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Produção de conteúdos audiovisuais na formação inicial de professoras/es que ensinam Matemática
(Universidade Federal de São Carlos, 2025-06-11)
Miranda, Rebeca Souza de
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Ciríaco, Klinger Teodoro
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https://lattes.cnpq.br/2947929641568853
;
https://orcid.org/0000-0003-1694-851X
;
https://lattes.cnpq.br/3281211267730492
In this master's dissertation, we present the development of a research project linked to the Graduate Program in Education (PPGE) at the Federal University of São Carlos (UFSCar), within the research line "School Education: Theories and Practices". Based on experiences involving the production of audiovisual content in the Pedagogy course, the study aimed to analyze the potential contributions to teacher education, specifically in the teaching of mathematical content, through the appropriation of technological resources. The general objective was to analyze evidence of learning among undergraduate Pedagogy students (UFSCar) regarding their appropriation of technological resources, and to identify what applications/implications this appropriation may offer for initial teacher education within the context of the mandatory course "Mathematics: Content and Its Teaching". This was explored through an experience involving the production of audiovisual content (podcasts and videos) in the field of Mathematics Education for the early years of schooling. To this end, within a data production context based on a qualitative research approach of an analytical-descriptive nature, the study focused on experiences in two classes (morning and evening) of the aforementioned course, during the 6th semester (3rd year) of the second academic semester of 2023. The instructor of the course was also the advisor of this research. The proposal involved participant observation during in-person classes and specific guidance for subgroups to write scripts for recording mathematical videos and/or podcasts based on topics studied in class. This was followed by the initial production of content, feedback and final guidance, sharing of the materials on online platforms, and later class presentations, which allowed for reflection on the process and its effects on student teacher education. The data analysis indicates the importance of incorporating creative and original proposals using digital technologies into teacher education curricula — not in a reductionist manner, but rather as a means to foster spaces for experimentation and the construction of teaching knowledge. The production of these resources enabled an expansion of future teachers’ repertoires, allowing them to recognize the feasibility of replicating similar practices in their own professional work.
Determinação da rigidez da ligação aparafusada do compósito madeira-concreto sob flexão: um estudo paramétrico
(Universidade Federal de São Carlos, 2025-06-11)
Rodrigues, Edson Fernando Castanheira
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Christoforo, André Luis
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https://lattes.cnpq.br/7623383075429186
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https://orcid.org/0000-0002-4066-080X
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https://lattes.cnpq.br/5228803096015205
Timber-concrete composite (TCC) structures have been extensively investigated due to the advantages arising from its use. The combination of these two materials provides greater bending stiffness (concrete) and reduced self-weight (timber). A key property in determining the bending stiffness of this type of composite is the connection stiffness, which can be evaluated at the serviceability limit state (SLS) [Kser] and ultimate limit state (ULS) [Ku]. However, due to the complexity of its determination, few accurate estimation models are available. The estimation proposed by Eurocode 5 (2004) for screwed connections does not consider important parameters such as the timber’s elastic modulus and the screw embedment length in the timber. In order to enable a more reliable estimation of connection stiffness in beams with varying connection configurations, screw spacing, and span lengths, this study aimed to propose regression models that are more accurate than the Eurocode 5 (2004) predictions. To address this gap, a parametric numerical study was conducted using the Abaqus software, employing beam models instead of push-out specimens to reflect real structural behavior. The stiffness values were estimated as functions of timber elastic modulus (7,635 MPa and 13,800 MPa), screw diameter (8 mm and 16 mm), screw embedment length (80 mm and 160 mm), timber beam height (175 mm and 300 mm), screw spacing (250 mm and 500 mm), and beam span (2.8 m and 6.8 m), all varied at two levels, resulting in 64 simulations. The goal was to increase the safety and efficiency of stiffness prediction in this structural typology. Results indicated that connection stiffness correlates better with the beam failure load in bending than with the connection's capacity itself. The most influential parameter was the timber’s elastic modulus, followed by screw diameter, embedment length, beam span, span-to-height ratio, and span-to-screw spacing ratio. For Ku,60%, the beam height also proved to be significant. However, screw spacing (for both Kser and Ku,60%) and beam height (for Kser) were not individually significant. The developed regression equations for Kser and Ku,60% yielded R-squared values of 0.842 and 0.91 and Pearson correlation coefficients of 0.92 and 0.954, respectively. ANOVA confirmed the statistical validity of these models. Compared to estimates from Eurocode 5 (2004) and Mirdad & Chui (2020a), the numerical simulations produced significantly more conservative stiffness values, with mean relative errors of 135.79% and 149.13% for Kser, and 131.92% and 147.29% for Ku,60%, respectively. Thus, it is recommended to use these regressions when the values range within the investigated parameters. For push-out tests, however, these equations are not applicable due to the significance of the span length and timber beam height parameters. The application of this equation is highly valuable for the design of TCC structures, as it enhances both the safety and accuracy of the stiffness prediction, as validated by the results.
