Decade of the Ocean. This study sought to survey the level of oceanic literacy of elementary school students, encompassing two regions of Brazil, using the adapted methodology of the IOLS questionnaire. The results revealed a medium to low level of oceanic literacy in both locations, with a slightly higher average number of correct answers in Navegantes (7.5) compared to São Carlos (7.1). Although this difference is subtle, analyses showed that the difference between regions is statistically significant (p = 0.03334), suggesting that location may influence the assimilation of ocean culture. Analysis by principle indicated that the most assimilated were principles 1 and 3, while the least understood were principles 2, 4 and 6. We also observed a direct relationship between the presence of these missing principles in the curriculum and student performance. These data highlight the need to review the formal school curriculum to align it with the National Implementation Plan of the Decade of Ocean Science for Sustainable Development and the goals of the Ocean Decade. In particular, it is essential to include principles 2, 4 and 7 in the National Common Core Curriculum, promoting a more comprehensive education about the ocean
Parceirão de que jornada? Memes LGBT+ e humor no Twitter/X em 2023
(Universidade Federal de São Carlos, 2025-02-27) Rodrigues, Tiago Augusto; Mendonça, Viviane Melo de; https://lattes.cnpq.br/4827331651090223; https://orcid.org/0000-0002-1368-1883; https://lattes.cnpq.br/2314172953402478; https://orcid.org/0009-0003-0408-4862
This study aims to identify and analyze memes related to the LGBT+ population which circulated on the digital social media platform Twitter/X during 2023, with an emphasis on understanding the discursive practices and interpretative repertoires associated with these cultural objects. The exploratory phase of this research was conducted using the researcher’s account on the platform, culminating in the identification of 41 distinctive memes related to the LGBT+ community. These objects were collected and organized not as isolated pieces but as interconnected elements of a collection. The analysis adopted an interdisciplinary approach, grounded in the methodology of discursive practices and construction of meaning in everyday contexts, originating in social psychology. This perspective made it possible to understand how memes function as instruments of cultural expression, resistance, and identity resignification. Among the main themes identified are the reproduction and contestation of stereotypes about the LGBT+ population, as well as the discursive approaches surrounding same-sex unions, both of which are explored in depth. The results revealed that the analyzed memes mobilize diverse repertoires, ranging from ironic humor to social critique, fostering reflections on cis-heteronormativity and reinforcing the importance of visibility and belonging for this population within the digital landscape. The study of specific cases, such as the "Parceirão de Jornada" meme, demonstrated how the re-signification of these objects contributes to symbolic resistance and the construction of affective narratives. It is concluded that memes not only reflect but also transform social and cultural practices, They play a significant role in the production and circulation of meanings related to the LGBT+ population. The findings of this study provide significant contributions to the fields of digital communication and identity studies, while also highlighting gaps and promising avenues for future research on the impact of discursive practices in digital environments.
Classe, cultura e política: um estudo relacional sobre trajetórias e engajamento militante em Juiz de Fora - MG
(Universidade Federal de São Carlos, 2025-02-27) Oliveira, Mariana Cardozo Batista de; Sanchez, Fábio José Bechara; https://lattes.cnpq.br/6423443695464907; https://lattes.cnpq.br/8828428466266589; https://orcid.org/0000-0002-6269-0348
This thesis aims to investigate how social and symbolic dimensions intertwine with the political behavior of activists in the city of Juiz de Fora – MG. Based on a study conducted with 121 militants from different political spectrums, the research sought to position them within a relational space constructed through the technique of multiple correspondence analysis (MCA). The theoretical approach adopted is grounded in Pierre Bourdieu’s political sociology, assuming that a multidimensional understanding of class, informed by the social space model, enables significant advances in the analysis of political engagement in contemporary Brazil. The results confirm the two main theoretical hypotheses: (i) contemporary political struggles are led by activists from the middle classes, regardless of their ideological orientation, and (ii) the political affiliation of these activists varies according to their capital composition, influencing their positioning within the analyzed relational space. Specifically, the collected data reveal that left-wing activists belong to a cultural fraction of the middle class, while right-wing activists are situated in an economic fraction of the same class. This demonstrates that political divisions manifest through the interaction between different forms of capital. Based on these findings, the study highlights that political practices are part of a broader lifestyle, directly linked to other symbolic practices of distinction. In addition to a more structural analysis, the research also includes a processual perspective on activism by examining the individual and political trajectories of 15 interviewees. It shows that there are significant differences between left-wing and right-wing activism, particularly regarding political socialization processes and motivations for activism. This thesis aims to contribute to the development of a research agenda in Brazilian sociology that integrates class and culture not only in their strict sense—as the consumption of cultural goods—but also by incorporating political practices into the broader set of symbolic practices.
