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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
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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
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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.
Materiais multifuncionais inorgânicos para geração de precursores de espécies reativas de oxigênio e entrega controlada de fármacos: Uma abordagem teórico-computacional
(Universidade Federal de São Carlos, 2025-06-23)
Santos, Jeziel Rodrigues dos
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Barrera, Miguel Angel San Miguel
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https://lattes.cnpq.br/5172425240191386
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https://orcid.org/0000-0002-6650-7432
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Silva, Elson Longo da
This thesis investigates, through theoretical-computational methods, the development and characterization of two multifunctional materials intended for catalytic and therapeutic applications. In the first part, silver alpha tungstate was evaluated as a functional material for the generation of reactive oxygen species. The optimization calculations of the lattice parameters and the construction of morphologies via the Wulff method evidenced the predominance of the (101) surface in the formation of a hexagonal bar, which, combined with the specific distribution of oxygen vacancies and the configuration of silver quantum clusters, showed a high capacity for the selective adsorption of H₂O and O₂ molecules. These interactions promote the formation of reactive precursors, essential for oxidation processes and photocatalytic applications, confirming the relevance of silver alpha tungstate as a catalyst in environmental processes and in the degradation of pollutants. In the second part, the thesis addresses the application of boron nitride nanotubes as a nanocarrier for the drug FLU, an antiandrogen used in the treatment of prostate cancer. Through DFT calculations, it was observed that the encapsulation of FLU in BNNT does not promote significant structural changes, maintaining the stability of the system both in vacuum and in aqueous media. The results reveal favorable interactions, characterized by negative adsorption energies, which indicate a charge transfer from BNNT to FLU, facilitating the formation of a stable complex. Molecular dynamics simulations corroborated the maintenance of the encapsulated drug over 50 ns, with analyses of center of mass distance, RMSD and radial distribution functions confirming the structural integrity of the system. In addition, the analysis of the binding free energy by MM and PBSA showed that van der Waals and electrostatic interactions are determinants for the stability of the FLU complex with BNNT. Together, the results demonstrate the potential of the studied materials both in promoting catalytic reactions and in improving drug delivery, opening new perspectives for the development of innovative multifunctional systems in environmental and therapeutic catalysis.
Degradação do corante eritrosina b através de fotólise e fotocatálise
(Universidade Federal de São Carlos, 2025-06-23)
Silva, Danielle Mendes da
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Vicentini, Fernando Campanhã
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https://lattes.cnpq.br/2380414092419355
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https://orcid.org/0000-0001-6075-2579
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https://lattes.cnpq.br/5083852192004858
Approximately 700,000 tons of industrial dyes are released into the environment annually, many of which are toxic and genotoxic, requiring advanced treatments. Advanced Oxidative Processes (AOPs) emerge as an alternative for efficient manipulation by reactive oxygen species; these processes can be optimized by specific oxides such as TiO2. Thus, the main objective of this study was to analyze the efficiency of the manipulation of the dye Erythrosine B, with the application of AOPs, photolysis and photocatalysis with the addition of titanium dioxide, and to verify the effects related to the modification of some parameters, namely pH, type of catalyst (different crystal structures) and concentration of catalyst. The results showed that Erythrosine B presents satisfactory manipulation (maximum absorption at 526.5 nm) during photolysis and photocatalysis, presenting manipulation efficiency of 39.8% after 5h of photolysis and 48.3% after the period of 2h and 15 minutes in photocatalysis. The optimized settings were: TiO2 (P25 – 80%/20% anatase/rutile); TiO2 concentration 1.0 g/L and medium pH equal to 7.0. In the optimized scenario, the kinetic constant was 1.51×10−3 min−1 for photolysis and 4.91×10−3 min−1 in photocatalysis.
