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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
;
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
;
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
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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
;
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.
Envelhecência enquanto experiência: sobre o curso para formação de professores sobre envelhecimento na cidade de São Carlos/SP
(Universidade Federal de São Carlos, 2025-06-25)
Denari, Giulianna Bueno
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Sirino, Marcio Bernardino
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https://lattes.cnpq.br/7948350545918651
;
https://orcid.org/0000-0001-5874-6225
This study aims to document the development and implementation experience of the EnvelheCiência course, an initiative focused on teacher education regarding aging and combating ageism. Conducted in schools in São Carlos/SP, Brazil, the course sought to integrate biological and social knowledge into pedagogical practices, emphasizing the importance of addressing this theme in educational contexts. The methodology employed involved an experiential account of the course's formulation and execution in a pilot format, delivered through in-person sessions. The findings highlight the need to incorporate aging-related content into school curricula and develop specific teaching materials, while also demonstrating the course's educational potential by engaging teachers with a universally relevant subject. The experience revealed how schools can become crucial spaces for promoting more inclusive and respectful perspectives on aging, thereby contributing to a more equitable and welcoming society for all ages. Additionally, it underscored educators' workload challenges and suggested that hybrid teaching models combining in-person and asynchronous elements may enhance participant engagement. As an educational practice, the experience profoundly influenced the researcher, demonstrating the importance of continuing education, active methodologies, and reflective processes in educators' professional development
O tempo filosófico no processo de ensino e aprendizagem nos anos finais do ensino fundamental
(Universidade Federal de São Carlos, 2025-06-25)
Corrêa, Maria Terezinha
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Maamari, Adriana Mattar
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https://lattes.cnpq.br/5707827597161294
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https://lattes.cnpq.br/0334028705412007
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Barreira, Marcelo Martins
This paper deals with “Philosophical time in the teaching and learning process of the final years of elementary school”, whose objectives are: to conceptualize time and philosophizing, to define and differentiate philosophical time and pedagogical time based on the philosophers Eliade, Deleuze, Guattari, Nietzsche, Gallo, Maamari, Danelon, Tomazetti and Rodrigues; to demonstrate that Article 32 of the Law and Guidelines for the Bases of Brazilian National Education (LDBEN), under No. 9,394, of December 20, 1996, has gaps in its fulfillment regarding basic education and, therefore, the teaching of Philosophy from Elementary School onwards is essential. Currently, with the National Common Curricular Base (BNCC), there is a lack of philosophical work in the foundation of other laws related to elementary education, which opens up the possibility of teaching children, adolescents and young people in our nation to think, as presented by Gallo, Kohan and Wonsovicz. Based on these two objectives, the research was developed with hybrid methodologies: data collection and quantitative analysis; interviews and qualitative analysis; reading and interpretation of texts. Through conducting an investigation with students about philosophical time during pedagogical practice in the classroom, with creations for possible philosophizing during the teaching and learning process in some municipal public schools in the City of São José/SC. To this end, this dissertation is divided into the following parts: introduction, which is based on the teacher's philosophical experience; the first chapter conceptualizes time and philosophizing, as well as defining and differentiating between philosophical time and pedagogical time; the second chapter presents educational legislation and addresses the subject of Philosophy in Brazil and the Philosophy curriculum in the final years of elementary school in municipal schools in São José/SC; the third chapter contains a survey as a sample of students' thinking and the application of activities developed in the classroom in the teaching and learning process in the final years of elementary school; final considerations that propose the need to have philosophical time in Basic Education for an effective and emancipated formation of Brazilian citizens; and, finally, the references that support the work.
