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Incorporação fotocatalítica de CO2 em moléculas orgânicas
(Universidade Federal de São Carlos, 2026-02-06)
Vega, Kimberly Benedetti
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Paixão, Márcio Weber
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https://lattes.cnpq.br/3773908504964104
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https://orcid.org/0000-0002-0421-2831
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https://lattes.cnpq.br/8451979701278048
Photocatalytic incorporation of CO2 into organic molecules. The fixation of carbon dioxide (CO2) into organic molecules represents a powerful approach to valorize this abundant, renewable, and non-toxic C1 carbon source, while simultaneously enabling access to highly functionalized compounds of synthetic and industrial relevance. In recent years, visible-light photocatalysis has emerged as a sustainable tool to achieve CO2 fixation under mild conditions, thereby expanding the chemical space accessible from simple building blocks. A particularly versatile approach relies on the Reductive Radical–Polar Crossover (RRPCO) mechanism, in which a radical intermediate generated under photocatalytic conditions is converted into a nucleophilic species during the photocatalyst turnover step, which can be intercepted by electrophiles such as CO2. This mechanistic pathway enables the selective formation of C–C bonds with high functional-group tolerance in a single operational step. This work describes three distinct strategies based on the RRPCO mechanism for the incorporation of CO2 into organic molecules, providing access to carboxylic acid derivatives. Chapter I: Visible-Light-Induced multicomponent difunctionalization of styrenes using CO2 and radical precursors. This chapter covers two complementary methodologies for the simultaneous installation of two distinct functionalities on styrene derivatives. In the first approach, sodium sulfinates and CO2 are used as coupling partners to access β-sulfonylated carboxylic acids in good yields and with broad functional group tolerance. Catalyst choice proved crucial: Ru(bpy)3 was optimal for electron-poor styrenes, whereas 4CzIPN performed better with less electron-deficient substrates. Exploiting the sulfone group as a leaving group, a one-pot carboxy-sulfonylation-elimination sequence enabled the α-carboxylation of styrenes to yield α-aryl-acrylates. The second approach is a redox-neutral β-amidation–α-carboxylation protocol using styrenes, CO2, and 1,4-carbamoyl-dihydropyridines under photocatalysis with 4CzIPN. This mild, operationally simple method tolerates diverse functional groups, allows late-stage functionalization of complex molecules, and incorporates both sterically hindered and amino acid–derived carbamoyl radicals, granting access to succinamic acids. Chapter II: Synthesis of α-amino acids by ConPET-mediated CO2 fixation into amides. This strategy enables the selective functionalization of α-C(sp3)–H bonds adjacent to the nitrogen atom in amides through the synergistic combination of Hydrogen Atom Transfer (HAT), consecutive Photoinduced Electron Transfer (ConPET), and RRPCO. CO2 and deuterium were incorporated at the α-position to the amide nitrogen, affording α-amino acids and α-deuterated amides in moderate to high yields. Mechanistic studies revealed that both 3DPAFIPN and its in situ photodegradation products generate highly reactive α-amino carbânions under exceptionally mild conditions, providing insights for future catalyst design and expanding photocatalyst activation concepts. Isotope labeling: In addition, the three developed protocols proved to be versatile tools for the synthesis of isotopically labeled products by enabling the incorporation of 13CO2 into styrenes and amides, resulting in the formation of α-aryl acrylates, succinamic acids, and α-amino acids. These results highlight the potential of RRPCO-based strategies for mechanistic studies as well as for applications in tracer studies, metabolic investigations, and pharmaceutical development.
Governança de tecnologia da informação: usos e incentivos aos softwares livres, proprietários e serviços em nuvem em autarquias federais
(Universidade Federal de São Carlos, 2026-02-06)
Nascimento, Edvaldo Ferreira do
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Martínez, Marta Pagán
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https://lattes.cnpq.br/7522593438014023
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https://orcid.org/0000-0001-7363-2939
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https://lattes.cnpq.br/8476313670502350
Information technology (IT), whether in a public or private company or educational institution, plays a fundamental role in ensuring that the institutional development plan is fulfilled according to the established goals. In this context, IT governance is essential to guarantee the security, efficiency, and strategic alignment of technology use in public institutions, such as Federal Institutes, Federal Centers for Technological Education (CEFETs), and Colégio Pedro II. When choosing technology, it is necessary to consider issues such as functionality, cost, interoperability, and compatibility with information security policies. Furthermore, the choice between free software, proprietary software, or cloud services should be based on technical and financial criteria, as well as ethical and social aspects related to science, technology, and society (STS), such as privacy, transparency, digital inclusion, and technological autonomy. In this way, IT governance can contribute to a more responsible and conscious management of technologies. The objective was to understand the technology governance adopted in information technology investments in institutions of the Federal Network of Professional, Scientific and Technological Education, verifying the reasons that lead to the choice of free, proprietary solutions or cloud services, comparing them with the practices of the Ministry of Education (MEC). The aim was to achieve better strategic alignment, efficiency, and user satisfaction with IT services, adding value to the institution and improving the services provided to society. To this end, a literature review and exploratory-descriptive field research were conducted, with a qualitative-quantitative approach, using a questionnaire applied to information and communication technology (ICT) managers. The analysis combined quantitative techniques (descriptive statistics), qualitative techniques (thematic content analysis), and triangulation with official documents and literature. A total of 29 institutions responded (28 from the Federal Network of Professional, Scientific and Technological Education (EPCT) and the MEC, representing 69% of the researched universe). Strong strategic alignment was observed, with the use of guiding documents such as the Information and Communication Technology Master Plan (PDTIC) and the Institutional Development Plan (PDI), as well as national guidelines, in addition to the presence of committees and the use of instruments such as preliminary technical studies (ETP), return on investment (ROI), and total cost of ownership (TCO). However, budgetary and personnel limitations, a cultural influence favorable to proprietary software, and the absence of specific policies for the three technological models verified were identified. The analyses show that technological choices are shaped by coercive pressures (laws, decrees, guidelines, and budgetary constraints), normative pressures (non-mandatory standards, professionalization, and adoption of frameworks, especially the ICT governance guide of the Information Technology Resources Management System (SISP)), and mimetic pressures (replication of solutions such as the Unified Public Administration System (SUAP)). It is concluded that IT governance in the EPCT Network is marked by institutional advances, but, due to the public context, it is dependent on external factors and socio-political constraints. The results achieved may contribute to expanding knowledge about the application of IT governance practices and technological choices in these and other related institutions, thus improving the services provided to the population.
