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Saberes docentes construídos e ressignificados por professoras e pibidianos(as) de Letras da Universidade Federal de São Carlos
(Universidade Federal de São Carlos, 2025-03-24) Cardili, Wuendy Fernanda; Monteiro, Maria Iolanda; https://lattes.cnpq.br/4189205834370563; https://lattes.cnpq.br/3337123452909799
This thesis consists of a study on the teaching knowledge constructed within the scope of the Institutional Scholarship Program for Teaching Initiation (PIBID) in the Portuguese Language and Literature program at the Federal University of São Carlos (UFSCar), focusing on the public calls from 2018 to 2020 and from 2020 to 2022. PIBID establishes a fruitful space for research and analysis of public education policies, given its relevance in both initial and continuing teacher education, whose experiences enable the (trans)formation of individuals. The participants in this research include eight PIBID fellows majoring in Portuguese Language and Literature, two supervising teachers, and the area coordinator of PIBID Letras – UFSCar. The analytical instruments used were semi-structured questionnaires, analysis of the fellows’ portfolios, interviews with the teachers, and an interview with the area coordinator. Language plays a fundamental role in everyday life and within the school context, where interactions mediated by language are crucial for the construction of personal and professional identities. In this regard, the program's actions enabled significant shifts—not only in overcoming the physical barriers of school spaces and curricular content but also in deconstructing the verticality of teaching and the linearity of knowledge. Therefore, the general objective of this research was to analyze the teaching knowledge constructed and re-signified by teachers and PIBID fellows in the field of Language and Literature during the context of Emergency Remote Teaching (ERT), focusing on language-related issues in connection with teaching knowledge. The categories of analysis included: Portuguese language teaching practices; the re-signification of teaching knowledge; and the challenges and learning experiences of the teachers and PIBID fellows. Portuguese language teaching practices were analyzed based on the theoretical studies of Bunzen (2012) and Rojo (2020). This study aimed to examine both initial and continuing teacher education from a socio-historical perspective, through which it was possible to highlight the construction and re-signification of the teaching knowledge of teachers and PIBID fellows. This re-signification emerged responsively and collectively, both on a personal level and within the plurality of teaching knowledge. The concept of teaching knowledge was based on the theoretical framework of Tardif (2014). Furthermore, the study highlighted reciprocal learning, the opportunity to update pedagogical theories and methodologies, the reading of academic articles and policy documents, reflection on education, the narrowing of the gap between higher and basic education, and the reflective potential inherent to the teaching profession. The context of Emergency Remote Teaching (ERT) posed considerable challenges for both teachers and students. However, it also opened possibilities for exploring digital information and communication technologies (ICTs). Nonetheless, the study identified numerous challenges and difficulties, such as low student engagement, technological barriers, increasing social and educational inequalities, and existing gaps in the educational system. Thus, this research serves as an important historical record, advocating for the political necessity of maintaining the program and valuing the teaching work developed within the context of emergency remote classes.
Índice de Desenvolvimento Espacial Sustentável (IDES)
(Universidade Federal de São Carlos, 2025-03-24) Yuassa, Vanessa Naomi; Guerreiro, Thais de Cassia Matinelli; https://lattes.cnpq.br/2650555786682535; https://orcid.org/0000-0001-5795-8875; Gonçalves, Luciana Márcia; https://lattes.cnpq.br/9491069760631962; https://orcid.org/0000-0002-8206-239X; https://lattes.cnpq.br/8114061487322311; https://orcid.org/0009-0006-1215-9328
The following study aims to develop an index to carry out the urban spatial analysis of the municipalities, focusing on the urban territorial issue and that is adequate to the Brazilian reality and to the current legislation. It is expected that this index will enable the evaluation of urban spatial development at the local level, based on appropriate indicators, composed of a reduced number of indicators, using a single database for each indicator that can be applied in municipalities of different sizes, thus allowing the knowledge of the reality of Brazilian municipalities through performance parameters. The process of constructing the index was based on the international bibliometric analysis and the existing index construction manuals. Therefore, the Sustainable Spatial Development Index (SDI) is composed of 4 dimensions, each of which is related to a theme addressed in the city's Statute (housing, sanitation, mobility and urban planning). Considering that each dimension is composed of indicators focused on the environment, social and economic (tripod of sustainability), the dimensions were aggregated according to what is recommended by the City Statute and the concept of Sustainable Spatial Development. The case study was carried out in state capitals and in the Federal District, which demonstrates the feasibility of application in Brazilian municipalities. It is concluded that the way of arranging the dimensions together with the tripod of sustainability (environmental, social and economic) provided the most accurate analysis among the indicators, pointing out possible indications of the need for municipalities to review or develop Master Plans or Sectoral Plans (mobility, sanitation and housing). The overall result of the SDI together with the Human Development Index (HDI), shows that spatial development is relevant within the political context, presenting worrying values in more than half of the cities analyzed. This result provides subsidies for the proposition of public policies and investments in Master Plans and Sectoral Plans. Furthermore, such investments together with the improvement of public policies aimed at housing, sanitation, mobility and planning are crucial for the survival of urban areas together with the population that inhabits them.
A experiência do estudante em bibliotecas acadêmicas: proposta de um modelo de avaliação
(Universidade Federal de São Carlos, 2025-03-24) Rabelo, Carolina Alves; Mendes, Glauco Henrique de Sousa; https://lattes.cnpq.br/7564259060572565; https://orcid.org/0000-0001-8086-3321; https://lattes.cnpq.br/2305027416288125; https://orcid.org/0000-0002-3910-9295
The student experience (SX) in academic libraries encompasses physical, affective, cognitive, and social dimensions, incorporating the feelings and perceptions of these individuals. Despite its recognition, a deep understanding of the SX concept and its dimensions still requires investigation, making its evaluation complex due to variations in conceptualization and operationalization. Thus, this study aims to develop an integrated instrument for assessing the student experience in academic libraries, considering its impacts on satisfaction and loyalty. The dissertation consists of two articles that employ a multimethod approach. Article 1 conducts a systematic literature review to map the intellectual structure of the topic, while Article 2 develops and empirically tests a conceptual model using Structural Equation Modeling with data from 292 students at a Brazilian public university. Essentially, the research advances by (i) mapping existing literature, (ii) proposing a conceptual evaluation model, and (iii) providing empirical evidence on the relationship between SX dimensions, satisfaction, and loyalty. Moreover, the study offers an assessment tool that can promote practices more aligned with student needs. Additionally, the potential of this instrument extends to evaluating experiences in other informational units, such as specialized and, school libraries, museums, and archives, allowing specific adaptations that contribute to more efficient, user-centered management.