Números construtíveis: história, álgebra e construções geométricas
(Universidade Federal de São Carlos, 2025-02-27) Ferreira, Pedro Henrique; Seixas, Wladimir; https://lattes.cnpq.br/1697352974728327; https://orcid.org/0000-0002-0843-3500
In this work, we present a study on the history and algebraic theory involved in the so-called constructible numbers. We also introduce some didactic activities using the Geogebra software in the discussion of geometric constructions. Thus, we propose an approach to the study of constructible numbers through ruler and compass constructions in high school classes, relating it to the study of algebra.
Descrição da fragmentação estrutural de tweets do mercado financeiro via relação de “parataxis” do modelo “Universal Dependencies”
(Universidade Federal de São Carlos, 2025-02-27) Freitas, Isabela Santos de; Di Felippo, Ariani; https://lattes.cnpq.br/8648412103197455; https://orcid.org/0000-0002-4566-9352; https://lattes.cnpq.br/2430643881413968
One of the characteristics of tweets (now X posts) is fragmentation, as many of them are made up of sequences of segments with no explicit syntactic connection between them. These segments can be sentences, short syntagms or even fragments of these that are just juxtaposed. When a corpus is grammatically annotated according to the Universal Dependencies (UD) model, the structural fragmentation of utterances is captured by the parataxis dependency relation (deprel). In general terms, this deprel is used to note that two juxtaposed segments of the same utterance have no clear syntactic relationship between them, and can be specified by sub-tags. In this work, we described the fragmentation of financial market tweets in the DANTEStocks corpus via deprel. To this end, the occurrences of parataxis, with and withoutsub-labels, were extracted from the corpus and organized semi-automatically according to simple frequency. Of the total of 6,733 occurrences, 3,840 cases (57%) have no sub-relation and 2,893 cases (43%) have different sub-relations. Next, all occurrences of parataxis, with and without sub-relationships, were automatically organized according to the frequency of combinations between the morphosyntactic(or part-of-speech - PoS) labels of the head and dependent and the order of the labels. With the exception of parataxis:strunc and parataxis:wtrunc, the other types with sub-relation, i.e. parataxis:hashtag, parataxis:cashtag and parataxis:url, have lexical dependents, as they are equivalent to just one word/token. The dependents of parataxis:hashtag and parataxis:cashtag are X or PROPN and of parataxis:url, SYM. The cases of parataxis:strunc and parataxis:wtrunc can have lexical or structural dependents (syntagms or truncated sentences). The order of the head and dependent in parataxis:hashtag and parataxis:cashtag varies, while in parataxis:url, parataxis:strunc and parataxis:wtrunc it is always from left to right. Regarding parataxis without sub-relation, the most frequent combinations of PoS are VERB (root) + VERB/NOUN/PROPN and NOUN (root) + VERB/NOUN/NOUN, indicating that the fragmentation of tweets commonly involves juxtaposed verbal and nominal segments. With this, this work contributes to increasing the body of knowledge about the linguistic characteristics of DANTEStocks, which is the first corpus composed of tweets with UD annotation in Portuguese, and has already allowed the training and evaluation of some NLP tools for UCG.