Desenvolvimento de nanofibras de Pectina/HPC/PEO e Gelatina/HPC/PEO pela técnica de eletrofiação para liberação controlada de nitrogênio
(Universidade Federal de São Carlos, 2026-02-06)
Godoi, Ian Raffaello Gallo
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Ribeiro, Tatiana Santana
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https://lattes.cnpq.br/7952918513827867
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https://lattes.cnpq.br/6134659494518416
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Campos, Adriana
The excessive use of nitrogen fertilizers, such as urea, presents significant challenges, including contamination of water bodies and volatilization, which reduces its agronomic efficiency. In this context, the development of controlled-release systems emerges as a promising alternative to optimize nitrogen availability and minimize environmental losses. The present study aimed to develop and characterize polymeric nanofibers based on pectin/HPC/PEO and gelatin/HPC/PEO incorporated with urea, targeting their application in controlled nutrient release systems. The selection of pectin and gelatin as polymeric matrices was based on their potential for the development of sustainable systems, aligned with the principles of the circular economy, through the use of biodegradable compounds derived from industrial by-products. The nanofibers were produced by electrospinning, using optimized polymer solutions to ensure process stability and the formation of continuous fibers. Morphological characterization by scanning electron microscopy (SEM) revealed that the addition of urea enabled the formation of a well-defined network of continuous nanofibers with diameters on the nanometric scale, ranging from 225 nm to 1,039 nm for pectin fibers, and between 209 and 440 nm for gelatin fibers. FTIR and EDS analyses confirmed the incorporation of urea and the existence of chemical interactions between the fertilizer and the polymer matrices. Thermal stability was investigated by TGA and DTG, indicating that the addition of urea reduced the Tonset of the matrices by 2.2 °C for pectin and 3.3 °C for gelatin, evidencing a plasticizing effect. However, the incorporation raised the degradation temperature of the urea to levels above 200 °C, compared to 130 °C for free urea. Controlled release assays in aqueous medium, monitored by UV-Vis spectroscopy, demonstrated that the nanostructured systems promoted the gradual release of the nutrient. The pectin matrix showed a more pronounced initial release, reaching 68% in the first hours, while the gelatin fibers exhibited a more sustained profile, releasing 43% in the same period. Thus, the developed materials demonstrated potential for application as controlled-release fertilizer systems, contributing to a more efficient use of nutrients in agriculture.
Adsorção de anti-hipertensivos do meio aquoso por biocarvões preparados de resíduos vegetais após estudos de predição e priorização de fármacos
(Universidade Federal de São Carlos, 2026-02-06)
Ramos, Jonatas Luiz
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Carrilho, Elma Neide Vasconcelos Martins
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https://lattes.cnpq.br/5147872007117167
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https://lattes.cnpq.br/3267481330894295
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Gonzalez, Mario Henrique
Pharmaceutical compounds have been widely detected as emerging contaminants (EC) in aquatic environments, standing out for their persistence, low biodegradability, and potential risks to health and ecosystems, even at low concentrations. Approximately 80% of global wastewater does not receive adequate treatment, contributing to the continuous release of these compounds, since part of the administered doses is excreted unchanged or as active metabolites. Among alternative technologies, biosorption has stood out for its efficiency, low cost, and sustainability. In this context, the present work proposed a systematic step for predicting and prioritizing pharmaceuticals, based on the integration of criteria of environmental occurrence, toxicity, and consumption data, to identify and select compounds of greater environmental relevance in the state of São Paulo. From this process, the antihypertensive drugs methyldopa (MDP) and doxazosin (DOX) were selected. For their removal, carbonaceous biosorbents, CL and BC, were developed from yeast residues and cork powder, respectively, which were modified with magnetic nanoparticles (NP), resulting in the magnetic bionanocomposites CL-NP and BC-NP. The materials obtained were characterized by FTIR, XRD, SEM, and determination of the pH at the point of zero charge (pHPZC). Batch adsorption tests evaluated the effects of solution pH, contact time, biosorbent dosage, and sorption capacity. The results indicated that sorption was favorable across the entire pH range investigated (6-10), and that a dosage of 0.5 g L–1 showed the best performance in the tests. Equilibrium was reached in approximately 30 minutes, with a better fit to the pseudo-second-order kinetic model, suggesting a process predominantly controlled by chemisorption. Sorption capacities ranged from 7.48 to 38.76 mg g–1, and equilibrium data indicated the presence of heterogeneous surfaces. Therefore, the developed biosorbents demonstrated high potential in removing the prioritized pharmaceuticals, highlighting the importance of the prediction and prioritization step, and reinforcing the viability of using agro-industrial waste as an efficient, accessible, and environmentally sound strategy for treating contaminated water.
