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Diagnóstico de estilos de aprendizagem em biologia e implementação de atividades correlatas: quais são suas implicações na aprendizagem?
(Universidade Federal de São Carlos, 2025-04-11) Gaspar, Priscila Borges Dalbem; Zanon, Dulcimeire Aparecida Volante; https://lattes.cnpq.br/1811225448261362; https://orcid.org/0000-0002-3728-6175; https://lattes.cnpq.br/5274001561703346; https://orcid.org/0009-0006-0076-5988
Teaching is a complex challenge, especially in classrooms composed of students with different learning profiles. To address this reality, several models have been developed to identify students’ learning styles and, consequently, assist teachers in their work. These models have been applied at different educational levels as diagnostic tools to help map students’ needs and preferences, thereby contributing to more effective pedagogical decisions. In this context, the present study aimed to analyze the learning styles in Biology of first-year high school students in a vocational education school located in the interior of São Paulo state. Additionally, it sought to implement teaching activities related to these learning styles to identify their implications for student learning. To achieve this, we used the New Index of Learning Styles (N-ILS) questionnaire, adapted by Vieira Júnior (2012). Due to the specific focus on Biology, linguistic and metalinguistic adjustments were made to the instrument’s questions. A total of 35 students participated in the study, and the results indicated a predominance of active, sensing, visual, and sequential learning profiles. These profiles suggest a preference for participatory, experimental, and logically organized approaches. Based on this data, considering the study’s objective and the first-year high school curriculum, we adopted the Science, Technology, and Society (STS) perspective as our theoretical-methodological framework. This approach is particularly relevant for fostering interest in Science and promoting problem-solving in decision-making processes. From the STS perspective, a set of teaching activities was designed and implemented throughout the second bimester of 2024. To assess the implications of these activities on student learning while correlating them with the identified learning styles, we applied Discursive Textual Analysis (DTA). This qualitative approach enabled a deeper understanding of the investigated phenomena, facilitating the reconstruction and expansion of knowledge on the covered topics. Overall, the results indicated that most students perceived the adaptation of activities as positive, validating the effectiveness of the implemented practices. However, the findings also highlight the importance of diversifying tools and pedagogical strategies to address an even broader spectrum of learning profiles.
Obtenção de hidrogéis à base de amido e nanocelulose para potencial aplicação na agricultura
(Universidade Federal de São Carlos, 2025-04-11) Hernandez, Cécile Chaves; Pereira, Robson Valentim; https://lattes.cnpq.br/1675940843759718; https://orcid.org/0000-0002-3314-8752; Menezes, Aparecido Junior de; https://lattes.cnpq.br/0484426340349483; https://orcid.org/0000-0001-5638-489X; https://lattes.cnpq.br/5870541356734813; https://orcid.org/0000-0003-1769-9842
Hydrogels, due to their porous three-dimensional structure, have the ability to swell, absorbing fluids, a very important property when they are intended to be used in the field of agriculture as a superabsorbent polymer, helping to control soil moisture; as a soil conditioner, performing a controlled delivery of fertilizers and other agrochemicals or even for the removal of metal ions that accumulate in the soil due to its natural non-degradation. The present study proposes the preparation of a hydrogel obtained through a matrix of starch (cassava and arrowroot)/xanthan gum and starch (cassava and arrowroot)/xanthan gum with cellulose nanofibrils (CNFs) ionically, covalently and double crosslinked, forming a nanocomposite, to obtain better mechanical and physicochemical properties. The characterization techniques used in this study were: Differential Scanning Calorimetry (DSC), determination of Viscosity Average Molar Mass (Mv), Scanning Electron Microscopy (SEM), Fourier Transform Infrared Spectroscopy (FTIR), thermogravimetric analysis (TG), X-ray diffraction (XRD) and swelling analysis. It was observed that the different morphologies and amylose/amylopectin contents of the starches influence their viscosities, which directly interferes in the analyzed properties and that the presence of xanthan gum, and the crosslinks contribute to the formation of a dense and compact structure in the hydrogels. Double crosslinking produces an appearance of inflexibility and rigidity in the hydrogel. The density of the network formed after crosslinking and the presence of CNFs interfered in the thermal and swelling properties, causing a decrease in thermal stability and mass loss, with the main peak of mass loss between 153 °C and 167 °C, while for starch it occurs above 300 °C. After these analyses, it can be concluded that the presence of NFC in the hydrogels reduced the swelling power, since the interactions between NFC and starch reduce the mobility of the network. Good results were obtained for the different starch hydrogels and that covalent crosslinking confers greater swelling power to the material, with swelling power above 1000%. The results obtained for the covalently crosslinked samples being superior to those obtained by ionic crosslinking and doubly crosslinked.