Aspectos delimitadores de um campo editorial literário brasileiro: um estudo in medias res
(Universidade Federal de São Carlos, 2025-02-27) Doretto, Vitoria Ferreira; Salgado, Luciana Salazar; https://lattes.cnpq.br/5206927424265495; https://orcid.org/0000-0002-1052-0726; https://lattes.cnpq.br/6900992998539019; https://orcid.org/0000-0003-2564-2985
This research was inspired by the article “Une révolution conservatrice dans l’édition” by Pierre Bourdieu, originally published in 1999 and translated into [Brazilian] Portuguese and published in Brazil in 2018 entitled “Uma revolução conservadora na edição”, which observes and describes several characteristics of publishers in the French editorial field. Thus, this doctoral dissertation observes the structure of the Brazilian literary editorial field (Bourdieu, 1996, 2018; Thompson, 2021) and describes the literary world in a section of the field based on certain books published by four selected publishers and the communication of these books, aiming to understand how the dynamics of cyberculture influence the processes that lead to the consecration of books in the present time. To this end, we adopted the discursive-mediological perspective, based on developments of the theory proposed by Maingueneau (2008a, 2018) for literary discourse and Debray (1993, 1995, 2000) for medialogy, which considers that the production of meanings is outlined by the historical conditions in which they are created and are invariably materially inscribed or circumscribed in technical objects or mediums (Debray, 1993, 1995, 2000). We analyzed some materials from Rocco, Intrínseca, Moinhos, and Antofágica, four publishers with different positions in the Brazilian literary editorial field, posted on social networks and their websites. Based on the observation and analysis of the materials shared on their profiles on Instagram and X/Twitter, two of the hegemonic social networks, about Harry Potter, by J.K. Rowling; Twilight, by Stephenie Meyer; Every Shipwreck is Also a Place of Arrival, by Marco Severo; The Metamorphosis, by Franz Kafka; Almonds, by Won-pyung Sohn; Welcome to the Hyunam-Dong Bookstore, by Hwang Bo-Reum; The Incredible Laundry of Hearts, by Yun Jungeun; The Unknown Dimension, by Nona Fernández; and Vidas Secas, by Graciliano Ramos, we identified the construction of the ethos (Maingueneau, 2008a, 2018) of these publishers, as well as their ethical worlds (Maingueneau, 2018) and the outline of what they consider literature. Also, we understand that other types of consecration of authors and works are not created, but rather new elements are added that influence what is understood as consecration, that is, they are new networks with new elements in the archive that establish the constitutive novelties of the field.
Como atletas de handebol com dor no ombro percebem e lidam com esse sintoma? Um estudo qualitativo
(Universidade Federal de São Carlos, 2025-02-27) Mandrá, Jhulie Eloize; Haik, Melina Nevoeiro; Rezende Camargo, Paula; https://lattes.cnpq.br/7602596349127054
Introduction: The handball, as a contact sport, entails a risk of injury for athletes and studies demonstrate that the rate frequency of shoulder injuries range from 35 to 40%, between acute and chronic. Although previous studies present biomechanical factors as determinants for maintenance of these symptoms, recent investigations highlight the influence of psycho-emotional questions in the intensification of pain. A qualitative approach to understand how athletes face these symptoms can offer crucial insights, enabling the analysis of neglected contexts in qualitative research. Objectives: Exploring how professional handball athletes perceive and deal with shoulder pain and identify how the individual and sports context contributes to the way the athlete perceives his condition and deals with it. Methods: This is a qualitative study with 13 athletes between 18 and 30 years old who play handball with the team of São Carlos city. The data collection was realized in two steps: 1) Form application for sample characterization and 2) semi-structured interview, according to the interview script prepared by the research team. The questions had as focus identity the athletes perception about your shoulder condition, about the factors who influence the condition or might be influenced by her. Results: The results bring us social and psychological factors, and as a highlight, the biological factors in the etiology of pain, in findings that expose the vision and experience of these athletes, making possible explore the individuality and collectivity of the reports. Conclusion: The studie corroborates the hypothesis that the shoulder pain is multifactorial, encompassing the three factors of the biopsychosocial model, however, the biological factors stand out. In addition, there was an emphasis on communication between the players and the coaching staff, which draws attention, evidencing that it is important that two-way communication is encouraged, preparing the athletes to report your symptoms and the technical coaching staff to welcome the complaint. Future studies are necessary to understand the expectations of the athletes about the physiotherapy treatment and for the investigation of the perception by the technical committee about your athletes shoulder pain.