Promoção da qualidade de vida na fibromialgia por meio do exercício físico: perspectivas biopsicossociais e contribuições metodológicas
(Universidade Federal de São Carlos, 2026-02-06)
Pontes-Silva, André
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Avila, Mariana Arias
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https://lattes.cnpq.br/5905617922199364
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https://orcid.org/0000-0002-5081-5326
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https://lattes.cnpq.br/3835052088266167
Introduction: Fibromyalgia is a chronic, multifactorial musculoskeletal condition of high clinical complexity, characterized by widespread pain, fatigue, sleep disturbances, mood alterations, and substantial functional impairment. Although physical exercise is widely recommended as a nonpharmacological intervention, important gaps remain regarding optimal prescription parameters, comparisons between training intensities, the validity and specificity of diagnostic instruments, the integration of the biopsychosocial model, and factors associated with adherence to nonpharmacological treatment. Objectives: This thesis aimed to: (1) compare fibromyalgia symptoms with those of other chronic musculoskeletal pain conditions using instruments proposed by the American College of Rheumatology; (2) compare the effects of 24 sessions of resistance training with progressive versus constant intensity and walking on fibromyalgia impact and secondary clinical outcomes; (3) investigate biopsychosocial variables associated with social support, self-care, and fibromyalgia knowledge; and (4) examine clinical, sociodemographic, and social variables associated with exercise adherence in women with fibromyalgia. Methods: Four studies were conducted: one randomized controlled clinical trial, two cross-sectional studies, and one cohort study. Participants were adults diagnosed with fibromyalgia according to the 2016 criteria, predominantly physically inactive women. The interventions included resistance training with progressive intensity, resistance training with constant intensity, and moderate-intensity walking. Self-reported outcomes were assessed, including fibromyalgia impact, sleep quality, anxiety, depression, pain, perceived improvement, and treatment adherence. Pain mechanisms were evaluated through temporal summation, conditioned pain modulation, and cutaneous sensory thresholds. Musculoskeletal performance was assessed using isokinetic dynamometry and handgrip strength, in addition to walking ability. Statistical analyses included mixed linear models based on the intention-to-treat principle, logistic regression analyses, analyses of variance, and effect size calculations. Results: The instruments used to assess symptoms adequately discriminated individuals with fibromyalgia from those with other chronic musculoskeletal pain conditions and should not be applied outside this specific context. Twenty-four sessions of resistance training with progressive intensity did not result in greater reductions in fibromyalgia impact compared with constant-intensity resistance training or walking. All exercise modalities produced significant improvements across multiple clinical and physiological outcomes; however, these changes did not reach minimal clinically important differences. Resistance training with progressive intensity led to significant improvements in musculoskeletal performance, particularly in knee extension strength. Exercise adherence was low after three months without supervised intervention. Social support emerged as the primary protective factor for physical activity adherence. Social variables explained meaningful proportions of the variance in social support, self-care, and fibromyalgia knowledge scores. Conclusion: Physical exercise, regardless of modality or intensity progression strategy, provides clinical and physiological benefits for individuals with fibromyalgia; however, these benefits are insufficient to produce sustained, clinically meaningful changes. Different exercise modalities induce similar biological adaptations, highlighting the relevance of total workload and applied effort rather than specific training strategies. Treatment adherence remains a major challenge and is strongly associated with social factors, particularly social support. These findings underscore the need for an integrated biopsychosocial approach to the diagnosis, assessment, and nonpharmacological treatment of fibromyalgia.
Racismo e Saúde Mental de meninas negras em contexto escolar
(Universidade Federal de São Carlos, 2026-02-06)
Amaral, Raisa Carolina Carvalho do
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Mendonça, Viviane Melo de
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https://lattes.cnpq.br/4827331651090223
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Garcia, Marcos Roberto Vieira
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https://lattes.cnpq.br/3911188481669270
This dissertation presents an intervention-research conducted with Black girls from lower secondary and upper secondary education in public schools in the municipality of Sorocaba, São Paulo, Brazil, focusing on the relationship between racism and mental health in the school context. The study was funded by the Coordination for the Improvement of Higher Education Personnel (CAPES). The research emerges from the listening practices and life trajectory of a Black woman affected by structural racism, who understands listening and care as practices of resistance. The objective was to understand how racism affects the mental health of Black girls in the school environment, as well as to promote spaces for identity strengthening, active listening, and collective confrontation of racial violence. Cartography was adopted as the methodological approach, understood as a way of accompanying processes and subjective movements produced throughout the intervention. Conversation circles were conducted with Black girls aged 11 to 16, addressing themes related to race, gender, identity, and mental health. The results indicate that collective encounters fostered practices of care, support, and resistance, contributing to the emotional, social, and identity strengthening of the participants. The study highlights the importance of permanent and intersectional strategies that promote autonomy, a sense of belonging, and the confrontation of racism in everyday school life, contributing to the construction of an anti-racist education committed to the urgent realities of Black girls’ lives.
