Navegando por Data de Publicação, começando com "2025-12-18"

Filtrar resultados por ano ou mês

Agora exibindo 1 - 13 de 13

Determinação de Cério em matrizes semi-sólidas: investigação de estratégias de preparo de amostra e aplicação de métodos instrumentais
(Universidade Federal de São Carlos, 2025-12-18) Simioni, Natália Bortolucci; Nóbrega, Joaquim de Araújo; https://lattes.cnpq.br/8833989058164529; https://lattes.cnpq.br/9690009187552883; Bispo, Vanderson da Silva; Nogueira, Ana Rita de Araujo; Fialho, Lucimar Lopes; https://lattes.cnpq.br/5647041593010663; https://lattes.cnpq.br/7034773971317045; https://lattes.cnpq.br/3136143134854165
The present work aimed at the development and validation of analytical methodologies for the determination of cerium in topical medications containing cerium nitrate, in cream and gel formulations. The study involved the investigation of sample preparation strategies, with emphasis on liquid-liquid extraction (LLE) and microwave-assisted acid digestion. Analytical determinations were performed by inductively coupled plasma optical emission spectrometry (ICP-OES) and inductively coupled plasma mass spectrometry (ICP-MS). The methods were validated according to the criteria of ANVISA Resolution RDC 166/2017, evaluating parameters such as selectivity, linearity, precision, accuracy, detection limits, and robustness. The results demonstrated that microwave-assisted acid digestion presented better performance for both matrices, allowing accurate and precise quantification of Ce in cream and gel pharmaceutical formulations. Method validation by ICP-OES demonstrated satisfactory performance, with adequate selectivity (recoveries between 97.6–100.8 %), excellent linearity (r = 1.00, homoscedastic residuals), consistent accuracy (96.9–102.2 %), high precision (RSD ≤ 2.0%), and acceptable robustness. For ICP-MS, the parameters also met the criteria: selectivity within 95.0–105.0 %, adequate linearity (r = 0.995; r² = 0.989, homoscedastic residuals), satisfactory accuracy (96.0–102.5 %), adequate precision (RSD < 4.0%), and confirmed robustness against operational variations. The data obtained confirm the applicability of the proposed methodologies for the quality control of cerium-containing pharmaceutical products, demonstrating their suitability not only for routine quantification of the active ingredient but also for monitoring its content in stability studies, in compliance with current regulatory requirements.
De aluno a professor: o sentido da avaliação para Licenciandos em Física da UFSCar
(Universidade Federal de São Carlos, 2025-12-18) Ramos, Paola Dorisse; Pierson, Alice Helena Campos; https://lattes.cnpq.br/3749421379531019; https://orcid.org/0000-0002-5418-3418; https://lattes.cnpq.br/5142360707216204; https://orcid.org/0009-0004-5804-5057
This study is based on the understanding that students of the Licentiate Degree in Physics simultaneously occupy the positions of undergraduate students and teachers in training, which makes the senses they attribute to assessment central elements in the constitution of their teaching practice, understanding assessment as a historical and subjective process, shaped by emotional experiences, references built throughout schooling, and formative conceptions present in the Licentiate program. In this sense, the research aims to understand how experiences from Basic Education to Higher Education influence both the relationship these students establish between assessment practices and learning, and their perception of the articulation between pedagogical theory and assessment practice in initial teacher education, in addition to examining how such senses orient their projections for professional practice. A qualitative, exploratory approach was adopted, with semi-structured interviews conducted with five students of the Licentiate Degree in Physics at UFSCar admitted up to 2021. The interview transcripts were examined through Discursive Textual Analysis based on emergent categories. The results show that the senses attributed to assessment are formed at the intersection between practices experienced in Basic Education and disruptions encountered in Higher Education, especially after the transition from remote to in-person instruction, which intensified feelings of unpreparedness and insecurity regarding exams. The study highlights the tension between the rigid assessments typical of disciplines in the field of Exact Sciences and the formative practices characteristic of courses in the Licentiate program, revealing a fragmented process and a mismatch between pedagogical theory and assessment practice within the program. It is concluded that students continuously re-signify their experiences and envision, for their future teaching practice, assessments that are more dialogic, contextualized, and learning-oriented. The research indicates the need for future studies exploring the senses attributed to assessment by students entering the Licentiate Degree in Physics at UFSCar from 2022 onward, considering changes in the Pedagogical Project and in the program’s curricular structure.