Elaboração, aplicação e análise de aulas em perspectiva dialógica de ensino-aprendizagem sobre Sistemática Vegetal para o ensino fundamental I
(Universidade Federal de São Carlos, 2025-04-11) Oliveira, Matheus Fernando Custódio de; Calzolari Neto, Anselmo João; https://lattes.cnpq.br/4906309581958797; https://orcid.org/0000-0002-6703-9079; Sebastiani, Renata; https://lattes.cnpq.br/9773755519907716; https://orcid.org/0000-0003-4565-6137; https://lattes.cnpq.br/0370359306299943; https://orcid.org/0000-0002-8738-3547
Botany is a science that encompasses all aspects related to plants, and is important and forms part of the major area of Biology. Plant Systematics is the main constituent axis of Evolutionary Biology. However, regarding the teaching and learning aspects of this axis in Basic Education schools, several authors have raised questions and problems, identifying it as ineffective, repetitive and memorizing. Despite this, there are few studies that contribute to overcoming the barriers already known. Thus, this research presents the development, application and analysis of classes in a dialogical perspective of teaching and learning about Plant Systematics for Elementary Education. For this, the classes were based on Freire's Thematic Approach, being divided into three Pedagogical Moments: problematization, organization of knowledge and application of knowledge. Successful Educational Actions were incorporated to compose the stages. The research was conducted in a municipal school in the city of Limeira/SP, in a 5th grade Science class. Based on the Communicative Methodology, the data were collected, analyzed and agreed upon through the Communicative Observation Diary and the Communicative Focus Group. Furthermore, the knowledge present in the students' records during the activities was quantified based on the presence of key words in the answers, accounted for by the correction/verification of learning impressions and analyzed according to the typology of knowledge proposed by Eric Gutstein, evidencing an approval rate of 72.7%, that is, above the institutional school average (5). As a result of this analytical process, the results of learning impressions were compared with the exclusionary and transformative elements identified in the diary and in the focus group, verifying the contributions in relation to Dialogical Learning, as a theoretical methodological framework, and in relation to the presence of Classical, Community and Critical knowledge on Plant Systematics, as well as that brought by the students from reading the world. Furthermore, the interference of variables was considered, such as teaching experience and experience with Successful Educational Actions, as an analytical process of the practice of the ambiguous role of teacher and researcher.
