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Políticas de transferência de renda para pessoas idosas : Uma análise atual do Benefício de Prestação Continuada no Brasil
(Universidade Federal de São Carlos, 2026-02-03) Paz, Victor Matheus Queiroz de; Itria, Alexander; https://lattes.cnpq.br/7278290457268315; https://orcid.org/0000-0001-7500-0230; https://lattes.cnpq.br/1611745238418612; https://orcid.org/0000-0002-4204-9836; Vasilceac, Fernando Augusto; Siqueira, Maria Eliane Catunda de; Itria, Alexander; https://lattes.cnpq.br/1444276524201835; https://lattes.cnpq.br/7278290457268315; https://lattes.cnpq.br/1220838672192063; https://orcid.org/0000-0001-7500-0230; https://orcid.org/0000-0003-3520-5519; https://orcid.org/0000-0002-6940-6194
This study examines the extent to which Brazil’s Benefício de Prestação Continuada (BPC) has promoted economic security and social equity for vulnerable older adults, in the context of structural inequalities and fiscal constraints. A qualitative, exploratory approach was adopted, grounded in an integrative literature review and the analysis of secondary data from official sources, normative documents, and international reports. The findings indicate that the BPC consistently performs a non-contributory protective role by guaranteeing a minimum income and reducing immediate exposure to material deprivation, particularly among older adults whose work histories are marked by informality and low contributory density. However, the programme’s contribution to social equity is not automatic: the effective realization of this right depends on implementation dynamics, within which barriers to access and benefit continuity persist and tend to intensify with advancing age and vulnerability. Judicialisation emerges as a structural component of the benefit’s operation, functioning as a recurring channel for contesting administrative denials and disputing eligibility criteria and evidentiary standards, thereby contributing to unequal realization of the right. In addition, fiscal and administrative constraints—such as backlogs, fluctuations in operational capacity, and control routines—produce delays and uncertainty, potentially increasing indirect costs and litigation. It is concluded that the BPC strengthens economic security, but its capacity to promote equity depends on governance arrangements, state capacity, and the reduction of institutional frictions.
Limites e possibilidades das ações formativas a partir da educação CTSA no caso do cursinho pré-vestibular popular da UFSCar
(Universidade Federal de São Carlos, 2026-02-03) Nascimento, Edson Ricardo Nunes; Lopes, Nataly Carvalho; https://lattes.cnpq.br/0285391776145231; https://orcid.org/0000-0002-5113-8398; https://lattes.cnpq.br/7163639835151778; https://orcid.org/0009-0001-5128-1784; Silva, Douglas Verrangia Corrêa da; Santos, Paulo Gabriel Franco dos; https://lattes.cnpq.br/7699024298055259; https://lattes.cnpq.br/3018822051255778; https://orcid.org/0000-0002-1943-4760; https://orcid.org/0000-0002-8151-5334
This research aims to investigate how the articulation between Science, Technology, Society, and Environment (STSE) education and Socio-scientific Issues (SSI) can be participatorily constructed with teachers at a popular university prep course, analyzing the potentialities and limits of this integration in the context of UFSCar's Popular University Prep Course (UFSCurso). Drawing on formative processes developed with scholarship teachers enrolled in undergraduate and teacher education programs at UFSCar, and grounded in the principles of participatory action research, we sought to promote pedagogical practices that articulated university entrance exam preparation with students' critical formation. The investigation involved seven formative sessions, focal interviews, and analysis of lesson plans produced by the scholarship teachers. The results reveal significant advances in the teachers' conceptual appropriation of STSE/SSI frameworks, particularly in recognizing the non-neutrality of science and in contextualizing content through local socio-scientific themes. However, structural limitations persist, related to the pressure of the university entrance exam, administrative task overload, and the difficulty of fully materializing the more advanced stages of STSE education — particularly the preparation for sociopolitical action. The research demonstrated that popular prep courses constitute privileged contexts for critical science education, revealing a significant gap in the field of STS studies within non-formal spaces of popular education.
Termocronologia por traços de fissão em monazita aplicada no Domínio Ceará Central, Brasil
(Universidade Federal de São Carlos, 2026-02-03) Pereira, Vinicius de Queirós; Dias, Airton Natanael Coelho; https://lattes.cnpq.br/7070166380084691; https://lattes.cnpq.br/8855947965166625; Oliveira, Sandro Guedes; Soares, Cleber José; https://lattes.cnpq.br/5699746686380656; https://lattes.cnpq.br/5203420446734237
Fission Track Thermochronology (FT) constitutes one of the principal geochronological tools for reconstructing the low-temperature thermal history of rocks, being crucial for understanding geotectonic evolution and the surface dynamics of relief. Based on the counting of microscopic tracks produced by the spontaneous fission of ²³⁸U, this technique records geological events associated with low thermal regimes with high sensitivity. In this context, monazite emerges as a particularly promising thermochronometer for ultralow-temperature ranges (25–45 °C), with the capacity to record subtle processes such as shallow exhumation and recent erosion. Despite its widespread occurrence and high uranium content, the application of FT in monazite remained limited for decades by methodological constraints, mainly due to the dependence on equations requiring the use of nuclear reactors. In this work, Monazite Fission Track Thermochronology (MFT) was implemented in an exploratory manner within the TRACKs Group based on an internal laboratory calibration equation combined with a chemical etching protocol described in the specialized literature. Analyses performed on international reference samples from Japan and Australia yielded ages consistent with previously published data, demonstrating the robustness and analytical feasibility of the adopted protocol. In addition, a chemical etching curve was constructed relating surface track density and confined track length to etching time. The revelation of tracks during chemical etching proved congruent with previously reported results, while small observed variations may be associated with the degree of accumulated radiogenic damage. These results highlight the superiority of the step-etch approach compared to the use of fixed chemical etching times. The application of MFT to Brazilian samples from the Central Ceará Domain resulted in ages ranging from 2.10 ± 0.25 to 12.15 ± 1.40 Ma, associated with ultralow-temperature conditions. This interval points to a cooling episode subsequent to the youngest magmatic events in the region, active since the Miocene. Thermal modeling corroborates these results, indicating progressive cooling until the Pleistocene, followed by a period of thermal stability. Taken together, the data reinforce the potential of MFT as an innovative and robust tool for investigations into the recent thermal evolution of the continental crust.
