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Planejar em Desenhos: a visão das professoras de Educação Infantil
(Universidade Federal de São Carlos, 2026-01-23) Mucheroni, Alice Meirelles; Zanon, Dulcimeite Aparecida Volante; https://lattes.cnpq.br/1811225448261362; https://orcid.org/0000-0002-3728-6175; https://lattes.cnpq.br/7450009330370517; https://orcid.org/0009-0003-6326-6711; Onofre, Marcia Regina; Figueiredo, Marina Haber de; https://lattes.cnpq.br/7176529351192598; https://lattes.cnpq.br/6196629905751152; https://orcid.org/0000-0002-5467-185X
This research investigated the use of drawing as a resource for pedagogical planning in Early Childhood Education, seeking to answer the central question: what is the teachers’ view of the action of planning through drawings? The scarcity of studies that relate drawing and planning reinforced the relevance of the investigation. The theoretical foundation of the research leads us to understand the drawing of planning as an ethical and aesthetic act, in which the teacher is constituted in a dialogical relationship with the other, assuming their uniqueness and responsibility toward the world. This perspective is articulated with Participatory Pedagogies, which value the child as protagonist and the listening of their multiple languages. In this context, drawing takes a place in sensitive planning, conceived as a flexible, documentary, and expressive pathway. The study also dialogues with the idea of the Reflective Teacher, which leads us to reflect on drawing as a tool for reflection in action and the transformation of practice, and with Visual Literacy, which legitimizes drawing as an essential competence for thinking, organizing, and communicating pedagogical ideas. The data were produced in five meetings held at a Municipal Center for Early Childhood Education in São Carlos, with the participation of eleven teachers. As instruments, we obtained the drawings produced by the teachers, written records, the researcher’s reflective journal, conversation circles, and word clouds, which were analyzed using Discursive Textual Analysis (DTA). The results initially showed insecurity and resistance among the teachers to drawing, resulting from the predominance of writing in pedagogical practice. However, throughout the meetings, drawing was re-signified as a resource that favored clarity, organization, and playfulness in planning. The participants recognized that drawing made it possible to get closer to their own pedagogical intentions, as well as to broaden reflection on the spaces, times, and materials of Early Childhood Education. We conclude that drawing can be incorporated into planning as a complementary language, enriching the process of pedagogical organization and strengthening child-centered practices. The research contributed to the professional development of the teachers and resulted in an educational product composed of suggestions for integrating drawing into teaching planning.
Surface functionalization of the AA2017 aluminum alloy powder for use in additive manufacturing
(Universidade Federal de São Carlos, 2026-01-23) Batistão, Bruna Fernanda; Gargarella, Piter; https://lattes.cnpq.br/4641435644243916; https://orcid.org/0000-0003-4445-5819; https://lattes.cnpq.br/4842890331231831; https://orcid.org/0000-0002-7902-7331; Gargarella, Piter; Koga, Guilherme Yuuki; Bolfarini, Claudemiro; Wolf, Witor; Amancio Filho, Sergio de Traglia; https://lattes.cnpq.br/4641435644243916; https://lattes.cnpq.br/0933095081175012; https://lattes.cnpq.br/9231627080617037; https://lattes.cnpq.br/9656544805116765; https://lattes.cnpq.br/7609614295379921
Additive manufacturing (AM) of high-strength aluminum alloys faces challenges due to their high reflectivity, high thermal conductivity, poor powder flowability, and susceptibility to solidification cracking during laser powder bed fusion (L-PBF). These issues hinder stable powder spreading, full densification, and microstructural control, thus limiting their industrial applicability. In this context, the objective of this work was to investigate the surface functionalization of gas-atomized AA2017 powder – an aircraft Al-Cu-Mg alloy from the 2xxx series (EN AW-2017, AlCu4MgSi) – as a viable strategy to improve flowability, laser absorption, and solidification behavior during L-PBF processing. Two approaches were explored: chemical etching using acidic (HNO3) and basic (NaOH) solutions, and the addition of TiC particles with different sizes and concentrations. Chemical etching treatments improved powder flowability and laser energy absorption but promoted the formation of oxide layers on powder surface, which increased oxidation-related porosity in the as-built samples. Conversely, the addition of TiC effectively modified the alloy solidification, promoting strong microstructural refinement and a columnar-to-equiaxed transition, along with the formation of coherent Al3Ti particles, resulting in dense and crack-free samples. A key and novel outcome of this work is that fine micrometer-sized TiC particles (<4 μm) outperformed nanoparticles in enhancing the microstructure and mechanical properties of the AA2017 alloy. Although nanoparticles can theoretically provide greater grain refinement and strengthening, their strong tendency to agglomerate limited their efficiency. Therefore, the addition of fine micrometer-sized TiC particles proved to be a practical and efficient route to improve the processability of high-strength aluminum alloys by L-PBF, while also being safer to handle than nanoparticles. Additionally, to the best of the author's knowledge, this work provides important and new insights into the mechanisms governing grain refinement, strengthening, and discontinuous yielding behavior in TiC-modified 2xxx series aluminum alloys in L-PBF for the first time in the literature.
Coleções entomológicas como ferramenta pedagógica na transformação das representações sociais sobre a diversidade dos insetos
(Universidade Federal de São Carlos, 2026-01-23) Oliveira, Rubens Coutinho Soares; Dias, Angélica Maria Penteado Martins; https://lattes.cnpq.br/8637344058859147; https://orcid.org/0000-0002-8371-5591; https://lattes.cnpq.br/4898340644268325; https://orcid.org/0009-0002-9761-2275
This study investigated the contributions of building entomological collections as an active pedagogical strategy for transforming the negative social representations of elementary school students about insects. The qualitative-quantitative research was conducted with 23 seventh-grade students from a public school in São Carlos, São Paulo, using pre- and post-intervention questionnaires to map changes in affective, conceptual, and taxonomic dimensions.Based on Moscovici's Theory of Social Representations and Abric's structural approach, as well as Costa Neto's Ethnoentomology and Paulo Freire's pedagogy of autonomy, the study initially diagnose da strong “Entomoprojective Ambivalence,” where feelings of disgust and fear predominated, associated with a negative utilitarian view and taxonomic errors. The results obtained after the collection assembly workshop revealed a significant reversal in the affective polarity of the class: the feeling of “Disgust” was drastically reduced, giving way to “Curiosity,”which became the dominant feeling, although “Fear” remained stable, suggesting the resistance of the central core of the representation. In the cognitive sphere, a qualitative leap was observed in the morphological accuracy of the drawings and a 76.32% reduction in taxonomic identification errors,indicating the overcoming of the “insect” ethnocategory. Furthermore, there was a transition in functional perception, which shifted from the notion of “harmfulness/uselessness” to an “Ecological Systemic” understanding. It can be concluded that the direct and technical manipulation of specimens acted as an effective mediating device in the flexibilization of the peripheral system ofsocial representations, allowing students to transition from naive curiosityto epistemological curiosity, reconfiguring their relationship with biodiversity from one of extermination to one of scientific investigation and respect.