Bancada de acionamento e controle de velocidade para máquina de indução trifásica a partir de um microcontrolador
(Universidade Federal de São Carlos, 2025-06-23)
Barcellos, Tales Meletti
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Guazzelli, Paulo Roberto Ubaldo
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https://lattes.cnpq.br/0830386985936804
With the technological advancements and industrial innovations of the 20th century, much of the mechanical work began to be performed by electric machines, primarily induction motors, due to their practicality and robustness. As a result, the control of these machines became a fundamental component in the application of this technology, given the wide range of applications that require specific behaviors from these motors. In this context, the project to be developed involves the practical application of a drive and control bench for a squirrel-cage three-phase induction motor. The bench will consist of the induction motor, a frequency inverter, encoder, signal conditioning circuits, DC power supply, and microcontroller. The implementation of this project covers theoretical aspects related to the induction machine, microcontrollers, power electronics, drive circuits, and sensing systems. Experimental results aim to demonstrate the operation of the bench, enabling future use for analysis and control of three-phase electric machines in the laboratory. Ultimately, the work aims to contribute to the educational environment and the understanding of concepts taught in various disciplines of the Electrical Engineering course at the Federal University of São Carlos
O direito à propriedade privada e seus limites em John Locke
(Universidade Federal de São Carlos, 2025-06-23)
Ottonicar, Flavio Gabriel Capinzaiki
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Hirata, Celi
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https://lattes.cnpq.br/6347404660282248
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https://orcid.org/0000-0003-0488-0677
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https://lattes.cnpq.br/3054706670505372
The limit to the right to private property is a too much discussed question in Locke’s thought. It is possible to state that this theme divided Locke's interpreters into two main groups: those who believe Locke defended the unlimited right to private property and those who, on the other hand, tried to show that Locke defended the limited right to private property. This work aims to demonstrate that the right to private property for Locke is only established when limited to conditions of a moral and political-legal nature, examining these conditions both in the state of nature and in the political state. To this end, we intend to highlight the restrictions suggested by Locke himself to the right to private property: restriction against waste, and to leave enough and as good for others and the natural human incapacity to appropriate considerable amount of land so as to not to leave enough and as good for others, in the context of initial state of nature, in which there is much more land available than individuals to appropriate it. With the invention of money and the emergence of the State, these conditions change. On the one hand, with the introduction of money, restrictions are reconfigured, as utility changes and appropriation capacity expands. On the other hand, the territorial delimitation inherent in the constitution of the State now restricts the amount of land available, which changes the requirement to leave so much land available and of such good quality that “enough” is left for the conservation of each of the others. Thus, based on the articulation between the foundations of the right to private property and its restrictions, and the role of money and the political State within the scope of these relations, we intend to offer more evidence and corroborate the thesis that for Locke the right to private property is only established when circumscribed by conditions of a clearly limiting nature to this right.
Formação em saúde para o cuidado de crianças e adolescentes vítimas de violência sexual – um olhar pelo paradigma complexo.
(Universidade Federal de São Carlos, 2025-06-24)
Alves , Claudia Adão
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Carlos, Diene Monique
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https://lattes.cnpq.br/4324893981363616
;
https://orcid.org/0000-0002-4950-7350
;
htpps://lattes.cnpq.br/9607062191574982
Sexual violence against children and adolescents persists as a serious public health problem in Brazil and globally. Health training to deal with this phenomenon is a challenge. The aim of this study was to understand the meanings attributed to training for the care of children and adolescents who are victims of sexual violence by undergraduates in health courses at a public university. This is a study based on the assumptions of qualitative research, anchored in the Paradigm of Complexity, carried out with sixteen undergraduate health students, eight from the Nursing course and eight from the Medicine course. Data was collected through semi- structured interviews between April and June 2024. The data was analyzed using reflective thematic analysis. Three final themes emerged: Complexity of Sexual Violence against Children and Adolescents; Complexity of Caring for Children and Adolescents Victims of Sexual Violence; and Complexity in Professional Training on Sexual Violence against Children and Adolescents. The first theme deals with the social, cultural, family and legal elements surrounding the phenomenon of violence. The second addressed the need for comprehensive, interprofessional and intersectoral care, although this is still perceived through referrals and institutionalization. The last theme looks at training, demanding complex skills that assume family dialog as both protection and risk. Caring for children and adolescents who are victims of sexual violence must encompass the developmental singularities and intersectionalities present. In this sense, the biggest challenge is family- centered care versus managing violence in the family context. The meanings attributed to training for this care involved weaving a cross-cutting process that delves deeper into the subject, using active and participatory strategies, with a focus on the students. The perspective taken here is innovative and can support the design of curricula, as well as curricular reformulations, considering the current challenges for nursing and health care.
