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Entre desafios e conquistas: vivências de um estudante de medicina por ações afirmativas na universidade pública
(Universidade Federal de São Carlos, 2025-10-13)
Alves, Gustavo Américo
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Souto, Bernardino Geraldo Alves
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https://lattes.cnpq.br/7264826508407685
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https://orcid.org/0000-0003-4083-3050
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https://lattes.cnpq.br/2316435599062153
This paper aims to present, in a concise and reflective manner, the experiences, emotions, and learning experiences throughout medical school, from the personal perspective of a student from a public school and a beneficiary of affirmative action policies. The narrative covers the main events that marked the educational trajectory, highlighting the challenges faced, the emotional impacts, and the influences of faculty, colleagues, and institutions on the process of constructing a professional identity. More than proposing solutions, this report seeks to raise relevant questions about medical education, highlighting points of tension and aspects that require further debate and in-depth analysis. The work values subjective experience as a tool for critical analysis and a contribution to improving medical education in Brazil.
Aprendizado de máquina automatizado multiobjetivo para classificação multirrótulo
(Universidade Federal de São Carlos, 2025-10-13)
Valle, Aline Marques Del
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Mantovani, Rafael Gomes
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https://lattes.cnpq.br/3753471203485400
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Cerri, Ricardo
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https://lattes.cnpq.br/6266519868438512
Multi-label classification is a challenging problem, and its resolution involves choosing a classification algorithm and its respective hyperparameters. However, finding the best algorithm-hyperparameter combination is not a trivial task. In this context, Automated Machine Learning (AutoML) emerges as a solution, automating the selection of the best algorithm and its hyperparameter configuration for a machine learning problem. For multi-label classification problems, selection occurs in a hyperspace designed for this problem category. This thesis addresses AutoML and multi-label classification. Despite advances in the field, mainly related to constructing multi-label classifiers, some issues remain open. In this work, we investigate three of these areas. We investigate whether employing multi-objective optimization in AutoML strategies for multi-label classification is feasible and efficient. To address this research question, we proposed the EMANUEL strategy (gEnetic Multi-objective strategy for the Automatic selectioN of mUlti-labEl cLassifiers), an AutoML strategy developed with the NSGA-II algorithm to find classifiers that maximize the Macro F-score while minimizing the model size. Our results showed that multi-objective optimization can find a diversified Pareto frontier, with classifiers that weight different objectives and perform competitively with other classifiers. Furthermore, we study techniques that reduce AutoML runtime without compromising results. To this end, we employ meta-learning using surrogate models to evaluate multi-label classifier algorithms and estimate the objective values of optimization, avoiding direct evaluations during AutoML strategy execution. Including these surrogate models in new versions of the EMANUEL strategy maintained the predictive quality of the final models while reducing the total AutoML runtime. Finally, we investigated the effect of including feature selection in the EMANUEL strategy. To this end, we extend the hyperspace of classification algorithms by adding multi-label feature selection algorithms. The Pareto frontiers resulting from the new version of EMANUEL contained classifiers that maintained performance relative to the objectives, typically using fewer features.
Desenvolvimento de linhagens de Saccharomyces cerevisiae com fenótipo POF (Phenolic Off-Flavor) negativo por edição do gene FDC1 via sistema CRISPR/Cas9
(Universidade Federal de São Carlos, 2025-10-14)
Calmanovici, Manuela Leal
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Cunha, Anderson Ferreira da
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http://lattes.cnpq.br/0329741640375661
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https://orcid.org/0000-0003-3485-5659
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http://lattes.cnpq.br/2522830318485531
Beer production relies on alcoholic fermentation carried out by Saccharomyces cerevisiae yeasts, which synthesize primary metabolites and secondary compounds responsible for the beverage’s aroma and flavor. Some of these compounds are volatile phenolics, known as Phenolic Off-Flavor (POF), formed through the decarboxylation of phenolic acids, a process mediated by the genes PAD1 (YDR538W) and FDC1 (YDR539W). The PAD1 gene activates FDC1, which encodes the enzyme feruloyl-CoA decarboxylase (FDC), responsible for catalyzing the conversion of phenolic acids into volatile derivatives, such as 4-vinylguaiacol (4-VG), whose phenolic aroma can be undesirable in certain beer styles. The aim of the present study was to develop POF-negative strains through genetic editing of the FDC1 gene, disrupting the 4-VG metabolic pathway. This goal was achieved by editing two POF-positive strains: WB06, widely used in the brewing industry, and LBGA 287, isolated from ethanol production processes and with potential application in brewing. The strategy employed involved the CRISPR/Cas9 system with a synthetic donor containing nucleotides that introduced an XbaI restriction site into this gene. After transformation, colonies from each strain were selected through molecular tests (PCR and Sanger sequencing) and olfactory sensory analysis, confirming the desired edition and the expected new POF-negative phenotype. Following plasmid removal, beers were produced at a laboratory scale, confirming the sensory characteristics during alcoholic fermentation. These results demonstrated the feasibility of yeast genetic editing to eliminate undesirable phenolic compounds, contributing to the production of beer with controlled aroma and improved sensory consistency. Thus, it was possible to generate POF-negative yeasts through FDC1 gene editing.
