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Práticas de gestão democrática em escolas inovadoras
(Universidade Federal de São Carlos, 2025-08-20) Santos, Alex Sandro Lucas dos; Conti, Celso Luiz Aparecido; https://lattes.cnpq.br/6967887143687279; https://lattes.cnpq.br/8811885766846499; Mesquita, Delma Lúcia de; Lima, Emilia Freitas de; Machado, José Ronaipe das Neves; Braga, Fabiana Marini; https://lattes.cnpq.br/9397447985934689; https://lattes.cnpq.br/5515637339275988; https://lattes.cnpq.br/3944175066860793; https://lattes.cnpq.br/1103496815216263
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.
A mortalidade humana no Brasil nos primeiros 20 anos do século XXI
(Universidade Federal de São Carlos, 2025-08-20) Teixeira, Lara; Souto, Bernardino; https://lattes.cnpq.br/5977378078934182; https://lattes.cnpq.br/7264826508407685
Perfil sensorial de crianças com Síndrome de Down na perspectiva dos familiares
(Universidade Federal de São Carlos, 2025-08-20) Casotti, Jamilli Melo; Agnelli Martinez, Luciana Bolzan; https://lattes.cnpq.br/6769528949964873; https://orcid.org/0000-0003-0873-9806; https://lattes.cnpq.br/8625495205954613; https://orcid.org/0009-0002-2541-8967; Pfeifer, Luzia Iara; Albuquerque, Karolina Alves de; https://lattes.cnpq.br/9065968448027440; https://lattes.cnpq.br/5287011685167003; https://orcid.org/0000-0002-1826-1968; https://orcid.org/0000-0002-6044-3570
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.
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; Mendonça, Viviane Melo de; https://lattes.cnpq.br/4827331651090223; https://orcid.org/0000-0002-1368-1883; https://lattes.cnpq.br/3246736350631762; https://orcid.org/0009-0001-2392-5669; Mendonça, Viviane Melo de; Lima, Norma Silvia Trindade de; Mazetto, Tamiris Cristina Gomes; Silva, Vanda Aparecida da; Monteiro, Rosana Batista; https://lattes.cnpq.br/4827331651090223; https://lattes.cnpq.br/4999266005000077; https://lattes.cnpq.br/3879250268200015; https://lattes.cnpq.br/9920701759600807; https://lattes.cnpq.br/2567706339313166; https://orcid.org/0000-0002-1368-1883; https://orcid.org/0000-0001-6728-4675; https://orcid.org/0000-0002-7558-6443; https://orcid.org/0000-0003-1672-8912
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.
Resistência e alianças na extensão rural: etnobiografia de Miqueas Marques de Lima
(Universidade Federal de São Carlos, 2025-08-20) Alves, Gabriela; Villela, Jorge Luiz Mattar; https://lattes.cnpq.br/8301325600502054; https://lattes.cnpq.br/3831195315433087; Pereira, Renan; Alves, Yara; https://lattes.cnpq.br/8301325600502054; https://lattes.cnpq.br/8301325600502054
Focusing on the life trajectory of Miqueas Marques de Lima - a young family farmer, as he prefers to be called - who currently inhabits, organizes, and politically represents the Sepé Tiaraju Settlement, located in the municipality of Serra Azul, in the interior of São Paulo State, this dissertation takes - as a point of departure - life in its formative process: that which often remains outside analytical frameworks. Rather than adopting a distanced view of the countryside as structure, I propose a sensitive approach to the rural as lived experience, biographical and shaped by marks that precede the conquest of land and shape the ways in which that conquest is understood and continually updated. By following Miqueas’s accounts from the time of encampment, I sought to listen not only to what he does today, but to what led him nowadays - the black tarpaulins, the displacements, the silences and gestures that, even before the plot of land, already outlined the contours of a struggling man. In a life context marked by technical and bureaucratic apparatuses, one must ask: what alliances, networks, and translations are required to make the countryside not merely a space of labor, but a territory of existence, dignity, and future? And further, how does the experience with rural extension become, for Miqueas, not a means of leaving his farmer condition, but rather a way of building his own permanence, deepening his voice, and constructing political representation? By thinking of rural extension as a means, I argue that technique emerges as a possibility for continuity - not in opposition to farmer knowledge, but as a space of composition, translation, and mediation. It is in this intersection of memory, territory, technique, and knowledge that Miqueas’s trajectory is inscribed, in which his process of becoming a technician does not sever his condition as a young farmer; instead, it intensifies his capacity to claim, represent, and sustain the ways of life he upholds - for himself and for his collective. His work thus becomes part of a broader movement of voice-deepening, a concept I develop to understand the ways in which he articulates knowledge, institutions, and partnerships in building a form of representation that produces not only visibility, but also agency over his territory and the worlds being forged within it. I argue that life in and of the countryside is inseparable from the ways in which the knowledge that sustains it is constructed - and it is in this collective and relational construction that this dissertation seeks to explore. As this concerns the writing of a life, I chose ethnobiography as an analytical and methodological key, and as an ethnographic exercise to understand how an individual trajectory is woven through collectivities, networks, institutions, and struggles. It is also a way of recognizing that the making of a person - a “character-person” (Gonçalves et al., 2012) - is a continuous process of composition with territory, with relationships, institutions, and alliances that make life possible. This choice is grounded in the conviction that telling Miqueas’s life is not merely to record his path, but to accompany how he narrates and inscribes it in the world, converting his biography into a terrain of struggle, of knowledge translation, and of claiming.