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Grammar-based Neuroevolution of Fully Convolutional Networks
(Universidade Federal de São Carlos, 2025-08-12)
Miranda, Thiago Zafalon
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Cerri, Ricardo
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https://lattes.cnpq.br/6266519868438512
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https://lattes.cnpq.br/8405817043726890
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Cerri, Ricardo
The design of complex and deep neural networks is often performed by identifying and combining building blocks and progressively selecting the most promising combination. Neuroevolution automates this process by employing evolutionary algorithms to guide the search. Within this field, grammar-based evolutionary algorithms have been demonstrated to be powerful tools to describe and thus encode complex neural architectures effectively. In this context, this research proposes a novel grammar-based multi-objective neuroevolutionary approach for generating fully convolutional networks. The proposed method, named Multi-Objective gRammatical Evolution for FUlly convolutional Networks (MOREFUN), includes a new efficient way to encode skip-connections, facilitating the description of complex search spaces and the injection of domain knowledge in the search procedure, the generation of fully convolutional networks upsampling of lower-resolution inputs in multi-input layers, the usage of multi-objective fitness, and the inclusion of data augmentation and optimizer settings in the grammar. The best networks found by the algorithm outperformed those generated by previous grammar-based evolutionary algorithms, achieving 90% accuracy on CIFAR-10 without using transfer learning, ensembles, or test-time data augmentation, while having a relatively small number of parameters.
A produção de vida cativada em cartas
(Universidade Federal de São Carlos, 2025-08-12)
Araújo, Sofia Pfeiffer
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Silva, Carla Regina
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https://lattes.cnpq.br/6417501858864106
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https://orcid.org/0000-0002-7079-8340
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https://lattes.cnpq.br/4534619095818553
The work presents the process of creation, organization, and analysis of the book "Letters to Mari – Poetics and Crossroads of Occupational Therapy as Life Production," organized as a formative, affective, and collective device dedicated to the trajectory and thot of Mariângela Quarentei. The research describes the construction of the book from its initial conception to the stages of invitation, receipt of texts, editing, layout, and finalization of the work, highlighting how each phase expresses the principles of Occupational Therapy as Life Production (OTLP). The study highlights the relevance of TOPV as a theoretical-methodological framework marked by singularity, creation, and the inseparability between life, practice, and human activity. Based on the analysis of the letters and artistic productions sent by invited authors, the work identifies central elements of the constitution of TOPV, its expansion into different professional territories, and the formative power of the encounters, affections, and ways of being that traverse this field. Furthermore, it highlights the tensions between this living and experimental framework and traditional academic structures, emphasizing the need to expand its presence in university training spaces. The study concludes that the book materializes a continuous gesture of memory, creation, and the production of life, reaffirming the ethical-aesthetic that sustains the practice of Occupational Therapy within this horizon and opening pathways for new investigations, practices, and shared experiences.
Simulação do processo de produção do metanol a partir da reação de hidrogenação do CO2 utilizando H2 verde proveniente da eletrólise e CO2 proveniente da absorção por Amina
(Universidade Federal de São Carlos, 2025-08-12)
Garcia, Eduardo Cotta
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Santos, João Batista Oliveira dos
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https://lattes.cnpq.br/0285313473901330
The excessive release of CO₂, a greenhouse gas, contributes to the rise in the planet’s average temperature, leading to significant environmental and economic impacts. Converting CO₂ into methanol through hydrogenation yielding renewable methanol, a fuel and an important feedstock in the chemical industry emerges as a promising alternative to reduce the concentration of this gas in the atmosphere. In this context, simulating both the renewable methanol production process and the main routes for obtaining the raw materials, CO₂ and H₂, provides valuable insights into the generation of this product. Therefore, this work aims to simulate in Aspen Plus version 14 the processes involved in renewable methanol formation via catalytic reaction, alkaline water electrolysis, and CO₂ absorption from greenhouse gas streams using monoethanolamine (MEA). These simulations demonstrated consistency with existing green methanol production facilities, such as those developed by the Icelandic company Carbon Recycling International (CRI), and allowed a comparison of the required amounts of CO₂ and water needed for such operations. In this way, a mass yield of 72.5% was obtained for carbon capture and a consumption of 2.25 tons of water in alkaline electrolysis per ton of methanol produced.