Ilha dos números inteiros: jogos educativos e materiais manipulativos no ensino e aprendizagem de números inteiros
(Universidade Federal de São Carlos, 2025-06-24)
Oliveira, Luis Antonio Alcantara
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Malagutti, Pedro Luiz Aparecido
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https://lattes.cnpq.br/5462523657624050
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https://orcid.org/0000-0002-9044-5841
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https://lattes.cnpq.br/1940528697303205
The research investigates the contribution of manipulative materials, specifically educational games, to the teaching and learning of integers—a topic in which many students often face significant difficulties. The study analyzed whether the use of games improved students' understanding and performance by adopting a methodology based on practical challenges. Grounded in Piaget's constructivist theory, the work highlights the importance of the individual's active interaction with the environment for effective learning. The project was designed with the goal of proposing a treasure hunt adventure for students, called Island of Integers. A treasure map was introduced, and the adventure is about to begin. The games were developed to stimulate logical reasoning, problem-solving, interaction, and healthy competition among participants, providing a playful and contextualized experience of mathematical concepts.
Às portas da casa santa: ritual, holografia e figuração no Santo Daime
(Universidade Federal de São Carlos, 2025-06-24)
Maas, Mateus Henrique Zotti
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Lolli, Pedro Augusto
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https://lattes.cnpq.br/6114043331557199
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https://orcid.org/0000-0002-1010-700X
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https://lattes.cnpq.br/6444465960570567
This ethnography seeks to delineate the contours of a Daimist cosmology and synthesize its broadest and most general terms as it follows a complex process of what might be called symbolic incorporation, an activity inherent to what is here designated as ritual machinery. The argumentative axis runs through the central Daimist trope (visible/invisible) through an obvious approach to the process of tropic expansion (Wagner, 2017) and the effects they elicit through the sacralization of the beverage and its consumption ritual, considered here as a sacrificial operator. The demonstrative method is based on a dialogic of "affectation" (Favret-Saada, 2005) and operates as an autoethnography, here indicated as a learning experience conducted in two Brazilian Daimist centers: Céu do Beija-Flor/MS and Céu do Gamarra/MG. The terms of this learning—by its very nature the learning of a creative modeling of perception through the figuration of the invisible world—are narrated in a series of ethnographic landscapes situated in the interstices of the interior and exterior, of subjectivity and the self-modeling of the trope, of collective categories in their conventional definitions and their analogical and embodied experimentation in the world of mirações. What is sought is a native theory of effect, where emic categories such as force, current, and miração, and the terms of a Daimist corporeality such as ritual vomiting and memory, are taken as expressive means of an eminently holographic ontology of transformation.
Brincadeiras sensoriais como ferramentas de aprendizagem no berçário
(Universidade Federal de São Carlos, 2025-06-25)
Barreiros, Angélica Costa
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Sirino, Marcio Bernardino
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https://lattes.cnpq.br/7948350545918651
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https://orcid.org/0000-0001-5874-6225
This article was conceived based on the experience acquired in my professional activity in early childhood education, especially in caring for babies. The work seeks to show how sensory games are a fundamental tool that promotes playfulness and favors the integral development of children. The focus of this research is on babies aged 4 months to 1 year in Nursery I at Creche M.S.M, through a case study using a qualitative approach. The research aims to observe and analyze sensory interactions in the routine of babies, understanding play as a right and pedagogical practice from an early age. Authors such as Emmi Pikler, Elvira Souza Lima, Kishimoto, Gabriela Tabet and Jean Piaget emphasize the importance of sensory, bodily and affective experiences in the construction of children's knowledge. Thus, this work contributes to the appreciation of sensory games in the context of daycare, reaffirming their role in the cognitive, emotional and social development of babies.