Experiências (de um) docente no ensino de língua inglesa como língua adicional: uma cartografia do aprender surdo
(Universidade Federal de São Carlos, 2026-02-03) Palaoro Junior, Olavo; Martins, Vanessa Regina de Oliveira; https://lattes.cnpq.br/4768682330164550; https://orcid.org/0000-0003-3170-293X; https://lattes.cnpq.br/2845746767989064; https://orcid.org/0009-0004-5928-7437; Santos, Lara Ferreira dos; Gesser, Audrei; Martins, Vanessa Regina de Oliveira; https://lattes.cnpq.br/7312070448044165; https://lattes.cnpq.br/4046008007020441; https://lattes.cnpq.br/4768682330164550; https://orcid.org/0000-0003-3170-293X
This study investigates the teaching of English as an additional language to deaf students in a municipal public school with a bilingual approach, focusing on these students' perceptions of the educational encounters that constitute their learning. The research starts from the understanding that language teaching for deaf students requires the recognition of a unique experiential matrix, constituted by Libras (Brazilian Sign Language) as the structuring language of deaf subjectivity. From this perspective, English is not understood as a third language but as an additional language, learned in contrast to Libras and traversed by linguistic, cultural, cognitive, and affective dimensions specific to deaf learning. The general objective of this research is to analyze the perceptions of deaf students regarding the educational process and the encounters that constitute their learning of English as an additional language, understood as an experience of invention and production of meaning in contrast to Libras (Brazilian Sign Language). Specific objectives include discussing the philosophical concepts of matrix language and additional language in English language teaching for the deaf students, in light of the Philosophies of Difference, problematizing ways of thinking about language as experience and not as representation; analyzing, based on existing research and productions, the dilemmas, advances, and conceptions that permeate English language teaching for deaf students, highlighting the tensions, challenges, and possibilities present in bilingual educational contexts, towards a multilingual and multimodal perspective; and promoting a cartography of the processes of subjectivation that are outlined in the perceptions of deaf students regarding the encounters experienced in learning English as an additional language, considering the conceptions of bilingualism and multilingualism as a theoretical basis for understanding such experiences.. The research is grounded in the philosophy of difference, especially the thoughts of Michel Foucault, Gilles Deleuze, and Félix Guattari, mobilizing the concepts of matrix of experience, matrix language, additional language, bilingualism, and multilingualism. The methodology adopted is cartography, understood as a method of data production that follows processes in motion and is constructed in the interstices of encounters. The empirical material consists of interviews with deaf students and the educational interpreter, as well as scenes from daily school life, analyzed through the mapping of molar, molecular, and escape lines. The analysis shows that learning English, when traversed by the centrality of Libras (Brazilian Sign Language) and by pedagogical practices sensitive to visual-gestural experience, displaces hegemonic models of language teaching and reveals the power of a multilingual, multimodal, and translinguistic perspective. By giving visibility to the perceptions of deaf students, the research contributes to rethinking the teaching of English as an additional language in bilingual contexts, affirming Libras (Brazilian Sign Language) as the primary language and learning as an ethical, political, and inventive process.
Perspectiva semiótica na autobiografia: o que é isso, companheiro?
(Universidade Federal de São Carlos, 2026-02-03) Mathias, Rafaela Reino; Barros, Mariana Luz Pesso de; http://lattes.cnpq.br/4830505244404566; https://orcid.org/0000-0002-1662-2125; http://lattes.cnpq.br/6207765511418425; https://orcid.org/0009-0009-0224-2605; Fulaneti, Oriana de Nadai; Lemos, Carolina Lindenberg; http://lattes.cnpq.br/8254486029233226; http://lattes.cnpq.br/3531642132627234; https://orcid.org/0000-0002-0798-3615; https://orcid.org/0000-0003-0114-2548
This study examines the relationship between Brazilian literature and the military regime, considering literature as a key source for understanding the censored history of the dictatorship. It analyzes O que é isso, companheiro? (1996), by Fernando Gabeira, through the lens of discursive semiotics, focusing on syntactic and semantic-discursive levels to identify meaning effects. The research also draws on tensive grammar, as proposed by Jacques Fontanille and Claude Zilberberg (2001), to explore the notions of field of presence and event in autobiographical discourse.Based on Mariana Luz Pessoa de Barros (2016), particularly the concepts of the memory of the past event and the event memory, the study finds that Gabeira’s narrative primarily reconstructs lived experiences from a distanced perspective, characteristic of the memory of the past event. However, it also incorporates elements of the event memory, creating a degree of sensorial engagement that brings the reader closer to the narrated experience. The results indicate that the work articulates both documentary and experiential dimensions, functioning not only as a historical record but also as a narrative that produces effects of presence and meaning in the social sphere.