Programa informatizado de ensino pré-matemático com crianças autistas com e sem deficência intelectual
(Universidade Federal de São Carlos, 2025-02-27) Pizetta, Maria Victória; Benitez, Priscila; https://lattes.cnpq.br/0000868072508462; https://orcid.org/0000-0003-3501-7606; https://lattes.cnpq.br/4418882818442844; https://orcid.org/0000-0002-3680-046X
The quality of mathematics teaching in Brazilian schools has generated discussions about procedures and professional training. Teaching mathematics through conditional discrimination can be organized into a network of stimulus relations, among which a set of tasks can be taught directly and others evaluated, without direct teaching. Subitization refers to an elementary component in mathematics teaching that can serve as a basis for learning more complex behaviors. Thus, the objective of the study was to evaluate the effect of a teaching procedure composed of conditional discrimination of mathematical concepts (larger/smaller, much/little, equal/different), number-quantity relationship and subitization-based probes, with autistic children and young people with and without intellectual disabilities (ID), applied by specialized professionals, after school. Four autistic students aged six to 15 years with and without ID, enrolled in the regular education system, who presented performance equal to or lower than 61% of correct answers in the Protocol for Recording and Assessment of Mathematical Skills (PRAHM) participated in the study. The teaching procedure was organized in two stages. In the first, the teaching sequence consisted of three groups, namely: equal and different, larger and smaller, and much and little. The second stage consisted of numerical stimuli and their respective quantities. The tasks were presented in blocks: a) AB relation (identification of the attribute/Arabic number, based on the spoken attribute/number; b) AC (identification of quantity, based on the spoken quantity); c) mixed block between AB and AC. Tests were performed with manipulable stimuli to assess the generalization of learning in the probes. To this end, an individual design scheme with multiple probes was carried out between the stimulus groups to assess the results. The assessment of the input repertoire shows that the four participants replicated the pedagogical gap in relation to basic knowledge of Mathematics, considering the school year. Data analysis showed that the number of exposures to the procedure, as the child or young person reached the learning criterion, decreased, in relation to the initial sessions, on average from 2.5 to 1.25. The two behaviors that presented the highest number of correct answers, on average 80% correct answers in the post-test compared to the pre-test, were counting and the numerical sequence relationship. In contrast, the behaviors of identifying differences and the number-quantity concept were those with the highest number of attempts, on average 341, requiring adjustments to the procedure. It is concluded that the procedure planned through the teaching of conditional discriminations favored the acquisition of pre-mathematical behaviors in 25 applications of approximately seven minutes each, showing that through an individualized teaching procedure it was possible to guarantee the learning of such skills.
Implementação de uma amostra atômica fria 2D para o estudo do espalhamento de luz em regimes densos bidimensionais
(Universidade Federal de São Carlos, 2025-02-27) Martins, Matheus do Amaral; Teixeira, Raul Celistrino; https://lattes.cnpq.br/6108339817883159; https://lattes.cnpq.br/3924506084415003
In this dissertation, an intermediate step is presented toward the implementation of a two-dimensional (2D) cold atomic sample aimed at studying light scattering in dense regimes. The work focuses on the development and characterization of an experimental system capable of manipulating and compressing a cold trap of strontium-88 (⁸⁸Sr) atoms using an optical dipole trap and an interference pattern known as an optical accordion. Additionally, a feedback system was implemented to correct the position of the interference pattern, ensuring the stability required for future experiments. Simulations were carried out to predict the characteristics of the new trap and to assess the feasibility of studying light-matter interaction in this regime. The results indicate a significant increase in the spatial density of the atomic cloud, along with an improvement in the system’s optical depth, making it more suitable for investigating collective phenomena in the dense regime.