Aspectos curriculares para o Ensino de Ciências na Educação de Pessoas Jovens e Adultas: uma revisão sistemática das produções científicas internacionais
(Universidade Federal de São Carlos, 2025-06-11)
Vicente, Nathália Elisa Ferreira
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Calzolari Neto, Anselmo João
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https://lattes.cnpq.br/4906309581958797
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https://orcid.org/0000-0002-6703-9079
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https://lattes.cnpq.br/1246521001603504
This study aims to identify and analyze curricular aspects highlighted in international scientific research addressing Science Education in the Youth and Adult Education (EPJA) modality. To achieve this objective, a Systematic Review was conducted in the ERIC and Web of Science databases, ultimately selecting articles that addressed Science Teacher Training in this modality. The analysis of the studies, conducted according to the Content Analysis methodology proposed by Bardin (2016), allowed the identification of three main categories: "Lifelong Learning," "Dialogic Education," and "Scientific and Technological Literacy." The results showed that quality teacher training, combined with specific curricula that are contextualized and integrated with the reality of students, constitutes an essential element for promoting emancipatory Scientific Literacy. The "Lifelong Learning" category highlighted the need for national certification and integration between basic, vocational, and youth and adult education, inspired by experiences such as Rural Education. The "Dialogic Education" category, based on the thinking of Paulo Freire, highlighted dialogue as a central strategy for promoting contextualized learning, socialization, and social transformation. The "Scientific and Technological Literacy" category emphasized the importance of digital literacy and the STEM/STEAM approach in developing critical skills and integrating socioscientific issues into the science curriculum. Gaps were identified in national literature on Science Education in the Adult and Young Adult (EPJA), especially regarding Teacher Training, reinforcing the need for inclusive and socially committed pedagogical practices. The conclusion is that the articulation of the principles of lifelong learning, dialogic education, and scientific and technological literacy represents a fundamental strategy for consolidating a high-quality, inclusive, and transformative EPJA (EPJA) education.
Narrativa autobiográfica de uma professora da educação infantil: sentidos e experiências com a linguagem matemática
(Universidade Federal de São Carlos, 2025-06-12)
Mesquita, Liliane Helen
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Ciríaco, Klinger Teodoro
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https://lattes.cnpq.br/2947929641568853
;
https://orcid.org/0000-0003-1694-851X
;
https://lattes.cnpq.br/7922370556958097
This master's dissertation, linked to the Professional Postgraduate Program in Education (PPGPE) of the Federal University of São Carlos (UFSCar), aimed to analyze, based on the autobiographical narrative, the contributions of the professional master's degree and participation in a study group on Mathematics Education in Early Childhood Education for working with mathematical language. The research is part of the production of "MANCALA – Study and Research Group in Mathematical, Cultural Education and Teacher Training" (CNPq). To this end, it is based on the life experience, in training, of the teacher-researcher and author of the work in question. In methodological terms, for the operationalization of the study, supported by the qualitative approach, the following data production instruments were used: the teacher-researcher's field diary and the work with the narrative of self as direct sources. The theoretical framework contemplates issues related to the field of Early Childhood Education, Mathematics Education in childhood and narratives as a perspective of teacher training based on reflection on practice. The results achieved, based on the research developed, imply bringing mathematical language into the context of Early Childhood Education in a playful, meaningful way and taking into account the specificities of babies and children, rethinking actions, transforming them, while transforming oneself, enhancing the senses and experiences in encounters and delights with Mathematics. Furthermore, the perspective, with the conclusion of the study, lies in implementing experiences with children, from a very early age, of an intentional nature, thus guaranteeing the right to development and learning based on mathematical exploration in different spaces and times. Researching the movement of oneself, through the bias of autobiographical research, placed the author in a therapeutic position to understand the senses and experiences that emerge from the constitution of her identity as a childhood educator who seeks to contribute to human development.
