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Princípios teórico-conceituais e metodológicos da educação interprofissional em saúde: uma revisão de escopo
(Universidade Federal de São Carlos, 2025-07-22) Alves, Keislyane Ketlyn; https://lattes.cnpq.br/8311079340428705; https://orcid.org/0000-0002-8307-8609; Silva, Jaqueline Alcântara Marcelino da; https://lattes.cnpq.br/8311079340428705; https://orcid.org/0000-0002-8307-8609; https://lattes.cnpq.br/4856503080852709; https://orcid.org/0009-0001-4320-3508
This study aimed to identify and synthesize scientific evidence on the theoretical-conceptual and methodological assumptions of Interprofessional Health Education. It is a Scoping Review following the methodological framework of the Joanna Briggs Institute. The question was: What are the theoretical-conceptual and methodological assumptions of Interprofessional Health Education? The searches were conducted in the following databases: Medline/OVID, LILACS, ERIC, Scopus and Web of Science. Included were theoretical studies, literature reviews that used double-blind identification of research in the databases, primary and secondary empirical studies, quantitative, qualitative and mixed, published in Portuguese, English and Spanish, without a time limit. The titles, abstracts and full texts were analyzed by two reviewers and conflicts were resolved by a third reviewer. A total of 768 documents were obtained, of these, 14 were included in this review. There was a predominance of literature review studies from the United States, Australia, and the United Kingdom. Theories such as constructivism, adult learning, situated learning and experiential learning, as well as methodological approaches like problem-based learning and team-based learning, were cited as the theoretical-conceptual and methodological assumptions. In conclusion, the research reveals the importance of integrating learning theories into IPE in order to improve collaborative training and align educational practice with the needs of the health services. The results reinforce the role of IPE in promoting effective interprofessional practices, introducing students to the reality of health work.
Regulação emocional e psicopatologias: uma revisão sistemática de literatura
(Universidade Federal de São Carlos, 2025-07-22) Lobo, Vitória Kustódia Souza; Muniz, Monalisa; https://lattes.cnpq.br/9444899939943716
Emotion regulation is an essential psychological process involving both conscious and unconscious strategies to modulate emotional responses in the face of contextual demands. Difficulties in this process have been linked to several mental disorders, making it a relevant target for therapeutic interventions. This systematic review aimed to analyze empirical studies that investigated the impact of interventions focused on emotion regulation on regulatory skills and symptomatology associated with psychological disorders. A total of 33 studies published between January 2014 and July 2024 were selected from PubMed, CAPES, SciELO, and Google Scholar databases. Narrative synthesis revealed that most interventions produced statistically significant improvements in emotion regulation and symptom reduction, particularly in cases of depression, anxiety, personality disorders, and substance use disorders. Despite promising results, limitations included methodological heterogeneity, predominant use of self-report measures, and geographic concentration of studies in Western countries. A critical analysis of the instruments used also revealed variations in the alignment between the emotion regulation constructs adopted and the measures applied. These findings reinforce the role of emotion regulation as a transdiagnostic construct, with relevant implications for clinical practice and the development of more effective and culturally sensitive interventions.