Performance e gênero: uma análise discursiva sobre feminilidade no TikTok
(Universidade Federal de São Carlos, 2025-12-18) Pachioni, Isabelle Batista; Nogueira, Luciana; https://lattes.cnpq.br/7475342844385424; https://orcid.org/0000-0003-4470-5005; https://lattes.cnpq.br/1096005318839919; https://orcid.org/0009-0002-7954-3018
This study is situated at the intersection of the theoretical-methodological field of Discourse Analysis, based on the assumptions of Michel Pêcheux and Eni Orlandi, Digital Discourse Analysis (Dias, 2018; Paveau, 2021), and Gender Performativity Theory, formulated by Judith Butler (2003). It seeks to analyze the discursivity surrounding performances of gender and femininity in the digital sphere. The object of investigation consists of content circulated under the hashtags #imjustagirl, #cleangirl, #cleangirlaesthetic, #housewife, and #tradwife on the TikTok platform. This social network was chosen because it is understood as a privileged space for the circulation and reconfiguration of discourses on femininity and gender identity, resignified through aesthetic performances, which directly aligns with the research problem. The main objective is to understand the developments and meaning effects produced by discursive formulations about women as a gender category and feminine behaviors within the digital environment. To this end, the study mobilizes theoretical-analytical concepts from Discourse Analysis, such as conditions of production, discursive formations, subject-position, imaginary formations, and ideology, articulating them with the notions of gender, performance, and performativity, which are fundamental for constructing and deepening the object of study. The methodology adopted is Discourse Analysis, considering its theoretical and analytical apparatus that combines procedures of description and interpretation of the corpus. This work aims to contribute to the understanding of the relations between performance, performativity, and female gender identity, observing how they are constituted and manifested in the digital sphere.
Papéis ocupacionais desempenhados por mães de crianças com transtorno do espectro autista
(Universidade Federal de São Carlos, 2025-12-18) Barros, Larissa Fabiane de Sousa; Joaquim, Regina Helena Vitale Torkomian; https://lattes.cnpq.br/7719481657895650; https://lattes.cnpq.br/3469469503766132; Joaquim, Regina Helena Vitale Torkomian; Bombarda, Tatiana Barbieri; Brito, Cristiane Miryam Drumond de; https://lattes.cnpq.br/7719481657895650; https://lattes.cnpq.br/8070700589653226; https://lattes.cnpq.br/4996964645007335
Autism Spectrum Disorder (ASD) is characterized by persistent deficits in communication and social interaction, as well as restrictive and repetitive patterns of behavior, varying across three levels of support needs. The child’s level of dependence may lead to significant changes in the routine of the primary caregiver, usually the mother. These responsibilities, combined with the constant care required by the child, may result in changes or even the disruption of her daily activities and occupational roles. Occupational roles are determined according to each individual’s duties and choices and are organized in a way that contributes to the construction of personal and social identity. This study aims to understand the occupational roles performed by mothers of children with Autism Spectrum Disorder (ASD) and the occupational impacts resulting from the arrival of and living with a child with this diagnosis. This is a qualitative, descriptive, multiple-case study involving five mothers of children with ASD who were receiving occupational therapy follow-up at a clinic in the interior of the state of São Paulo. Data were collected using the Occupational Roles Checklist (ORC) and a semi-structured interview guide. The analysis of the interview results was conducted through descriptive case synthesis and simple statistics. It was found that, among the 10 occupational roles assessed, 8 were impaired or interrupted. The occupational role related to domestic services was maintained, and the caregiver role increased after the arrival of the child with ASD. The worker role, performed in the past by all five participating mothers, continued to be exercised in the present by only two of them. On the other hand, the caregiver role, previously performed by three of the five mothers, came to be assumed by all of them in the present. Both roles were reported as having great importance by the participants. Occupational changes require adaptations within these mothers’ life contexts, demanding a reorganization of daily activities to meet the child’s care needs. These findings provide an understanding of the roles performed by mothers of children with ASD, as their routines and occupations undergo significant modifications. Such changes require constant adaptations in their roles and occupations, compelling them to reorganize their daily activities to meet the specific demands of their children. The study made it possible to understand the roles performed by the interviewed mothers, as well as their altered occupations. Furthermore, it highlighted the volitional values related to occupational roles that were discontinued due to the care of a child with ASD.