Coeficientes de Lyapunov e bifurcação de Hopf para sistemas diferenciais analíticos no plano
(Universidade Federal de São Carlos, 2025-02-27) Costa, Tamires Imaculada Santos; Rezende, Alex Carlucci; https://lattes.cnpq.br/4190869482260889; https://orcid.org/0000-0002-1713-5337; https://lattes.cnpq.br/7950979176032069; https://orcid.org/0009-0004-4085-2360
The Qualitative Theory of Ordinary Differential Equations addresses fundamental problems in the study of the dynamic behavior of systems, among which the "Center-Focus Problem" and ``Hilbert's 16th Problem'' stand out. These two problems are deeply interconnected through the Lyapunov Coefficients, an essential tool for analyzing the local behavior of differential systems around singular points. In this work, we present basic concepts of the Qualitative Theory of ODEs as a way to establish notation and study objects for the main chapters on the Lyapunov Constant and Hopf Bifurcation. Furthermore, we demonstrate and implement the Lyapunov Coefficients, exploring their relationship with another relevant problem in the theory: the bifurcation of limit cycles from a Hopf point. This connection highlights the importance of the coefficients in investigating central issues of nonlinear dynamics.
Participação familiar no percurso do atendimento educacional especializado de crianças na primeira infância, na rede municipal de Belém-PA
(Universidade Federal de São Carlos, 2025-02-27) Lima, Rosiene Silva; Della Barba, Patrícia Carla de Souza; https://lattes.cnpq.br/6448489426438006; https://orcid.org/0000-0002-7893-8133; https://lattes.cnpq.br/1119080339465774; https://orcid.org/0009-0001-7113-3690
This research is based on concerns arising from professional practice in the AEE, where it was noticed that the articulation of the professional of this service with the family, although guaranteed by legal assumptions, is not considered an integral and fundamental part for the achievement of results consistent with the needs of the child being served and that extends to this family. Therefore, it was felt necessary to look at the practices carried out by these professionals, seeking to understand the behaviors that strengthen or hinder the participation of the family in the dynamics of the AEE, to the same extent that the family can express its perceptions about its involvement in the service. The methodology follows the qualitative approach, using the multiple case study, which included the participation of 5 AEE teachers and 4 mothers of children served by these professionals. Data collection was divided into two groups: with the professionals, a semi-structured interview was used with questions based on the components of Effective Help Practices; with the family group, a semi-structured interview was used based on the principles of Family-Centered Practices and the Family Outcomes Survey (FOS) Protocol was applied. Data analysis followed Bardin's Content Analysis steps. The results point to the fragility of family partici-pation in the AEE process, with its strengths concentrated in relational practices and the moment of the Anamnesis, while actions of empowerment and effective participation in the dynamics of the service are not yet considered possible to be carried out. That said, the need for alignment between what is provided for by legislation and recommended practices with the reality found in the AEE service is clear.