Efeitos da suplementação de proteína no músculo sóleo, de ratos obesos não exercitados, durante restrição calórica
(Universidade Federal de São Carlos, 2025-07-22) Pasqual, Julia; Cornachione, Anabelle Silva; https://lattes.cnpq.br/0547232657871313; https://orcid.org/0000-0003-4672-9385; https://lattes.cnpq.br/5234324923539738
Obesity is one of the main triggering factors for various chronic diseases, leading to significant changes in tissues such as skeletal muscle. The great increase in pro- and anti-inflammatory myokines during this process may compromise the trophic and functional aspects of the muscle. Nutritional therapies, such as caloric restriction (CR), have been studied and shown to be effective against obesity. However, depending on the duration and magnitude, CR may lead not only to fat loss, but also to the loss of lean mass (skeletal muscle), further impairing the morphology and function of the tissue. To minimize this loss, strategies such as protein supplementation have proven effective in trained muscles, but little is known about their effects on skeletal muscle under weight-loss-specific conditions. Therefore, this study aims to analyze the effects of animal protein supplementation on the tropism and fiber types of the soleus muscle in obese rats under caloric restriction. Methods: Forty-two male Wistar rats (Rattus norvegicus) were used and divided into seven groups (n= 6): 8 Week Control (GC8), 16 Week Control (GC16), Obese (GO), ad libitum (Gal), 20% Caloric Restriction (GDC20), 60% Caloric Restriction (GDC60), and Caloric Restriction with Protein Supplementation (GWP). After the procedures, the animals were euthanized under anesthesia and the soleus muscle was excised for histological and morphometric analysis. Based on the analysis of the results obtained, it can be concluded that protein supplementation in the diet of animals under 60% calorie restriction acted as a protective factor in skeletal muscle tissue, preserving the diameter of the soleus muscle fibers.
Influência do gênero no brincar de crianças pré-escolares
(Universidade Federal de São Carlos, 2025-07-22) Ferreira, Mariana Alves; Pfeifer, Luzia Iara; https://lattes.cnpq.br/9065968448027440; https://orcid.org/0000-0002-1826-1968; https://lattes.cnpq.br/6671369955700897; https://orcid.org/0009-0009-4596-1685
Play is the most important and expressive occupation in a child's life, as it allows children to develop valuable skills during their growth phase, aiding in motor, sensory, social, cognitive, and emotional development. Through play, children express their interests and preferences, even in a cultural manner, revealing the influences shaped by their own context. Thus, this study questions whether these influences affect how boys and girls play within a basic education preschool setting. Objective: To assess the play performance of preschool-aged children and to verify whether there are differences in play between boys and girls. Method: This is a cross-sectional, exploratory, and descriptive study with a qualitative-quantitative analysis. A convenience sample composed of 5 boys and 5 girls aged between 4 and 5 years old, all with typical development and enrolled in an early childhood education unit. The children were observed during educational activities conducted by the classroom teacher. The researcher recorded the children and analyzed the videos, evaluating each child using the Revised Knox Preschool Play Scale, considering the age ranges of 48 to 60 months and 60 to 72 months. Results: Differences were found in the play behaviors of boys and girls. Boys performed better in play skills related to spatial dominance, while girls showed better performance in pretend play skills. Age also influenced the evaluated skills, with better performance observed in items related to the 48 to 60-month age range. Conclusion: This study made it possible to understand the play performance of preschool children and to identify the differences in play between boys and girls, contributing to the understanding of gender influence on the play performance of preschoolers. Keywords: Child; Play; Knox Preschool Play Scale; Gender.
A educação de crianças e adolescentes acolhidos em casas abrigo
(Universidade Federal de São Carlos, 2025-07-22) Santos, Diego Fernando; Lopes, Roseli Esquerdo; https://lattes.cnpq.br/1507752191797249; https://orcid.org/0000-0001-9572-4586; https://lattes.cnpq.br/0821927884338911; https://orcid.org/0000-0003-4988-6546; Borba, Patrícia de Leme Oliveira; Francisco, Julio Cesar; Bittar, Marisa; https://lattes.cnpq.br/4193205735379897; https://lattes.cnpq.br/9980543861452378; https://lattes.cnpq.br/3059723520472948; https://orcid.org/0000-0002-9654-8593; https://orcid.org/0000-0003-2220-7339; https://orcid.org/0000-0002-3990-3210
This research aims to present a study based on interviews conducted with seven subjects who spent part or all of their childhood, adolescence, and/or youth in foster care institutions. The overall objective was to investigate, through their narratives, the processes of formal and informal education and the role and articulation of the ECA (Child and Adolescent Statute) and SUAS (Unified Social Assistance System) in the lives of the subjects and in foster care institutions in the municipality of São Carlos (SP) from 1990 to 2010. The research has a qualitative approach and fieldwork, based on Oral History as a method of data construction. This work is supported by theories of the history of childhood and the history of Brazilian education, with the author Mary Del' Priore (2002) and the author Amarílio Ferreira Junior (2010) as pillars. It concludes that school and non-school education are elements of resistance, overcoming, and reinvention of the individuals themselves, who, despite adverse conditions, through formal and informal support networks and their own daily coping strategies, managed to build life projects, identities, and trajectories of personal, professional, and social development. Furthermore, it is concluded that, although the legal frameworks of the ECA and SUAS represented undeniable advances in the field of children's and adolescents' rights in Brazil, there are still significant challenges between the legislation and its effective application in the daily lives of foster care institutions and in the lives of children and adolescents in institutional care.