Competições Esportivas Escolares: uma proposta de democratização pela dialogicidade
(Universidade Federal de São Carlos, 2026-02-06)
Camargo Junior, Silvio do Carmo
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Souza Júnior, Osmar Moreira de
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https://lattes.cnpq.br/9176123942671062
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https://orcid.org/0000-0002-2915-5634
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https://lattes.cnpq.br/6421515091469038
Traditional models of sports competition, which often replicate the principles of high-performance sports in the school context, frequently result in exclusion and dissatisfaction, especially among students considered unfit within this model's paradigm. This research aims to analyze the educational processes emerging from a school competition proposal based on dialogicity. In developing this competition, we will incorporate elements inspired by the Callejera Methodology and Sport Education to enable greater student participation. The research was conducted with a 9th-grade class from a municipal school in São José dos Campos, which develops a bilingual Portuguese/Brazilian Sign Language (Libras) project for deaf students. The methodological approach adopted is qualitative, guided by action research, allowing for direct intervention and continuous adaptation of competition practices. The research context was a school competition with a 9th-grade class, in which the students themselves, collectively and dialogically with the teacher-researcher, participated in the planning and implementation. The data collection instruments were focus groups, participant observation, and field diaries. Data analysis was performed using coding categories, and for this research, two categories were organized: Limit Situations and Viable Novelties, and their respective subcategories: Banking Education, Dehumanization, Problematization, Dialogicity, Universal Ethics of the Human Being, and Awareness. In the first category, the influence of athletic performance on the observed oppressive attitudes was evident, as well as the limitations of banking education in the humanization processes stimulated by the methodologies that underpin this research. In the viable novelties category, the educational processes that emerged through this competition, based on dialogicity, were highlighted. The awareness and ethical processes provided by the Callejera Methodology were evident, as was the valorization of dialogue as a tool for problem-solving, the positive change in perception about sports competition, and the engagement in the experiences of bodily practices in physical education classes.
Variação espaço-temporal da qualidade do habitat e sua relação com a vulnerabilidade social na Região Metropolitana de Sorocaba-SP: uma análise a partir do modelo InVEST
(Universidade Federal de São Carlos, 2026-02-06)
Carrion, Mayara de Oliveira
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Martines, Marcos Roberto
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https://lattes.cnpq.br/5317839291904450
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https://lattes.cnpq.br/4187154428606903
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Fernandes, Erminio
Processes such as urbanization, industrialization, and the development of agricultural activities can affect the provision of ecosystem functions and services. Inserted in a context of intense and disordered changes in land use and land cover, the Sorocaba Metropolitan Region (SMR), in the state of São Paulo, faces challenges in balancing biodiversity conservation with human population needs. This research aimed to evaluate the spatio-temporal variation of the habitat ecosystem function in the SMR from 2016 to 2022, as well as its correlation with the São Paulo Social Vulnerability Index (IPVS). For habitat quality modeling, the InVEST software was used, integrating Remote Sensing and Geographic Information Systems (GIS) with qualitative research. For the social dimension, the IPVS (2022 Version) was utilized—a synthetic indicator that analyzes inequalities based on socio-economic and demographic dimensions at the census sector scale. Data integration was performed in a GIS environment, associating average habitat quality values with census sectors. Statistical results from Welch's ANOVA and the Games-Howell post-hoc test confirmed statistically significant differences in habitat quality between vulnerability extremes. The t-test results identified that high rural vulnerability sectors maintain higher average habitat quality than urban sectors of the same social class. The scenarios found in the SMR reinforce the need for territorial public policies that integrate biodiversity conservation with social equity.
Modelos skew-normal matriciais e skew-normal matriciais censurados: teoria, inferência e estimação via ECM
(Universidade Federal de São Carlos, 2026-02-06)
Correia, Átila Prates
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Diniz, Carlos Alberto Ribeiro
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https://lattes.cnpq.br/3277371897783194
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https://orcid.org/0000-0003-3464-1108
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https://lattes.cnpq.br/0993925004767517
This thesis develops a comprehensive framework for modeling asymmetric dependence structures in matrix-valued data using the Matrix-Variate Skew-Normal (MVSN) distribution and its censored extension. We establish key theoretical properties of these models, including their stochastic representations, moments, and identifiability conditions. Building on these foundations, we derive likelihood-based inference procedures and propose Expectation–Conditional Maximization (ECM) algorithms capable of handling both fully observed and interval-censored or partially missing matrix-valued observations. Simulation studies are conducted to assess parameter recovery, convergence behavior, and robustness of the proposed estimation methods under diverse scenarios. Finally, we demonstrate the practical usefulness of the models through applications to real datasets with complex censoring structures. The results show that the MVSN and censored MVSN models offer flexible and interpretable tools for analyzing multivariate and matrix-structured data exhibiting asymmetry, moderate tails, and incomplete information.
Os campos de experiência nas aulas de educação física na educação infantil: narrativas de um professor pesquisador
(Universidade Federal de São Carlos, 2026-02-07)
Assis, Luiz Henrique do Nascimento
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Godoi Jacomassi, Daniela
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https://lattes.cnpq.br/7699007812483790
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https://lattes.cnpq.br/8304860992796713
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https://orcid.org/0009-0004-4315-0030
This research emerged from the researcher's teaching trajectory and engaged with normative documents in the field, the Brazilian National Common Curriculum Base (BNCC, 2017), and studies that discuss space as a pedagogical element. Therefore, the objective of this research was to understand the process of developing and implementing a didactic unit, carried out in spaces "beyond the sports court," in Physical Education classes for students in Early Childhood Education, considering its articulation with the fields of experience foreseen in the BNCC (2017). Methodologically, a teacher-researcher's narrative was used as a qualitative approach, through classroom diaries produced after each intervention, video recordings, and systematic observations of daily school life. This study was developed in a Municipal Early Childhood Education School (E.M.E.I.) of the Municipal Education Network of Carapicuíba, located in the State of São Paulo. The target audience for the research was the Preschool II classes, with children aged 4 to 5 years and 11 months, comprising 40 children in the research group. The results showed that the use of spaces beyond the playground, such as the patio, lawn, corridors, and outdoor areas, expanded the pedagogical possibilities of Physical Education in Early Childhood Education. The children demonstrated high engagement, creativity, autonomy, and the ability to reinterpret environments, while developing motor, expressive, and socio-emotional skills foreseen in the BNCC (2017) Fields of Experience. The analyses also revealed that physical space, when understood as a pedagogical object, acts as a mediator of interactions, playful exploration, and the construction of meaning by children. The narrative writing of the teacher-researcher was configured as a central formative and analytical tool, allowing the identification of nuances in the educational process, daily challenges, and opportunities for pedagogical reinvention. Among the main challenges, the structural limitations of school spaces, the constant need for methodological adaptations, and the interferences resulting from sharing environments with other classes stood out. Even so, these challenges did not compromise the objectives of the proposal; on the contrary, they reinforced the importance of teacher intentionality and the valuing of childhood culture. It is concluded that pedagogical practice that extends "beyond the playground" promotes meaningful and contextualized bodily experiences, contributing to the integral development of children and to the strengthening of Physical Education in Early Childhood Education. The research points to the need for institutional investment in qualified environments, as well as for the development of new investigations that explore different scenarios, participatory methodologies, and the voice of the children themselves.