Diretrizes para o design de jogos educacionais que incluam pessoas com Transtorno do Espectro Autista
(Universidade Federal de São Carlos, 2025-06-25)
Valério Neto, Luiz
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Otsuka, Joice Lee
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https://lattes.cnpq.br/8235968002513082
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https://lattes.cnpq.br/6152854036268279
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Neris, Vânia Paula de Almeida
Autism Spectrum Disorder (ASD) is characterised by difficulties in social interaction and communication, as well as repetitive patterns of behaviour. These difficulties significantly impact the ability to understand and engage in social and educational activities. Games have been explored as a powerful educational resource capable of promoting greater engagement in teaching-learning processes. However, few studies are dedicated to supporting the development of educational games that consider the needs of students with ASD following an inclusive design approach. In this context, this work aims to propose guidelines to support the design of inclusive educational games, focusing on promoting equivalent playful learning experiences for people with and without ASD. The main phases of this research are: (i) Systematic Literature Review (SLR) to identify and analyse the state of the art on the design of systems and games for people with ASD; (ii) definition of an initial set of guidelines for the design of inclusive educational games, focusing on the inclusion of students with ASD; (iii) design and implementation of an educational game using the proposed set of guidelines; (iv) evaluation of the guidelines and the developed game by Special Education experts; (v) application of the inclusive educational games developed in this research at schools, involving students with and without ASD; (vi) analysis of the results obtained from the application of the games and discussions with experts, for subsequent refinement of the guidelines and the games. Overall, the set of guidelines proposed in this research was able to assist developers in producing an inclusive educational game for people with and without ASD, promoting equivalent learning and fun experiences for both groups of students, without the need for a specific game version for students with ASD.
O curso de licenciatura em pedagogia à distância na última década (2014 - 2024): o que retratam as produções científicas?
(Universidade Federal de São Carlos, 2025-06-25)
Ávila, Ariadne Beatriz
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Sirino, Marcio Bernardino
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https://lattes.cnpq.br/7948350545918651
;
https://orcid.org/0000-0001-5874-6225
This article aims to analyze academic publications (theses and dissertations) available in the Brazilian Digital Library of Theses and Dissertations (BDTD) that address the initial teacher education in the Pedagogy undergraduate program offered through distance education (EaD) in Brazil between the years 2014 and 2024. The research, qualitative in nature, is based on the method of documentary analysis. The objective is to identify trends, challenges, and conclusions present in academic productions on distance education. The discussion is grounded in authors such as Hernandes (2017), Dos Santos and Menegassi (2018), Costa (2018), among others, who present the historical development of distance education in Brazil and critically reflect on the quality, democratization of access, and the limitations of this modality. The results point to contradictions between expansion and quality, as well as weaknesses in course organization and teacher education. In conclusion, we problematize the Pedagogy distance education programs, reinforcing the need for public policies that ensure solid and critical training for future educators.
Uma perspectiva para a alfabetização: método fônico
(Universidade Federal de São Carlos, 2025-06-25)
Bachega, Elaine Aparecida Santos
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Sirino, Marcio Bernardino
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https://lattes.cnpq.br/7948350545918651
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https://orcid.org/0000-0001-5874-6225
We know that in Brazil, the topic of literacy is constantly under tension. The media often reports on the low performance of students in assessments that measure the level of education. Part of this is due to the low reading proficiency of our children. The search for an appropriate methodology for teaching literacy has become a controversial and widely discussed subject in the field of education. The phonics method, analyzed in this article, is based on the principle of teaching the sound of letters, showing the relationship between speech sounds (phonemes) and letters (graphemes). This method allows children to develop phonological awareness, enabling them to understand that when letters come together they form syllables, words, sentences and texts. A sequence that goes from the simple to the more complex. Thus, this article analyzed recent studies that show that using the phonics method for the literacy process contributes to and brings positive results for education.