Mensuração da contribuição externa em relação à sustentabilidade dos bancos comerciais: uma proposta de indicador e análise de fatores influenciadores no Brasil
(Universidade Federal de São Carlos, 2025-06-12)
Inácio, Leticia da Silva
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Delai, Ivete
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https://lattes.cnpq.br/7054145506480670
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https://orcid.org/0000-0001-6367-0181
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https://lattes.cnpq.br/0540886549689622
The banking sector plays a key role in promoting sustainable development. By acting as an intermediary, it can influence the pace and direction of this development. Through its products, it generates an external contribution on society and the environment. Measuring this contribution allows for improvements in banks' strategic decisions regarding the allocation of financial resources to each product and facilitates the demand for a stricter stance on sustainability by their stakeholders. Despite this relevance, studies related to this challenge are still incipient and incomplete. Sustainability indicators in the banking sector are not standardized and focus mainly on the bank's internal processes and operations, not on its external contribution. In addition, there is no consensus on the governance factors that can influence sustainability performance and what this influence is. In view of this, the present project aims to propose indicators for measuring the external contribution of commercial banks in relation to sustainability based on their sustainable products and to identify the governance factors that influence this performance in the Brazilian context. To this end, an exploratory qualitative approach was chosen using the methods of a systematic literature review, a content analysis and an in-depth interview. A quantitative approach was also applied with descriptive analysis, cluster analysis, Mann-Whitney test and Spearman correlation. In this way, it was possible to define the concept of a sustainable bank and its role, build and verify a model of indicators of the external contribution of sustainability for the banking sector and identify that factors such as age, capital, nationality, proportion of black people on the board and adherence to the Global Compact may be related to the sustainability performance of banks. Thus, it is possible to contribute in both academic and practical areas. The research contributes to filling the gap in indicators for measuring the sustainable external contribution of banking sector. It also carries out a performance assessment using a new external contribution indicator. Finally, it also stands out for its focus on Brazil, being one of the first to address this issue after the publication of the Anbima taxonomy on ESG funds.
"Por que tão poucas mulheres?": práticas de numeramento na eja em um cenário de investigação acerca da (dis)paridade de gênero na política
(Universidade Federal de São Carlos, 2025-06-13)
Frei Junior, Rubens Antonio
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Ciríaco, Klinger Teodoro
;
https://lattes.cnpq.br/2947929641568853
;
https://orcid.org/0000-0003-1694-851X
;
https://lattes.cnpq.br/7016673437895497
This master thesis, developed within the scope of the Professional Graduate Program in Education at the Federal University of São Carlos, aims to understand the applications and implications of an intervention research through investigation scenarios in Critical Mathematics Education, with the perspective of identifying the numeracy practices mobilized by Youth and Adult Education students in the literacy phase. It is part of the knowledge production of "MANCALA – Study and Research Group in Mathematical Education, Culture and Teacher Training" (CNPq). The investigation was structured around the following question: What numeracy practices do youth and adult education students mobilize when faced with investigation scenarios based on everyday problems? The research was carried out with a multigrade Youth and Adult Education, class in a public school in Rio Claro – SP, composed of working students with trajectories marked by school interruptions, experiences of social exclusion, and limited familiarity with school mathematics. Data production and analysis adopted a qualitative approach, based on the principles of Critical Mathematics Education, Freireana Critical Education and studies on numeracy as a social practice. The proposed investigation scenarios had gender parity in Brazilian politics as a generative theme and sought to connect mathematical content to the concrete experiences of the students, provoking reflections on social inequalities and encouraging the exercise of critical reading of the world. The analysis was conducted based on the dialogues and strategies mobilized by the subjects to solve the proposed situations, considering both the mathematical procedures and the meanings attributed to the activities. The results show that, when placed in dialogical, critical, and situated contexts, Youth and Adult Education students demonstrate significant capacities to mobilize mathematical knowledge articulated with their life experiences. In this process, numeracy practices emerge as collective constructions that transcend the technical domain of mathematics, revealing diverse ways of interpreting, arguing, and acting upon reality. The research also points to the importance of the teacher assuming an investigative and reflective stance, capable of valuing students’ knowledge and enhancing their autonomy. This study contributes to the strengthening of pedagogical proposals that are more sensitive to the specificities of Youth and Adult Education, promoting a Critical Mathematics Education that is contextualized and emancipatory.
A educação na gênese do Estado-nação brasileiro (1750-1889)
(Universidade Federal de São Carlos, 2025-06-13)
Sousa, André Wagner Rodrigues de
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Coutinho, Luciana Cristina Salvatti
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https://lattes.cnpq.br/2688318704089723
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https://orcid.org/0000-0002-8682-0952
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https://lattes.cnpq.br/3912104321441232
This research deals with the process of institutionalization of school education in Brazil during the construction of the new constitutional order that emerged from the crisis and disintegration of the Portuguese Empire in America. The work relates the formulation of educational policy measures in the first decades of the new country to the formation of the modern Nation-State, investigating the meanings that school education will assume in the society projects of the dominant classes for the whole social body involved in the new pact represented by idea of belonging to the Brazilian nation, developing the thesis that school education played a relevant role in this process. The documental corpus, constructed through documents issued by the government in the implementation of the nascent educational policy, known as State acts, and through the selection of specialized bibliography on the subject, were analyzed through a qualitative approach, guided by the principles of the paradigm epistemology of historical-dialectical materialism in the perspective updated by Gramsci. In short, it can be said that the political-institutional arrangement built over the analyzed period resulted in a federative-type pact through the consolidation of the representative constitutional monarchy, in which the influential social strata of each region represented their provinces within the scope of regional while participating in the elaboration of policies at the national level. The national project revealed by the analysis of the educational policy of the time, oscillating with each major change that occurred in the general government, indicates the intention of promoting the adaptations of the young country to the new scenario of development of the world economy in its industrial phase, a condition for the entry of the empire in the ranks of modern civilized nations. A level of schooling was provided for each social layer, with the expansion of primary education to the popular layers of citizens and the exclusion of a significant portion of the population inhabiting the national territory, considered alien to the social pact of the Brazilian nation, such as the indigenous nations and enslaved populations of African origin. In this process, the ideology of the dominant classes, as a conception of the world that guides praxis, in its oscillating movement to exercise hegemony over the entire social body and fixate on social practices with the aim of dissimulating its inherent contradictions, ensuring it cohesion, was supported by both civil society institutions and those originating from public authorities, and school education in development was a relevant mediator for the dissemination of the new order synthesized by the idea of Brazilian nationality.