Acessibilidade e políticas linguísticas educacionais para surdos: do contexto de produção textual às vivências na Universidade Federal do Maranhão
(Universidade Federal de São Carlos, 2025-04-11) Dias, Walquiria Pereira da Silva; Lacerda, Cristina Broglia Feitosa de; https://lattes.cnpq.br/9468232016416725; https://lattes.cnpq.br/5558275559275293; https://orcid.org/0000-0001-9087-6898
Deaf communities have historically worked to promote greater social participation and the guarantee of rights. The presence of deaf people in various sectors of society is evident, creating a demand for interpretation and translation and, consequently, the need for professionals to ensure linguistic accessibility. The institutionalization of the Libras/Portuguese Language Translator and Interpreter (TILSP) has been a reflection of this situation, but it does not always meet the need for public policies that take deaf individuals into account as citizens who exercise their rights and duties using specific language modalities. In this sense, considering legal requirements and experiences within institutions, we investigate how public policies aimed at deaf people have been guided in the educational context, specifically in Higher Education. Thus, the general objective focuses on analyzing political convergences - of accessibility, educational and linguistic - that guide the education of deaf people at UFMA, taking as a starting point institutional documents and dialogues established with TILSPs working at the institution. The specific objectives are: a) To identify, in institutional documents, plans and/or actions that contemplate deaf people, seeking to understand the policies that guide the proposals, comparing them with reports about the practices; b) To problematize the implementation of policies (of accessibility, educational and linguistic) in the context of practice, with a view to devaluing the language and the subjects involved in the process; c) To rethink the context of practice, in order to mitigate proposals that are more consistent with the needs of deaf communities in Higher Education.Based on the debates on accessibility, originally conceived in the field of Special Education, we project the discussion to the arena of Language Policies, mobilizing the perspective of language as a linguistic right and not only as a communication resource. Considering the context of our analyses, Accessibility and Linguistic Policies are considered in dialogue with Educational Policies, taking into account the relationship between macro and micro contexts to think about Deaf Education. Methodologically, this is a qualitative approach, based on a case study, with the Federal University of Maranhão (UFMA) as the locus. Three stages were carried out: a) documentary research, in which, in addition to the general legislation that guides deaf education, we analyzed internal documents from UFMA; b) a focus group held with TILSPs working at UFMA, totaling three meetings; and c) an interview with the head of the Subsection of Libras Interpreters of the aforementioned institution, to complement data collected in the focus group. The data are analyzed considering the contexts and the value of practices in the implementation of official policies. We therefore consider that, between policies and experiences, there are knowledge and power relations that permeate the educational field and make translation and interpretation of/into sign languages an important part of a very complex mechanism. We hope that this study will contribute to the formulation of public policies in the field of Higher Education.
Lazer e educação popular: perspectivas de participantes-egressos/as de um projeto social
(Universidade Federal de São Carlos, 2025-04-11) Santos, Matheus Oliveira; Gonçalves Junior, Luiz; https://lattes.cnpq.br/1324174147128430; https://orcid.org/0000-0003-1585-0596; https://lattes.cnpq.br/0301401505546806; https://orcid.org/0000-0001-9054-8261
The university extension project Experiences in Diversified Leisure Activities (VADL), linked to the Department of Physical Education and Human Motricity at the Federal University of São Carlos (UFSCar), aims to provide education by and for leisure to children and teenagers between 7 and 17 years of age from vulnerable communities in São Carlos, São Paulo, Brazil. Guided by the principles of Popular Education, VADL develops activities that value ethnic-racial, gender, intergenerational, and environmental relations. Its theoretical-methodological framework articulates Dialogical Pedagogy, the Science of Human Motricity, Existential Phenomenology, and the Ecology of Knowledges. This doctoral thesis aimed to identify, describe, and understand the educational processes inherent to the social practice of leisure that emerge from the memories of former participants of the project. The research adopted a qualitative approach, grounded in phenomenology (situated-phenomenon modality), and involved semi-structured interviews with 24 former project participants. After transcription and careful readings of the interviews, phenomenological reduction and nomothetic analysis procedures were applied, from which three thematic categories emerged. The first category, “Leisure as a Lived Right: The Role of VADL in Participants’ Lives,” reveals how VADL dismantled historical barriers that limit access to leisure. The participants described the project as a space for the democratization and re-signification of leisure, recognizing it as both a right and a form of resistance against social inequalities. The second category, “Learning to Be More: Knowledges Constructed within VADL,” brings to light the multiple learnings fostered by the project. These learnings went beyond technical skills, encompassing ethical, social, and cultural values that impacted the life trajectories of the former participants. VADL emerged as a space for intercultural dialogue, where diverse knowledges were valued and integrated into educational practices. The third category, “Education with Love: Relationships of Trust and Commitment in VADL,” highlights the project’s affective dimension, in which the educators established bonds founded on respect and love. The care and welcoming nature of these relationships were identified by the participants as key to the project’s success, creating an environment of trust and shared responsibility where they felt valued. From these analyses, it is understood that VADL constitutes a space for critical and humanizing learning, in which leisure is experienced as both a right and a transformative social practice. The identified educational processes reveal that the project functioned as a field of resistance and collective knowledge construction, promoting awareness, humanization, and liberation.