Vivências além do olhar: práticas inclusivas no ensino de matemática para alunos com deficiência visual
(Universidade Federal de São Carlos, 2025-07-22) Guimarães, Gabriela Freire; Silveira, Graciele Paraguaia; https://lattes.cnpq.br/6251988404047002
This final project focuses primarily on the experience of inclusive practices in teaching mathematics to visually impaired students, highlighting the importance of an accessible, sensitive, and concrete approach to knowledge construction. The research is enriched by the author's own experiences, as a classroom assistant at a private school in Sorocaba, São Paulo, where she has been teaching a visually impaired student for almost four years. Through these experiences, pedagogical adaptations developed in both mathematics and interdisciplinary approaches are presented. The study also promotes reflections on the barriers faced by blind students in the schooling process, highlighting the importance of teacher training, the reorganization of physical spaces, and the adequacy of pedagogical resources. The results indicate that inclusion is viable, even in the face of structural limitations, as long as there is sensitivity, creativity, and ethical commitment on the part of the school staff. It is clear that adaptation does not mean devaluing the content, but rather transforming teaching methods, guaranteeing the right to learn. Furthermore, the presence of tactile materials is essential not only for students with visual impairments, but for all students, respecting the different learning styles.
Criatividade na primeira infância: potencialidades expressivas dos bebês na Educação Infantil
(Universidade Federal de São Carlos, 2025-07-22) Calsone, Júlia Santos Abichabki; Lombardi, Lucia Maria Salgado dos Santos; https://lattes.cnpq.br/5697508831302188; https://orcid.org/0000-0001-6978-864X; https://lattes.cnpq.br/2243892064989653; https://orcid.org/0009-0005-3176-5756
This study aims to investigate how creativity manifests in infants and how it can be either enhanced or inhibited by everyday pedagogical practices in Early Childhood Education. This bibliographic research is grounded in the understanding that creativity is a universal human capacity, present from the earliest years of life and closely connected to play, imagination, and the free exploration of the world. Based on authors who address the topic, the study discusses the educator’s role in mediating creative experiences, the impact of electronic intoxications on child development, and the importance of creativity for later stages of life. It concludes that fostering creative expression from early childhood is an ethical and political task of contemporary pedagogy, aimed at forming sensitive, autonomous individuals capable of transforming reality.
O palco e as margens do espetáculo – a geografia da fome e a relação entre desigualdade e pobreza no Brasil do século XXI
(Universidade Federal de São Carlos, 2025-07-22) Guedes, Carina Cristina; Mariano, Neusa de Fátima; https://lattes.cnpq.br/5003743301847104
La monografía a seguir explorará la interrelación entre hambre, desigualdad y pobreza en Brasil del siglo XXI, utilizando algunas de las principales categorías de análisis de la geografía, como el espacio geográfico y el territorio. El objetivo es analizar cómo estas problemáticas sociales se reproducen en el territorio brasileño, tomando como punto de partida el fenómeno de la globalización. Además, la asociación entre el escenario y los márgenes del espectáculo enfatizará que la población hambrienta y empobrecida necesita de mayores políticas públicas que garanticen su bienestar y el disfrute adecuado de la vida. Por último, algunas consideraciones que fundamentan la hipótesis principal del estudio buscan reemplazar la palabra subdesarrollo por la palabra desigualdad, dado que se cree que el hambre y la pobreza son fruto de un doble e indisoluble proceso desigual, uno relacionado con los ingresos de la población y otro relacionado con la diferenciación del espacio. En última instancia, buscaremos demostrar cómo la geografía humana puede ofrecer herramientas críticas para entender y combatir el hambre y la pobreza, promoviendo un uso social del conocimiento académico.
