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Estudo sobre a ocorrência de fraturas de chapas metálicas no processo de conformação incremental com o emprego de análises numéricas por elementos finitos.
(Universidade Federal de São Carlos, 2025-09-23) Santos, Paulo Henrique Silva; Evangelista, Sérgio Henrique; https://lattes.cnpq.br/1610397432103491; https://orcid.org/0000-0003-3437-7378; https://lattes.cnpq.br/2460647394885091; Kliauga, Andrea Madeira; Montanari, Luciana; https://lattes.cnpq.br/3527528295399928; https://lattes.cnpq.br/2483731294108587; https://orcid.org/0000-0002-0272-9036; https://orcid.org/0000-0001-5881-5315
The mechanical forming of thin metal sheets is a growing technology that is well suited to meeting the industry's need for parts with complex geometries and low manufacturing costs. To manufacture such parts, a number of processes are being studied and developed, such as machining, die and punch forming, and incremental forming. In incremental forming with thin sheets, the process is characterized by the movement of a tool with a spherical or semi-spherical tip with a trajectory programmed by CNC logic in order to follow a predetermined path on the surface of a sheet with the imposition of incremental plastic deformations until the programmed profile is formed. The purpose of the incremental process is to enable the manufacture of parts with a wide variety of geometries and profiles without the use of dies and punches, which reduces costs and promotes the rapid manufacture of prototype parts. Stresses and deformations are adjusted based on machine parameters such as feed speed, tool rotation, lubrication, and cooling, for example. This study investigated the influence of the tool rotation speed parameter on the incremental stamping (EI) process based on the forming limit curve (FLC) diagrams using the criteria of deformation trajectory and final deformation state, in addition to analyzing thicknesses, stamping depth, and triaxiality of stresses. For the analyses, numerical experiments were performed in the ABAQUS® program using the finite element method with the properties of the physical experiment available in the article by Magalhães, D., et al., (2025), in addition to being implemented with and without the ductile damage model. The material implemented was an aluminum sheet with a geometry of 55 x 55 x 1 mm of the AA1050/AA7050 aluminum multilayer hybrid material produced by accumulated rolling. The results showed that tool rotation had little influence on the criteria evaluated, as did friction and density in the cases tested, but differences were found in the results with and without the ductile damage model. In addition, the results showed that the triaxiality of stresses is not constant over time and that there is a triaxiality gradient when analyzing at a single point in time.
Processo de ensino da dança folclórica alemã na perspectiva colaborativa e universalista
(Universidade Federal de São Carlos, 2025-09-23) Silva, Bruna Poliana; Gonçalves, Adriana Garcia; https://lattes.cnpq.br/3907378784787581; https://orcid.org/0000-0002-5725-2001; https://lattes.cnpq.br/5748663536697045; https://orcid.org/0000-0003-1152-7505; Fiorini, Maria Luiza Salzani; Nabeiro, Marli; Pedro, Ketilin Mayra; Munster, Mey de Abreu van; https://lattes.cnpq.br/6147381720599787; https://lattes.cnpq.br/3970905716128417; https://lattes.cnpq.br/0991868156805558; https://lattes.cnpq.br/7861049737421476; https://orcid.org/0000-0002-9336-2136; https://orcid.org/0000-0002-1893-5002; https://orcid.org/0000-0003-2943-5967
Folk dance is a cultural expression that plays an important role in shaping a people’s identity and has the potential to enrich the educational process. This study aimed to develop and analyze, from a universalist perspective, the teaching process of German folk dance in a collaborative framework, valuing diversity and universalist practices. The specific objectives were: a) to verify how dance is included as a curricular component from the perspective of the participating teachers; b) to analyze the collaborative development of the German folk dance teaching process with the teachers; c) to examine the applicability of this teaching process in the perspective of diversity and universalist practices; and d) to verify the level of collaboration among teachers in the development and implementation of the teaching process. This is an intervention study, within the perspective of collaborative research, with a qualitative approach, involving four teachers (Physical Education, Music, Special Education, and the classroom teacher) and 28 students from a 5th-grade class, including one with autism spectrum disorder. Data collection included interviews, classroom observations, analysis of teacher collaboration in planning and implementation, as well as records of the development, implementation, and evaluation stages. Three planning meetings and one evaluation meeting were conducted, culminating in the implementation of 11 interdisciplinary lessons in Geography, Arts, Music, and Physical Education. These lessons were observed by the researcher, recorded in video and field notes, and concluded with a presentation for the school community. Data, analyzed through thematic analysis, were organized into four axes: diagnostic survey, collaborative planning, implementation, and evaluation. German folk dance, integrated into the curriculum in a collaborative and interdisciplinary way, was recognized as a legitimate and enriching content, capable of promoting meaningful learning, broadening student participation, and fostering inclusion. Strengthening of belonging, engagement, and the integration of cultural, motor, and social content were observed. Three central themes emerged: Dance as curricular content, highlighting its formative potential and cultural value; Planning and implementation, marked by interdisciplinary articulation and teacher collaboration; and Evaluation, which emphasized inclusion as a natural outcome of universalist planning. Teacher collaboration was characterized by joint decision-making, flexibility, and adaptation to student needs, although greater integration across disciplines remains a challenge. External evaluators confirmed pedagogical coherence, methodological clarity, and diversity of strategies as strong points. Conclusion: the developed model proved feasible and replicable, serving as a reference for inclusive, culturally meaningful, and universalist-aligned educational practices.