Efeitos de um programa de autocuidados sobre a síndrome de Burnout em professores do ensino fundamental
(Universidade Federal de São Carlos, 2025-08-12)
Soares, Caroline Fernanda
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Carmo, João dos Santos
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https://lattes.cnpq.br/1263046410329694
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https://lattes.cnpq.br/9068652218632978
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Kienen, Nádia
Burnout Syndrome is an occupational problem among teachers, related to continuous stressors that result in exhaustion. Self-care practices, such as breathing and relaxation, are effective interventions for stress prevention and reduction. Concurrently, the Programming of Conditions for Behavior Development (PCDC) is an efficient technology for teaching specific behaviors. The present study aimed to evaluate the contribution of applying a PCDC-based teaching program of relaxation and emotional self-control strategies to reduce the risks of Burnout Syndrome in teachers. Six elementary school teachers from a São Carlos State Public School participated, divided into an experimental group (n=3) and a control group (n=3). The pre-test included the Brazilian Burnout Scale (EBBurn), the WHOQOL-bref, the LIPP Stress Symptoms Inventory for Adults - Revised (ISSL-R), and a Self-Care Behaviors Questionnaire. The intervention, applied to the experimental group, was a 9-weekly session program, based on PCDC and Behavioral Skills Training (BST), covering relaxation techniques and other self-care practices. Post-test and follow-up (two months after the post-test) consisted of reapplying the same instruments. Results for the experimental group revealed significant reductions in mean Stress levels (69.9% decrease post-test and 51.8% at follow-up) and Burnout levels (23.7% decrease post-test and 22.2% at follow-up). Mean quality of life for this group increased (31% post-test and 27.5% at follow-up). The control group, in contrast, maintained stable levels across all instruments. Additionally, self-care behaviors in the experimental group showed a notable increase (86.6% post-test, with maintenance at follow-up), and the perception of positive consequences, like stress reduction, reinforced adherence. Findings support self-care studies in stress reduction and the effectiveness of PCDC-based programs for preventing and managing Burnout Syndrome in teachers.
Terapia ocupacional assistida por cães para crianças no TEA: enfoque em comportamentos sociais e componentes do engajamento
(Universidade Federal de São Carlos, 2025-08-12)
Freitas, Fernannda Victorya Moratori de
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Figueiredo, Mirela de Oliveira
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https://lattes.cnpq.br/3660487766535040
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https://lattes.cnpq.br/2727340432918059
Introduction: Occupational therapists worldwide have implemented Animal-Assisted Therapy (AAT), integrating dogs into the care of children on Autism Spectrum Disorder (ASD). Studies indicate that children on ASD have limitations in social and emotional behaviors, such as making eye contact and smiling, as well as in components of engagement, such as motivation and perseverance in carrying out activities. The lack of these skills impairs social interaction, communication, and occupational performance. Objective: To identify and describe changes in social and emotional behaviors, as well as in the components of engagement of children on ASD after participating in Canine-Assisted Occupational Therapy programs. Furthermore, it aims to describe the activities carried out with a focus on stimulating and developing these behaviors and components. Methodology: A collective case study method was used, using qualitative and quantitative document analysis before and after the intervention. The sample consisted of four boys, two three years old and two six years old, and their respective mothers. The mothers completed the Canadian Measure of Occupational Performance pre- and post-intervention, and recordings of five weekly sessions with each child were analyzed. For each session, the frequency of social and emotional behaviors and components of occupational performance and engagement were recorded on a checklist. Results: From the first session, the children demonstrated eye contact and smiles directed at the dog, which were extended to the therapist in subsequent sessions. As eye contact and smiles increased, they demonstrated increased engagement components (motivation and perseverance), despite functional performance difficulties (fine and gross motor coordination, balance, attention, problem-solving). They also demonstrated increased positive emotional and social skills, such as voluntarily touching the dog, talking to the dog, and staying closer to the dog, which also extended to the therapist. Conclusions: Based on the theory of biophilia, it is concluded that the child-dog bond in the therapeutic environment favored increased eye contact and smiling, which suggests the other changes observed in the interaction with the dog and the therapist, as well as in the components of occupational engagement. Future research is needed to validate eye contact and smiling as measures of evaluating the effectiveness of Canine-Assisted Occupational Therapy for children on ASD.
Programas de cooperação internacional em pesquisa: avaliação de efetividade e efeito concentrador
(Universidade Federal de São Carlos, 2025-08-13)
Ferreira, Pablo Gabriel
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Faria, Leandro Innocentini Lopes de
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https://lattes.cnpq.br/0767710394930118
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https://orcid.org/0000-0002-8369-1315
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https://lattes.cnpq.br/5820885003003705
In a context of globalization, academic, scientific and technological activity is largely organized in the form of global networks of researchers and research groups linked to universities and science & technology (S&T) institutes located in different parts of the world. In this highly transnationalized environment, belonging to global research networks is a condition for keeping up to date in terms of cutting-edge research and the frontier of scientific and technological activity. For this reason, universities, research institutes and S&T funding agencies encourage the establishment or deepening of international partnerships through cooperation programs. In view of this scenario, the present study aims to evaluate the effectiveness of international research cooperation programs and, in this aspect, to develop an evaluative methodology that can be applied, by extension, to various modalities of research funding. In order to fulfill the purpose of this thesis, a case study was carried out on bilateral research cooperation programs managed by the Brazilian Federal Agency for the Support and Evaluation of Graduate Education (Capes) between 2015 and 2020. A gradual multimethodological approach was applied, in which greater analytical rigor was conferred at each stage of the research, in order to gradually check the results obtained in the previous stage. The gradual multimethodological approach followed the following order: (i) simple before-and-after evaluation; (ii) creation of a control group; (iii) conducting a difference in difference (dif-in-dif) analysis between the treatment group and the control group; (iv) analysis of the increase in bilateral cooperation with the countries with specific agreements with Capes; (v) identification of the causal theory that underlies the cooperation programs; (vi) elaboration of multivariate linear regression models (etiological models) in order to verify the effectiveness of the programs; and, finally, (vii) the application of statistical matching techniques between the treatment group and the control group, in order to measure the causal effect of the cooperation programs. On the one hand, no evidence was found that the cooperation programs achieved their objectives satisfactorily, according to the selected indicators, especially because most of the resources are addressed to highly competitive and consolidated institutions from the point of view of international research partnerships. On the other hand, a Concentrating Effect was found in the grants of joint research projects that can accentuate the inequalities inherent to the National Graduate System (SNPG) in terms of international cooperation. This Concentrating Effect functions as a variant of the Matthew Effect or Cumulative Advantages. It can be said that cooperation programs operate more in maintaining the status quo than in increasing international collaborative research. In this regard, it is recommended that international cooperation policies in research be promoted by region, to be designed through specific calls for proposals, in order to take in account the regional, federative and institutional diversity of the country and to enhance scientific and technological development outside the main research producing centers.
