Navegando por Data de Publicação, começando com "2025-09-30"

Filtrar resultados por ano ou mês

Agora exibindo 1 - 6 de 6

Controle preditivo de corrente com robustez a dependência paramétrica e abordagem dois vetores
(Universidade Federal de São Carlos, 2025-09-30) Carvalho Neto, Josias Henrique de; Guazzelli, Paulo Roberto Ubaldo; https://lattes.cnpq.br/0830386985936804
Finite Control Set Model Predictive Current Control (FCS-MPCC) provides a robust method for controlling electric machines, such as induction motors, by selecting appropriate voltage vectors to be applied through an inverter at each time instant using an algorithm. However, in the classical approach, its effectiveness relies on accurate motor parameters, which are not always available, thereby affecting both dynamic and steady-state performance. To enhance this behavior, a hybrid scheme has been developed, combining the Two-Vector Model Predictive Current Control (MPCC2V) approach and the Model-Free Predictive Current Control (MPCCMF) through an Extended Linear State Observer (LESO). Real-time input/output data and estimated parameters are utilized, leading to the proposed method named Two-Vector Model-Free Predictive Current Control (MPCC2VMF). This approach reduces sensitivity to parameter uncertainties and minimizes current and torque ripples by employing a modulator. Finally, computational simulations based on a 1 HP induction motor demonstrate that the MPCC2VMF method successfully leverages the advantages of both techniques, ensuring stable performance even in the presence of parameter inaccuracies.
Curiosidade epistemológica em Paulo Freire: contribuições e potencialidades para a educação transformadora
(Universidade Federal de São Carlos, 2025-09-30) Coelho, Luana de Moura; Braga, Fabiana Marini; https://lattes.cnpq.br/1103496815216263; https://orcid.org/0000-0002-6892-2752; https://lattes.cnpq.br/4507975374615838; https://orcid.org/0009-0006-2623-7622; Marigo, Adriana Fernades Coimbra; Borges, Liana da Silva; https://lattes.cnpq.br/4014738511373573; https://lattes.cnpq.br/518451564046236; https://orcid.org/0000-0002-8784-3478
This research is classified as qualitative bibliographic research of an exploratory nature, as it analyzes works by Paulo Freire that are recognized worldwide, comparing them within the current social, economic, and educational context. It proposes to answer the following research question: How is the concept of epistemological curiosity constructed by Paulo Freire based on the study of "Politics and Education" and "Pedagogy of Autonomy". With this purpose, the general objective of this research was to identify and analyze the conceptions of the concept of epistemological curiosity presented by Paulo Freire, based on the study of this concept and the root "curi" present in the selected works: "Politics and Education" (2001) and "Pedagogy of Autonomy" (2002). Therefore, the specific objectives are: To identify with which other concepts epistemological curiosity is related throughout the works, in order to establish a correspondence between them and to investigate how these concepts are articulated with the current educational context. The methodological procedure used was note-taking, as proposed by Salvador. The analysis of *Politics and Education* (2001) revealed some central concepts related to the definition of epistemological curiosity, namely: Rigor/Rigouriness; Historicity/Human Existence; Emancipation; Ethics; Language and Autonomy. The analysis of *Pedagogy of Autonomy* (2002) indicated the following concepts: Criticality; Teaching and Learning; Rigor / Rigorously; Ethics; Incompleteness; Thinking Correctly; Autonomy; Authority; Praxis; Awareness and Reading of the World. Based on the identification of this data, an analysis of the respective recurrences in the two works was conducted, mapping the corresponding approximations, namely: "Rigor/rigoriness", "Ethics" and "Autonomy". In conclusion, we emphasize the importance of the concept of Thinking Right in understanding epistemological curiosity, despite it not being recurrent in both works. This relationship is established through the sharing of knowledge between students and educators in dialogical educational practices.
Mulheres adultas com fibromialgia: uma revisão de escopo segundo o referencial psicanalítico
(Universidade Federal de São Carlos, 2025-09-30) Salgado , Ana Carla Fonseca; Lollo, Maria Cristina Di; https://lattes.cnpq.br/8373897933954246; https://orcid.org/0000-0002-1142-7531; https://lattes.cnpq.br/6291201340653815; https://orcid.org/0009-0004-5650-0159