Percepção de alunos e do professor sobre a indisciplina nas aulas de educação física e possibilidades de ação
(Universidade Federal de São Carlos, 2026-02-07)
Custódio, Rafael Henrique
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Testa Junior, Ademir
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https://lattes.cnpq.br/0929013490436064
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https://orcid.org/0000-0002-0801-2482
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https://lattes.cnpq.br/2228329331502839
School indiscipline constitutes a complex and recurring phenomenon in the educational context, presenting direct impacts on pedagogical development, student engagement, and the teaching–learning process, including in Physical Education classes. Considering this issue, the present study aims to describe and correlate the subjective perceptions of students and the teacher regarding variables related to indiscipline in Physical Education classes, based on a problematizing pedagogical intervention, as well as to develop an experience notebook for teaching application. The research was characterized as a qualitative–quantitative investigation of a longitudinal nature, conducted with students from a 4th grade class of Elementary School in a municipal public school in Ibaté, São Paulo, Brazil. As data collection instruments, self-assessment questionnaires answered by students and by the teacher were used, as well as records in field diaries documenting observations throughout ten classes organized based on active methodologies and on student participation in the construction of evaluation criteria and in reflection on students’ behaviors and attitudes. The results showed progressive improvement in variables related to peer relationships, collectivity, care for materials, and learning, indicating greater involvement, cooperation, and self-regulation among students throughout the interventions. A convergence between the evaluations conducted by students and by the teacher was also observed, suggesting an expansion in students’ awareness regarding the elements addressed during the interventions. However, the variable related to parallel conversations showed a small effect, suggesting resistance possibly associated with school culture and with the social perception of Physical Education as a recreational space. Data analysis indicates that pedagogical strategies grounded in active methodologies and in self-assessment as a process of awareness contribute significantly to addressing indiscipline by promoting a sense of belonging and co-responsibility for the educational process. It is concluded that indiscipline should be understood as a multifactorial phenomenon and that participatory pedagogical interventions may favor behavioral changes and improvements in the learning environment, although they require continuity and articulation with the cultural and school context.
Estudo das ações docentes de Educação Física do ensino médio integrado ao técnico pós-BNCC de uma rede de ensino municipal da Grande São Paulo
(Universidade Federal de São Carlos, 2026-02-09)
Oliveira, Washington Rodrigo Neres da Silva
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Ramos, Glauco Nunes Souto
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https://lattes.cnpq.br/0134679842280022
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https://orcid.org/0000-0003-2644-2838
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https://lattes.cnpq.br/4654263911322835
The Brazilian educational system has undergone significant reforms, particularly with Law n.º 13,415/2017, which restructured the curricula of the New Upper Secondary Education and emphasized professional and technical training to the detriment of general basic education. Physical Education, integrated into the National Common Core Curriculum (BNCC), faces the challenge of maintaining its pedagogical relevance amid this shift toward technical and professional education. The way educators interpret and implement these legislative changes is essential for the development of Physical Education within Integrated Upper Secondary Education with Technical and Vocational Training programs, a distinctive stage of basic education, highlighting the importance of pedagogical practices that balance comprehensive and specialized education. Thus, the present study aims to analyze how Physical Education teachers at this educational stage have dealt with legislative changes that have impacted their pedagogical practices within the curricular component. The research adopts a qualitative approach, focusing on understanding the perceptions, experiences, and strategies of Physical Education teachers working at this distinctive stage in a municipal education network (an autonomous public foundation) located in the Greater São Paulo region. The data collection instruments included: (a) documentary analysis of the Teaching Work Plan used to guide teaching practice; (b) a questionnaire administered to the nine Physical Education teachers working in the educational network under study; and (c) field diaries containing transcribed records from a Mini Pedagogical Training Program organized by the teacher-researcher in collaboration with the participating teachers. The collected data were analyzed using content analysis techniques, allowing for thematic categorization into the following categories: 1: Understandings of the National Common Core Curriculum and its relationship with the Teaching Work Plan; 2: The described Teaching Work Plan and teaching practice reality; 3: Learning assessment and student engagement; and 4: School projects and the participation of Physical Education. The study analyzed the pedagogical practices of Physical Education teachers in Integrated Upper Secondary Education with Technical and Vocational Training in light of the changes resulting from the National Common Core Curriculum and the New Upper Secondary Education reform. The main findings reveal a scenario of curricular weakening of the component, marked by reduced instructional time, structural limitations, and difficulties in curricular integration, but also by teaching strategies of adaptation, resistance, and pedagogical reinvention. The importance of continuing professional development spaces and collaborative pedagogical resources—such as the educational booklet developed in this study—is also highlighted as essential for strengthening Physical Education from the perspective of comprehensive human development.
