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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
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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
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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.
Trabalho docente nas escolas do programa ensino integral do estado de São Paulo e possíveis relações com as dimensões do clima escolar (2018-2024)
(Universidade Federal de São Carlos, 2025-06-18)
Coletti, Aline Amélia
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Nascente, Renata Maria Moschen
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https://lattes.cnpq.br/3742955383665134
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https://orcid.org/0000-0001-9395-3166
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https://lattes.cnpq.br/6501351708426781
This dissertation regards the theme of teaching practice in schools of the Full-Time Education Program within the state of Sao Paulo. The problem which motivated the investigation was the following: how are school climate and teaching work related in such schools? Thus, the general objective was to map the main characteristics of teaching work in PEI schools, in order to understand the relationships between school climate and teaching work in this specific context. The specific objectives were: to survey the PEI regulations in relation to teaching work; to characterize various aspects related to teaching work in schools of this program; and to relate these aspects to the factors that make up the school climate. This is a bibliographic study, in the time frame from 2018 to 2024, in the digital databases SciELO (Brazil), the Brazilian Digital Library of Theses and Dissertations – BDTD, CAPES Portal and the Google Scholar search engine. Thus, it was possible to produce a summary on the relationship between school climate and teaching work in those schools that can contribute both, to advances in studies on school administration and to enlarge knowledge about the teachers’ life quality in this specific context. In order to understand the configuration of teaching work, content analysis was used using the MAXQDA 22 software. This tool allows an in-depth exploration of the selected texts, allowing the visualization and organization of information in an adequate manner. Through this analysis, graphs and tables were generated that illustrate the main trends and categories emerging from the data. The incidence of codes, which is presented in the fifth part of this dissertation, provides a comprehensive understanding of the aspects of teaching work, highlighting both the difficulties and the potential faced by educators. This systematic approach aimed at enriching the academic debate on Teaching Work in the context of full-time schools, a topic that is still little explored, and, possibly, contribute to improving this work, considering the school climate and the quality of life and work of teachers, in addition to improving teaching-learning processes.
Método de avaliação de sustentabilidade e resiliência urbanas em escala regional: Bacia Hidrográfica Baixo Pardo/Grande (SP)
(Universidade Federal de São Carlos, 2025-06-18)
Alvares, Maria Eugênia Gonçalez
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Ventura, Katia Sakihama
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https://lattes.cnpq.br/0765182109837821
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https://orcid.org/0000-0003-3853-668X
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https://lattes.cnpq.br/2930893072133983
Disorganized urban growth has generated negative impacts in cities, such as environmental degradation and lack of infrastructure, directly affecting health, quality of life and sustainable development. These conditions can be assessed using indicators, which facilitate analysis using numerical values. The aim of this study was to propose a method for assessing urban sustainability, vulnerability and resilience in the municipalities of Water Resources Management Unit 12 (UGRHI 12), corresponding to the Baixo Pardo/Grande River Basin, using a scale of 0 to 1. The Environmental Health Indicator (ISA), the Sustainable City Development Index (IDSC) and ABNT NBR ISO 37120:2021 Sustainable cities and communities – Indicators for urban services and quality of life, were applied. In the ISA, the Water Supply and Water Resources indicators showed salubrious to average results. The Sanitary Sewage indicator showed that 58% of the municipalities are healthy and sustainable, while only four municipalities achieved an average level for Solid Waste. Vector control was critical in two municipalities (17%) and all of them were deficient in socio-economic terms. As for the Sustainable Development Goals (SDG), the results were mostly average and high, but there was poor performance in SDGs 9, 15 and 17 in all municipalities. In general, the basin has average health and sustainability, requiring investment and planning to improve indicators and quality of life. With regard to NBR ISO 37120, 13 indicators were identified, the average of which showed that 83% of the municipalities are advancing in sustainability and resilience, although some points require attention, such as daily per capita water consumption, which highlighted the need for conscious use. The main limitation was the difficulty in obtaining data, which prevented a complete analysis. In subsequent searches, 41 of the standard's 128 indicators were found (32%). To consolidate the proposed method, called the Index of Sustainability, Vulnerability and Urban Resilience (ISVRU), 10 indicators from the IDSC were selected, giving a total of 51 indicators, classified under the 17 SDGs. The ISVRU is based on the arithmetic average per SDG and the weighted average of the three dimensions analyzed. There was a great lack of programs aimed at sustainable urban planning, which reinforces the need for the Basin Committee to promote actions and debates to improve urban services, quality of life and environmental preservation.