Competências emocionais em adultos praticantes de Mindful Self-Compassion, mindfulness e não praticantes
(Universidade Federal de São Carlos, 2025-06-13)
Camargo, Bruna da Mota
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Muniz, Monalisa
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https://lattes.cnpq.br/9444899939943716
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https://orcid.org/0000-0003-1628-6296
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https://lattes.cnpq.br/2030220646648755
The present study aimed to investigate emotional competencies assessed through emotional intelligence measures using both self-report and performance-based instruments, among three groups: individuals trained in Mindful Self-Compassion (MSC), mindfulness practitioners, and non-practitioners. The instruments used included the Revised Emotional Competence Inventory (ICE-R), the Emotional Regulation Test (TRE), and the Self-Compassion Scale (SCS). The results indicated that the MSC-trained group scored higher on most emotional intelligence factors measured by the ICE-R instrument compared to the other groups. In contrast, no significant differences were observed between groups in the performance-based measures of the TRE. Spearman correlations revealed a strong association between self-compassion and self-reported emotional intelligence, particularly in the factors of mindfulness, self-kindness, and emotional perception, while correlations with performance-based measures were weak. This research contributes to the understanding of emotional intelligence and the effects of mindfulness and MSC training, providing a foundation for further studies on mindfulness training programs for the general public.
Sobre o termo neutro: uma análise terminológica conceitual e histórica para o Ensino de Ciências
(Universidade Federal de São Carlos, 2025-06-13)
Carriello, Giovanni Miraveti
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Finatto, Maria José Bocorny
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https://lattes.cnpq.br/0180606646463169
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https://orcid.org/0000-0002-6022-8408
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Santos Junior, João Batista dos
The term neutral and related terms such as neutralize and neutralization are widely used in the contexts of Physics and Chemistry education. Being polysemic, they do not have a single, clear meaning, which often leads to misunderstandings and communication issues. Aiming to address this problem, this study analyzed their use in Brazilian textbooks, dictionaries, and original scientific papers. The research adopts a socio-historical and descriptive terminological approach, based on the Communicative Theory of Terminology, with steps that include organizing a corpus of usage contexts, developing conceptual maps, and creating detailed terminological records that compile uses and definitions of the term and its related concepts. The results highlight the plurality and ambiguity in the use of the terms under study, reflecting a significant historical evolution that tends to directly impact students’ conceptual understanding. The observed diversity and variability demonstrate that the term neutral takes on different meanings depending on the scientific context, ranging from electrical properties in subatomic particles to acid-base characteristics of solutions. The analysis also shows that terminological and conceptual variations can contribute to misunderstandings and alternative conceptions among students, emphasizing the need for greater rigor and clarity in scientific and pedagogical communication. Finally, this study proposes didactic-terminological strategies for managing conceptual ambiguities, aiming to promote a more effective and coherent understanding of scientific concepts taught in schools.
A fé como performance: uma análise discursiva dos vídeos de Pablo Marçal
(Universidade Federal de São Carlos, 2025-06-13)
Rodrigues, Letícia Di Beo
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Souza, André Ricardo de
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https://lattes.cnpq.br/7016915324466152
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https://orcid.org/0000-0001-5224-3117
This study investigates the articulation between religious discourse, neoliberal rationality, and performativity through the analysis of videos by influencer Pablo Marçal, a central figure in the contemporary landscape of entrepreneurial spirituality in Brazil. Using the method of discourse analysis supported by theoretical contributions from authors such as Karl Marx, Max Weber, Émile Durkheim, Pierre Bourdieu, and Ranieri Costa, the research observes how elements of Prosperity Theology and Coaching Theology intertwine in the construction of a performative religious ethos aligned with market logic. The empirical corpus, composed of videos published on Instagram, reveals a discursive grammar that combines biblical language, self-help strategies, and media tools, converting faith into a mechanism of personal activation and success. By addressing themes such as individual accountability, spiritual warfare, charismatic authority, and the attention economy, the study contributes to the understanding of how religiosity is reconfigured amid contemporary demands for productivity, visibility, and individual overcoming. In conclusion, it offers a critical reflection on the social and subjective effects of this type of religiosity, as well as possible paths for future research in the fields of the sociology of religion and digital communication.