Formação docente no Ensino Superior: acessibilidade e permanência de estudantes com deficiência visual
(Universidade Federal de São Carlos, 2025-06-25)
Silva, Josana Carla Gomes da
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Costa, Carolina Severino Lopes da
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https://lattes.cnpq.br/0303439637261272
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https://orcid.org/0000-0002-6945-2879
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https://lattes.cnpq.br/0258235198606993
The research assumes that the access and retention of students visually impairments are related to teaching practices, which need to be adapted to their needs. However, there is an urgent need to equip teachers, who, according to the literature, demonstrate a lack of appropriate knowledge about the needs and possibilities of students due to their deficient training in this regard. Thus, the research aimed to investigate how teacher training in Higher Education can enable the retention of students visually impairments in Higher Education Institutions. The specific objectives are to: (i) offer a teacher training course to support students visually impairments in higher education; (ii) analyze the student retention strategies adopted by teachers; (iii) investigate the teaching practices developed by teachers in higher education; and (iv) evaluate the effects of ongoing training focused on accessibility in the university context. Data collection occurred as an intervention and was guided by Universal Design for Learning - UDL, carried out remotely with the help of digital tools and included virtual meetings lasting 2 hours each, with a total workload of 40 hours. The meetings were recorded using Google Meet and transcribed with the Taqtic extension for later analysis. The collection utilized focus groups, reports of teaching experiences, an initial questionnaire, a diagnostic reflective activity, a lesson plan - UDL, a final questionnaire, and evaluation, in addition to the data triangulation technique. The analysis was made possible by the data collected from teacher training and used the technique of data triangulation and content analysis. Purposeful sampling was used, involving 30 higher education teachers working in Brazilian institutions. Among the participating teachers, about 74% work in federal institutions. Teachers from nine Brazilian states participated, with the only non-participating region being the South. The areas of expertise varied between: Human Sciences, Biological Sciences, Health, and Exact Sciences - more specifically, Engineering. During the meetings, it was possible to observe that the teachers expressed, in their speeches, concern about the current political-economic scenario, about teacher preparation, about the lack of accessibility in Higher Education Institutions, among other aspects. It is necessary to reaffirm that the retention of students visually impairments in Higher Education does not depend solely on compliance with legislation or the provision of technical accessibility resources, but is intrinsically linked to the critical and ongoing training of teachers, the adoption of inclusive pedagogical practices, and the transformation of the curricular and institutional structures of the university. In this sense, this research sought not only to describe an exclusive reality but, above all, to propose ways to overcome it, aligning with the ethical and political commitment to a Public Higher Education that is inclusive, equitable, and of high quality. It is expected that this research will contribute to enriching discussions on the subject and guide public policies aimed at training university teachers to support the retention of students visually impairments in university.
Análise integrada do resíduo de bauxita e do Combustível Derivado de Resíduos: revisões, caracterização e produção de compósitos para aplicação na indústria cimenteira
(Universidade Federal de São Carlos, 2025-06-25)
Veloso, Maria Cecíllia Ramos de Araújo
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Nakashima, Gabriela Tami
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https://lattes.cnpq.br/6568518277464223
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https://orcid.org/0000-0001-7437-4521
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Yamaji, Fábio Minoru
The aim of this work was to deepen the understanding of bauxite residue (BR) (originating from aluminum production) and Refuse-Derived Fuel (RDF) (originating from municipal and industrial solid waste) in Brazil and worldwide, as well as to produce and evaluate a composite formulated with these materials, capable of acting simultaneously as a fuel and as a clinker component in the cement industry. The work is organized into five chapters. Chapter 1 presents a literature review; Chapters 2 and 3 include systematized quantitative and qualitative literature reviews on BR and RDF; Chapter 4 presents an experimental characterization of RDF; and Chapter 5 covers the production and evaluation of the composite material. The systematized review on BR was based on the analysis of 1,539 scientific articles indexed in the Web of Science database between 1995 and 2024. The main trends and applications of BR were mapped, with emphasis on its use in the production of materials. The analysis also revealed knowledge gaps regarding BR and differences in research between the Brazilian and global contexts. The systematized review on RDF was based on the analysis of 774 articles, 16 of which had Brazilian authorship. The study showed that, although RDF has great potential as an alternative energy source, its properties and regulatory requirements limit broader adoption. It also demonstrated that Brazil needs to advance in the waste-to-energy context, and that RDF in the country is almost exclusively associated with use in cement plants. The characterization of RDF included the following analyses: gravimetric composition, moisture content, volatile matter, ash content, fixed carbon, higher heating value, elemental and mineralogical analyses. The data obtained provided insights into the thermal behavior of RDF, its potential as an alternative fuel, and the challenges of its utilization. Finally, a composite material was developed by combining BR and RDF in different proportions, aiming to produce a solid fuel with dual function: thermal energy generation and use as raw material for clinker. The composite was produced by a thermo-rotational process and evaluated in terms of energy properties and ash composition, with emphasis on the enrichment in metallic oxides provided by the BR, favoring its use in cement kilns. The results indicated that all composites maintained properties compatible with thermal applications and presented an optimized elemental composition for their use as clinker raw material, reinforcing the dual potential: as an alternative fuel and as a mineral input. As a general contribution, this work integrates different approaches to propose viable and sustainable solutions for waste utilization, with potential positive environmental impact and alignment with the Sustainable Development Goals.