D. Leopoldina Habsburg-Lothringen: uma revisão historiográfica na construção do Brasil como Estado-Nação
(Universidade Federal de São Carlos, 2025-10-15)
Francisco, Daniele dos Santos
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Coutinho, Luciana Cristina Salvatti
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https://lattes.cnpq.br/2688318704089723
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https://orcid.org/0000-0002-8682-0952
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https://lattes.cnpq.br/8779308736888220
This research focuses on the contributions of Dona Leopoldina Habsburg-Lothringen to the construction of Brazil as a nation-state, using the analytical categories of politics, socio-educational development, and culture. The research focuses on the actions and influence of the first Empress of Brazil in the processes of formation and consolidation of the country as an independent and sovereign nation. The research problem lies within these contributions to the construction of the Brazilian nation. The timeframe is limited to the first decades of the 19th century. The methodology employed is a systematic literature review of the meta-synthesis type and historiography from the epistemological perspective of Cultural History. The historiographical review intersects with the analytical category of gender to better investigate the gender relations, patriarchy, and coloniality that permeated the ideology and social relations of the time and that still reverberate. This intersection corroborates the understanding of the historiographical erasure that this historical figure suffered throughout the construction of Brazilian history, a history that was and still is widely taught in schools. To achieve the research objectives, classic works, biographies, and academic texts from the 19th, 20th, and 21st centuries were analyzed. The research is centered on the fields of science, history, and education. The historiographical review of classic works on Brazilian history, encompassing the beginning of their production to the present, confirmed the research hypothesis that Dona Leopoldina suffered historiographical erasure regarding her contributions to the construction of Brazil as a nation-state, with her image being more recently established in academic productions and biographies within the process of the formation of the Brazilian nation. It is concluded that Dona Leopoldina suffered a deliberate historiographical erasure in the construction of Brazil as a nation-state in political, socio-educational, and cultural aspects. This portrait is clarified through the systematization of revised classic works under analytical categories, which gives little evidence of their contributions to the construction of Brazil as a nation-state in political, socio-educational, and cultural aspects. I emphasize that, in contrast, more recent academic productions and Paulo Rezzutti's 2017 biography have done justice to these contributions, including those prior to Brazil's political and administrative emancipation. His contributions are substantial and deserve a prominent place in Brazilian history.
Para as coisas que não são por não terem cabimento: alegorias para o amor em Febre do Rato
(Universidade Federal de São Carlos, 2025-10-15)
Duran, Gisele Caroline Ruiz
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Costa, Alan Victor Pimenta de Almeida Pales
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https://lattes.cnpq.br/5414466437997230
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https://lattes.cnpq.br/1268808079256781
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Cruz, Ana Cristina Juvenal da
Cette recherche vise à travailler avec les images du film « Febre do Rato » de Cláudio Assis en utilisant la méthode du montage, en opérant avec les allégories de Walter Benjamin sur la table de travail de Didi Huberman. La fièvre des rats qui affecte le poète Zizo est convoquée comme une manière pulsante d'opérer dans les lacunes et l'agitation de l'œuvre, en produisant des dissonances, des relations intimes et secrètes entre les fragments, en cherchant une actualisation de l'image, une fabrication intentionnelle de significations basées sur les correspondances entre les images. À partir de cette proposition, nous voulons inventer l'amour à partir d'un regard inquiet sur les images cinématographiques, la poésie, le montage, l'écriture, en créant des rencontres possibles et impossibles entre le film et les écrits, les images, les pensées, les fragments, dans une expérimentation itinérante, corporelle, affective et inventive de nouvelles façons d'habiter le monde. En ce sens, nous proposons d'élargir le travail de production cinématographique et académique, d'extraire les images et les concepts eux-mêmes de l'enchevêtrement institutionnel auquel ils sont attachés, d'aller au-delà des principes techniques, des connaissances spécialisées, des significations produites sur les images et d'opérer dans les interstices, de produire une connaissance abyssale, d'être abyssé par elles. En invoquant la pédagogie inquiète, il s'agit de désapprendre, c'est-à-dire de rejeter les préceptes autoritaires de la manière coloniale de voir et de savoir de la pédagogie traditionnelle, qui s'impose comme la seule manière de faire circuler et de produire des connaissances, en (ré)inventant de nouvelles possibilités.