Desenvolvimento profissional docente: um estudo com professores da EJAI participantes do programa híbrido de mentoria da UFSCar
(Universidade Federal de São Carlos, 2026-02-09)
Carvalho, Brenda Karla Reis de
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Reali, Aline Maria de Medeiros Rodrigues
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https://lattes.cnpq.br/3250195451890332
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https://orcid.org/0000-0003-4915-8127
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https://lattes.cnpq.br/4712956217323882
This doctoral dissertation addresses the professional development of teachers in Youth and Adult Education (EJAI) who participated in the Hybrid Mentoring Program (PHM) at the Federal University of São Carlos - SP (UFSCar). The PHM aimed to promote the professional development of teachers at different career stages through the collaborative construction of knowledge, using mentoring as a formative strategy. The theoretical framework is based on topics such as teacher education; professional and teaching development, and the learning of teaching; knowledge base for teaching; reflective processes; professional conversations; induction and mentoring programs, and EJAI. The general objective of the research was: to analyze and understand the processes of knowledge construction among novice teachers in professional conversations with mentors. The specific objectives were: 1) to describe and characterize the professional conversations between mentor and novice teachers; 2) to identify knowledge and reflective processes produced through the professional conversations; 3) to analyze how professional conversations enabled the construction of knowledge; 4) to make explicit the mentor's pedagogical reasoning processes throughout the professional conversations. The research was developed based on the assumptions of qualitative research in education, with the analysis of two cases. More specifically, two dyads involving the interaction between a novice teacher and a mentor. The analytical-interpretive analysis was supported by the premises of Prose Analysis and aided by the qualitative data analysis software Atlas.ti. The research participants, characterized by the pseudonyms Maramar and Atalaia, were mentored by Teresina and Delta. The interactions between these professionals, referred to as Professional Conversations, proved to be means for effective formative processes in the construction of knowledge, the promotion of reflection, the explication of moments of reflexivity, the expression of formative needs, the establishment of dialogue and trusting relationships, and the identification of the mentor's pedagogical reasoning.
Avaliação do Ciclo de Vida (ACV) de lodo gerado em estação de tratamento de esgoto no município de São José do Rio Preto - SP
(Universidade Federal de São Carlos, 2026-02-09)
Souza, Bárbara Garcia de
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Achon, Cali Laguna
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https://lattes.cnpq.br/0307406069325793
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https://orcid.org/0000-0001-5819-8089
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https://lattes.cnpq.br/8981729253513908
Water supply and wastewater treatment activities play an essential role in promoting public health and environmental protection. However, like other industrial processes, sanitation systems generate different types of waste, with sludge being the main by-product of both Water Treatment Plants (WTPs) and Wastewater Treatment Plants (WWTPs). Despite their high moisture content, these sludges are classified as solid waste and must comply with the guidelines of the Brazilian National Solid Waste Policy (PNRS – Law No. 12,305/2010). This research aims to analyze the potential environmental impacts associated with sludge generated by treatment systems in the municipality of São José do Rio Preto/SP, based on Life Cycle Assessment (LCA). The methodological procedure is structured into four phases: (i) bibliographic review, bibliometric analysis, and systematic literature review; (ii) collection and systematization of primary data related to water and wastewater treatment processes in the municipality of São José do Rio Preto/SP for the construction of the Life Cycle Inventory (LCI); (iii) Life Cycle Impact Assessment (LCIA); and (iv) interpretation of the results. The LCA was conducted in accordance with ABNT NBR ISO 14040 and 14044 standards, considering 1 kg of dewatered sludge as the functional unit. The LCIA was performed using the ReCiPe 2016 method, midpoint (H) approach, with the support of the OpenLCA software, and the results were analyzed through interpretation and contribution analysis of processes for the impact categories Climate Change, Fossil Resource Scarcity, Terrestrial Ecotoxicity, Human Toxicity (non-carcinogenic), and Freshwater Eutrophication. The results indicate that the environmental impacts of the treatment system are predominantly associated with operational stages. Contribution analysis identified electricity consumption as the main environmental hotspot of the system. These findings demonstrate the potential of LCA as a decision-support tool for the environmental management of sanitation residues by enabling the identification of critical processes and opportunities for improvement.
Diretrizes para a implementação de plano de segurança da água como ferramenta de apoio à governança hídrica em Paragominas (PA)
(Universidade Federal de São Carlos, 2026-02-09)
Sardinha, Aline Souza
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Ventura, Katia Sakihama
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https://lattes.cnpq.br/0765182109837821
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https://orcid.org/0000-0003-3853-668X
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https://lattes.cnpq.br/9339221229423995
Water security in Amazonian municipalities has been progressively compromised by anthropogenic pressures, changes in land use and land cover, sanitation deficits, and limitations in adaptive capacity in the face of climate change. This doctoral thesis proposes guidelines for the implementation of a Water Safety Plan (WSP) as a support tool for water governance in the municipality of Paragominas, in the State of Pará, Brazil. The research adopted a mixed-methods (qualitative–quantitative) approach, combining multitemporal geospatial analysis, field observations, the application of risk matrices in accordance with ABNT NBR 17.080:2023 and World Health Organization guidelines, as well as the assessment of quantitative water resilience indicators adapted from the City Water Resilience Framework (CWRF). At the territorial scale, land use and land cover were analysed in the Uraim River microbasin (1985, 2000, 2015, and 2024), in conjunction with field visits and the prioritisation of hazardous events. The results revealed an intensification of anthropogenic land uses, suppression of riparian vegetation, and the presence of diffuse pollution sources. High-risk hazards were identified and ranked, including the discharge of untreated domestic sewage, urban occupation near the watercourse, and the inappropriate disposal of animal waste in pasture areas. At the water supply system scale, the implementation of a Water Safety Plan was proposed for the Uraim water treatment plant, identifying 23 hazardous events along the source, raw water abstraction, and treatment stages, eight of which were classified as high or very high risk. Critical vulnerabilities were identified, including irregular monitoring of raw and treated water, illicit sewage discharges upstream of the abstraction point, inadequate management of water treatment plant sludge, and the absence of standardised contingency protocols. At the urban scale, the assessment of water resilience in Paragominas, based on 16 indicators distributed across four dimensions, confirmed a pattern of asymmetric water resilience. High performance in institutional and regulatory aspects contrasted with structural and operational deficits, particularly regarding the universalisation of sewerage services, green–blue infrastructure, and the absence of a Water Safety Plan. This imbalance compromises progress towards Sustainable Development Goals 6, 11, and 13, indicating a predominantly formal form of resilience that has not been translated into effective improvements in water security. It is concluded that the integration of geotechnologies, preventive risk management, and systemic assessment of water resilience constitutes a robust and replicable approach to water planning and governance in Amazonian municipalities. The findings underscore the need to align existing institutional capacity with territorial and operational investments in order to reduce vulnerabilities, strengthen water security, and enhance climate change adaptation in urban contexts subject to increasing anthropogenic pressure.