Era uma vez... a prática social da contação de histórias com crianças hospitalizadas
(Universidade Federal de São Carlos, 2025-08-13)
Brito, Miriã Martins de
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Montrone, Aida Victoria Garcia
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https://lattes.cnpq.br/9011731777978672
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https://lattes.cnpq.br/8425431356929720
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https://orcid.org/0000-0001-8031-9705
No todo lo que se conoce ha pasado por laboratorios ni se ha escrito en papel. Por mucho tiempo y aún hoy la ciencia construida desde Europa ha querido hacernos creer que solo existe una forma correcta de saber. En su mirada, los conocimientos que nacen de los pueblos del sur: indígenas, afrodescendientes, populares o latinoamericanos han sido invalidados, invisibilizados y dejados de lado. Y, sin embargo, ellos siguen vivos, viajando de boca en boca, de abuela/o en nieta/o, de juego en juego, de gesto en gesto. Entre las muchas formas que tienen las comunidades tradicionales de cuidar sus saberes, una nos conmovió especialmente: la narración de historias con niñas y niños. Allí, sentados en ronda o al pie de una cama, las personas cuentan lo que saben, sobre plantas que curan, espíritus que protegen, juegos que enseñan, sueños que sanan. Y lo hacen no solo para enseñar, sino también para recordar quiénes son. Esta investigación nace desde ese lugar, desde el deseo de reconocer esos saberes de pueblos del sur como válidos, valiosos, vivos. Y también, desde la percepción de que contar historias es un acto de cuidado y memoria. En este estudio, desarrollado en el área de la Educación, nos propusimos mirar con atención qué ocurre cuando la narración de historias adentra en el Atendimiento Educacional Hospitalario (AEH). Porque estar hospitalizada/o no es fácil para quienes atraviesan la infancia con algún problema de salud, se interrumpen los juegos, las rutinas, los abrazos cotidianos, la escuela. Por eso quisimos acompañar con palabras, con narraciones de historias, con mundos imaginados, el tiempo difícil de la hospitalización. Nuestra intención fue comprender, investigar y también, cuidar, ofrecer un puente, una pausa, una chispa de alegría, y, posibilitar que cada niña y niño pueda (re)significar su vivencia en ese espacio muchas veces ajeno. Durante tres meses, con el aval del Comité de Ética e Investigación con Seres Humanos (parecer consubstanciado número 5.742.162), llevamos a cabo esta intervención, con narración de historias con niños y niñas atendidos en el Hospital Universitario (HU), vinculado a la Universidad Federal de São Carlos (UFSCar) y administrado por la Empresa Brasileña de Servicios Hospitalarios (EBSERH). Escuchamos, compartimos historias, registramos cada encuentro en diarios de campo, y dejamos que los datos nos hablasen. Así nacieron, a posteriori, dos grandes tejidos narrativos o categorías temáticas: “Entre pasillos, gestos y miradas: interacciones en la vida cotidiana de HU/UFSCar” y “Entre hadas y héroes: narración en AEH”. Al final del camino, queremos compartir lo que descubrimos: que contar historias no solo entretiene, también cuida, abraza, conecta, da sentido, crea comunidad. De la práctica social de la narración de historias florecerán procesos educativos tales como: cuidado, cariño, sensibilidad, cooperación, dialogicidad, juego, resistencia y trascendencia.
