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Solubilidade da arginina, do glutamato de sódio e do ibuprofeno em soluções organo-aquosas
(Universidade Federal de São Carlos, 2025-03-21) Silva, Taciana Barros e; Bernardo, André; https://lattes.cnpq.br/5705402824877708; https://lattes.cnpq.br/3454039617725028
The study of solubility is extremely relevant for drug production and absorption, as well as for the purification of products through crystallization, and for understanding solid-liquid equilibrium. In this work, the solubility of arginine, monosodium glutamate, and ibuprofen in the water-ethanol and water-propylene glycol solvent systems was experimentally determined through the isothermal method and analyzed at temperatures ranging from 25 to 50°C. The solids in equilibrium were characterized by X-ray diffraction (XRD) and optical microscopy (OM). The solubility results obtained were used to fit thermodynamic models: for arginine and monosodium glutamate, only Apelblat and λh models were used, while for ibuprofen, the Apelblat, λh and Wilson models were applied. For all compounds and solvent systems, solubility increased with temperature. The experimental solubility data for arginine and ibuprofen showed behavior similar to that reported in the literature. For sodium glutamate, no previous studies on its solubility were found, to the best of our knowledge. Among all the studied conditions and within the analyzed temperature range, the Apelblat model provided the best fits. According to the Wilson model, at certain temperatures, all components in the system influence molecular interactions, and as the temperature rises above 35 °C, the model becomes less accurate in representing the solubility of ibuprofen. For all three compounds, the solubilization process is endothermic, favored by entropy, although limited by endothermicity, non-spontaneous, as the values of ΔH, ΔS, and ΔG were positive, except for sodium glutamate in pure water, where ΔS was negative, and driven by enthalpy. X-ray diffraction showed that, for both arginine and glutamate, there are two possible different forms in equilibrium in the systems. For arginine, optical microscopy indicated similar crystal habits between the water-ethanol 15%, water-ethanol 30%, and water-propylene glycol 15% systems, and a similarity between the water-propylene glycol 30% system and pure water. This differs from the XRD results and may be explained by a possible recrystallization. For monosodium glutamate, the crystals in all systems showed similar crystal habits. For ibuprofen, the XRD revealed that none of the studied systems closely resembled the enantiomer (S)-ibuprofen or (R)-ibuprofen, nor the (R,S)-ibuprofen, suggesting the possible presence of mixtures with varying proportions of (S)- and (R,S)-ibuprofen. However, optical microscopy indicated similar crystal habits between the crystals of the water-ethanol system for all compositions and pure propylene glycol.
Um estudo sobre o materialismo organicista de Diderot
(Universidade Federal de São Carlos, 2025-03-21) Alves Junior, José Carlos; Cruz, Fernão de Oliveira Salles dos Santos; https://lattes.cnpq.br/9496354571712524; https://lattes.cnpq.br/2596821689900698
La présente thèse se propose d’examiner les articulations entre raison et sensibilité dans l’œuvre de Denis Diderot (1713–1784), en particulier dans les écrits où s’élabore un matérialisme de type organiciste, tels que Pensées sur l’interprétation de la nature (1754), Principes philosophiques de la matière et du mouvement (1770), Suite de l’entretien entre M. d’Alembert et M. Diderot (1769), Le Rêve de d’Alembert (1769) et Éléments de physiologie (1774). Il s’agit de saisir comment le philosophe articule ces deux registres – rationnel et sensible – tout en prenant part aux débats majeurs de l’Histoire Naturelle au XVIIIe siècle, notamment autour des modèles explicatifs du corps vivant, lesquels mobilisent les concepts de matière, de mouvement et de vie dans une perspective à la fois spéculative et expérimentale.
Perspectivas e desafios na formação de pedagogos bilíngues: um olhar crítico sobre a proposta e as ações.
(Universidade Federal de São Carlos, 2025-03-21) Dias, Débora Gonçalves Ribeiro; Santos, Lara Ferreira dos; https://lattes.cnpq.br/7312070448044165; https://orcid.org/0000-0002-3196-9346; https://lattes.cnpq.br/4076814721074148; https://orcid.org/0000-0003-4817-1266
Teacher training for working with deaf students is a central issue in discussions about bilingual education and linguistic accessibility, particularly in the context of a Bilingual Pedagogy undergraduate program. The objective of this thesis is to critically analyze the structure and functioning of the Bilingual Pedagogy program at the Federal Institute of Education, Science, and Technology of Santa Catarina (IFSC), based on the program’s Pedagogical Project and the perceptions of administrators, professors, and students.The research adopts a qualitative approach, which included document analysis of the Pedagogical Project of the Course (PPC) and interviews with administrators, teachers, and students, aiming to understand their perspectives on the offered training, the challenges faced, and the pedagogical methodologies adopted. The results indicate that, although the course represents a significant advance in teacher training for bilingual education, there are still challenges that need to be addressed. The need for a better balance between theory and pedagogical practice, the provision of accessible materials in Brazilian Sign Language (Libras), and the expansion of the number of bilingual teachers fluent in Libras are highlighted. Another important issue discussed in the thesis is the need to strengthen the relationships between IFSC, municipalities, and the state. Despite the quality of the training offered by the institute, regional public and educational policies do not adequately recognize the role of the bilingual pedagogue or bilingual education for the deaf. Finally, while the course proposal is largely appropriate, some actions need to be implemented to improve the training of future teachers, particularly to meet the needs of deaf students. To this end, it is crucial that there is mobilization and advocacy from both the academic community and the deaf community, with the goal of ensuring bilingual education for the deaf as a formal mode of education, as established by current legislation.
Ontologia e currículo: uma análise do currículo do Estado de São Paulo à luz da pedagogia freireana
(Universidade Federal de São Carlos, 2025-03-21) Ferreira, Fernando Henrique; Silva, Antonio Fernando Gouvêa da; https://lattes.cnpq.br/9621931288117213; https://orcid.org/0000-0002-8915-9952; https://lattes.cnpq.br/8943532248930075; https://orcid.org/0000-0002-5234-9752
This study investigated the ontological conceptions present in the São Paulo curriculum, analyzing their implications in light of Paulo Freire's critical pedagogy. The research was grounded in the philosophical method of dialectical historical materialism to examine ontological formation in curriculum design, seeking to unveil the political and ideological interests used as instruments of domination. The study is structured into six chapters. The first introduces the topic, emphasizing education as a battleground between hegemonic and emancipatory projects. The second explores the polysemy of the concept of ontology in the history of philosophy, from the Greeks to the historical materialism of Marx and Lukács. The third chapter analyzes the relationship between neoliberalism and curriculum, exposing the subordination of education to capitalist interests. The fourth presents Freirean pedagogy as a critical alternative, emphasizing dialogue, political consciousness, and transformative praxis. The fifth describes the methodology, based on document analysis and dialectical historical materialism. Finally, the sixth chapter examines the São Paulo curriculum, identifying the formation of the "self-entrepreneur" as a neoliberal ontological project. The study concludes that the São Paulo State curriculum aligns with a neoliberal ontology, reducing education to market logic. In contrast, Freirean pedagogy offers a path toward a critical ontology centered on human emancipation and overcoming inequalities. This work contributes to the debate on curriculum and human formation, highlighting the need for educational practices committed to social transformation.