Um estudo da aplicação da realidade aumentada projetiva em jogos e sua implementação em um protótipo de jogo de corrida
(Universidade Federal de São Carlos, 2025-10-16)
Oliveira, Fernando Cincinato Alves de
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Lucrédio, Daniel
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https://lattes.cnpq.br/9090396559596221
This study aimed to evaluate the design made by digital game users with augmented reality AR, as well as to understand whether this technique can facilitate the design of digital games. Thus, a prototype of a digital racing game was developed. In this game, participants have drawn racetracks and the image of which was captured with a cell phone camera and transferred to a personal notebook, which, in turn, processed the image so that all participants could participate in a race on that track. Thus, to measure and understand the results of the interaction with augmented reality, semi-structured interviews were conducted with each of the 29 participants, which provided positive evidence that augmented reality could be used for game development.
Narrativa crítico-reflexiva sobre a vivência no curso de medicina em uma universidade federal: jornada de encontro a um propósito de cuidado
(Universidade Federal de São Carlos, 2025-10-16)
Rossi, Camila Félix
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Carbol, Maristela
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https://lattes.cnpq.br/9852217198710064
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https://orcid.org/0000-0002-1192-7149
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https://lattes.cnpq.br/1981433653999859
This Final Course Project (TCC) presents a critical-reflective narrative of the author's experience in the medicine course at the Federal University of São Carlos (UFSCar), with the aim of describing her personal and professional journey and her encounter with a purpose of humanised care. This trajectory motivated the proposal of an ongoing research project, based on an integrative review of Child-Centred Care (CCC).
Dados bibliométricos para pesquisa de disparidade de gênero
(Universidade Federal de São Carlos, 2025-10-16)
Cristina-Silva, Luana
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Mendonça, Ana Carolina Novaes de
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Amaral, Roniberto Morato do
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Faria, Leandro Innocentini Lopes de
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https://lattes.cnpq.br/9482384895329051
Benefícios da prática de yoga nidra para a qualidade de vida e do sono: etnografia em um grupo terapêutico
(Universidade Federal de São Carlos, 2025-10-16)
Mion, Daniela Gardenal
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Furlan, Paula Giovana
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https://lattes.cnpq.br/3590676003159251
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https://orcid.org/0000-0003-0971-7174
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https://lattes.cnpq.br/9464884860930281
Introduction: This study understands that symptoms such as stress, sadness, anxiety, insomnia, and dissatisfaction with life may reflect broader social dynamics inherent to contemporary ways of living and have a direct impact on the decrease in quality of life. Traditional medicines and integrative practices encompass vitalist approaches and therapeutic methods that foster healthier relationships with oneself and society, promote self-care, and support comprehensive health restoration. Yoga nidra, an Indian technique of deep relaxation, has been used to promote physical, mental, and emotional balance, contributing to self-awareness, overall quality of life, and, specifically, sleep quality. Objectives: To analyze the benefits associated with the practice of yoga nidra for quality of life and to investigate participants’ perceptions of changes in quality of life and sleep after seven in-person sessions. Methodology: This is a mixed-methods study employing a qualitative approach grounded in ethnography and a quantitative approach based on simple statistical analysis. The study was conducted by monitoring a therapeutic group at a specialized health service of a public Brazilian university. Data were collected through participant observation, field diary records, a final evaluation questionnaire, registration of personal and health data, and the Pittsburgh Sleep Quality Index (PSQI) protocol administered before and after seven weekly sessions. Inclusion criteria required attendance in at least four sessions and completion of the PSQI at both mandatory times. The sessions incorporated guided yoga nidra practices, the use of essential oils, and moments of group sharing. Results and Discussion: The group consisted of eight adult participants with diverse previous experiences and demands related to anxiety, insomnia, physical tension, and emotional overload. A reduction in the average PSQI score was observed, indicating a shift from poor to moderate sleep quality within the group, suggesting a modest improvement in sleep quality. Participants reported learning about self-care and interpersonal relationships, emotional awareness, anxiety reduction, preparing the environment and mental state for sleep, and the therapeutic use of essential oils. The observed benefits suggest a positive impact on overall quality of life, reflecting greater emotional balance, increased bodily awareness, and the incorporation of new strategies into daily life. These findings are aligned with international literature that highlights the positive effects of yoga nidra on stress, anxiety, and depression, indicating that the practice may enhance individuals’ capacity to cope with life’s demands. Conclusion: The practice of yoga nidra within a therapeutic group proved to be an effective integrative practice, promoting relaxation, well-being, and improved sleep quality. The results demonstrate its potential as a complementary resource for comprehensive care, expanding possibilities for self-care and health promotion. The study indicates the need for further investigations in the Brazilian context to deepen the understanding of the effects of yoga nidra.
