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A educação na gênese do Estado-nação brasileiro (1750-1889)
(Universidade Federal de São Carlos, 2025-06-13) Sousa, André Wagner Rodrigues de; Coutinho, Luciana Cristina Salvatti; https://lattes.cnpq.br/2688318704089723; https://orcid.org/0000-0002-8682-0952; https://lattes.cnpq.br/3912104321441232; https://orcid.org/0009-0002-4344-2573
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.
"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; Ciríaco, Klinger Teodoro; https://lattes.cnpq.br/2947929641568853; https://orcid.org/0000-0003-1694-851X; https://lattes.cnpq.br/7016673437895497; https://orcid.org/0009-0002-9403-8220
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.
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; Muniz, Monalisa; https://lattes.cnpq.br/9444899939943716; https://orcid.org/0000-0003-1628-6296; https://lattes.cnpq.br/2030220646648755; https://orcid.org/0009-0000-5757-3545
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.
A fé como performance: uma análise discursiva dos vídeos de Pablo Marçal
(Universidade Federal de São Carlos, 2025-06-13) Rodrigues, Letícia Di Beo; Souza, André Ricardo de; https://lattes.cnpq.br/7016915324466152; 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.
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; Finatto, Maria José Bocorny; https://lattes.cnpq.br/0180606646463169; https://orcid.org/0000-0002-6022-8408; Santos Junior, João Batista dos; http://lattes.cnpq.br/5615071332323472; https://orcid.org/0000-0002-1952-2242; https://lattes.cnpq.br/5906196520084757; https://orcid.org/0000-0003-2725-0328
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.