Fibromyalgia is a common rheumatologic syndrome, particularly in adult women, and manifests through diffuse chronic musculoskeletal pain, which is understood as inseparable in both organic and biopsychosocial contexts. The bodily expression of fibromyalgia is related to the processing of the psychic apparatus, whose psychosomatic functioning involves a direct discharge of excitation without symbolization through the body, which, in turn, manifests symptoms. The scientific, theoretical, and technical framework of psychoanalysis has demonstrated that psychoanalytic psychotherapy promotes the restoration of harmony in affective/sexual life, enabling treatments with significant success for such organic diseases. There is a significant impact of this condition on health and the individual's relationship with their environment. This study aims to identify the state of psychoanalytic knowledge about adult women with fibromyalgia through a Scoping Review as proposed by the Joanna Briggs Institute (JBI) Reviewer’s Manual for Scoping Reviews. It is assumed that this review allows for a greater understanding of this topic with the contribution of psychoanalysis.
Obtenção de chapas heteroestruturadas de Cu/Nb com propriedades mecânicas e funcionais otimizadas
(Universidade Federal de São Carlos, 2025-09-30) Magalhães, Danielle Cristina Camilo; https://lattes.cnpq.br/5486724956564584
Uma abordagem sobre o tratamento de termos subjetivos no ensino de matemática na educação básica
(Universidade Federal de São Carlos, 2025-09-30) Mota, Gilsom; Peixoto, Magda da Silva; https://lattes.cnpq.br/0413910306376054; https://orcid.org/0000-0002-5138-5129; https://lattes.cnpq.br/9853127952736621; https://orcid.org/0009-0003-3720-7590; Carvalho, Silvia Maria Simões de; Pinto, Luiza Amália; https://lattes.cnpq.br/8244087426759161; https://lattes.cnpq.br/5125684609608336; https://orcid.org/0000-0001-9519-9339; https://orcid.org/0000-0002-0610-0737
In this paper, we present classroom research conducted to address subjective issues using Fuzzy Logic with 8th grade and 9th grade students. We begin by studying the basic concepts of Fuzzy Set Theory, such as definitions and operations between sets. We then propose a teaching sequence for the students, using a questionnaire and a lesson taught by the author. The research results are presented and, while they indicate students’ difficulties with fuzzy reasoning, they also clarify the interest and role of Fuzzy Logic, and therefore, Mathematics, in addressing everyday problems.
Consequências do ensino remoto para os anos iniciais do ensino fundamental na pandemia: revisão de literatura
(Universidade Federal de São Carlos, 2025-09-30) Moraes, Roberson de Cassio Rodrigues de; Fernandes, Jarina Rodrigues; https://lattes.cnpq.br/6612611612919706; https://orcid.org/0000-0001-8028-467X; https://lattes.cnpq.br/1905351342563238; https://orcid.org/0009-0007-6446-8998; Mello, Maria Aparecida; Martins, Izaura Naomi Yoshioka; https://lattes.cnpq.br/8338726751746542; https://lattes.cnpq.br/7098154320487912; https://orcid.org/0000-0003-2404-7957
This research aims to investigate the implications of remote teaching for the process of students’ appropriation of systematized knowledge among children aged 6 to 10, identifying convergences and specificities observed across the different contexts addressed in recent scientific literature. The theories of Freire, Vygotsky, Leontiev, Castells, and the Four in Balance model were used to contextualize the identified challenges, highlighting the need for public policies that promote digital inclusion, teacher training, and the critical integration of technologies in education. To this end, a literature review was conducted, in which 15 scientific articles published between 2020 and 2024 were analyzed, selected from the ERIC database. The results reveal that remote teaching exacerbated educational inequalities, especially due to digital exclusion, lack of social interaction, and the deterioration of teaching working conditions. The absence of pedagogical mediation and collaborative activities compromised the cognitive and emotional development of children, while the commodification of education reinforced the capitalist logic criticized by Marx. It is concluded that remote teaching, although necessary during the pandemic, was not able to meet the needs of all students, especially the most vulnerable, reinforcing the urgency of a more equitable and humanizing education.