A escola e o conhecimento na perspectiva freireana
(Universidade Federal de São Carlos, 2025-06-19)
Silva, Cristiane Mello de Miranda
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Fernandes dos Santos, Elizângela
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https://lattes.cnpq.br/9569199993950407
This study was conducted based on a literature search based on the Freirean conceptual framework, in compliance with the requirements for the award of a degree in Education at the Federal University of São Carlos. The research topic is school knowledge from the perspective of Freire. Its goal is to reveal and clarify the theoretical principles for the creation of a curriculum that promotes quality education in society. The central question of this study was: which principles, guided by Paulo Freire's pedagogy, can guide the creation of a curriculum aimed at providing students with a humanistic education? Based on this question, we established the central objective: to explore the conceptual and principled elements of providing students with a humanistic education in basic education, divided into the following stages: the first stage explores the social function of the school from the perspective of Paulo Freire; the second stage constructs a conceptual framework to systematize Freire's classification method and thus a proposal for an emancipatory critical curriculum. The theoretical framework is based on the teachings of Paulo Freire (2021), Ana Maria Saul (2019), Valter Giovedi (2019), Saul and Voltas (2021), Silva and Weide (2014), and Gil (2002). The research method adopts a qualitative approach and is guided by historical materialism. A systematic literature search was conducted within Freire's conceptual framework. It is concluded that curriculum must be understood as a political and social tool based on the principles of dialogue, creativity, curiosity and utopia. It is hoped that this study will shed light on the contribution of a critical humanistic and emancipatory education to the comprehensive development of students.
Movimento negro educador: contribuições para uma prática pedagógica antirracista
(Universidade Federal de São Carlos, 2025-06-19)
Silva Souza, Eula Paula da
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Fernandes dos Santos, Elizângela
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https://lattes.cnpq.br/9569199993950407
This work aims to reflect on the contributions of the Black Educator Movement (Movimento Negro Educador) to pedagogical practices and the school curriculum, especially in the context of basic education. It is based on the understanding that school curricula, historically marked by a Eurocentric perspective, tend to silence or marginalize the knowledge and experiences of the Black population. The research, qualitative in nature and with a theoretical approach, is grounded in the works of authors such as Nilma Lino Gomes (2017), Kabengele Munanga (2004), Eliane Cavalleiro (2001), Petronilha Beatriz Gonçalves e Silva (2003), and Beatriz Nascimento (1985), who discuss education on ethnic-racial relations, Black epistemologies, and quilombismo as a form of resistance and knowledge production. The legal framework adopted is Law 10.639/03, which amended the Brazilian Law of Guidelines and Bases (LDB) to include the teaching of Afro-Brazilian and African history and culture in the school curriculum. The effectiveness of this law depends on anti-racist pedagogical practices and the valorization of Black voices within educational spaces. The Black Educator Movement, a concept primarily developed by Nilma Lino Gomes, is understood as a set of actions, individuals, memories, and struggles that, throughout history, have challenged the Brazilian educational system and formulated strategies to confront structural racism.By recognizing this movement as a producer of pedagogical knowledge, this work seeks to highlight how its practices influence teacher education, curriculum organization, and the construction of a school that values diversity and combats racial inequalities. This study shows that the Black Educator Movement is a political, pedagogical, and epistemic force capable of transforming school practices and inspiring the development of an anti-racist, plural education committed to social justice. In this sense, the study contributes to strengthening the struggle for a school that not only includes Afro-Brazilian content, but also reconfigures itself based on Black epistemologies and attentive listening to those historically silenced by the hegemonic curriculum
Educação antirracista e os direitos humanos: desafios na implementação da lei 10.639/2003 nos anos iniciais
(Universidade Federal de São Carlos, 2025-06-19)
Silva, Nayara Cristina Freitas
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Fernandes dos Santos, Elizângela
;
https://lattes.cnpq.br/9569199993950407
This study investigates human rights education and anti-racist education. Although anti-racist education is provided for in legislation such as Law No. 10.639/2003, it still faces several challenges regarding its effective implementation in the school environment, especially in the early years of elementary education. Currently, there is a concerning gap between legal discourse and pedagogical practice, which is marked by the lack of adequate teacher training and social resistance to topics considered sensitive to be addressed in schools. In light of this scenario, the research question emerges: how can we expect the construction of an anti-racist society when the teaching of human rights and the implementation of anti-racist education in schools are systematically neglected? This concern, experienced in practice as a teacher, motivated this investigation into the obstacles faced by other educators when addressing these topics effectively. Therefore, the study has the following specific objectives: (i) to analyze, in light of Law No. 10.639/2003, the teaching of human rights and anti-racist education in the early years of elementary school; (ii) to examine the pedagogical practices adopted by teachers in addressing racial issues and the principles of human rights. The methodology used was qualitative, based on bibliographic review and document analysis, considering authors such as Freire, Candau, Munanga, and Mogilka. As a result, it is understood that a critical teacher education, aligned with school realities and diversity, is essential to transform the school into a space for combating racism and social inequalities.
