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Entre maquiagens e costuras: as dramatizações do fazer-ser drag
(Universidade Federal de São Carlos, 2025-08-14) Ribeiro, Vinícius dos Santos; Barros, Mariana Luz Pessoa de; https://lattes.cnpq.br/4830505244404566; https://orcid.org/0000-0002-1662-2125; https://lattes.cnpq.br/3878992500667156; https://orcid.org/0000-0001-9005-8342
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; Sousa, Maria do Carmo de; https://lattes.cnpq.br/6637658562543505; https://orcid.org/0000-0002-5523-757X; https://lattes.cnpq.br/1410181566951705; https://orcid.org/0000-0002-3813-8940; Lopes, Anemari Roesler Luersen Vieira; Ciríaco, Klinger Teodoro; Moura, Manoel Oriosvaldo de; Tedeschi, Wania; https://lattes.cnpq.br/7102436522771207; https://lattes.cnpq.br/2947929641568853; https://lattes.cnpq.br/3536854228318246; https://lattes.cnpq.br/5743322664981581; https://orcid.org/0000-0002-4636-9618; https://orcid.org/0000-0003-1694-851X
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.
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; Tomazella, Vera Lucia Damasceno; https://lattes.cnpq.br/8870556978317000; https://orcid.org/0000-0002-6780-2089; https://lattes.cnpq.br/8177703084857092; https://orcid.org/0000-0002-0566-4071
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.
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; Mariano, Eduardo Dal Ava; https://lattes.cnpq.br/0465944663357275; https://lattes.cnpq.br/2445268440666337; Gazaffi, Rodrigo; Bertoni, Julio Cesar; https://lattes.cnpq.br/4506894662453338; https://lattes.cnpq.br/7062319578677606
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.