Desenvolvimento do juízo moral: estratégias bem-sucedidas de socialização interpessoal de cooperação na resolução de conflitos nos anos iniciais do ensino fundamental
(Universidade Federal de São Carlos, 2025-06-25)
Debeus, Leusenice
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Sirino, Marcio Bernardino
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https://lattes.cnpq.br/7948350545918651
;
https://orcid.org/0000-0001-5874-6225
Given the increase in records of conflicts experienced between students, between students and teachers and between students and staff, elementary schools, in the initial years, are concerned about how to intervene in these tense situations. Many educators interrupt the conflict rather than trying to resolve it together with the students involved. Official documents highlight the importance of autonomy, awareness and ethical principles. We understand that the theory of the development of moral judgment in children, proposed by Piaget, meets these guidelines, as it considers the interpersonal relationship of cooperation a necessary condition for autonomy. We conducted a literature review on the development of moral judgment in public elementary school students, in the early years, based on successful interpersonal socialization strategies for cooperation in conflict resolution, to contribute to schools seeking to improve their school climate.
A gestão educacional e o processo de elaboração do Plano Municipal de Educação (2015-2025) em São Paulo: das notas taquigráficas à análise dos representantes entrevistados
(Universidade Federal de São Carlos, 2025-06-26)
De Morais, Nicole Claro Moreira
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Ramos, Géssica Priscila
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https://lattes.cnpq.br/2573340489166336
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https://lattes.cnpq.br/3797847628053021
This research aims to identify and analyze the educational management model of the municipality of São Paulo, based on the actions, political decisions, and strategies developed since 2008 for the formulation of the Municipal Education Plan (2015–2025). In the municipality under study, the process of constructing the Municipal Education Plan (MEP) began in 2008 with Ordinance No. 3,169, which established the Organizing Committee for the MEP Construction Process. This process was finalized in 2015 with the approval of the document, following a long trajectory. For this study, the specific objectives defined were: to understand the mechanisms of management and regulation established within national policy and, in particular, within the policy of the municipality of São Paulo from the 1990s onwards, as well as their political and ideological foundations and their implications for education; to analyze the model and mechanisms of management present in the process of elaborating the MEP; and to examine the participation of civil society and its impact on the decisions made during the elaboration of the MEP. The research adopts a qualitative approach, grounded in: bibliographic research, with theoretical references that supported the theoretical and field discussions; documentary research, based on the stenographic notes produced throughout the Plan’s proceedings in 17 public hearings; and field research, consisting of semi-structured interviews with five representatives who participated in the MEP’s elaboration process. The basic categories of analysis employed were: actors involved, types of participation, location of power, and management mechanisms. Data analysis reveals that the model of democratic management was re-signified or distorted throughout the Plan’s proceedings, adopting a neoliberal logic of organization and regulation, in which social participation became increasingly symbolic and constrained. The political decisions and management strategies employed (whether formally or informally) influenced both the drafting of the MEP and the decision-making process at the time. The review of stenographic notes, combined with the testimonies collected through interviews, demonstrated that ideological divergences and power struggles took center stage in debates that should have focused on educational demands. Thus, the findings indicate that, despite certain efforts to democratize the Plan’s formulation process, disputes and the use of power mechanisms during its proceedings not only shaped the drafting of the document but also reinforced the maintenance of neoliberal logic within the education system of the municipality of São Paulo. Therefore, it can be concluded that the management model identified throughout the elaboration of the MEP translated into the re-signification of mechanisms of democratic management, deeply distorted and ultimately undermined by conservative and managerial models, which appropriated democratic concepts and discourses to legitimize their actions in defense of private interests.