Capoeira, território ancestral: caminhos para uma educação física escolar decolonial e de valorização da cultura de matriz africana
(Universidade Federal de São Carlos, 2026-02-09)
Ribeiro, Conrado Fernandes
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Couto, Yara Aparecida
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https://lattes.cnpq.br/2348643816717796
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https://orcid.org/0000-0003-1851-4889
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https://lattes.cnpq.br/4715220559459897
This research sought to understand capoeira as a decolonial pedagogical practice in the context of School Physical Education. Capoeira, as an Afro-Brazilian cultural expression, constituted in the triad of fight, game and dance, is analyzed as an ancestral territory of memory, resistance and production of knowledge, historically forged in the confrontation with the colonial and Eurocentric structures that cross Brazilian education. Based on dialogues with Freire's pedagogy and with the Afro-Pindoramic philosophy of Antônio Bispo dos Santos, the research recognizes Capoeira as an ancestral technology of education, capable of tensioning hegemonic logics and promoting other ways of teaching, learning and existing. It is a qualitative research, developed from a pedagogical intervention carried out in a class of the 6th grade of Elementary School, through the implementation of a didactic unit of Capoeira. The intervention consisted of 14 classes, organized in order to articulate bodily experiences, musicality, orality, conversation circles and games, valuing ancestral knowledge, student protagonism and dialogue as an educational principle. The data were produced from field diaries, class records, students' speeches and observations of the researcher, who is also part of the process as a teacher and capoeirista. The analyses show that the experiences with Capoeira enabled the tensioning of Eurocentric conceptions present in the students' imagination, especially with regard to what is called the Global South, especially Africa and Brazil, black culture and body practices of African origin. It was observed the broadening of the students' perceptions about Capoeira beyond a technical or sportsmanic practice, starting to recognize it as a cultural, historical and political expression, associated with ancestry, belonging and black resistance. The students' speeches and interactions indicate transformations in the meanings of identity, in the strengthening of ethnic-racial relations and in the construction of a more critical reading of racism and the processes of cultural erasure in the school context. It is concluded that Capoeira, when inserted in a critical and contextualized way in School Physical Education, contributes to the construction of a decolonial, anti-racist pedagogical practice committed to the appreciation of the culture of African matrix. The research points to the power of Capoeira as an ancestral river that crosses the school, opening paths for a liberating, dialogical education rooted in popular and Afro-Brazilian knowledge.
Jogos competitivos orientados pela Metodologia Callejera: possibilidades e desafios para o empoderamento das meninas nas aulas de Educação Física
(Universidade Federal de São Carlos, 2026-02-09)
Santana, Maria das Dores Ferreira da Silva
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Souza Júnior, Osmar Moreira de
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http://lattes. cnpq.br/9176123942671062
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https://orcid.org/0000-0002-2915-5634
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https://lattes.cnpq.br/9568557132106305
The starting point of this research stems from concerns regarding the low participation of girls in Physical Education classes and the gender inequalities that continue to permeate school-based bodily practices. This study is inspired by Fútbol Callejero, originally conceived to take place in three stages: the first dedicated to the collective construction of rules and team formation; the second to the game itself, played without referees and with the presence of a mediator; and the third devoted to post-game dialogue, during which participants assessed whether the rules were respected and whether the principles of cooperation, solidarity, and respect were upheld. Building on this transformative potential, its characteristics and ethical principles can be transposed to other bodily practices in the school context, giving rise to what is referred to as the Callejera Methodology. This approach promotes self-managed processes, expands student protagonism, and creates opportunities for conflicts, stereotypes, and inequalities to be critically problematized. The general objective of the research is to analyze the educational processes emerging from the implementation of the Callejera Methodology in competitive games within Physical Education classes, with the aim of expanding the participation of girls in a fifth-grade class of elementary school. To achieve this objective, a qualitative action-research study was conducted through the analysis of a teaching unit structured around competitive games guided by the Callejera Methodology. Data analysis followed procedures of coding and categorization, allowing the identification of two major analytical categories inspired by Paulo Freire: limit-situations and viable novelties. The results indicate that competitive games guided by the Callejera Methodology contributed to re-signifying competition, democratizing participation, fostering student autonomy, and expanding the active presence of girls in Physical Education classes, highlighting female empowerment as a viable novelty constructed within everyday school practices. The findings of this research will be used in the development of an educational e-book, aimed at sharing strategies and teaching experiences that may serve as support for other teachers.
