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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; Bezerra Neto, Luiz; https://lattes.cnpq.br/4809080593333472; https://lattes.cnpq.br/0196450688112520; Santos, Maria Cristina dos; Vasconcelos, Maria Edilene de Oliveira; Nascimento, Manoel Nelito Matheus; https://lattes.cnpq.br/1095065753077001; https://lattes.cnpq.br/8874787175007937; https://lattes.cnpq.br/4486910967478337
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; Sousa, Cidoval Morais de; https://lattes.cnpq.br/0573233540937425; https://orcid.org/0000-0002-7812-8667; https://lattes.cnpq.br/1352958735912785; https://orcid.org/0000-0003-1294-0844
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.
Visualização de trajetórias acadêmicas: uma abordagem em dados complexos
(Universidade Federal de São Carlos, 2025-06-17) Santos, Renan Sanches Saraiva dos; Bueno, Renato; https://lattes.cnpq.br/7189857417959804; 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.
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; Bonelli, Maria da Glória; https://lattes.cnpq.br/1739441747281321; https://orcid.org/0000-0003-3877-9825; https://lattes.cnpq.br/8021436741154426; Lima, Jacob Carlos; Sanchez, Fábio José Bechara; Faisting, André Luiz; Albuquerque, Rossana Maria Marinho; https://lattes.cnpq.br/9244132532446607; https://lattes.cnpq.br/6423443695464907; https://lattes.cnpq.br/8125859341239167; https://lattes.cnpq.br/0692743873687385; https://orcid.org/0000-0001-6475-9575; https://orcid.org/0000-0001-6009-7455; https://orcid.org/0000-0002-6199-1392
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.