Abordagem analítica sobre os parâmetros musicais - altura e duração - em materiais didáticos voltados para a iniciação musical
(Universidade Federal de São Carlos, 2025-12-18) Lourenço, Damiana Maria Sabino; Carvalho, Isamara Alves; https://lattes.cnpq.br/7634525753891601; https://orcid.org/0000-0001-9954-5921; https://lattes.cnpq.br/8829575646680907
The purpose of this study is to analyze the didactical materials for musical initiation, exploring the organization of the properties of sound duration and pitch, worked a lot in the musical teaching, even as your relationship with some pedagogical approaches. The used methodology consists in documental research with a qualitative focus, analyzing seven didactic music books with focus on children who are starting their musical studies. The research task was how these materials presents and teaches “duration and pitch”, considering their target audience of children. The analysis off the theoretical framework, revealed the similarities and differences about the teaching of duration and pitch, as well as show the presence, direct or indirect, of the educators group showed in the literature revision. The results indicate strong influence of Edgar Willems pedagogic proposal in the most of materials, with emphasis on body movement and active listening, followed by Émile Jaques-Dalcroze’s approach. The Zoltán Kodaly’s method appears in lower recurrence. The data answer the research question and satisfy the main objective of this study. For continuity, it’s suggested the expansion of the number of materials for analysis and the observation off the sound properties dynamic/intensity and timbre.
Estudo da geração de código via JS-Distributor para sistema de autenticação e autorização
(Universidade Federal de São Carlos, 2025-12-18) Mendes, Lucas Silva; Lucrédio, Daniel; https://lattes.cnpq.br/9090396559596221
The microservices architecture has established itself as a dominant paradigm in software development, offering flexibility and scalability by allowing components to be developed and deployed autonomously. Consequently, it is common for many companies to migrate their monoliths to this architecture, and the js-distributor tool was created to facilitate this transition. However, this inherent distribution poses challenges for implementing secure communication and robust access control between services. This work aims to suggest enhancements to the js-distributor tool, proposing an approach to increase the security of the generated services using the Role-Based Access Control (RBAC) model. The implementation was carried out using Keycloak, a self-hosted identity and access provider, which allows for the generation of security logic from an initial configuration. Thereby, we seek to abstract the complexity of manually configuring an authorization system, offering developers an efficient mechanism to protect functionalities and resources in microservice-based projects. As a result, a code generation strategy was devised, leveraging the tool's existing mechanics, which was validated on example systems.
O labirinto filosófico: recurso didático para uma educação menor no ensino de filosofia fundamental
(Universidade Federal de São Carlos, 2025-12-18) Carlos, Daniel Moraes; Maamari, Adriana Mattar; https://lattes.cnpq.br/5707827597161294; https://lattes.cnpq.br/8820137802565160; Henning, Leoni Maria Padilha; Kohan, Walter Omar; https://lattes.cnpq.br/8165332587246727; https://lattes.cnpq.br/8252328432864159
This dissertation, developed within the framework of the Professional Master’s Degree in Philosophy, proposes a pedagogical product aimed at teaching philosophy in Elementary Education (Cycles 1 and 2). The work is grounded in a central hypothesis: the teaching of philosophy should proceed from the child toward philosophy, rather than from philosophy toward the child. This reversal of perspective entails recognizing childhood not as an object of control or a stage to be overcome, but as a creative potency capable of operating and transforming thought. In this direction, the research articulates Sandra Mara Corazza’s critical genealogy of childhood with Gilles Deleuze’s philosophy of difference. From this dialogue emerges a pedagogical practice, inspired by Jacques Derrida, Silvio Gallo, and other authors, that breaks with the logic of explanation and the mere transmission of content and, from the perspective of “minor education,” seeks to resist both institutionalization and uncritical reproduction. The pedagogical dispositif developed—the “Philosophical Labyrinth”—materializes this hypothesis by catalyzing the Tragic Experience, understood not as suffering or catastrophe, but as a necessary condition for the emergence of autonomous thought and children’s philosophical authorship. Structured as a “workshop of concepts,” the dispositif fosters a collective, creative, and emancipatory philosophical practice that values the singularity of children’s thinking and experience as the foundations of philosophizing. Methodologically, the research adopts a qualitative and exploratory approach. The literature review is narrative in nature, selecting works that provide a foundation for understanding childhood and the right to philosophy, as well as the role of philosophy in Elementary Education. The documentary analysis focuses on UNESCO guidelines for the teaching of philosophy and the Municipal Curriculum of Indaiatuba (2022), confronting the required competencies with a proposal centered on conceptual creation. The ethnographic reflection procedure is configured as action research, in which the researcher, in his role as a teacher in the municipal school system of Indaiatuba, observes and records classroom dynamics, mapping “lines of flight” within the silences of children. The results indicate the viability of a philosophical practice that articulates children’s right to philosophy—recognized by UNESCO and the Convention on the Rights of the Child—with an approach that values “becoming-child” as a transgressive and ethical force. It is concluded that the teaching of philosophy in Elementary Education is genuinely philosophical only when it becomes a space of invention, resistance, and experimentation, capable of embracing childhood as an existential and political dimension, rather than merely as a developmental stage.