Programa Híbrido de Mentoria: contribuições e tensões evidenciadas por uma professora mentora, relacionadas a seu desenvolvimento profissional
(Universidade Federal de São Carlos, 2025-10-17)
Marini, Carolina
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Reali, Aline Maria de Medeiros Rodrigues
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https://lattes.cnpq.br/3250195451890332
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https://orcid.org/0000-0003-4915-8127
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https://lattes.cnpq.br/3665277442463027
This research is a doctoral thesis, delimited within the area of teacher education, focusing on the training of mentors (who are trainers of other teachers). The group of professors from the Federal University of São Carlos (UFSCar) belonging to the Teacher Training and Other Educational Agents (FPOAE) research line developed a teacher mentoring program, the Hybrid Mentoring Program (PHM), which lasted from 2017 to 2020. In it, experienced teachers received training so that they could act as mentors, training teachers at the beginning of their careers (feminine terms are used because practically all participants in the mentoring program were female). This mentoring and training initiative provided relevant information and data to conduct research on the training of trainers, which in this case refers to the mentors participating in the program. Among the activities of the mentors (experienced teachers) in the PHM program, the mentoring actions of one of the trainers with the beginning teacher she accompanied and assisted throughout her participation in the program stood out. Based on the premise that teacher mentoring, as an initiative to induce teaching, can contribute to the professional development of both beginning and experienced teachers, this research seeks to answer the following question (which unfolds into two): what elements can be evidenced in the professional development of an experienced teacher in the learning process of being a mentor promoted in the PHM program? In this regard, how do the contributions and tensions (doubts/dilemmas/difficulties/gaps) impact this development and learning process of mentoring? Given these questions, the overall objective is to understand how the professional development of a mentor participating in the program occurs. Regarding the specific objectives, the research seeks to: understand the relationship and processes involved in the insertion/performance of mentoring practice (the participation of a mentor in a teacher mentoring program); understand the construction of formative practices and their relationship with the promotion of professional development (focused on mentoring); understand whether the mentoring model adopted (and/or the format of the mentoring program) had implications for the training and development of the mentor participating in the research (and how these implications occurred). To answer this question, a case study was conducted, analyzing data from the interactions, professional conversations, and formative practices developed between a mentor and the beginning teacher she accompanied in the program. The interactions, mentoring practices, and professional conversations took place over two and a half years. The research is characterized as a case study due to the particularities that occurred throughout the interactions, which make the case unique among those developed throughout the program. The selected data portions will be analyzed in light of the ideas of authors who address the professional development of teachers and trainers. A dialogue was established between the data and authors such as: Shulman, Loughran, Korthagen, Reali, Tancredi, Mizukami, Marcelo, Vaillant, Orland-Barack, Zeichner, Schoenfeld, Clandinin and Connelly, Cochran-Smith and Lytle, among others. The results of the analyzed data (which were elaborated by the mentor-beginner teacher dyad) indicate that the mentor teacher's participation in the program favored her professional development as a trainer, allowing her to build a new professional identity (mentor), also indicating that the construction of formative and mentoring practices, as well as the establishment and unfolding of professional conversations with the beginner, stimulated the mentor to build pedagogical content knowledge focused on training (the teaching of teaching), insofar as she had to mobilize the knowledge from her teaching and training knowledge bases.