Impacto de contaminações por bactérias láticas em processos produtivos de etanol e métodos de controle microbiológico
(Universidade Federal de São Carlos, 2025-06-15)
Santos, Andriele Fátima da Silva
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Filho, Edson Rodrigues
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http://lattes.cnpq.br/3667941735597178
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https://orcid.org/0000-0003-4305-0326
;
Lemos, Diego Andrade
Ethanol production in Brazil occurs predominantly through alcoholic fermentation, with the Melle-Boinot process being particularly noteworthy. This process relies on the reuse of yeast between fermentation cycles, contributing to greater production efficiency. However, due to large-scale operation and the absence of completely aseptic conditions, the process becomes susceptible to microbiological contamination. Lactic acid bacteria are one of the main interfering factors, as they compete with the yeast Saccharomyces cerevisiae for the sugars in the must and produce undesirable metabolites, such as organic acids, which compromise cell viability and ethanol yield. In this context, microbiological monitoring is essential for the early detection of deviations, although conventional methods have limitations related to precision and manual execution. In parallel, traditional control strategies, such as acid treatment and the use of antibiotics, while effective, act predominantly in a corrective manner and present disadvantages associated with environmental impacts, operational risks, and the development of microbial resistance. In this context, the CIP (Cleaning-in-Place) system stands out as a preventive hygiene approach, allowing the cleaning of industrial equipment without the need for disassembly, contributing to the reduction of microbial load, the prevention of recurrent contamination, and greater stability of the fermentation process. This work aimed to analyze the impact of lactic acid bacteria on ethanol production, discuss methods of microbiological monitoring and control, and evaluate the role of the CIP system as a preventive strategy, through an exploratory literature review based on scientific articles, books, and technical documents. Therefore, it is concluded that the integration between microbiological monitoring and the proper use of the CIP system favors the control of contamination, promoting improvements in industrial performance, productivity, and the sustainability of ethanol production.
Presença de arsênio no solo, pastagem e equinos no manejo de Urochloa decumbens com herbicida MSMA
(Universidade Federal de São Carlos, 2025-06-16)
Duarte, Mario
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Carmo, Janaina Braga do
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https://lattes.cnpq.br/8627099224335903
;
https://orcid.org/0000-0002-2871-9880
;
https://lattes.cnpq.br/5363869399339198
Brazil has the third-largest horse population (Equus caballus) in the world, with approximately 5.8 million animals. The diet of these horses is predominantly composed of subtropical grasses, particularly cultivars of the Cynodon genus, with “Coastcross-1” being the most popular. However, pastures are often infested by the invasive plant Brachiaria decumbens (Urochloa decumbens), which horses tend to avoid during grazing, contributing to pasture degradation. A practical and effective strategy for controlling invasive plants, especially Brachiaria, is the use of selective herbicides. The herbicide MSMA (monosodium methylarsonate) is widely used to control invasive plants in sugarcane fields. Although MSMA is not officially recommended for use in pastures, it is frequently employed to control Brachiaria in grazing areas and hay production systems. MSMA is an organoarsenic herbicide with a mechanism of action that is not yet fully understood. It is classified as moderately toxic (Category III) and hazardous to the environment (Environmental Risk Class III). Once applied, MSMA degrades into four arsenic species with varying degrees of toxicity: arsenite, arsenate, monomethylarsonic acid, and dimethylarsinic acid. MSMA has the potential to introduce arsenic into the soil and plants. The toxicity of arsenic is primarily due to its ability to inhibit cellular metabolism, compromising the synthesis of adenosine triphosphate (ATP), in addition to its carcinogenic and teratogenic properties. The hypothesis of this thesis is that the use of an organoarsenic herbicide in pasture contaminates the soil, plants, and animals with the element arsenic. The objective was to determine whether the application of this herbicide was a determining factor in increasing arsenic levels in the environment and in horses. Two areas of 25,000 m² each were studied (one treated with MSMA and one control), along with 16 horses—8 grazed in the MSMA area and 8 in the control area. The MSMA dose applied was 3.59 kg/ha. Samples of soil, roots, and aerial parts of Brachiaria and Coastcross-1 were collected, as well as blood, urine, and hair samples from the animals. The results from the MSMA-treated area showed higher arsenic accumulation in Brachiaria (26.20 ppm ± 0.08) compared to Coastcross (12.66 ppm ± 2.94), with statistical significance (p<0.0001). Brachiaria accumulated 10.69 ppm (± 1.69) in the MSMA area versus 6.06 ppm (± 0.96) in the control area (p<0.0001). Coastcross accumulated 10.73 ppm (± 1.22) in the MSMA area versus 1.6 ppm (± 0.41) in the control area (p<0.0001). Soil samples did not show detectable levels of arsenic. Horses grazing in MSMA-treated pastures (MSMA group) exhibited higher arsenic levels in blood (1.67 ppm ± 0.047) compared to the control group (1.35 ppm ± 0.0531) (p<0.05). In urine, arsenic levels were 1.62 ppm (± 0.189) in the MSMA group versus 1.195 ppm (± 0.111) in the control group (p<0.05). No significant differences were observed in arsenic levels in the hair between treated and control animals. The results demonstrate that the use of MSMA herbicide in pastures promotes significant arsenic accumulation in forage plants and in the horses that consume them, posing a potential risk to animal health and food safety.
