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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; Otsuka, Joice Lee; https://lattes.cnpq.br/8235968002513082; https://lattes.cnpq.br/6152854036268279; Neris, Vânia Paula de Almeida; Goya, Denise Hideko; https://lattes.cnpq.br/0268728255033469; https://lattes.cnpq.br/2957482489566391
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.
Brincadeiras sensoriais como ferramentas de aprendizagem no berçário
(Universidade Federal de São Carlos, 2025-06-25) Barreiros, Angélica Costa; Sirino, Marcio Bernardino; https://lattes.cnpq.br/7948350545918651; 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.
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; Sirino, Marcio Bernardino; 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
Uma perspectiva para a alfabetização: método fônico
(Universidade Federal de São Carlos, 2025-06-25) Bachega, Elaine Aparecida Santos; Sirino, Marcio Bernardino; 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.
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; Costa, Carolina Severino Lopes da; https://lattes.cnpq.br/0303439637261272; https://orcid.org/0000-0002-6945-2879; https://lattes.cnpq.br/0258235198606993; https://orcid.org/0000-0002-3388-5269; Costa, Carolina Severino Lopes da; Campos, Juliane Aparecida de Paula Perez; Paulino, Vanessa Cristina; Pereira, Josefa Lídia Costa; Oliveira, Fátima Inês Wolf de; https://lattes.cnpq.br/0303439637261272; https://lattes.cnpq.br/3169299095370522; https://lattes.cnpq.br/5235654050505504; https://lattes.cnpq.br/0621869920121540; https://lattes.cnpq.br/7623781077398095; https://orcid.org/0000-0002-6945-2879; https://orcid.org/0000-0003-0789-808X; https://orcid.org/0000-0003-0063-0355; https://orcid.org/0009-0004-1787-4449; https://orcid.org/0009-0001-0893-6140
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.
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; Sirino, Marcio Bernardino; 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.
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; Sirino, Marcio Bernardino; 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.
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; Nakashima, Gabriela Tami; https://lattes.cnpq.br/6568518277464223; https://orcid.org/0000-0001-7437-4521; Yamaji, Fábio Minoru; https://lattes.cnpq.br/4787449634914831; https://orcid.org/0000-0002-0908-8163; https://lattes.cnpq.br/9528411343384919; https://orcid.org/0000-0002-8053-180X
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.
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; Maamari, Adriana Mattar; https://lattes.cnpq.br/5707827597161294; https://lattes.cnpq.br/0334028705412007; Barreira, Marcelo Martins; Oliveira, Gleidimar Alves de; https://lattes.cnpq.br/0690909917220112; https://lattes.cnpq.br/9923647049619463
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.