Atendimento educacional especializado para estudantes com altas habilidades/superdotação: planejamento, perspectivas e desafios
(Universidade Federal de São Carlos, 2025-10-17)
Alves, Fernando Henrique Cordeiro
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Pedro, Ketilin Mayra
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https://lattes.cnpq.br/0991868156805558
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https://orcid.org/0000-0002-1893-5002
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https://lattes.cnpq.br/2853856864480131
Students with giftedness are eligible for Special Education and are entitled to Specialized Educational Assistance (AEE). Given the specific educational demands these students present, it is essential to implement educational adaptations to meet their learning and developmental needs. In this context, it is relevant to discuss how identification processes and supplementation strategies have been carried out within AEE, considering their importance for providing effective and qualified pedagogical support to students with AH/SD. The present research aimed to understand how pedagogical planning is structured to address the specific needs and perceptions of students with AH/SD in the context of AEE. The specific objectives were: (a) to analyze the pedagogical planning of teachers responsible for AEE for students with AH/SD; (b) to investigate students’ perceptions of the AEE they attend, including their experiences and the meanings they attribute to it. This study was characterized as qualitative and exploratory, conducted in accordance with ethical principles for research involving human subjects. Data collection took place in person at two public elementary schools (early years) in a medium-sized city in the state of São Paulo, involving five students identified with AH/SD and five AEE teachers, totaling ten interviews analyzed. Data analysis was conducted through transcription of the interviews, followed by content analysis, which enabled the identification of emerging categories and subcategories that reflected both teaching practices and students’ perceptions. The qualitative approach allowed for an in-depth understanding of the meanings attributed by the participants, supporting a critical interpretation of the practices and conditions surrounding AEE for students with AH/SD. The analysis revealed: the lack of teacher training and its direct impact on pedagogical practice with AH/SD students; the importance of building interinstitutional support networks to strengthen AEE; and the development and implementation of innovative teaching materials and methodologies aimed at this group. The final considerations pointed out that the expectations and specific needs of students with AH/SD are not being fully met in the context of AEE, as most of the activities offered remain limited to reinforcement in Portuguese Language and Mathematics, disregarding students’ areas of interest and potential. Furthermore, teachers reported significant challenges, such as the scarcity of specific continuing education opportunities, the lack of adequate infrastructure for services, and the shortage of diverse teaching resources, such as games and playful materials that foster curricular enrichment. Thus, it is concluded that AEE has not been able to fully meet the expectations and specific needs of these students.
Experiências de um indígena estudante no curso de medicina: das barreiras e adaptações na pandemia de Covid-19 às repercussões no pós pandemia
(Universidade Federal de São Carlos, 2025-10-18)
Souza, Raniel Martinha de
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Nordi, Aline Barreto de Almeida
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https://lattes.cnpq.br/9965335072268661
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Luna, Willian Fernandes
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https://lattes.cnpq.br/1860768963636452
This final course project is an evaluative tool for the Medicine course, with a summative character for the training process. In this sense, it was elaborated following the guidelines of the Pedagogical Project of the Medicine Course at the Federal University of São Carlos (UFSCar), consisting of an autobiographical narrative about my experience as an indigenous student in the UFSCar medical course. It integrates accounts of my experiences throughout the 6 years of the course, relating experiences from the beginning of the Covid-19 pandemic with the course's suspension and extended social distancing, to the return of in-person activities and the completion of the course. This work represents a synthesis of my development during the undergraduate period. Therefore, it is divided into 3 main stages: The beginning of the medical course, the Covid-19 pandemic and its processes; Clinical cycle, the return of in-person activities; And the internship cycle. Thus, I begin with a brief account describing the choice of the course: Why Medicine at UFSCar? And I conclude with the characterizations and descriptions of all the scientific production developed throughout the 6 years of the course.
Causas do desmatamento e suas consequências agroambientais e socioeconômicas no Haiti
(Universidade Federal de São Carlos, 2025-10-20)
Joseph, Adelaine Delorieux
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Norder, Luiz Antonio Cabello
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https://lattes.cnpq.br/0080353709980071
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Martini, Valéria Forni
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https://lattes.cnpq.br/0686674300788674
Deforestation is one of the major global threats to biodiversity and climate stability. Its most recurrent causes are associated with anthropogenic activities such as agricultural expansion, timber and charcoal extraction, mining, forest fires, burning practices, and infrastructure development, resulting in the progressive reduction of natural forests. In Haiti, this phenomenon takes on historical and structural dimensions, linked to the colonial legacy, institutional fragility, and persistent socioeconomic inequalities. This study aimed to provide a deep and multiscalar understanding of the causes of deforestation in Haiti and its agro-environmental and socioeconomic consequences, focusing on two communes in the northeast of the country (Mombin-Crochu and Vallières), whose populations are predominantly poor and dependent on wood as their primary energy source. The qualitative methodology involved two complementary stages: (i) a systematic review of the scientific literature based on the analysis of 27 publications, and (ii) participatory fieldwork, including focus groups with residents and semi-structured interviews with local authorities. The results show that deforestation in Haiti reflects a process of environmental coloniality, reproduced through poverty, dependence on wood for energy, and the absence of sustainable socioeconomic alternatives. The main consequences identified include soil erosion, landslides, reduced agricultural fertility, and the intensification of extreme climate events. We observed significant convergence between scientific data and local knowledge, demonstrating that residents possess ecological awareness and diagnoses consistent with technical literature. The proposals presented by participants such as participatory reforestation, sustainable use of forest resources, and a just energy transition point to concrete pathways for public policies grounded in ecological justice and the appreciation of community-based knowledge, reaffirming that environmental reconstruction in Haiti requires both historical repair and a decolonial ecological transition.