Caracterização da glândula de veneno da abelha Xylocopa frontalis (Hymenoptera, Apidae, Xylocopini) para aplicações biotecnológicas e farmacêuticas: uma investigação histológica, histoquímica e de perfil proteico
(Universidade Federal de São Carlos, 2025-02-27) Silva, Raphael Henrique da; Silva, Elaine Cristina Mathias; https://lattes.cnpq.br/3993998796939609; https://lattes.cnpq.br/2820183322909128
Hymenoptera have an estimated population of over one million species. Their iron and associated structures have been studied since the 17th century, but most research has focused on a few species of social bees. The venoms of non-social bees are still poorly explored, and the only studies on Xylocopa toxins have analyzed foreign species. The bioprospecting of these venoms for the pharmaceutical industry is of biotechnological interest. In this context, the present study focuses on the characterization of the venom gland of native non-social bees of the species Xylocopa frontalis. The general objective of the present study is to perform a histological and histochemical analysis of the venom glands of the non-social bee X. frontalis, in comparison with the eusocial bee Apis mellifera, together with an evaluation of the protein component profile of the venom of X. frontalis. For this purpose, after a collection, carried out in the region of Sorocaba - SP, and anesthetized insects, the venom glands were dissected and subsequently introduced into 4% paraformaldehyde. After fixation, the organs were dehydrated in solutions with increasing concentrations of alcohol, embedded in historesin, and subsequently submitted to microtomy to obtain histological and histochemical slides, stained with hematoxylin-eosin for morphological characterization and to different histochemical stains (P.A.S., Bromophenol Blue, Xylidine Ponceau and Sudam Black) for detection of carbohydrate, protein and lipid macromolecules. A histochemical quantification of proteins by pixel intensity was performed using Xylidine Ponceau, with statistical analysis in the R software. Protein dosage of the venom glands of X. frontalis and A. mellifera was performed using the Bradford method, and the comparison of concentrations was performed via bootstrapping. For protein characterization, SDS-PAGE was used, analyzing the mobility of the bands in gel and determining the molecular mass by linear regression in Excel. In X. frontalis, the venom apparatus is 5 times larger than in A. mellifera, with a reservoir and a gland adapted for defense with greater muscular abundance, which preserves the permanence of the apparatus. Histochemical staining indicates protein predominance in both species, with no presence of lipids. A. mellifera has an 8.5 times higher concentration of proteins in the total extract, while X. frontalis has less technical protein binding in the lumen of the venom gland reservoir, with the presence of proteins with molecular masses indicative of being lectins, serine proteases and multimeric proteins.
Glossário para estudantes de licenciaturas e professores recém-formados a partir do contexto "Escola estadual de São Paulo"
(Universidade Federal de São Carlos, 2025-02-27) Santos, Victor Hugo dos; Yokota, Rosa; https://lattes.cnpq.br/9230517686993400; https://orcid.org/0000-0002-1672-1430; https://lattes.cnpq.br/6996152073413031
Teniendo en cuenta que durante la carrera universitaria los estudiantes tienen poco conocimiento sobre la organización burocrática que implica el entorno escolar y la rutina de un profesor que enseña en la red estatal de educación del estado de São Paulo, en este caso, los estudiantes que no tienen vínculo con los proyectos PIBID y Residencia, en este TCC (Monografía de Conclusión de Curso) se elaboró un glosario con definiciones y diagramas de flujo relacionados con este contexto. Durante la elaboración del TCC, se organizaron los términos utilizados en las escuelas estatales de São Paulo con el fin de proporcionar a los estudiantes de Letras, a otros futuros profesores o a docentes recién llegados a este contexto una mejor comprensión de situaciones como, por ejemplo: asignación de clases, inscripción en el banco de talentos, concursos de Vunesp, registro de emergencia, categorías existentes dentro de la carrera, distribución de horarios, etc. También se recopilaron siglas de uso frecuente al inicio de la carrera, como DE, ATPC, Categoría O, Categoría V, etc. Se realizó un levantamiento de los usos léxicos actuales presentes en el día a día escolar. Para ello, se investigó la conceptualización de palabras, siglas o expresiones utilizadas y su origen, verificando también las equivalencias relacionadas con cambios ocurridos en 2024 en los procedimientos y nomenclaturas utilizadas en la red estatal de educación. Con este TCC, se espera ofrecer a los estudiantes de licenciatura y a los profesores recién graduados una herramienta de consulta que pueda evitar la búsqueda frecuente en las Direcciones de Enseñanza para obtener información y situaciones embarazosas al inicio de las actividades de prácticas o de docencia en la escuela.