O letramento em língua materna e sua relação com a leitura de mundo dos estudantes dos anos iniciais do ensino fundamental
(Universidade Federal de São Carlos, 2025-06-19)
Silva, Flavio Medeiros da
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Fernandes dos Santos, Elizângela
;
https://lattes.cnpq.br/9569199993950407
This paper addresses the importance of literacy in the mother tongue in the early years of elementary school, highlighting its essential role in the formation of critical and conscious individuals. It is based on the premise that teaching and learning processes must be constantly studied and improved, especially in view of current challenges, such as expanding access to school and guaranteeing the right to learning. While literacy is related to the technical mastery of the alphabetic system, literacy involves the social use of written language, with meaning and context, enabling a critical reading of the world. This concept is aligned with the ideas of Freire (1989), who advocates literacy focused on awareness and social transformation. In view of contemporary social changes, it is urgent to redefine such practices, promoting more meaningful learning experiences, focused on the autonomy of students and their ability to critically interpret reality. The purpose of the study is precisely to reflect on how literacy in the mother tongue can contribute to the construction of students' reading of the world in the early years of basic education. To this end, the research adopts a qualitative and bibliographical approach, aligned with the state of the art, based on renowned authors such as Soares (2018), Ferreiro (2017), Freire (1987) and Kleiman (2005). Soares (2018) differentiates literacy from literacy and advocates pedagogical practices that integrate both processes. Ferreiro (2017) emphasizes the constructive nature of literacy, highlighting the different levels of understanding of the writing system. Freire (1987) proposes a critical literacy, based on dialogue and reflection. Kleiman (2005) contributes to the concept of literacy as a social and contextualized practice. The study argues that literacy and literacy should go hand in hand from the early school years, promoting the meaningful appropriation of written language and contributing to the development of students' critical awareness. Literacy, understood as the ability to use written language in different social contexts, is essential for the formation of readers of the world — individuals capable of interpreting, questioning and acting on reality. Thus, the work proposes pedagogical paths that integrate the learning of written language with citizenship formation, valuing the role of the school in the construction of a more just, critical and transformative education.
Formação de professores para educação infantil: desafios e perspectivas na contemporaneidade
(Universidade Federal de São Carlos, 2025-06-19)
Mello, Marcelo Augusto de
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Fernandes dos Santos, Elizângela
;
https://lattes.cnpq.br/9569199993950407
The training of teachers for Early Childhood Education in Brazil is an increasingly relevant field of study, given the fundamental importance of this stage of basic education for the integral development of children. This final undergraduate paper aims to analyze the contemporary challenges and perspectives surrounding both the initial and continuing education of teachers working with children aged zero to five. This study will address the historical transformations and legal frameworks that have shaped Early Childhood Education in Brazil, as well as discuss the current demands for constructing a high-quality, inclusive pedagogical practice aligned with 21st-century educational needs. The research, of a qualitative and exploratory nature, is based on bibliographic review and document analysis. In addition, the potential of continuing education, reflective practice, and the use of technologies as tools for professional development will be explored. It is expected that this study will contribute to the debate on the appreciation of teaching in Early Childhood Education and to the proposal of more effective training policies and practices that promote the full development of children and the construction of equitable and transformative education. The discussion will be deepened based on authors such as Perrenoud (2000), Imbernón (2009), Kishimoto (1999), and Cruz (2010), who offer important contributions on teacher education and early childhood education
Os lugares em que vivemos: múltiplos olhares sobre as paisagens e culturas brasileiras a partir do cinema
(Universidade Federal de São Carlos, 2025-06-19)
Veríssimo e Silva, Luiz Gustavo
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Fernandes dos Santos, Elizângela
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https://lattes.cnpq.br/9569199993950407
This study analyzes the use of Brazilian national cinema as a didactic resource in Geography teaching, aiming to explore how short films can contribute to understanding the different ways of inhabiting Brazilian landscapes. The research, qualitative in nature, was carried out with 4th-grade elementary school students in a municipal school in the interior of Minas Gerais. The pedagogical approach included the screening of the short films Naiá and the Moon, Waters of Romanza, and The Things That Live in Things, followed by discussion circles and the production of drawings. The analysis of the graphic records, in light of Peircean semiotics, made it possible to identify conceptual, procedural, and attitudinal learning related to cultural diversity, the human-nature relationship, and the forms of organization of geographic space. The results indicate that national cinema, by integrating artistic language with curricular content, fosters the construction of more sensitive, critical, and reality-connected geographic knowledge
Estilos e ritmos de aprendizagem na perspectiva da neuroeducação: uma revisão bibliográfica com foco no ensino médio