A aprendizagem da docência com bebês e crianças bem pequenas: uma análise de cursos de pedagogia de universidades públicas brasileiras
(Universidade Federal de São Carlos, 2025-10-20)
Gianez, Marina
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Tomazzetti, Cleonice Maria
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https://lattes.cnpq.br/4821077407620769
;
https://lattes.cnpq.br/0813809165403154
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Moruzzi, Andréa Braga
This research brings to the educational field the debate on initial teacher training for working with infants and very young children (children from zero to three years old). Its main objective is to investigate the teacher training models for Early Childhood Education in Brazilian Public Universities, questioning the presence of specificities for the education of this age group (typically provided by daycare centers within Early Childhood Education). By drawing an analysis between the policy texts that regulate teacher training in the country and the reality found in five Brazilian Public Universities, we seek to understand how the specificities for teaching infants and very young children are presented in the Pedagogy degree programs at these institutions. To capture a glimpse of the country's regional diversity, we selected one university from each of the five macro-regions of Brazil, with the additional selection criterion being the oldest Pedagogy program in that region, as it has likely undergone most of the country's educational reforms. Using the Policy Cycle approach as a methodological inspiration, we also aimed to identify, together with the graduating students of these programs (via an online questionnaire), factors present or absent in their training that could be considered favorable for their development as future teachers of children aged 0 to 3. We first sought to understand who children aged 0 to 3 are and the specificities of their education that need to be encompassed by teacher training. Next, we verified the presence of these specificities in the official documents regulating this training, both at the federal and local levels. However, our analysis pointed to a strong invisibility of both teaching in daycare centers and the children aged 0 to 3 themselves, who were seldom or never mentioned in these documents. Regarding the analysis of the training models at the participating universities, we encountered the influence of at least two models in each institution: a more traditional model, focused on theoretical knowledge and research, and a more critical and reflective model, focused on reflecting upon and analyzing the social and political contexts surrounding education. The research also highlighted some effects that the invisibility of infants and very young children can have on teacher training and even on the quality of education in daycare centers, namely: the lack of professional recognition for teaching this age group; training gaps in Pedagogy programs; and a lack of interest in pursuing a teaching career with children aged 0 to 3. The data presented in this research aim to contribute to discussions about public policies for initial teacher training, especially for teaching infants and very young children, affirming the need to break away from the invisibility of children aged 0 to 3 and their teachers, and to understand them as the full, potent, and cultural subjects they are.
Experiências promovidas pela universidade pública e sua relevância na formação de um profissional médico com visão integrada: uma narrativa crítico-reflexiva
(Universidade Federal de São Carlos, 2025-10-20)
Santos, Alessa Vitorini
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Estevão, Isabeth da Fonseca
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https://lattes.cnpq.br/2932607007844855
;
https://orcid.org/0000-0002-8087-3711
;
https://lattes.cnpq.br/2417676910508600
Public universities are composed of institutions that aim to fulfill the Brazilian Constitution of 1988, providing access to quality education, while also carrying the social role of training professionals with community awareness, capable of contributing to the development of society and reducing social inequalities. Among such institutions is the Federal University of São Carlos (UFSCar), which, by putting into practice what is established by law and fostering an environment of diversity and teaching-research-extension, offers students unique experiences that contribute to shaping integrated and humanized graduates. Within this plural environment, the UFSCar medical program was created, complementing such experiences and enabling the training of physicians with critical thinking and autonomy in learning, through the active methodology known as the Constructivist Spiral. Furthermore, from the beginning, students in the program are integrated into the different levels of care within the Unified Health System (SUS), in a two-way process in which both medical education and the local population benefit. However, for practical training, students receive support from two additional foundations of the program: theory and simulation. Thus, the aim of this work was to analyze each of these themes involving the public university, the UFSCar medical program, and to interweave them with personal experiences, in order to explain how this journey contributes to the training of a physician with an integrated perspective.