O controle externo das polícias pelo Ministério Público: uma análise sociológica
(Universidade Federal de São Carlos, 2025-06-16)
Paulo, Bruno Giovannini de
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Sinhoretto, Jacqueline
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https://lattes.cnpq.br/7743699562476490
;
https://lattes.cnpq.br/0828915669129703
This dissertation examined the constitutional mandate of external oversight of the police by the Public Prosecutor’s Office in Brazil (CEAP). Its objective was to analyze and understand how this oversight has been implemented in practice, as well as to investigate whether the violence and selectivity identified in the police's conflict management activities have been addressed by prosecutorial action. The theoretical framework was based on the concept of the field of crime control developed by Garland (2008) and Sinhoretto (2020), along with the strategies identified by Sinhoretto that traverse this field. The methodology employed was qualitative in nature, grounded in the analysis of official documents and interviews. The empirical focus encompassed two geographically proximate regions located in different federative units—Triângulo Mineiro and Noroeste Paulista—which enabled a comparative understanding of distinct organizational contexts. The findings revealed a range of challenges to the effective exercise of CEAP, including lack of institutional infrastructure, resistance from police corporations, and the individual and institutional interests of Public Prosecutor’s Office members. Based on these findings, the research proposed several measures to enhance CEAP: the establishment of specialized prosecutorial units with functional autonomy; a revision of the performance metrics of the Public Prosecutor’s Office; a more assertive role for the National Council of the Public Prosecutor’s Office; expanded civil society participation; reform of prosecutors’ training; the transfer of jurisdiction over crimes committed by military police officers to the ordinary judiciary; and the gradual demilitarization of law enforcement agencies. Finally, the study acknowledged that, despite being marked by contradictions and institutional resistance, the field of external police oversight presents fissures that may be strategically leveraged by actors committed to the protection of fundamental rights.
O livro didático como ator principal do aparelhamento ideológico do estado no governo de Getúlio Vargas (1930-1945)
(Universidade Federal de São Carlos, 2025-06-16)
Sampaio, Igor Calimam
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Bittar, Marisa
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https://lattes.cnpq.br/3059723520472948
;
https://lattes.cnpq.br/0534218666705494
This dissertation analyzes the role of the textbook as an instrument of power of the authoritarian State during the Getúlio Vargas government (1930-1945). The research investigates how the educational legislation of that period, mainly the reforms of Francisco Campos and Capanema, and the National Textbook Committee, established control over the content and historical narrative present in the textbooks. The analysis reveals that the textbooks of the Vargas period constructed a historical narrative that legitimized the authoritarian State-Nation project, exalting the figure of Vargas, glorifying the national past, and silencing dissenting voices. Furthermore, the research points out the influence of Giovanni Gentile's thought and the support of the Brazilian intelligentsia for the authoritarian educational project. The dissertation also discusses the remnants of Vargas's authoritarianism in contemporary Brazilian education and the importance of critical training for teachers and students.