Docência, gênero e raça: percepções e interseccionalidades a partir de narrativas de professoras da cidade de Imperatriz - Maranhão
(Universidade Federal de São Carlos, 2025-12-18) Santos, Mayra Silva dos; Moruzzi, Andrea Braga; https://lattes.cnpq.br/1502374705668286; https://orcid.org/0000-0001-9406-3915; https://lattes.cnpq.br/7784546989133673; https://orcid.org/0000-0001-7274-3645; Anuncianto, Rosa Maria Moraes; Rodrigues, Tatiane Cosentino; Aquino, Ligia Maria Motta Lima Leão de; Julio, Kelly Lislie; https://lattes.cnpq.br/3064136997342775; https://lattes.cnpq.br/8361431964064731; https://lattes.cnpq.br/6964418709270791; https://lattes.cnpq.br/0498013615092538
This study investigates how intersectionality makes it possible to problematize the life narratives of female teachers in Imperatriz, Maranhão, considering their trajectories, educational backgrounds, entry into teaching, and permanence in the profession. It starts from the assumption that intersectionality, by articulating race, gender, and other social markers, constitutes an analytical lens capable of revealing how historical inequalities structure teaching experiences in different ways, highlighting exclusions, privileges, forms of resistance, agency, and representativeness. Supported by black feminist studies, the theoretical-methodological framework highlights how these markers affect the ways of being a teacher, the meaning of teaching, and the practice of the profession in Brazil. The research analyzes the life narratives of two groups: three teachers trained in secondary education (before LDB nº. 9394/1996) and four teachers working in the early years of the public school system in Imperatriz, Maranhão, seeking to identify how memories, experiences, material conditions, social expectations, and racial relations shape distinct trajectories, simultaneously marked by inequalities and strategies of resistance. The data were produced through discussion groups and individual narrative interviews. Recent information from INEP and IBGE was used, making it possible to compare the experiences/reports of teachers with the structural conditions that govern teaching in Brazil. It is evident that teaching, which is influenced by gender, race, and other social markers, cannot be understood as an isolated choice, but rather as a historical field in dispute, permeated by tensions, symbolic disputes, recognition, and political struggle. It is concluded that intersectionality, as an epistemological, political, and methodological perspective, is fundamental for making differences visible, denaturalizing inequalities, and reaffirming the agency of teachers in the production of their personal, professional, and collective trajectories.
Filmes de poliuretana híbridos biobaseados a partir de quitosana e óleo de mamona
(Universidade Federal de São Carlos, 2025-12-18) Assis, Jordanna Fernandes; Camargo, Emerson Rodrigues de; https://lattes.cnpq.br/7720754304065239; https://lattes.cnpq.br/2369639191870624; Camargo, Emerson Rodrigues de; Oliveira, Maria José Alves de; Gorup, Luiz Fernando; Frollini, Elisabete; Ribeiro, Tatiana Santana; https://lattes.cnpq.br/7720754304065239; https://lattes.cnpq.br/2844005820554412; https://lattes.cnpq.br/6980022218379418; https://lattes.cnpq.br/2615524841845182; https://lattes.cnpq.br/7952918513827867
This study aimed to develop hybrid bio-based polyurethane-urea (PUU) films derived from castor oil (CO) and chitosan (CS), using hexamethylene diisocyanate–iminooxadiazinedione (HDI-t-Im-Ox) in an innovative solvent- and catalyst-free process with concomitant film formation. This approach contributes to the advancement of sustainable polyurethanes by exploring the incorporation of natural precursors as alternatives to conventional PUs, which are generally associated with negative environmental impacts, thereby expanding the potential applications of these materials in biomaterials, functional coatings, adhesives, and smart packaging systems. The chemical incorporation of CS was confirmed by FTIR, evidencing the formation of urethane and urea linkages and proving its role as a reactive polyol. X-ray diffraction indicated an increase in the crystallinity index in CS-containing formulations. Thermogravimetric analyses revealed thermal stability of all films up to approximately 250 °C, with onset degradation temperatures (Tonset) ranging from 250 to 316 °C. Dynamic mechanical analyses showed a significant increase in the glass transition temperature (Tg) and in mechanical stiffness in the CS-containing films, evidencing the higher structural complexity of the formed hybrid networks. The PUCO control film exhibited a sub-ambient Tg (-1 °C), whereas CS-containing films showed Tg values close to room temperature (28-31 °C), and a markedly high Tg of 136 °C was observed for the PU100CSL formulation. Mechanical tests indicated that PU100CSL presented the highest tensile strength (17.3 MPa) and Young’s modulus (446 MPa), accompanied by low elongation at break (5%), while the other CS-containing formulations exhibited a moderate increase in stiffness compared to PUCO. Contact angle analyses revealed moderate variations in wettability, and zeta potential measurements confirmed surface stability over a wide pH range. All films exhibited satisfactory biocompatibility in cell viability assays. These results demonstrate that chitosan effectively acts as a reactive polyol, promoting the formation of hybrid PUU networks with tunable thermal, mechanical, and surface properties, reinforcing the potential of these bio-based films for applications in biomaterials, functional coatings, and controlled release systems.