Do original às adaptações: as modificações em Reinações de Narizinho por Pedro Bandeira e Walcyr Carrasco
(Universidade Federal de São Carlos, 2025-02-27) Andrade, Isabela Souza; Bignotto, Cilza Carla; https://lattes.cnpq.br/0782750059258019
En 2018, la obra de Monteiro Lobato (1882-1948) pasó a ser de dominio público. Muchas editoriales brasileñas se enfrentaron entonces a un dilema: ¿publicar los textos infantiles originales del autor o adaptarlos eliminando los pasajes polémicos? Después de todo, desde 2012 circulaban denuncias sobre el racismo presente en los libros infantiles de Lobato. Las editoriales que optaron por adaptar las obras contrataron a escritores consagrados para realizar las modificaciones en los textos. La editorial Moderna publicó las adaptaciones de Reinações de Narizinho realizadas por dos escritores muy populares: Pedro Bandeira, conocido como el autor que más vende libros infantiles y juveniles en el país, creó una adaptación titulada Narizinho: la niña más querida de Brasil; mientras que Walcyr Carrasco, famoso principalmente por sus telenovelas, mantuvo el título original del libro de Lobato pero modificó el texto y añadió notas al pie explicando varios términos. El objetivo de este Trabajo de Fin de Curso es comparar las adaptaciones de Bandeira y Carrasco entre sí y con el texto de Lobato, con el fin de analizar e interpretar las modificaciones realizadas por ambos en el clásico Reinações de Narizinho.
Tarefa escolar para casa: análise dos saberes envoltos nesta prática
(Universidade Federal de São Carlos, 2025-02-27) Nunes, Izabella; Souza, Ana Paula Gestoso de; https://lattes.cnpq.br/2662760426985944; https://orcid.org/0000-0002-2015-0829; https://lattes.cnpq.br/9747663908957516; https://orcid.org/0009-0008-1745-2894
Homework is a widespread educational practice in Brazilian schools; however, it remains underexplored, as it is only marginally addressed in national academic educational discussions. This reality gave rise to the central question of this study: what are the conceptions, knowledge, and practices of teachers working in the early years of primary education regarding homework? The research aims to analyze teachers’ understanding of homework from the perspective of Teacher Knowledge. This is an exploratory study with a qualitative approach, based on two stages of data collection: a questionnaire and a semi-structured interview. The data analysis is grounded in Bardin’s (2011) framework of Content Analysis. The study draws on discussions around Teacher Knowledge, Observational Learning, and engages scholars in the fields of Teacher Education, Curriculum Studies, among others. The research revealed that, although widely recognized by teachers as an essential practice for teaching and learning, there is a significant gap in teacher training, as 74.4% had not addressed the topic during initial training and 68% reported no discussions during continuing education. Incorporated into pedagogical planning, TEC serves functions such as content reinforcement, development of student autonomy, family engagement, and reflection, yet it remains largely focused on task execution with little critical assessment. The analysis showed that TEC reflects teachers’ interpretations of the curriculum, influencing pedagogical organization and acting as a formative tool. Understood as a “device in-between” (Certeau), homework lies between institutional norms and everyday creative possibilities, potentially fulfilling roles similar to Student Support Devices, such as learning monitoring and pedagogical adaptation. The findings suggest that, when intentionally planned, TEC strengthens both student and teacher autonomy, although its transformative potential is currently limited by the lack of structured theoretical debate in training contexts. Ultimately, the study proposes that homework should transcend its traditional role and be configured as an intentional and innovative pedagogical device, systematically integrated into teacher education to foster both students’ holistic development and teachers’ professional growth.