Tecnologias aplicadas em sistema de gestão ambiental: um modelo utilizando conceitos de economia circular em cadeias de suprimentos sustentáveis
(Universidade Federal de São Carlos, 2025-06-16)
Barbosa, Milton Augusto
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Carmo, Janaina Braga do
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https://lattes.cnpq.br/8627099224335903
;
https://orcid.org/0000-0002-2871-9880
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Sabonaro, Débora Zumkeller
The successive agendas of the United Nations Organization for Global Sustainable Development seek sustainability and quality of life for human beings, balancing the environmental, social and economic pillars, projecting that future generations can continue to consume resources, products and services respecting the limits of planet Earth. Thus, knowing that industrial manufacturing processes and, consequently, the disorderly consumption of products and services generate adverse impacts on planet Earth, countries need to put projects and goals into action to achieve global sustainability. Thus, some goals can be achieved with the application of Technologies in Environmental Management Systems (EMS) using Circular Economy (CE) concepts in Sustainable Supply Chains (SSC). Innovating and contributing to reduce adverse impacts, this thesis aims to demonstrate the application of technologies for sustainability and propose an EMS model based on EC pillars in SSC, with the support of declarative software, from the conception of the product/service development to the end of the product/service life cycle. The methods and materials developed were applied bibliographic research and methodological research with interventionist investigation. The research results present several opportunities for studies in I4.0 technologies to be applied by similarity in the environmental area, deepen the knowledge of the actions necessary for the real application of CE, provide the use of information for environmental education with CE principles, develop knowledge for society, government and companies to jointly develop CE legislation, create opportunities for analysis and application of EMS model based on CE pillars, enable the development, through professional multidisciplinary, the use of digital to support EMS, integration of technologies in sustainable supply chains for continuous improvement of processes and validation of software for analysis of environmental aspects and impacts with circular actions in supply chains.
Visualização de trajetórias acadêmicas: uma abordagem em dados complexos
(Universidade Federal de São Carlos, 2025-06-17)
Santos, Renan Sanches Saraiva dos
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Bueno, Renato
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https://lattes.cnpq.br/7189857417959804
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https://lattes.cnpq.br/5054753250026721
Higher education institutions continuously accumulate extensive volumes of academic data, which constitute valuable resources for understanding the behavior of students, cohorts, and academic programs. However, the growing complexity and scale of these datasets demand innovative approaches to extract meaningful insights and support strategic decision-making, such as optimizing course offerings, reducing dropout rates, and improving pedagogical practices. This dissertation proposes an approach to model students' academic journeys as complex data undergoing temporal evolution, representing them as trajectories in a metric space. Building upon this model, interactive visualization techniques are explored to analyze the academic progression of students across semesters, enabling the identification of recurring patterns, trends, and potential risk situations, such as dropout or delayed graduation. Additionally, the work introduces mechanisms to delimit and refine the data to be visualized through filtering and querying strategies, as well as trajectory summarization techniques that allow the analysis of average behaviors within customizable student groups. The proposed approach was validated through a case study involving real-world data from an undergraduate program, demonstrating its applicability and potential to support comparative analyses and inform educational management processes.
A Implementação do Plano de Ações Articuladas no Município de Breves-Marajó-PA: subações para a Educação do Campo
(Universidade Federal de São Carlos, 2025-06-17)
Ferreira, Raimundo Renato Balieiro
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Bezerra Neto, Luiz
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https://lattes.cnpq.br/4809080593333472
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https://lattes.cnpq.br/0196450688112520
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Santos, Maria Cristina dos
This research aims to analyze to what extent the implementation of the Articulated Action Plan (PAR) contributed to the improvement of Rural Education in the municipality of Breves-PA. The investigation is based on Historical-Dialectical Materialism, as it understands that the construction, in the light of Marxist theory, offers possibilities for understanding contradictions present in policies related to the object of study. As human production within capitalist society, such policies contain historical contradictions. To achieve the objective, specific goals were established: to study the PAR implementation policy in order to identify possible improvements for Rural Education; to analyze the results of the Active School Program for teacher training; and to identify advances for Rural Education based on PAR sub-actions between 2008 and 2022. The study was conducted through bibliographic review, document analysis, and semi-structured interviews. The time frame (2008–2022) aimed to understand both the scenario forecasted by PAR planners and the political-administrative arrangements aligned with national policy strategies. Results indicate that Rural Education in Marajó is highly heterogeneous and that standardized manuals, plans, and protocols do not address learning needs nor local demands. It is concluded that PAR should be replaced by a process enabling new debates, recognizing that municipalities must assume the role of planners and executors of their educational policy, considering the cultural and territorial diversity of Marajó and enforcing historically denied rights.