Em busca da emancipação humana: contradições, limites e possibilidades do ensino médio integrado a partir do IFSP – São Carlos
(Universidade Federal de São Carlos, 2025-12-18) Domingues, Marcelo de Godoy; Nosella, Paolo; https://lattes.cnpq.br/7159165045266256; https://lattes.cnpq.br/8620774712554116; Santos, Maria Cristina dos; Dias, Vagno Emygdio Machado; Piunti, Juliana Cristina Perlotti; Amorim, Gilberto José de; Martins, Marcos Francisco; https://lattes.cnpq.br/1095065753077001; https://lattes.cnpq.br/1362568409116110; https://lattes.cnpq.br/2009320874078215; https://lattes.cnpq.br/5117719848535721; https://lattes.cnpq.br/4515924584428591
The objective of this thesis is to analyze the Integrated High School program of Federal Institutes, starting with the IFSP – São Carlos. Based on historical-dialectical materialism, we sought to identify the contradictions, limits, and possibilities of a school whose principle is to promote comprehensive and omnilateral education, based on work as an educational principle. To this end, we employed both documentary analysis and questionnaires and interviews with students, teachers, and other staff, analyzing them through Critical Discourse Analysis. The conclusions indicate that, although there is a perception that the EMI at this institution develops a certain degree of autonomy and comprehensive education for students, this perception is biased by hegemonic discourses. The problem lies in how the institution develops the notion of work, associating it with capitalist production and, therefore, with the need for professionalization under the interests of capital, distancing itself from work as an educational principle. This generates distorted notions about integration and the construction of autonomy, as they end up integrating vocational areas into a population that should receive a strong general education. In this sense, autonomy – rather than being understood as raising students' ethical and political level, lifting them from passivity to create a new hegemony – is reduced to the possibility of choosing between entering the job market or pursuing university studies, possibilities far removed from a truly comprehensive and omnilateral education. Given this perception, it is clear that urgent changes are needed in this teaching modality if the goal is to pursue a unitary school, aiming to develop specialists and politicians (Gramsci, 2021). Such changes include the end of professional training for young people aged 14 to 18; the use of technical knowledge to enable the relationship between theory and practice in a disinterested manner; and ethical and political training for teachers and staff, so that they develop practices consistent with the institution's political proposals, based on the ideas of Marx and Gramsci. These measures are immediate, since their transformative power will only occur with a unitary school, which considers different starting points but aims for a single, unified end point: the development of leaders.
