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Entre telas e lacunas: competências digitais entre os alunos da Educação de Jovens e Adultos
(Universidade Federal de São Carlos, 2026-01-30) Silva, Natália da Rocha da; Kerbauy, Maria Teresa Miceli; https://lattes.cnpq.br/4762029784021248; https://orcid.org/0000-0002-0622-1512; https://lattes.cnpq.br/7702854893608191; https://orcid.org/0009-0002-4033-4227; Kerbauy, Maria Teresa Miceli.; Furnival, Ariadne Chloe Mary.; Santos, Vanessa Matos dos.; https://lattes.cnpq.br/4762029784021248; https://lattes.cnpq.br/1291482506649810; https://lattes.cnpq.br/2601633916210576; https://orcid.org/0000-0002-0622-1512; https://orcid.org/0000-0002-2344-4400; https://orcid.org/0000-0003-1041-367X
This study investigates the development of digital competencies among students enrolled in Youth and Adult Education (Educação de Jovens e Adultos – EJA), focusing on individuals who did not complete elementary education during their regular school trajectory. The research is grounded in the understanding that the intensification of digitalization in contemporary society has increased the demand for competencies related to the use of Information and Communication Digital Technologies (ICDTs), thereby deepening inequalities historically associated with low levels of schooling and socioeconomic vulnerability. This is an applied field study with a descriptive design and a quantitative approach, conducted through a data survey. A total of 110 printed questionnaires with closed ended questions were administered to students from two public municipal schools located in the cities of Araraquara and São Carlos, São Paulo, Brazil. The analysis is informed by the Science, Technology and Society (STS) field, articulating the concepts of digital competence, digital exclusion, and Youth and Adult Education. The findings indicate that although internet access is widespread among participants, the development of digital competencies remains limited and uneven. The results highlight the centrality of smartphones as the main device used to access the internet, as well as the predominance of practices related to social media use and video consumption. In contrast, there is limited use of digital tools associated with information production, organization, work-related activities, and citizenship. Significant difficulties in the digital learning process were also identified, linked to both structural and educational factors, such as low educational attainment, limited income, lack of formative mediation, insecurity in dealing with technological changes, and fear of making mistakes or falling victim to digital fraud. Despite these barriers, most participants expressed a strong interest in learning more about digital technologies, indicating that digital exclusion in this context is not the result of a lack of motivation, but rather of insufficient access to continuous and contextualized learning opportunities. It is concluded that digital exclusion goes beyond the issue of access, encompassing limitations in the autonomous, critical, and meaningful use of digital technologies. The findings reinforce the need for integrated public policies that take into account the specificities of Youth and Adult Education, combining access, training, pedagogical mediation, and material conditions in order to promote socially situated digital inclusion.
Efeito do nanomaterial de óxido de grafeno (GO) de interesse da indústria petrolífera: in vitro e in vivo
(Universidade Federal de São Carlos, 2026-01-30) Albuquerque, Yulli Roxenne; Anibal, Fernanda de Freitas; https://lattes.cnpq.br/4918261968772806; https://lattes.cnpq.br/7896826463889321; https://orcid.org/0000-0001-8501-4695; Cunha, Anderson Ferreira da; Mansur, Maria Teresa Marques Novo; Canduri, Fernanda; Medeiros, Alexandra Ivo de; Anibal, Fernanda de Freitas; https://lattes.cnpq.br/0329741640375661; https://lattes.cnpq.br/1198926223396748; https://lattes.cnpq.br/5918350258599906; https://lattes.cnpq.br/8756770929017974; https://lattes.cnpq.br/4918261968772806