(Universidade Federal de São Carlos, 2025-06-19)
Souza, Letícia da Silva Martinez
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Fernandes dos Santos, Elizângela
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https://lattes.cnpq.br/9569199993950407
This study aims to analyze, from the perspective of neuroeducation, how recognizing individual learning styles and paces can contribute to the development of more personalized pedagogical practices grounded in neuroscientific evidence, with a focus on high school students. Through a literature review, the main foundations of neuroeducation related to the construction of knowledge are explored. Drawing on the contributions of authors such as António Damásio and Stanislas Dehaene, the discussion highlights how emotional factors and core brain functions—such as active engagement and consolidation—directly influence the learning process. The analysis reveals that while neuroscience does not provide ready-made answers or fixed models for education, it offers valuable insights for more effective teaching practices that are responsive to students' individual differences. The study also discusses the challenges teachers face in integrating neuroeducational knowledge into everyday school life, considering institutional constraints, gaps in teacher training, and the persistence of misconceptions about the brain, known as neuromyths. As a contribution, the research encourages critical reflection on the need to bridge science and educational practice, advocating for public policies that support ongoing teacher training and foster interdisciplinary dialogue between educators and researchers. By emphasizing the relevance of neuroeducation in promoting more humanized and inclusive teaching, this work contributes to expanding learning opportunities in high school and highlights the essential role of teachers in driving social transformation. Keywords: neuroeducation; learning; high
Impressão 3D na produção de materiais para o laboratório de Física: uma possibilidade
(Universidade Federal de São Carlos, 2025-06-20)
Abreu, Reginaldo de
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Longaresi, Rafael Henriques
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https://lattes.cnpq.br/0191932527256862
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https://orcid.org/0000-0001-8194-828X
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https://lattes.cnpq.br/9656738549258472
There is a growing concern that new generations are becoming increasingly less inclined toward scientific careers and more apathetic in school activities. Driven by this context, this study aims to shed light on the possibility of increasing students' interest in Physics through experimental activities. Based on the assumption that there is a lack of equipment in high school physics laboratories and that students are avid consumers of technology, this research proposes using 3D printing to produce instructional materials for physics laboratories while also captivating students through a manufacturing technology that is widely discussed but not well understood. To assess this possibility, a set of laboratory materials was designed and 3D-printed by the author and subsequently employed in a seven-week course with eight high school students at a private school in the state of São Paulo, Brazil. The activities covered Dynamics (determination of gravitational acceleration and acceleration in pulley systems) and Statics (conditions of equilibrium in systems with concurrent forces in different configurations). Students were responsible for assembling the equipment, making theoretical predictions, experimentally obtaining the expected quantities, and comparing the results while identifying possible sources of discrepancy. At the end of the course, semi-structured interviews were conducted with some students, which revealed both motivational and methodological impacts of 3D printing in Physics teaching: on the one hand, fostering curiosity in the technological field by demonstrating that the equipment was designed and manufactured within the school itself - thus highlighting the feasibility of 3D printing for educational and domestic use - and, on the other hand, enabling the implementation of experimental strategies in Physics through low-cost, teacher-designed materials that can also be shared across other areas of knowledge.
Avaliação do desempenho de aeradores na lagoa facultativa da indústria Savencia, Angatuba - SP
(Universidade Federal de São Carlos, 2025-06-23)
Ribeiro, Maria Sabrina de Macedo
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Pantoja Filho, Jorge Luis Rodrigues
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https://lattes.cnpq.br/7139425471960071
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Gonzalez, Beatriz Cruz
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https://lattes.cnpq.br/4777395189579793
This study analyzed the impact of the installation of paddle aerators on the treatment efficiency of a facultative lagoon responsible for the depuration of effluent from the Savencia Brasil Industry (Angatuba/SP). The installation was carried out with the aim of improving the effectiveness of the wastewater treatment from this processed cheese industry through aeration. The industrial effluent treatment process helps reduce parameters such as turbidity, Chemical Oxygen Demand (COD), and Biochemical Oxygen Demand (BOD), in addition to stabilizing the pH and increasing the Dissolved Oxygen (DO), occurring progressively and naturally. The applied methodology included the installation of eight aerators and the monitoring of the efficiency of the oxygenation process. For this purpose, physicochemical analyses of the treated effluent were carried out to verify the effectiveness of the implemented system. Finally, the expected results involve improving the quality of the final effluent and minimizing the environmental impact caused by the industry, aiming for a more sustainable operation and improved well-being for the local community.