Entre maquiagens e costuras: as dramatizações do fazer-ser drag
(Universidade Federal de São Carlos, 2025-08-14)
Ribeiro, Vinícius dos Santos
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Barros, Mariana Luz Pessoa de
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https://lattes.cnpq.br/4830505244404566
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https://orcid.org/0000-0002-1662-2125
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https://lattes.cnpq.br/3878992500667156
Drag queens represent a form of artistic and political expression in which individuals dress and behave in a manner considered exaggerated and extravagant, allowing them to explore various aspects of gender identities by combining elements that are socially considered feminine, such as clothing, gestures, and makeup. In this sense, we can understand drag queens as a dramatization of gender identities (Butler, 2003), that is, as an artistic expression that explores the possibilities and limits of gender in society, bringing them into discussion. Based on this reflection, the main objective of this dissertation is to examine the construction of drag queen styles and identities in the television program RuPaul's Drag Race, an American reality show hosted by RuPaul and created by World of Wonder. Thus, we will analyze four participants in ten episodes of the reality show, taking into account their syncretism of languages, in search of understanding different ways of doing and being drag. Our intention is to contribute to the understanding of drag identities and also to reflections on gender identities, something little explored within discursive semiotics. Thus, based on discursive semiotics (Greimas; Courtés, 2008) and its current developments, we examine the episodes in order to describe the drag styles that are constructed in the program, especially based on the notions of aspectualization, as presented by Fiorin (1989, 2004), and also the notion of style proposed by Discini (2003; 2015). The research dialogues with gender studies, since, based on a perspective in which gender is taken as a performative production, drag queen identities are understood as a kind of staging of gender identities that are projected from their linguistic and discursive production, since drag does not correspond to a gender identity, but to its dramatization, as Butler (2003). In our analyses, we address the constitution of the identity of four participants in the program (Aquaria, Asia O'Hara, Yvie Oddly, and Dawn), created from their speech, clothing, and gestures, but also from the editing of the program and the speech of other drag queens, presenters, and judges. Our investigation led us to identify four distinct styles—bold, traditional, conceptual, and playful—projected by different ways of being and doing drag.
Sentidos e significados das operações de multiplicação e divisão com alunos dos anos iniciais: um estudo a partir de atividade orientadora de ensino
(Universidade Federal de São Carlos, 2025-08-14)
Guillen, Juliane Dias
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Sousa, Maria do Carmo de
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https://lattes.cnpq.br/6637658562543505
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https://orcid.org/0000-0002-5523-757X
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https://lattes.cnpq.br/1410181566951705
This study explored the meaning and significance students experience when teaching multiplication and division in schools. We used Historical-Cultural Theory as a foundation, with an emphasis on Activity Theory and Teaching Orientation Activity (TEA). The study was guided by the following question: What are the meanings and significance of multiplication and division concepts expressed by elementary school students? The research, related to the teaching and learning of mathematics, was developed in a school setting using a qualitative approach. Participants were third- and fourth-grade elementary school students from 2022 to 2023.The analysis instruments used were episodes and scenes recorded through filming of activities produced by the teacher and developed by the students, written records made by the students and the teacher as well. We based our theory on authors such as Boyer (1996), Caraça (1951), Eves (2004), Ifrah (2007), Kopnin (1978), Leontiev (1978), Moura (2004, 2010), Vygotsky (2005, 2009, 2010).To compile the information, we used the theoretical and methodological assumptions of ESL, where students actively participate in the proposed Learning Trigger Situations (LTS), seeking solutions to their respective problems. The exchange of letters between the character Emília and the students was what mobilized the students to solve the problems posed by Emília, and thus were able to experience, with due respect, part of the historical process of multiplication and division constituted by different human cultures.We argue that through SDA, we can foster students' expressions of sense and meaning, which can then be used to connect them to mathematical meanings. When we work through SDA, we can consider children's imagination, as sense and meaning can manifest in ways that enable students to form mathematical concepts. Working with multiplication and division from a non-linear perspective enabled students to develop the need and motivation to engage in the process of thinking about mathematical concepts meaningfully. We concluded that mathematics instruction, when guided by autonomy and dialogue, enables meaningful learning, in which students assign meaning and significance to concepts, transforming the classroom into a space for discovery and learning. In this sense, we hope that this study will inspire other teachers to develop practices that prioritize and value the strategies used by students in solving problem situations, favoring the manifestation of the senses and meanings of mathematical concepts in the school context.
Desenvolvimento inicial de plantas de milho em solo fertilizado com fosfatos e biofertilizante líquido
(Universidade Federal de São Carlos, 2025-08-14)
Carapeba, Gabriel Augusto Sgobi Ferreira
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Mariano, Eduardo Dal Ava
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https://lattes.cnpq.br/0465944663357275
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https://lattes.cnpq.br/2445268440666337
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Gazaffi, Rodrigo
The growing demand for phosphate fertilizers and the depletion of their non-renewable mineral sources pose crucial challenges to agricultural sustainability. Phosphorus (P) is vital for plant development, and biofertilizers containing P-solubilizing microorganisms are a promising alternative to optimize P availability in the soil and reduce dependence on mineral inputs. This study evaluated the influence of different P sources and a liquid biofertilizer on the growth and physiological parameters of corn (Zea mays) in a greenhouse. We analyzed plant height, shoot dry matter, chlorophyll content, and physiological indicators, including stomatal conductance, transpiration, photosystem II quantum efficiency, electron transport rate, and leaf temperature. The results showed that phosphates with higher solubility, such as Triple Superphosphate (TSP) and a Phosphate Mixture (PM), significantly promoted initial growth and biomass accumulation. In contrast, the biofertilizer had only a limited positive impact on plant height at the initial stage (12 days after emergence) and showed no significant effects on other variables or later development stages, nor did it exhibit synergy with natural rock phosphates (GAFSA and FNN). We conclude that soluble P sources are critical for establishing initial crop vigor. The effectiveness of the tested biofertilizer seems dependent on application conditions and plant stage, highlighting the need for future research on optimal doses and application strategies to unlock its full potential.