Graphene oxide (GO) is a two-dimensional nanomaterial derived from graphite, functionalized with oxygen-containing groups that confer hydrophilic properties and surface reactivity, enabling a wide range of industrial applications. However, expanding its use requires a better understanding of its biological effects and potential health risks. This study aimed to evaluate the nanotoxicity of GO developed for enhanced oil recovery, considering its physicochemical properties and biological responses in experimental models. GO was characterized by Fourier-transform infrared spectroscopy, thermogravimetric analysis, dynamic light scattering, zeta potential, and scanning electron microscopy. The results confirmed the presence of characteristic oxygen-containing functional groups and demonstrated dispersion medium-dependent behavior, with greater colloidal stability in ultrapure water than in saline solution (0.9%) or DMEM, and mean equivalent circular diameters of 11.37 μm in water and 11.78 μm in DMEM. In vitro, HepG2 cells exposed to GO (100-500 μg/mL) showed a transient increase in mitochondrial metabolic activity, suggesting adaptive cellular responses. In vivo, BALB/c mice were exposed via intraperitoneal administration at doses ranging from 5 to 50 mg/kg. Transient reductions in food and water intake and body weight were observed, accompanied by changes in the leukocyte profile. These changes included increased neutrophils and decreased total leukocytes, mononuclear cells, and eosinophils in peritoneal cavity lavage, as well as elevated neutrophil counts in bronchoalveolar lavage. Among the cytokines evaluated (IL-6, IFN-γ, and TNF), only IL-6 showed a significant reduction in peritoneal cavity lavage. An increase in relative liver weight associated with GO accumulation, elevated serum aspartate aminotransferase levels, and histopathological alterations in the liver, spleen, and lungs characterized by inflammatory infiltrates were also observed. These findings suggest that GO may induce mild local inflammatory responses and dose-dependent hepatic accumulation, highlighting the importance of further studies with prolonged exposure to assess potential adverse effects over time and to investigate the reversibility of the observed biological responses.
O corpo da professora pedagoga na relação com as crianças pequenas: do chão da creche aos documentos oficiais
(Universidade Federal de São Carlos, 2026-01-30) Machado, Monize Laís Fernandes; Lombardi, Lucia Maria Salgado dos Santos; https://lattes.cnpq.br/5697508831302188; https://orcid.org/0000-0001-6978-864X; https://lattes.cnpq.br/2941790773941991; https://orcid.org/0009-0005-0228-2018; Souza, Ana Paula Abrahamian de; Moretti, Andrezza Campos; Liza, Adriana Vilchez Magrini; https://lattes.cnpq.br/5944309643014109; https://lattes.cnpq.br/6161329976279725; https://lattes.cnpq.br/1755731404074464; https://orcid.org/0000-0002-4321-3458; https://orcid.org/0000-0001-6004-3246; https://orcid.org/0000-0003-4554-1428
This research aims to understand the body of the pedagogical teacher in relation to young children in the nursery, with the research question being "How do teacher's body affect young children and the educational processes with them?". To seek answers, the study reflected on aspects of the teacher's body integrated into the educational environment and the play of and with children, and carried out an analysis of the presence or absence of the body in official documents, namely: LDB Law No. 9,394 of 12/20/1996, General National Curriculum Guidelines for Basic Education of 2013, National Curriculum Guidelines for Early Childhood Education of 2010, National Curriculum Guidelines for the Undergraduate Course in Pedagogy of 2006 and the National Common Curriculum Base of 2017. The research adopts a qualitative approach, bibliographical nature, constituting a State of Knowledge review, documentary, focusing on the analysis of normative/legal documents, and with an (auto)biographical perspective. It dialogues with interdisciplinary studies of the body, especially with the Corpomedia theory, seeking to produce situated and implicated understandings about the complexity of teacher's body in the daycare center and its relationships with young children. The results pointed out to the importance of teacher's body in pedagogical practices and to the need to value the bodies of teachers and young children, understanding that the conception of body reverberates in pedagogical proposals and in the planning of educational time and space. The literature studied reveals a gap in body awareness training, still lacking greater space in teacher training curricula. Among the legal documents analyzed, the document governing the degree in Pedagogy indirectly provided guidance on work described as practical. In the documents governing work in daycare centers, it was possible to observe how work with child's body is guided, however, there is little mention and few direct guidelines for who will propose the guidelines: the teacher.