Governança das contratações no setor público: uma análise do iGovContratações no Instituto Federal de Educação, Ciência e Tecnologia de São Paulo
(Universidade Federal de São Carlos, 2025-06-26)
Rodrigues, Ana Carolina Conze
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Molina, Wagner de Souza Leite
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https://lattes.cnpq.br/5939243693407420
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https://orcid.org/0000-0002-3855-7416
;
https://lattes.cnpq.br/2762868864097850
This research sought to understand how different campuses of a federal educational institution position themselves in relation to the regulatory and evaluative frameworks established by the Brazilian Federal Court of Accounts, through a longitudinal comparison with the governance survey cycles of 2018, 2021, and 2024. The hypothesis assumed that institutional progress, as captured by national indexes, is not internalized uniformly across units, being influenced by factors such as staff training, organizational structure, and adherence to management processes. A quantitative methodology was adopted, based on a survey conducted with procurement and contract managers, using a structured questionnaire and a comparative analysis of the responses in relation to institutional and national parameters. The results revealed disparities in maturity levels, especially in aspects related to human resource management, integrity, and sustainability, indicating that a significant portion of the campuses remain at initial stages of governance. It was found that the institutionalization of good practices depends both on regulatory alignment and on local managerial engagement, and it is recommended to intensify training strategies, strengthen internal controls, and increase integration between planning and procurement execution to improve governance and efficiency in the use of public resources.
A área de compras como indutora de ações sustentáveis: uma experiência no setor de alimentos e bebidas
(Universidade Federal de São Carlos, 2025-06-26)
Yamamoto, Juliana Miwa
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Silva, João Eduardo Azevedo Ramos da
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https://lattes.cnpq.br/3823047207711289
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https://orcid.org/0000-0002-6739-5065
Corporate environmental responsibility has become increasingly relevant due to growing public awareness and stricter environmental regulations. In this context, the Procurement area plays a fundamental role in supplier selection and the adoption of sustainable criteria within companies. This study aims to identify the main challenges faced by this area in implementing sustainable practices and to analyze the strategies adopted to promote sustainability in the supply chain. Additionally, the research evaluates the impact of sustainable actions in terms of environmental and social benefits. A case study was conducted in a company from the food and beverage sector, serving as a practical example, where sustainability indicators such as CO₂ emissions, energy efficiency, and actions across the supply chain were compared. Through the company's sustainability report, an interview with a manager, and the development of a SWOT Matrix, it was possible to identify that the company demonstrates a high level of maturity regarding sustainability and aligns with what is proposed in the literature, which highlights the Procurement area’s ability to significantly influence supply chain sustainability.
Investigando a efetividade de uma UEPS para o ensino de energia e suas transformações no Ensino Médio
(Universidade Federal de São Carlos, 2025-06-26)
Pereira, Márcio Richelli Batista
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López, Johnny Vilcarromero
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https://lattes.cnpq.br/2842871947259606
;
https://orcid.org/0000-0002-1234-149X
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https://lattes.cnpq.br/7429284760648386
The various challenges of current education indicate that pedagogical innovation is necessary, especially the preparation of teachers for the use of new resources and pedagogical tools. It is necessary to rethink how to involve students in the practices we propose and how to develop, in the best possible way and with well-defined objectives, the content proposed to be taught. Considering all these aspects, this research proposes a sequence for teaching and learning a specific theme in Physics, related to the content of energy and its transformations. Understanding the concept of energy represents one of the greatest challenges in teaching Physics, especially in Basic Education. Given the conceptual complexity involved and the recurring fragmented approach found in pedagogical practices, it is essential to adopt strategies that favor meaningful learning for students. In this sense, the proposal of Potentially Significant Teaching Units (UEPS) developed by Marco Antônio Moreira offers a reference for the organization of teaching, centered on promoting meaningful learning for the student. The UEPS is structured to consider students' prior knowledge, logically organized content sequenced, and activities that encourage interaction, problematization, and contextualization. By adopting this proposal as a basis, this paper presents the development and application of an educational board game, conceived as a teaching resource, with the objective of engaging students in a playful process of knowledge construction, promoting the articulation between physical concepts and their manifestations in everyday life. Throughout this paper, the theoretical basis that supports the proposal will be presented, with an emphasis on David Ausubel's theory of meaningful learning and the practical application of the UEPS. Next, the process of designing the game, its application in a school environment, and the results obtained through qualitative analysis of student interactions and the learning evidenced will be detailed. In the São Paulo State Curriculum, the theme of this work is expected to be addressed in both Elementary and High School, the latter being the scope of this work. The proposed Educational Product activities were planned by articulating several pedagogical resources, some already provided for in the São Paulo State Curriculum and others constructed in this work, such as the board game, with the implementation and results observed in the proposed activities. The project's results explored concepts of energy and its transformations, providing an interactive and dynamic environment for students. The research was carried out in a public school, using a qualitative and quantitative methodology, through questionnaires, classroom observations and analysis of academic performance. The results indicate an increase in student engagement, greater interest in the subject and a significant improvement in the understanding of the content covered. In addition, the game facilitated the contextualization of concepts, allowing students to relate learning to everyday situations. Thus, it is concluded that the use of educational games is another tool that can be effective and make the teaching of Physics more attractive and accessible, promoting learning that can become meaningful.