Análise de confiabilidade de sistemas reparáveis: abordagens para dados de tempo de falha, degradação e degradação acelerada
(Universidade Federal de São Carlos, 2025-08-14)
Portela, Adriane Caroline Teixeira
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Tomazella, Vera Lucia Damasceno
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https://lattes.cnpq.br/8870556978317000
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https://orcid.org/0000-0002-6780-2089
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https://lattes.cnpq.br/8177703084857092
Reliability analysis aims to understand and predict the behavior of systems over time, using both failure data and degradation data. In repairable systems, these two types of information are particularly relevant, as they allow one to characterize the evolution of failure risk and the impact of maintenance actions throughout the life cycle. Therefore, it is possible to develop more realistic models to support maintenance decisions and optimize operational costs, reflecting the actual conditions to which the systems are subjected. In this thesis, we present three statistical models focused on the analysis of repairable systems from different perspectives. Initially, we propose a frailty model for failure times in systems operating under minimal repair, accounting for unobserved heterogeneity among units. The failure intensity function follows a Power Law Process, while the frailty term is assumed to follow a non‑central Gamma distribution. Through simulation studies and applications to real datasets, we demonstrate that this approach yields more accurate estimates and reliability functions that are better adjusted to the variability among systems. Subsequently, we advance to models based on degradation trajectories, investigating processes in which the system condition deteriorates over time and can be partially restored by imperfect maintenance actions. We adopt the inverse Gaussian process associated with the order-one Arithmetic Reduction of Degradation ARD1 mechanism, which captures the variable effects of maintenance actions and provides more faithful representations of system behavior. Simulation studies and applications confirm the model's effectiveness. Finally, we propose an accelerated degradation model that combines the inverse Gaussian process with an exponential acceleration factor and the imperfect maintenance mechanism. This formulation allows for the simultaneous assessment of the effects of external stress variables and maintenance actions, providing estimates of the mean time to failure and reliability functions that are more consistent with dynamic operating conditions. Across all models, we adopt a classical approach to construct likelihood functions, estimate parameters via maximum likelihood, and investigate asymptotic properties through simulation studies. Applications demonstrate the potential of the proposed methodologies to support more effective maintenance policies and provide technical insights for managing of repairable systems operating under variable and heterogeneous conditions.
Direito, faticidade e validade: a influência de Habermas na compreensão da democracia e da justiça no século XXI
(Universidade Federal de São Carlos, 2025-08-18)
Roiz, Fellipe
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Moraes, Renato Almeida de
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https://lattes.cnpq.br/7510744968129427
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https://orcid.org/0000-0001-8674-5799
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https://lattes.cnpq.br/5546771915417796
Jürgen Habermas' Theory of Communicative Action argues that the legitimacy of democracy and law is closely linked to the ability for genuine dialogue among citizens. Habermas asserts that the legitimacy of legal norms and democratic institutions cannot be imposed authoritatively but must emerge from a deliberative process in which citizens, through rational communication, actively participate in the formation of the norms that govern their lives. In this sense, law is seen as a social mediation, justified when it stems from a consensus achieved through transparent and inclusive public debate. By emphasizing the importance of communicative action and the public sphere, Habermas provides a critique of the growing instrumentalization of social relations and proposes a modernity where practical reason and mutual understanding are fundamental to building a more democratic and just society.
Nem a dor, nem o sofrimento, escrevo para que eu continue sendo refeita: escrevivência, educação e memória
(Universidade Federal de São Carlos, 2025-08-18)
Santos, Daiane
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Dinis, Nilson Fernandes
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https://lattes.cnpq.br/9901790534758296
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https://orcid.org/0000-0002-8596-1577
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https://lattes.cnpq.br/0833748060639678
En esta escrevivência (escribir-viviendo), tejí estrategias de supervivencia y resistencia que elaboré como niña y mujer negra en mi tránsito por los espacios educativos. Fundamentada en el concepto de escrevivência de Conceição Evaristo (2016; 2020) y el principio de encruzilhada (encrucijada) de Leda Maria Martins (2003), reúno fragmentos y registros crudos de los manuscritos de mis diarios desde la secundaria hasta la maestría (2012-2021), y del doctorado (2022-2025). Desde ahí, narro cómo mi cuerpo experimentó tránsitos y desplazamientos en espacios formativos familiares, religiosos y académicos. A continuación, expongo las contradicciones y potencialidades de cada espacio, denunciando las desigualdades étnico-raciales ante estructuras vigentes. Doy cuenta de cómo la escritura actuó como fuerza de reinvención y cómo redes de cuidado (afectivas, familiares, institucionales) sustentaron mi existencia. Afirmo que esta escrevivência es en sí misma una tecnología de resistencia negra: las vivencias encarnadas revelan que mediante la escritura, el cuerpo disidente, operando en la encrucijada de tiempos y memorias, produce conocimiento-vida.