Desenvolvimento de tarefas auxiliares e técnicas de pós-processamento para preservação da topologia em segmentação de vasos sanguíneos
(Universidade Federal de São Carlos, 2025-10-20)
Ito, Pedro Hiroshi Ely
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Comin, Cesar Henrique
;
https://lattes.cnpq.br/9563440403120931
;
https://lattes.cnpq.br/2380737589306359
;
Silva, Filipi Nascimento
Convolutional neural networks (CNNs) have provided important advances in blood vessel segmentation, but ensuring the correct topology and continuity of the segmented vasculature remains a significant challenge. Structural artifacts can compromise subsequent analyses, creating the need for methods that explicitly address vessel connectivity. In this work, we propose the SkelAnchor method, a new auxiliary task designed to improve segmentation connectivity through a post-processing step after CNN-based segmentation. First, we investigate simple graph-based connectivity improvement methods and demonstrate their limitations, showing that they produce discontinuous maps that are difficult for networks to learn. To overcome this, SkelAnchor introduces a smooth and continuous parameterization that encodes the local vessel skeleton distribution using anchor points. This task provides the network with rich topological and geometrical information. Our results show that a model can successfully learn the SkelAnchor task. Although the auxiliary task does not change standard segmentation metrics, we demonstrate through qualitative examples that the learned representation can be successfully used in the post-processing step to repair connectivity problems in the final segmentation. The analysis serves as a proof of concept for the use of skeleton-based auxiliary tasks to enhance the topological quality of blood vessel segmentation.
Populações (in)visibilizadas e a escola médica: perfil de estudantes de medicina em uma instituição pública
(Universidade Federal de São Carlos, 2025-10-20)
Luz, Adriano Rodrigues
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Luporini, Rafael Luís
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https://lattes.cnpq.br/8851940343344084
;
https://orcid.org/0000-0003-2757-8104
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https://lattes.cnpq.br/7449628737485507
The Brazilian educational profile has been transforming over the years, leading to a redefinition of what it means to “be” a university student in Brazil. In this context, it becomes increasingly necessary to understand these changes and adapt university curricula to include themes related to cultural diversity, in order to foster respect and awareness regarding the needs of specific populations. This study aimed to identify the profile of medical students at UFSCar, with special attention to those who self-declared as belonging to (in)visible populations. In addition to presenting the student profile of this medical school and comparing it with the national scenario, the research also discussed the importance of individual, collective, and institutional strategies to ensure permanence of these groups. (In)visible populations were defined as Black students; LGBTQIAPN+; Indigenous peoples; immigrants; refugees; and students with disabilities. The term “(in)visible” highlights the contradiction between the historical-cultural erasure faced by these groups, rendering them invisible, and the negative social stigmatization imposed upon them, making them hyper-visible. The study adopted a quantitative, exploratory, and descriptive design, using an online questionnaire to map the profile of medical students at the institution. Data were collected between April and December 2024, across eleven in-person meetings. Results indicated that the general profile of students at UFSCar is similar to the national profile: white, female, young adults, heterosexual, without disabilities, mostly from private schools and the Southeast region, with or without scholarships, and generally not benefiting from financial aid during the course. Additionally, the study revealed the presence of students from vulnerable groups. These findings reinforce the role of public universities as agents of social transformation and reduction of historical inequalities in access to higher education. Therefore, the adoption of retention strategies and support policies is essential to ensure the academic and personal development of (in)visible populations, promoting equity and expanding diversity in medical education.