O processo de apropriação do conceito de multiplicação à luz da teoria histórico-cultural
(Universidade Federal de São Carlos, 2026-02-09)
Ramos, Nayara
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Tedeschi, Wania
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https://lattes.cnpq.br/5743322664981581
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https://orcid.org/0000-0001-7188-3574
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https://lattes.cnpq.br/3673975907011224
This study focused on the learning of the concept of multiplication through Learning-Triggering Situations (LTS). In order to address the research question “How does the appropriation of the concept of multiplication by fourth-grade elementary school students occur through the implementation of LTS?”, the study aimed to identify and analyze the procedures and strategies used by students to solve multiplication-related problems proposed in the LTS, as well as to examine what students’ actions reveal about the appropriation of the concept of multiplication as they engage in these situations, grounded theoretically in Activity Theory. This is a qualitative study with a descriptive and interpretive approach. Based on an everyday emergent situation, four LTS were designed encompassing the following conceptual nexuses of multiplication: repeated addition, proportionality, combination, and rectangular arrangement. These situations sought to promote student actions aimed at solving problem situations which, through this process, could foster conceptual formulations and reformulations, syntheses, and other actions generated by learning motives established by the students during interactions. Seven fourth-grade students from a full-time municipal elementary school located in the interior of the state of São Paulo participated in the study. The LTS were implemented during after-school hours, in the afternoon period, as part of a mathematics workshop, and were carried out over four meetings, each lasting approximately three class hours, totaling about twelve class hours. Data collection instruments included field notes with the researcher’s observations, audio and video recordings, and student-produced materials, such as response sheets related to the actions performed. For data analysis, episodes were constructed that highlighted the process of appropriation of the concept of multiplication by the participants. The findings revealed that the participants employed different strategies and demonstrated varying levels of understanding of the concept of multiplication; thus, many students are still in the developmental phase of theoretical thinking. Thus, it can be concluded that further learning activities with students are necessary in order to support their gradual transition from empirical thinking to theoretical thinking. As part of the outcomes of this study, an e-book was developed for teachers working in the early years of elementary education, focusing on the learning of the concept of multiplication through Guiding Teaching Activity and Learning-Triggering Situations.
Educação física na escola: uma análise bibliográfica em busca de impacto científico e social
(Universidade Federal de São Carlos, 2026-02-09)
Freitas, Milena de Bem Zavanella
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Mello, Roseli Rodrigues de
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https://lattes.cnpq.br/5233854244313683
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https://orcid.org/0000-0002-1782-890X
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https://lattes.cnpq.br/9811892012393598
Based on the document that compiles the main contributions of Psychology to Education, entitled "Top 20 principles from psychology for preK-12 teaching and learning" published by the American Psychological Association, this thesis consists of a systematic review aimed at exploring knowledge based on scientific evidence of social impact in international productions within the field of Physical Education. Based on ontological conceptions from a communicative, transformative, and pragmatic perspective, and in line with a mode of knowledge production intended to be useful for the improvement of human life, the Communicative Methodology was used as the theoretical-methodological guidance. Likewise, the PRISMA statement provided the procedural structure for conducting the systematic review. This work aimed to evaluate the relevance of the knowledge produced and accessed, as well as to explore its contributions and gaps, with a view to overcoming social inequalities arising from school failure and violence. Considering the social function of teaching, Physical Education needs to re-evaluate the production of knowledge in its field. This reflection is fundamental to enhancing professional training and practice, aiming for excellence in learning and in the quality of the school environment.
Avaliação do impacto econômico e social gerado por uma universidade por meio de suas empresas filhas: proposta de modelo e sua aplicação em uma universidade brasileira
(Universidade Federal de São Carlos, 2026-02-09)
Guerreiro, Fernando Cunha
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Palma, Andreza Aparecida
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https://lattes.cnpq.br/0665252951411171
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https://orcid.org/0000-0002-0440-1683
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Ferrari Júnior, Roberto
Universities are taking on an increasingly strategic role in economic and social development. One of the ways a university impacts society is through its alumni-founded companies — companies created by the university’s graduates — generating jobs, income, and development. But how can these alumni-founded companies be identified, and how can their socioeconomic impact be measured? Objectives: This study proposes and tests the Cross Match Model to measure, at an institutional scale, the impact generated by universities through their alumni-founded companies. Method: The Model is based on cross-referencing alumni information with business information. To identify a university’s alumni-founded companies, the name and/or taxpayer ID (CPF) of each graduate is searched in a business information service, enabling the identification of companies linked to each graduate. To evaluate the Model, it was applied at the Federal University of São Carlos (UFSCar). Results: The names of 43,735 graduates from 1970 to 2024 were queried in a digital business information service, resulting in the identification of 13,720 companies founded by 6,857 graduates from UFSCar undergraduate programs. Indicators were generated on companies that were still active (62.7%), sectors of activity, companies by program, campus, and field of knowledge (62.8% Science, Technology, Engineering, and Mathematics; 18.1% Humanities and Social Sciences; and 19.1% Biological and Health Sciences), company creation over the decades, geographic distribution, and company size (Microenterprise 56.9%, Small Business 11.9%, and Other Sizes 31.2%). Economic impact indicators were also generated: estimated revenue, taxes due, share of municipal, state, and national revenues, and the financial return on resources invested in alumni education. In addition, indicators were produced on serial entrepreneurship and on alumni roles within the companies. Contributions: The study contributes by proposing and testing a Model to assess the impact of universities on the economy and society through their alumni-founded companies. Compared to other approaches, the Model showed potential to be replicable, automatable, and to more comprehensively identify university impact through their alumni-founded companies. By organizing insights from the literature and addressing a little-explored method, the research also helps improve understanding of the topic and its possibilities. Future research: We suggest applying the Model to other universities, enabling comparisons and the generation of indicators for the entire set of universities. These advances could improve the assessment of university impact and the return on invested resources, and could further promote greater public recognition of higher education institutions as agents that foster economic development and social progress.