Repertório ocupacional infantil: opressões, resistências e as marcas da desigualdade social
(Universidade Federal de São Carlos, 2025-06-26)
Elias, Carina Sousa
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Della Barba, Patrícia Carla de Souza
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https://lattes.cnpq.br/6448489426438006
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https://orcid.org/0000-0002-7893-8133
;
https://lattes.cnpq.br/0070734946202776
Occupations structure daily life, give meaning to life, and shape the trajectory of individuals and groups, playing a fundamental role in the dynamics of social, economic, and political processes. Considering the impact of social inequality on childhood and occupational opportunities, this study investigated how socioeconomic condition influences the construction of children's occupational repertoires, mapping occupational opportunities in contexts of greater and lesser socioeconomic privilege based on children's reports, and understanding caregivers' perceptions of how the context shapes children's experiences. The exploratory research with a quantitative and qualitative approach involved 35 families from São Caetano do Sul/SP and Santo André/SP. Semi-structured interviews and Checklist Intersetorial de Detecção de Risco ao Desenvolvimento Infantil (CIDRDI) were applied to caregivers, and the Paediatric Activity Card Sort (PACS) to children aged 5 to 14. Data were analyzed using descriptive statistics from CIDRDI, inferential statistics from PACS, and Thematic Analysis of the interviews. The results of the PACS did not indicate significant differences in the occupational profile between the groups, and most children presented "low risk" for development in CIDRDI. However, the thematic analysis of the interviews revealed five crucial themes that permeate the plurality of childhoods of the study and cross children's occupations: (01) public policies for childhood; (02) areas of urban occupation as a possibility of access to housing; (03) the Bolsa Família Program: between subsistence and subjugation in the capitalist plot; (04) the nuances of the presence of organized crime as part of childhood spaces; (05) between barriers and possibilities: intersectionality in children's occupational dynamics; and culminating with Buen Vivir as a new meaning for childhoods and human occupations. Finally, it is worth highlighting that the theoretical production and interpretations woven in this research based on the life narratives of the participants had the purpose of understanding to what extent occupational opportunities are present in such plural childhoods. The study reaffirms that aspects such as food deprivation, precarious housing, difficulties in accessing public policies, violence by criminal organizations, State omission, and other factors linked to intersectionality that result in oppression and exclusion, more directly affect people in situations of social vulnerability, denying autonomy in their choices and occupational opportunities and perpetuating occupational apartheid. And that Buen Vivir emerges as a viable alternative for children to have significant opportunities to build their occupational repertoire.
Cosmologia militar e intervencionismo político: Amazônia, projeção política e expressão midiática do Exército Brasileiro
(Universidade Federal de São Carlos, 2025-06-26)
Souza, Guilherme Alessandro Lemos da Silva Moreira de
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Leirner, Piero de Camargo
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https://lattes.cnpq.br/3883880276055777
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https://orcid.org/0000-0002-6485-027X
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https://lattes.cnpq.br/0966270221350506
This thesis deals with the phenomenon of military interventionism, with attention to the process by which Armed Forces officers express themselves through the press. Throughout this work, I highlight the political action of the Armed Forces, particularly the Army and its representations in relation to the Amazon, with a special focus on the military trajectory of General Augusto Heleno Ribeiro Pereira. His approach to the press and his positions on the demarcation of the Raposa Serra do Sol Indigenous Land between 2007 and 2008 allow us to see the intertwining of personal dispositions with the collective and historical determinations of a military cosmology. To address these elements, I seek to address the main interpretations about the political participation of the military in the history of Brazil, observing how this protagonism unfolds in the relationship of the Army with the Amazon, and how from this relationship space opened up for new forms of interventionism, especially through the clashes between generals and other social forces in the context of the demarcation of the Raposa Serra do Sol Indigenous Land. Finally, I discuss how the historical politicization and media presence of the military, as well as the militarized discourse about the Amazon and the country as a whole, converged in the actions of the Armed Forces during the government of Jair Bolsonaro (2019-2022).