Prática docente e competência digital no ensino fundamental: a integração das Tecnologias Digitais de Informação e Comunicação (TDIC) no contexto escolar da perspectiva CTS
(Universidade Federal de São Carlos, 2025-08-18)
Paula, Rita de Cássia de Souza
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Furnival, Ariadne Chloe Mary
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https://lattes.cnpq.br/1291482506649810
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https://orcid.org/0000-0002-2344-4400
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https://lattes.cnpq.br/0577381905919329
Society has undergone significant transformations and currently, a notable change is observed in communication among individuals and in the way information is disseminated, increasingly mediated by Digital Information and Communication Technologies (DICT). The use of these technologies has impacted various social sectors, such as education. The incorporation of DICT in public education has the potential to contribute to improving the quality of teaching, promoting meaningful learning. In this context, a theoretical review was conducted, comprising discussions on DICT, reference frameworks, with emphasis on the European Framework for the Digital Competence of Educators (DigCompEdu). A literature review was also performed to identify studies covering DigCompEdu and teachers’ digital competencies. Furthermore, document research was carried out on the Connected Education Innovation Program – one of the criteria for participant teachers was to teach at schools that already have received resources from this program – as well as data provided by the Regional Center for Studies on the Development of the Information Society (Cetic.br). This exploratory-descriptive research with a qualitative-quantitative approach aimed to investigate the digital competencies of basic education teachers from public schools in the states of São Paulo and Minas Gerais, participants in the Connected Education Innovation Program – a federal public policy aimed at expanding access to and pedagogical use of DICT in schools. Specifically, it sought to investigate whether teachers participate in continuing education in an online environment; which DICT they most frequently use in the school setting for learning and communication; and whether they are aware of the Connected Education Innovation Program. Data were collected through a survey, with a questionnaire based on the DigCompEdu. The snowball sampling technique was used to select participants. The technique allowed diagnosing how teachers use DICT in their pedagogical practices, whether for communication, continuing education, or other purposes. Results showed that most of the teachers use computers and smart TVs connected to the internet. However, some of them reported challenges as inadequate infrastructure, malfunctioning equipment, lack of technical support, and difficulties in handling DICT. These challenges may be related to a lack of digital competencies to integrate these tools into their pedagogical practices, as indicated by one of the reports, showing that there may be teachers who prefer not to learn how to handle the technologies, staying in their comfort zone even when DICT is available in their institutions. Therefore, the relevance of developing digital competencies in the current educational scenario is evident, as well as the continuous need for investments in teacher training, infrastructure, and digital resources for an effective integration of technologies into teaching methodologies.
Modelo lógico como estratégia de autoavaliação em um programa de Mestrado Profissional
(Universidade Federal de São Carlos, 2025-08-19)
Gullo, Anna Lavínia Barreiro
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Rocha, Sheyla Ribeiro
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https://lattes.cnpq.br/4784568943530426
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https://orcid.org/0000-0003-1926-4439
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Aquilante, Aline Guerra
Introduction: CAPES Ordinance No. 148/2018 established the mandatory implementation of Self-Assessment Plans in Graduate Programs, with the aim of strengthening external evaluation and improving internal processes. In this context, the implementation of the Self-Assessment Plan in the Graduate Program in Clinical Management (PPGGC) at the Federal University of São Carlos (UFSCar) aims not only to meet regulatory requirements, but also to foster a culture of continuous improvement. To this end, it is essential to understand the complexity inherent to program evaluation and the theoretical foundations that support it. Theoretical-Methodological Framework: This study adopts the Logical Model as its reference framework — a tool that enables the graphical representation of the key components that structure a program, such as inputs, activities, outputs, and outcomes. It also clarifies the causal relationships among these elements within the institutional context. Self-assessment is conceived as an educational management instrument aimed at the critical analysis and continuous improvement of graduate programs. The Logical Model, in turn, is grounded in General Systems Theory (GST), proposed by Ludwig Von Bertalanffy (1901–1972), which sought to overcome the limitations of traditional scientific models when faced with the complexity of living organisms and social systems. GST thus provides a robust conceptual foundation for understanding the interdependent dynamics among the various components of a program. Objective: To implement the process of developing the Logical Model as provided for in the Self-Assessment Plan of the Graduate Program in Clinical Management (PPGGC) at the Federal University of São Carlos (UFSCar). Methodological Approach: This is an action-research study carried out within the scope of the program itself, with active participation from the academic community. The approach integrates knowledge production with practical transformation, in line with the principles of participatory research. Data collection was conducted through two workshops. In the first, the initial version of the Logical Model was partially validated. In the second, monitoring strategies and adjustments were discussed, aligned with the Situational Strategic Planning (PES) of the PPGGC. Results and Discussion: The main outcome was the collaborative construction of the second version of the program's Logical Model, which incorporated contributions from the participants. The activity enabled the identification of strengths and weaknesses, as well as the definition of strategies to strengthen both program management and the self-assessment process. Final Considerations and Technical Product: The development of the Logical Model represented a significant advancement in qualifying the self-assessment process of the PPGGC, contributing to the consolidation of an institutional culture oriented toward continuous improvement. As a technical product, a Final Technical Report was prepared.