Cidades inteligentes e sustentáveis frente às mudanças climáticas: mapeamento crítico de planos diretores na metrópole paulista
(Universidade Federal de São Carlos, 2025-10-20)
Carvalho, Wanessa Karoline Maciel
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Fernandes, Ricardo Augusto Souza
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https://lattes.cnpq.br/0880243208789454
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https://lattes.cnpq.br/6586680299774201
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Santos, Fernanda Maria da Cunha
This research critically investigates how the Master Plans of the 39 municipalities in the São Paulo Metropolitan Region (SPMR) have incorporated, in normative and operational terms, guidelines aimed at climate change mitigation and adaptation within the context of building smart and sustainable cities. Grounded in theoretical frameworks on climate urbanism, urban law, and environmental governance, this study articulates normative and socio-spatial dimensions, with particular attention to historical inequalities and vulnerabilities present in the metropolitan territory. Methodologically, the research employs a documentary and normative analysis, structured through a binary protocol (P1–P5) and a weighted index of climate integration applied to the Master Plans. The findings reveal that, although there are specific advances—such as in the municipality of São Paulo, with the Municipal Climate Change Policy (2009) and the Strategic Master Plan (2014)—a general picture of normative gaps, superficial climate guidelines, and limited cross-cutting integration between urban legislation and environmental policies prevails. Sub-regional analyses highlight institutional heterogeneity and the absence of mandatory climate clauses in most municipalities, thereby restricting the effectiveness of territorial planning in the face of climate emergencies. As a contribution, this research proposes guidelines for climate-smart and sustainable urbanism, emphasizing the need for reforms in Master Plans, the creation of climate action zones, the adoption of nature-based solutions, and the strengthening of public digital monitoring platforms. Ultimately, the study underscores the urgency of consolidating a climate-oriented urban law as a necessary condition to align social justice, urban resilience, and sustainability in Brazil’s largest metropolitan area.
Programas de intervenção para a promoção de habilidades sociais usadas em contextos profissionais: uma revisão de literatura
(Universidade Federal de São Carlos, 2025-10-22)
Castro, Valentina Joana Rocha
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Barham, Elizabeth Joan
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https://lattes.cnpq.br/9868595523538592
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https://orcid.org/0000-0002-7270-4918
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https://lattes.cnpq.br/5219176746891514
Social skills are essential for the quality of interpersonal interactions and professional performance. Although there are studies about the effects of social skills intervention programs in clinical and educational contexts, an analysis of the results of different workplace intervention programs, in Brazil, has not been conducted.. Therefore, the objective of this study was to identify and analyze studies describing social skills training programs conducfed in Brasil, considering their effects on social behavior and the quality of workplace relationships. Searches were conducted in the SciELO, CAPES Periódicos, and the Biblioteca Digital de Teses e Dissertações databases, including empirical studies with qualitative or quasi-experimental designs that were published between 2017 and 2023. Data were extracted and organized into tables covering study design, participants, objectives, intervention strategies, evaluation procedures, and outcomes. A total of 11 studies were included, most of which used qualitative designs and had predominantly female participants aged between 30 and 50 years. The strategies used in the intervention programs included dramatizations, group dynamics, practical tasks, and online courses. Reported outcomes included improvements in empathy, assertiveness, leadership, and communication, with some studies presenting large effect sizes (e.g., d = 1.21 for leadership). In conclusion, the programs had theoretical consistency and positive effects on workers’ socioemotional development. However, controlled randomized studies are needed, with larger samples that are more representative of the Brazilian population of workers, using instruments that have satisfactory evidence of reliability and validity, and follow-up studies, to establish more robust evidence concerning the efficacy and the contributions of social skills training programs for paid workers.
Problematizando as tempestades solares: uma sequência para ensinar sobre raios cósmicos
(Universidade Federal de São Carlos, 2025-10-22)
Fragozo, Valmir Galvão
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Sales, Nilva Lúcia Lombardi
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https://lattes.cnpq.br/6092092558776882
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https://orcid.org/0000-0002-8235-2741
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https://lattes.cnpq.br/3791710651548610
This work presents the development and implementation of a Didactic Sequence (DS) aimed at teaching Modern and Contemporary Physics in High School, with emphasis on the topic of Cosmic Rays. The teaching–learning process was structured using the pedagogical framework of the Three Pedagogical Moments (3PM), emphasizing features such as dialogicity and problematization in the design of activities. The sequence begins with the problematization of solar storms as a starting point to contextualize concepts of particle physics and to introduce the term "Cosmic Rays" into the students' context. As an educational product of this research, a DS and its associated activities were developed, including questionnaires, essay proposals, study guides, a Kahoot activity, and a word search. During the design and implementation, it was necessary to make adaptations to the traditional 3PM structure to better align the methodology with the selected concepts and the characteristics of the target audience. The DS was applied in a private school with 12th-grade (senior) high school classes, involving dialogic activities such as model construction, essay writing, and analysis of scientific phenomena, fostering active student participation. Based on the analysis of field notes and the applied activities, student engagement was evident. The adaptations allowed for greater fluidity in lesson development and contributed to active participation, fostering connections between the studied phenomena and students' daily lives, as well as facilitating the understanding of abstract concepts in Modern Physics. Thus, the DS proved to be an alternative to the traditional transmissive teaching of Physics, with potential for selective application of some of the developed activities.