Controle postural e Doença de Alzheimer: efeitos de diferentes condições de dupla tarefa e de um programa de exercícios físicos domiciliares
(Universidade Federal de São Carlos, 2025-04-11) Costa, Danielle Chagas Pereira da Silva; Andrade, Larissa Pires de ; https://lattes.cnpq.br/7334391500340646; https://lattes.cnpq.br/7514078831994178
This doctoral thesis comprises two studies focusing on the assessment and intervention of postural control, dual-task performance, and Alzheimer's disease (AD). Study I: The first study aimed to investigate the effects of different dual-task conditions on postural control during the sit-to-stand transition in older adults with mild to moderate AD. This cross-sectional study included 24 older adults diagnosed with AD (8 men and 16 women, mean age 77.9±6.3 years). Participants were assessed under four conditions using a force platform: (i) single-task, (ii) bimanual motor dual-task, (iii) unimanual motor dual-task (dominant and non-dominant), and (iv) cognitive dual-task, across the three phases of the sit-to-stand movement. Postural control variables—Center of Pressure (CoP) Area, Anteroposterior and Mediolateral Amplitude, and Velocity—were analyzed. Cognitive functions were assessed using the Frontal Assessment Battery and the Addenbrooke’s Cognitive Examination. Functional physical performance was evaluated using the Five-Times Sit-to-Stand Test. A force platform (BERTEC 400, EMG System do Brasil®) was used to analyze postural control. Data were analyzed using one-way ANOVA. Our hypothesis was partially confirmed: a significant difference was observed in Anteroposterior Amplitude during phase 2 of the sit-to-stand transition, specifically between the single-task condition and the dominant unimanual motor dual-task condition. This finding suggests that asymmetric upper limb use has a more pronounced impact on postural control. These results highlight the need to incorporate asymmetric motor tasks in rehabilitation, as they pose greater challenges to postural control in older adults with AD, regardless of disease stage, and may enhance therapeutic strategies for this population. Study II: The second study evaluated the effects of a home-based physical exercise program (AD-HOMEX) on postural control in older adults with AD during the sit-to-stand task under dual-task conditions. This was a randomized controlled clinical trial with 25 participants, randomly allocated to the Intervention Group (IG) (n=13, mean age 79.5±0.4 years) and the Control Group (CG) (n=12, mean age 76±0.5 years). The AD-HOMEX program included multimodal exercises (stretching, strength, balance, and dual-task training) performed three times per week over 16 weeks. Postural control was assessed before (M1) and after the intervention (M2) using the BERTEC 400 force platform. The assessed conditions were the same as in Study I, with CoP Area as the primary variable of interest. The sit-to-stand movement was subdivided into three phases. Group (IG vs. CG) and time (M1 vs. M2) interactions were tested using mixed linear models with interactions (MANOVA). Despite high adherence to the program (81.25%) and session attendance (92.3%), no significant differences in postural control were observed between groups or time points under any dual-task condition. Although AD-HOMEX was a structured multimodal exercise program incorporating dual-task stimuli, it was not sufficient to improve postural control during the sit-to-stand task under various dual-task complexities. These findings suggest that home-based interventions should include more specific functional training for the sit-to-stand task under dual-task conditions to optimize postural control in challenging situations. Furthermore, both studies employed refined methodologies to assess postural control in dynamic and ecologically valid contexts, advancing the understanding of postural control mechanisms in AD. The findings provide valuable insights for improving rehabilitation strategies and fall prevention, reinforcing the need for more targeted approaches for this population.