"Unir pontos num novo desenho": um estudo sobre a trilogia luso-brasileira de Alexandra Lucas Coelho
(Universidade Federal de São Carlos, 2025-08-19)
Ribeiro, Mariana Letícia
;
Laks, Daniel Marinho
;
https://lattes.cnpq.br/9531610287211600
;
https://orcid.org/0000-0002-3206-4178
;
https://lattes.cnpq.br/1769841013234562
This study’s objective is to analyze and interpret Alexandra Lucas Coelho’s trilogy of books about Brazil: Vai, Brasil (2015), the novel Deus-dará (2016) and the literature of travel Cinco voltas na Bahia e um beijo para Caetano Veloso (2019). These books evoke concepts that refer to space representation in literature, journalism, questions referring to the colonial past between Portugal and Brazil and identity. Therefore, the objective of this work is to read the trilogy as a project of decolonization of the mind, since the author portraits an image of Brazil and, at the same time, faces her past as being in the ex-colonizer position, which speaks directly to the contemporary Portugal. Furthermore, the work aims to understand how Coelho renews structures, questions facts and resignify identities in her writing.
Aprendizado sobre avaliação e manejo da dor em cuidados paliativos: percepções de graduandos em terapia ocupacional
(Universidade Federal de São Carlos, 2025-08-19)
Lino, Ana Rita Garcia
;
Bombarda, Tatiana Barbieri
;
https://lattes.cnpq.br/8070700589653226
Palliative care (PC), according to the World Health Organization, is a multidimensional approach aimed at improving the quality of life of patients and their families facing life-threatening illnesses, with a focus on the prevention and relief of suffering. One of the basic principles of this practice concerns the promotion of relief from distressing symptoms, with pain being one of the most frequent and severe symptoms experienced by individuals requiring such care. Despite the high prevalence of pain in this context, gaps remain in the training of healthcare professionals, including occupational therapists, which limit the adequate assessment and management of this symptom. This study aimed to investigate the perception of undergraduate occupational therapy students regarding learning about the assessment and management of pain in patients receiving PC. It is a cross-sectional, descriptive study with a quantitative approach, conducted with 13 final-year students of the Occupational Therapy program at the Federal University of São Carlos (UFSCar). Data collection was carried out through an online questionnaire, and the analysis was conducted using simple descriptive statistics. The results revealed a superficial understanding of the concept of PC, with limited knowledge of the principles guiding this practice. It was also found that the foundations for pain assessment and management emphasized the importance of analyzing the relationship between pain and occupation; however, they lacked essential frameworks, such as gold-standard assessment aspects and supportive assessment tools. The educational process on the topic was shown to be centered on occasional lectures, with limited inclusion in practical, research, and outreach activities, and with an absence of contact with essential foundations such as palliative rehabilitation, bereavement, bioethics, and pharmacology. This scenario resulted in levels of dissatisfaction among students regarding their preparation for practice in this field. It was concluded that the theoretical and practical gaps identified hinder the development of essential skills, reinforcing the need to reformulate teaching strategies by fostering active methodologies, supervised clinical experiences, and interdisciplinarity, in order to prepare occupational therapists for effective, patient-centered care.
Perfil sensorial de crianças com Síndrome de Down na perspectiva dos familiares
(Universidade Federal de São Carlos, 2025-08-20)
Casotti, Jamilli Melo
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Agnelli Martinez, Luciana Bolzan
;
https://lattes.cnpq.br/6769528949964873
;
https://orcid.org/0000-0003-0873-9806
;
https://lattes.cnpq.br/8625495205954613
Children with Down Syndrome (DS) or Trisomy 21 (T21) present significant delays in neuropsychomotor development, thus suffering from multifactorial interferences such as intellectual deficit, physical, behavioral, social, and sensory alterations. All these interferences can directly or indirectly impact their participation in occupations. Among these interferences, sensory issues are shown to be an important factor impacting good occupational engagement. It is known that for a child to participate in their occupations, their Central Nervous System needs to organize the sensory information received from the environment and their own body, and then plan and execute effective actions so that they can interact in their different contexts. This process is called "Sensory Integration." When this process does not occur as expected, a condition of Sensory Dysfunction arises, which interferes with the child's engagement and occupational repertoire. Initial research highlights atypical sensory processing profiles in children with Down syndrome; however, the need for further studies to deepen this understanding is evident. Therefore, this study aims to investigate the sensory profile of children with Down syndrome, aged 3 to 12 years, from the perspective of their families, and to identify if there is a prevalence of a sensory processing pattern in this population. This is a descriptive, cross-sectional, exploratory study with a quantitative approach. The research was conducted in person at a private service in the city of São Paulo, Brazil, and remotely via the Google Meet platform. The standardized instrument "Sensory Profile-2 of the Child," in its translated and transculturally adapted version for Brazilian children and adolescents, was used. The research indicated a sensory performance different from their peers, mainly in the "movement processing" sensory section, but differences in responses can be observed in other sensory sections such as visual, tactile, vestibular, oral, and auditory processing. In the "Seeking Stimulation" quadrant, a different sensory processing pattern compared to their peers was also observed, with responses such as "more or much more than others" prevailing. In the behavioral section, the response alternative "like most others" prevailed for the three categories evaluated (conduct, socio-emotional, and attentional), however, there were also responses different from their peers, highlighting the importance of discussing the impact of unexpected performance on the behavior of children with Down syndrome. The findings of this research corroborate data from other studies and strengthen the evidence related to the sensory profile of children with Down syndrome, especially when analyzing the sections of the first part of the instrument, regarding the sensory processing of each system, which can interfere with activities of daily living such as hygiene, dressing, eating, among other aspects, thus potentially disrupting family routines. Children with Down syndrome may present different responses in sensory processing compared to their peers, which can interfere with engagement in daily occupations and their various contexts, thus requiring targeted strategies to achieve success in their participation.