Economia circular e (in)sustentabilidade sistêmico-antropocênica: diálogos CTS(A) para a pós-sustentabilidade ecozóica
(Universidade Federal de São Carlos, 2025-06-17)
Montefusco, Renato Zanolla
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Sousa, Cidoval Morais de
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https://lattes.cnpq.br/0573233540937425
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https://orcid.org/0000-0002-7812-8667
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https://lattes.cnpq.br/1352958735912785
The contemporary environmental crisis transcends the ecological sphere, reflecting the exhaustion of a civilizational model based on the unrestricted exploitation of natural resources. This thesis investigates the Anthropocene as a geosocial event and its epistemological, environmental, and civilizational implications, employing prospective scenario-building of accumulated greenhouse gas (GHG) emissions to demonstrate the interconnection between geological time and social-legal-environmental time. From the perspective of Science, Technology, Society, and Environment Studies (STS-E), the premises of sustainability are critically examined, and the palliative solutions of the Capitalocene and the Carbonocene are questioned. The general objective is to problematize the Anthropocene and its instrumentalization as an ideopolitical device of climate governance. To this end, the specific objectives include: (i) analyzing the construction of the Anthropocene concept and its relationship with normative and political disputes; (ii) examining the Circular Economy and its absorption into global governance strategies; (iii) assessing economic instruments such as carbon pricing and Clean Development Mechanisms (CDMs), and their impacts on the global emissions dynamic; (iv) challenging the limits of anthropocentric sustainability; and (v) exploring the possibility of a post-sustainable paradigm. Methodologically, the research adopts a qualitative-quantitative exploratory approach, transitioning between deductive, hypothetico-deductive, and inductive methods depending on the nature of each analysis. Prospective scenario-building and GHG accounting are employed to contrast normative discourses with the materiality of climate transformations. The results demonstrate that the prevailing configuration of the Circular Economy functions as a systemic adjustment within the extractivist-linear logic rather than representing an effective rupture. Carbon pricing and the financialization of sustainability reinforce the persistence of the current economic model. Thus, the thesis moves toward the speculation of a post-sustainable paradigm, in which Ecozoicity emerges as a field of possibilities, albeit one facing structural and political challenges to its consolidation.
Que profissão? Que trabalho? Trajetórias profissionais e construção identitária dos cientistas sociais egressos da UFSCar (1991-2021)
(Universidade Federal de São Carlos, 2025-06-17)
Silva, Érica Regina da
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Bonelli, Maria da Glória
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https://lattes.cnpq.br/1739441747281321
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https://orcid.org/0000-0003-3877-9825
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https://lattes.cnpq.br/8021436741154426
The research object of this thesis is the l analysis of the professional insertion of undergraduates from the Social Sciences course at the Federal University of São Carlos (UFSCar) from the course's foundation in 1991 until the year 2021.It emphasizes the profession, professional identity, and the job market. The research starts from the question of how these social scientists position themselves professionally in contemporary society and where the current trends of the profession are heading. A mixed-methodological approach was adopted, including analysis of secondary data from DIGRA (Division of Academic Management and Records) and the administration of online questionnaires to graduates. The results point to the fragmentation of the professional identity of social scientists, marked by t multiple self-designations, and to the absence of a market reserve that ensures their specialized performance. It was found that, although there is an affective appreciation of the course, especially among those who continued on to graduate school, there is a mismatch between the training received and the demands of the market, especially outside the academic environment. Social recognition of the profession is limited, and the professional trajectories of graduates reflect instability, precariousness, and interprofessional disputes. The conditions for professionalization are influenced by variables such as gender, race, and social origin, whose effects were analyzed from an intersectional perspective. A difference was also observed between the symbolic value of education—associated with broadening one's worldview and forming values—and its limited practical application in the labor market. The study dialogues with the literature on the sociology of professions, highlighting the notions of hybrid and connective professionalism, and argues that social scientists face specific challenges in a context of reconfiguration of the world of work and the expansion of neoliberal rationality. Identification and disidentification are also analyzed based on the experiences reported by the graduates participating in the study. It is concluded that, although social sciences education has subjective and political meaning for graduates, it lacks more effective institutional strategies to expand concrete possibilities for professional integration and recognition.
Caracterização morfológica do cérebro e do intestino médio das abelhas Xylocopa suspecta e Xylocopa frontalis
(Universidade Federal de São Carlos, 2025-06-18)
Assaf, Kyl
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Silva, Elaine Cristina Mathias
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https://lattes.cnpq.br/3993998796939609
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https://orcid.org/0000-0001-5447-2765
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https://lattes.cnpq.br/5916079659766954
Non-social bees are important pollinators of natural and cultivated vegetation, such as the parasocial bees of the genus Xylocopa, which are essential for pollinating large flowers, such as yellow passion fruit, or flowers with poricidal anthers, such as tomatoes. However, the presence of these bees in agricultural crops exposes them to pesticides. Therefore, to expand knowledge about non-social native brazilian species, the objective of this thesis was to use bees Xylocopa frontalis and Xylocopa suspecta for morphological analyses of the brain and midgut. To this end, histological characterization of the main brain structures of the species X. frontalis and X. suspecta and estimation of the volume of the neuropils of the pedunculate bodies of X. frontalis bees were performed. The structures studied (mushroom bodies, optic lobes, and antennal lobes) were similar to those previously reported for other social bee species, except that the neuropil volumes of the mushroom bodies were larger than those reported for large bees. Characterization of the midguts of both bee species revealed that the cell types are similar to those observed in other bees and other organisms of the class Insecta; however, the cellular organization is unique, and this is the first report of this morphology.