“Ser homem é respeitar para ser respeitado”: os sentidos da guerra, respeito e masculinidades entre jovens em cumprimento de medidas socioeducativas em meio aberto
(Universidade Federal de São Carlos, 2025-06-26)
Oliveira, João Victor Borri de
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Motta, Luana Dias
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https://lattes.cnpq.br/1042165629261102
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https://orcid.org/0000-0002-9758-7471
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https://lattes.cnpq.br/1683157673923991
The studies that have linked masculinities and criminality for a long time adopted an approach centered on violence. This dissertation discusses the masculinities of young men who were serving open-environment socio-educational measures at an institution called “Associação Caminhos Abertos” interior of São Paulo. However, the connection between crime and masculinities in this context does not occur through the path of violence. Furthermore, the academic agenda to which I contribute has not seen much continuity within Sociology. As a result, there are few studies that consider crime in relation to sexuality and gender approaches and, consequently, masculinities. Thus, this dissertation presents itself as a contribution to fill that gap. My argument in this text is that these young men live in a constant war in pursuit of respect. The term “war” appears here as an analytical category that gives meaning to the wide variety of everyday conflicts these young people experience while seeking respect. In this way, the pursuit of respect becomes one of the lenses through which we can interpret their daily lives. This respect, as I demonstrate in the first chapter, has both material and symbolic dimensions, which are always interconnected. The material aspect involves what is tangible and present in everyday life, such as brand-name clothing, sneakers, luxury items, or accessories. The symbolic aspect refers to the social and emotional meanings associated with these elements. The value of something, therefore, lies not only in the object itself but in what it communicates or represents. These dimensions are always connected: in the experience of these young men, material objects carry symbolic meanings, and symbolic aspects are often anchored in material elements. In the second chapter, I argue that the world of crime (or the “vida loka”) constitutes one of the possible arenas for earning respect. Crime appears not only as a means of generating income but also as a source of belonging. This dynamic intensifies when we understand involvement in crime as a form of child labor or a way of making a living. Finally, in the third chapter, I show that crime and its code of conduct—o proceder—operate as a normative regime that spreads into other spaces. This allows us to observe the logic of the pursuit of respect across various other arenas of these young men’s social lives.
Preservação excepcional de insetos fósseis da Formação Crato (Cretáceo Inicial, Brasil) por meio de técnicas paleométricas
(Universidade Federal de São Carlos, 2025-06-26)
Belatto, Sabrina Larissa
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Pacheco, Mírian Liza Alves Forancelli
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https://lattes.cnpq.br/3481327026891705
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Osés, Gabriel Ladeira
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https://lattes.cnpq.br/1967051500729086
Fossils from the Crato Formation are part of a Konservat-Lagerstätten deposit and are central to debates on the paleobiological and geochemical processes governing fossilization. The Crato Formation (Aptian, Araripe Basin, NE Brazil) represents one of these exceptional deposits, with three-dimensional preservation of insects in laminated limestones, alternating between beige and grey limestone. This study investigated the chemical and mineralogical composition of insect fossils from grey limestone (GL) through a paleometric approach—Raman spectroscopy, X-ray fluorescence (XRF), scanning electron microscopy with energy-dispersive X-ray spectroscopy (SEM-EDS), and ultrathin lamella preparation by Focused Ion Beam – Scanning Transmission Electron Microscopy (FIB-STEM). Results reveal the recurrent presence of framboidal pyrite in the fossil cuticle, whereas internal compartments are enriched in iron sulfates, mainly jarosites. The zoned distribution of these minerals is interpreted as diagenetic microenvironments with spatial variation in pH and redox conditions: pyrite precipitated in buffered peripheral zones, while more acidic internal regions favored jarosite formation. These patterns complement the previous taphonomic model, which limited pyritization to beige limestones, and demonstrate that different mineralizing regimes can coexist in GL. We propose a new taphonomic model for Crato Formation insects, in which internal geochemical compartmentalization and microbial activity define mineral preservation gradients at micro- to nanoscale.