Educação moral e ética de estudantes: práticas corporais diversificadas na educação física escolar
(Universidade Federal de São Carlos, 2025-02-27) Assumpção, Gustavo de Toledo; Ramos, Glauco Nunes Souto; https://lattes.cnpq.br/0134679842280022; https://orcid.org/0000-0003-2644-2838; https://lattes.cnpq.br/9304743854913497
Considering indiscipline as a significant issue related to teaching work, this study aimed to explore the benefits and possibilities that Physical Education (PE), as a curricular component, can offer in the development and reflection on students’ moral autonomy. The objective of this research was to analyze the implications of a pedagogical intervention through a didactic unit on moral and ethical education, using cooperative and oppositional physical practices, with a seventh-grade class from a public municipal school in a city in the interior of São Paulo State, with the purpose of understanding whether such practices would contribute to the development of students’ moral autonomy. A didactic unit comprising 12 lessons was structured and implemented, addressing school PE content (games, sports, dances, and combat activities). This qualitative study collected data through class diaries written by the teacher-researcher and a semi-structured interview conducted at the end of the didactic unit with participating students. The data were analyzed qualitatively, resulting in the following categories: (a) proactive and reactive attitudes of the teacher-researcher, in which the teacher-researcher was able to act proactively in didactic situations, presenting and building rules and guiding principles with students at the beginning of the school term, and also through planning and specific guidance provided in various situations; (b) proactive and reactive attitudes of the students, where, in a more reactive manner, the teacher identified opportunities to intervene and respond to situations of indiscipline, inappropriate behaviors, and interpersonal conflicts through proposed reflections; and (c) issues related to the school and school community, which revealed indirect situations, often beyond the teacher’s control, but that influenced the daily school dynamics and could affect student behavior, such as the value attributed to PE and education by students and the school community, characteristics of school organization as , physical space, materials, class schedules, among others. The study showed that PE can foster essential ethical and social competencies by providing experiences that encourage reflection on interpersonal relationships within a safe environment. The role of PE in citizenship education and value formation is reinforced, even if isolated interventions do not lead to significant behavioral changes. Pedagogical practices focused on moral and ethical values may contribute to the development of students’ moral autonomy. A perceived improvement in communication and a reduction in conflicts among students were reported, despite the persistence of some undisciplined behaviors.
Relação entre inteligência emocional e estilos parentais no Brasil
(Universidade Federal de São Carlos, 2025-02-27) Campos, Maria Eduarda Pechetto de; Muniz, Monalisa; https://lattes.cnpq.br/9444899939943716
During childhood, contact with caregivers is essential for children's development, and this caregiving process is characterized as parenting. The way these relationships occur can be called parenting styles (PS), which are classified into three groups: authoritarian, authoritative, and permissive. PS are responsible for developing various skills in children, including Emotional Intelligence (EI). In turn, EI is the ability to perceive, understand, and regulate emotions in order to promote emotional and intellectual growth. This is crucial for children and can be mediated through PS. In Brazil, there is no research linking these two constructs. Therefore, the present study aimed to compare the emotional intelligence of groups of adult children who perceived themselves to have been raised with each of the parenting styles. Furthermore, the relationship between the two constructs, EI and PS, was verified. This was done by recruiting 206 participants aged between 18 and 40 years (M=24.49; SD=5.1), of both sexes (79.6% women), literate, and raised by a guardian over 18 years of age. Participants answered a socioeconomic profile questionnaire and two inventories: PAQ, which assessed parenting styles through peer-report; and ICE 3.0, which analyzed participants' emotional competencies through self-report. The present study found that the authoritarian (M=33.85) and authoritative (M=29.09) parenting styles were the most perceived by the sample, and permissive was the least indicated (M=20.72). Regarding EI, the authoritative style had the highest predominant mean. In the correlations, the authoritative factor correlated positively with the facets of Regulation (r=0.298), General Factor (r=0.267) and Perception (r=0.130). The authoritarian factor had a positive correlation with Perception (r=0.44), but a negative correlation with Regulation (r=-0.203) and General Factor (r=-0.101), and the permissive factor did not present a correlation with any facet.