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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; Tomazzetti, Cleonice Maria; https://lattes.cnpq.br/4821077407620769; https://lattes.cnpq.br/0813809165403154; Moruzzi, Andréa Braga; Coutinho, Angela Scalabrin; Tebet, Gabriela Guarnieri de Campos; Santos, Marlene Oliveira dos; https://lattes.cnpq.br/1502374705668286; https://lattes.cnpq.br/3002391361746980; https://lattes.cnpq.br/5599239425689574; https://lattes.cnpq.br/8641987643464239
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.
Causas do desmatamento e suas consequências agroambientais e socioeconômicas no Haiti
(Universidade Federal de São Carlos, 2025-10-20) Joseph, Adelaine Delorieux; Norder, Luiz Antonio Cabello; https://lattes.cnpq.br/0080353709980071; Martini, Valéria Forni; https://lattes.cnpq.br/0686674300788674; https://lattes.cnpq.br/5497650654267495; Martins, Valeria Forni; Agostini, Kayna; Baldauf, Cristina; https://lattes.cnpq.br/0080353709980071; https://lattes.cnpq.br/5894768661755535; https://lattes.cnpq.br/0749028891178457
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.
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; Comin, Cesar Henrique; https://lattes.cnpq.br/9563440403120931; https://lattes.cnpq.br/2380737589306359; Silva, Filipi Nascimento; Bugatti, Pedro Henrique; https://lattes.cnpq.br/3050472561074695; https://lattes.cnpq.br/2177467029991118
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; Luporini, Rafael Luís; https://lattes.cnpq.br/8851940343344084; https://orcid.org/0000-0003-2757-8104; https://lattes.cnpq.br/7449628737485507; https://orcid.org/0009-0006-2445-691X
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; Fernandes, Ricardo Augusto Souza; https://lattes.cnpq.br/0880243208789454; https://lattes.cnpq.br/6586680299774201; Santos, Fernanda Maria da Cunha; Chvatal, Karin Maria Soares; Fernandes, Tatiane Cristina da Costa; Palito, Thamyres Tamulla Cavalcante; https://lattes.cnpq.br/6802596562404346; https://lattes.cnpq.br/1750922177137097; https://lattes.cnpq.br/2590102586758022; https://lattes.cnpq.br/0882441206072709
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.
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; Estevão, Isabeth da Fonseca; https://lattes.cnpq.br/2932607007844855; https://orcid.org/0000-0002-8087-3711; https://lattes.cnpq.br/2417676910508600; https://orcid.org/0000-0002-1861-6255
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.