Práticas de gestão democrática em escolas inovadoras
(Universidade Federal de São Carlos, 2025-08-20)
Santos, Alex Sandro Lucas dos
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Conti, Celso Luiz Aparecido
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https://lattes.cnpq.br/6967887143687279
;
https://lattes.cnpq.br/8811885766846499
;
Mesquita, Delma Lúcia de
This thesis investigates the interfaces between democratic management practices and school innovations in public basic education institutions in Brazil. The main objective was to analyze democratic management practices in order to assess their effects on pedagogical and curricular innovation, fostering a more inclusive and participatory environment. The research adopts a qualitative approach, grounded in content analysis. For data collection, semi-structured interviews were conducted with teachers, staff, coordinators, and principals from two schools recognized as innovative by the Programa de Estímulo à Criatividade e Inovação na Educação Básica (PECEB). The categories of analysis were defined a priori, in dialogue with the theoretical framework and research objectives: Democratic Management, Curricular Innovation, Community Participation, and School Climate/Methodologies. The results indicate that democratic management, supported by collegial bodies such as School Councils, Student Unions, and Parent-Teacher Associations, is essential for the implementation of pedagogical innovations. These innovations, in turn, foster an education that is more contextualized and adapted to local needs, expanding the autonomy of school agents and strengthening the school’s role as a mediator between the community and global knowledge. The study also identified challenges related to the sustainability of innovative practices, highlighting the importance of student protagonism and school leadership in consolidating meaningful changes. Finally, it suggests that educational policies should prioritize the integration between democratic management and curricular innovation to promote high-quality public education aligned with the principles of equity and social development.
Trajetória insubmissa, memória insurgente: guiança de uma mestra das culturas populares nos caminhos da educação
(Universidade Federal de São Carlos, 2025-08-20)
Santos, Vanessa Soares dos
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Mendonça, Viviane Melo de
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https://lattes.cnpq.br/4827331651090223
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https://orcid.org/0000-0002-1368-1883
;
https://lattes.cnpq.br/3246736350631762
This thesis is dedicated to understanding how the experiences, practices, and knowledge of Ana Maria Carvalho — a Black woman and guardian of Afro-Brazilian popular culture — announce conceptions of education that transcend the limits of formal schooling and affirm themselves as formative practices rooted in the body, the territory, spirituality, affection, and collectivity. The research emerges from attentive listening and living alongside the mestra, adopting oral history as its central methodology and weaving it together with Afro-diasporic, Black feminist, and decolonial theoretical frameworks to reflect on educational processes in dialogue with traditional Afro-Brazilian cultures. Anchored in the pedagogy of enchantment and guided by the principles of critical and liberating pedagogy (bell hooks, Paulo Freire), as well as by the epistemologies of the sensorial and the crossroads (Luiz Rufino, Luiz Antônio Simas, Leda Maria Martins), this research proposes an expanded understanding of education. To conceive it as wandering, as a viandança, as a crossing between knowledges, bodies, times, and territories, is also to recognize it as a practice of resistance, reinvention, and belonging. Oral tradition, memory, the body, ritual, and song emerge here as epistemological foundations that challenge colonial logics and affirm alternative ways of producing and sharing knowledge — ways that persist in the histories of Black women and popular cultures, as guardians of life and wisdom. The trajectory of Mestra Ana Maria is not understood as an isolated experience but as part of a communal and ancestral network that produces knowledge through oraliture, performance, and everyday living. This work recognizes the pedagogical value of cultural practices — embroidery, singing, drumming, dancing — as living pedagogies that resist epistemicide and mobilize Afro-diasporic cosmoperceptions rooted in belonging, affection, enchantment, and the struggle for social justice. Interweaving memory, body, spirituality, and politics, this thesis affirms the urgency of repositioning education as a loving, collective, and insurgent practice, inspired by Black feminist epistemologies, decolonial pedagogies, and ancestral Afro-Brazilian wisdoms. Along this path, it proposes the idea of education as viandança: a journey made in circles, in movement, in listening, in song, and in the constant reinvention of the meanings of world and community, as a continuous reaffirmation of life. By highlighting the community-based and traditional educational practices of Black women, especially of the mestras of popular culture, this research expands the reflections on counter- hegemonic and decolonial epistemologies, reaffirming the centrality of historically silenced knowledge in building futures that are more just, sensitive, and plural. This is, therefore, a work that defends education as a territory of enchantment, of struggle, and of love — as a space where it is possible to weave, with dignity and beauty, the existences that, for so long, have continued inventing new ways of affirming life.