Produtos técnicos e tecnológicos na pós-graduação em psicologia: complexidade institucional e disputas simbólicas no campo científico
(Universidade Federal de São Carlos, 2025-12-18) Miguel, Juan Rodrigo Reys; Justo, Carolina Raquel Duarte de Mello; https://lattes.cnpq.br/9209489935777843; https://lattes.cnpq.br/3060877364259626; Candido, Silvio Eduardo Alvarez; Silva, Luciana Mourão Cerqueira e; https://lattes.cnpq.br/0194644249955417; https://lattes.cnpq.br/2558400549506524
This dissertation examines the challenges and potential for academic legitimation of Technical and Technological Products (TTPs) in graduate programs, focusing on the Graduate Program in Psychology at the Federal University of São Carlos (PPGPsi/UFSCar). Grounded in New Institutionalism (Meyer & Rowan; DiMaggio & Powell; Scott) and Pierre Bourdieu’s reflexive sociology, the study treats TTPs as institutional phenomena shaped by coercive, normative, and cognitive pressures, as well as symbolic disputes over the definition of valid scientific knowledge. The research employs a qualitative methodology through a multi-level document analysis (macro, meso, and micro) of CAPES reports and PPGPsi institutional documents from 2001 to 2025, supported by Natural Language Processing (NLP) tools for data systematization. A distinctive feature is the researcher's situated perspective as an Administrative Education Technician (TAE) within the program, providing reflexive insight into the tensions between administrative and academic logics. Findings reveal a "legitimation performance" marked by a decoupling between institutional discourse favoring social impact and evaluative practices that prioritize traditional bibliometric metrics. While TTPs have gained formal and regulatory recognition (pragmatic and moral legitimacy), they remain cognitively marginalized within the academic habitus. To address this, the dissertation proposes a tripartite intervention for institutional recoupling: (1) a draft for institutional norms integrating TTPs into degree requirements; (2) a graduate course on technical production; and (3) a Reference Guide for TTP development. The work offers practical and critical contributions to the debates on assessment, dialogic outreach, and the public role of science against agnotology and disinformation.
Análise do potencial de modelos contrastivos em tarefas de imagem-para-grafo
(Universidade Federal de São Carlos, 2025-12-18) Takeda, Eduardo Minoru; Comin, Cesar Henrique; https://lattes.cnpq.br/9563440403120931; https://orcid.org/0000-0003-1207-4982
Large Vision-Language Models (VLMs) have demonstrated capabilities in various image-related tasks, such as object detection, recognition, and counting. However, they still face significant challenges when dealing with images of graphs and diagrams. Given this landscape, it becomes crucial to investigate both methods to adapt these models and methodological alternatives capable of exploiting their true capabilities. Among possible approaches, Contrastive Learning stands out for achieving results superior to other models involving multiple textual attributes and positional dependencies. In this context, investigating the capabilities of the CLIP model proves pertinent, especially considering the advancement of other multimodal models across different domains. This work analyzes the potential of CLIP, coupled with Contrastive Learning, for tasks involving the extraction of similarity between graph images and the recognition of their edge lists, as well as the differentiation of graph structures. Results were positive regarding edge list recognition, while the clustering of different structures and degrees of regularity showed promising potential, albeit still requiring further exploration and fine-tuning. The analysis of metrics and the expansion of the methodology's applications may contribute significantly to advancing the state of the art in the field.
Avaliação do Programa “Novo Rio Pinheiros” a partir da percepção dos usuários do Parque Linear Bruno Covas
(Universidade Federal de São Carlos, 2025-12-18) Luizatto Filho, Romeu; Oliveira, Edenis Cesar de; https://lattes.cnpq.br/1662760539813595; https://orcid.org/0000-0003-4527-821X; https://lattes.cnpq.br/8767633106611883; Buchianeri, Viviane Coelho; Romão, José Veríssimo; https://lattes.cnpq.br/6789352015711764; https://lattes.cnpq.br/8821007760183784
The process of disorderly urbanization in large Brazilian cities has caused significant environmental changes, particularly in urban water systems. In São Paulo, territorial expansion and industrialization have profoundly altered the natural dynamics of the Pinheiros River, resulting in rectifications, canalizations, and high levels of pollution. Given this scenario, in 2019, the São Paulo State Government instituted the “Novo Rio Pinheiros” Program, aimed at cleaning up and revitalizing its banks, integrating actions in sanitation, infrastructure, leisure, mobility, and environmental education. This dissertation evaluates the program as a public policy, based on the perception of users of the riverbanks, analyzing the relationship between the daily use of the space and the perception of its environmental and social impacts. This is an exploratory and descriptive study, with a qualitative and quantitative approach, conducted with 196 visitors to the Bruno Covas Linear Park – Novo Rio Pinheiros, using a structured questionnaire. The data were analyzed using descriptive and multivariate statistical techniques. The results indicate the existence of different profiles of environmental perception and evaluation of the program, highlighting the appreciation of revitalization actions and the symbolic reconnection with the river, although challenges remain regarding the effective recovery of water quality and the sustainability of interventions. The study highlights the relevance of social perception and citizen participation in assessing the effectiveness and legitimacy of public environmental policies.