Um estudo enunciativo da poesia no livro didático: perspectivas para o ensino
(Universidade Federal de São Carlos, 2025-07-22) Dornas, Nayara Fernanda; Silva, Soeli Maria Schreiber da; https://lattes.cnpq.br/8794598988783452; https://lattes.cnpq.br/4599061158292447; https://orcid.org/0000-0002-9884-4687
This work seeks to answer the following questions: “What does poetry mean in textbooks from the semantics of enunciation?; How does poetry as a linguistic object function in textbooks?; And how to read and interpret it from an enunciative perspective?”. To this end, we use the theoretical notes developed by the linguist Luiz Francisco Dias (2018, 2021, 2022), who works with the notions of enunciative relevance, historical reference, perspective and enunciative networks, and also the concept of Epilinguistics presented by Wamser and Resende (2013). In view of this, our objectives are to analyze the word poetry and its developments in the textbook, as well as the poems and exercises that accompany them, and to propose a methodology for reading and interpreting poetry from the enunciative perspective of Dias (2018). For this, the following textbooks were selected: Se Liga na Língua for the 8th grade by Moderna publisher; Geração Alpha for the 7th grade by SM Educação, both belonging to PNLD 2020; and Ser Protagonista for high school by SM Educação, which belongs to PNLD 2021. We divided our reflection into three stages. In the first, we analyzed the word poetry and its developments based on enunciative networks to understand which meanings for poetry are mobilized in the didactic materiality. To do this, we observe the indexes of the textbooks, as well as the introductory statements of the chapters, and we understand, for example, that poem, Rap, Slam, Repente, cordel, converge to poetry, which means from various historical references and diverse enunciative pertinences. Then, still using the mechanism of enunciative networks, we analyzed the materiality of the poems and their exercises to understand how they work in the textbook and we found that poetry works as a kind of exemplification for the study of some subjects and for the concretization of these from activities that accompany it, that is, it works as a hive-example. In the third part, we propose a methodology in which we develop a step-by-step guide on how to read and interpret poetry through Enunciative Semantics developed by Dias (2018) and we also mobilized the works of Guimarães (2012, 2013) related to text analysis. Then, we performed analyses to demonstrate the effectiveness of this proposal. Finally, we understood that poetry and our method can greatly contribute to the teaching-learning process.
Análise termodinâmica do movimento de corpos em meios dissipativos: uma aplicação do Teorema de Gouy–Stodola
(Universidade Federal de São Carlos, 2025-07-22) Cardoso, Daniel; Longaresi, Rafael Henriques; https://lattes.cnpq.br/0191932527256862; https://orcid.org/0000-0001-8194-828X; https://lattes.cnpq.br/7226334743229189
This work presents a thermodynamic analysis of energy dissipation and entropy generation in the falling motion of bodies immersed in viscous fluids, using the Gouy–Stodola Theorem as the central framework. Based on the First and Second Laws of Thermodynamics, the study investigates how dissipative forces — modeled by linear or quadratic drag — limit the conversion of mechanical energy into useful work. Experiments were conducted with three geometries (sphere, cube, and drop) in two media (water and glycerin) to determine terminal velocities and estimate drag coefficients. Using data obtained through video analysis, the dissipated power and the rate of entropy generation over time were quantified. The equations of motion were derived and interpreted in light of thermodynamic admissibility, allowing the identification of regions in phase space consistent with positive entropy production. The results show that the thermodynamic approach enhances the understanding of dissipative mechanical systems by rigorously integrating the concepts of irreversibility and entropy into the analysis of motion.