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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; Ramos, Glauco Nunes Souto; https://lattes.cnpq.br/0134679842280022; https://orcid.org/0000-0003-2644-2838; https://lattes.cnpq.br/4654263911322835; https://orcid.org/0009-0009-0081-0314; Metzner, Andreia Cristina; Barros, Andre Minuzzo de; https://lattes.cnpq.br/6385998417152903; https://lattes.cnpq.br/5492188929819711
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; Reali, Aline Maria de Medeiros Rodrigues; https://lattes.cnpq.br/3250195451890332; https://orcid.org/0000-0003-4915-8127; https://lattes.cnpq.br/4712956217323882; https://orcid.org/0000-0003-1434-0017; Anunciato, Rosa Maria Moraes; Braga, Fabiana Marini; Mizukami, Maria da Graça Nicoletti; Cunha, Renata Cristina; https://lattes.cnpq.br/3064136997342775; https://lattes.cnpq.br/1103496815216263; https://lattes.cnpq.br/2121396261196481; https://lattes.cnpq.br/1215596443300304; https://orcid.org/0000-0003-1478-411X; https://orcid.org/0000-0002-6892-2752; https://orcid.org/0000-0002-1968-3142
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.
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; Ventura, Katia Sakihama; https://lattes.cnpq.br/0765182109837821; https://orcid.org/0000-0003-3853-668X; https://lattes.cnpq.br/9339221229423995; https://orcid.org/0000-0001-6245-0734; Lima, Aline Maria Meiguins de; Teixeira, Bernardo Arantes do Nascimento; Jesus, Edmir dos Santos; Gonçalves, Ricardo Franci; https://lattes.cnpq.br/6572852379381594; https://lattes.cnpq.br/1166854416745527; https://lattes.cnpq.br/5028749958173022; https://lattes.cnpq.br/9604327349698525; https://orcid.org/0000-0002-0594-0187; https://orcid.org/0000-0002-4924-1281; https://orcid.org/0000-0002-4383-5353; https://orcid.org/0000-0002-2048-9451
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; Couto, Yara Aparecida; https://lattes.cnpq.br/2348643816717796; https://orcid.org/0000-0003-1851-4889; https://lattes.cnpq.br/4715220559459897; https://orcid.org/0009-0009-6304-4952; Alves, Flávio Soares; Mesquita, Monica Maria Borges; https://lattes.cnpq.br/0847878711211793; https://lattes.cnpq.br/9655734594254835; https://orcid.org/0000-0002-1698-6535; https://orcid.org/0000-0001-5912-6829
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.
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; Achon, Cali Laguna; https://lattes.cnpq.br/0307406069325793; https://orcid.org/0000-0001-5819-8089; https://lattes.cnpq.br/8981729253513908; https://orcid.org/0009-0003-6792-6019; Bueno, Cristiane; Pinto, Fabiana Alves Fiore; https://lattes.cnpq.br/2049901634471620; https://lattes.cnpq.br/9905539715619645; https://orcid.org/0000-0002-3955-6589; https://orcid.org/0000-0002-2430-8240
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.
O processo de apropriação do conceito de multiplicação à luz da teoria histórico-cultural
(Universidade Federal de São Carlos, 2026-02-09) Ramos, Nayara; Tedeschi, Wania; https://lattes.cnpq.br/5743322664981581; https://orcid.org/0000-0001-7188-3574; https://lattes.cnpq.br/3673975907011224; https://orcid.org/0009-0009-6851-4087; Cedro, Wellington Lima; Faria, Paulo Cezar de; https://lattes.cnpq.br/1123884255260078; https://lattes.cnpq.br/3630521378837174; https://orcid.org/0000-0002-3578-0743; https://orcid.org/0000-0002-1401-5225
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.
Ionic conductivity in glasses: fundamentals and application to solid state batteries
(Universidade Federal de São Carlos, 2026-02-09) Zallocco, Vinicius Martins; Rodrigues, Ana Candida Martins; https://lattes.cnpq.br/4499231813051400; https://lattes.cnpq.br/4362459556444465; Andreeta, Marcello Rubens Barsi; Cordeiro, Marco Aurélio Liutheviciene; Bragatto, Caio Barca; Nuernberg, Rafael Bianchini; https://lattes.cnpq.br/7904227795652627; https://lattes.cnpq.br/4787678071396324; https://lattes.cnpq.br/5833076761496241; https://lattes.cnpq.br/6261224924264220
Understanding ionic transport in solids is critical for advancing solid-state electrolytes, where Ionic conductivity is mainly the product of the effective charge carrier density and its mobility. However, due to the low mobility of ions in solid-state, measuring the individual contributions of mobility and effective charge carrier density represents an experimental challenge. In this work, electrochemical impedance spectroscopy combined with space charge polarization theory is employed to independently quantify the effective charge carrier density in ion-conducting glasses. A systematic investigation of lithium disilicate glass establishes optimized experimental conditions and reveals that only a small fraction of alkali ions contributes to ionic conduction at room temperature. Extension of this methodology to lithium silicate and phosphate glasses demonstrates a composition-dependent two-regime behavior: at moderate alkali concentrations, conductivity enhancements are primarily governed by increases in effective charge carrier density, whereas near vitrification limits ionic mobility becomes the dominant factor. Additionally, the incorporation of chloride into Li2O–P2O5–AlCl3 glasses significantly enhances ionic conductivity. Since the addition of AlCl3 does not introduce new cationic charge carriers such as Li+, the observed enhancement in ionic conductivity must instead originate from an interaction between chloride anions and the glass network. Finally, these fundamental insights are translated into application through the development of a solvent-free, photo-cross-linked glass–polymer composite electrolyte, which exhibits improved electrochemical stability, reduced interfacial resistance, and superior performance in all-solid-state lithium battery cells compared to conventional polymer electrolytes.
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; Mello, Roseli Rodrigues de; https://lattes.cnpq.br/5233854244313683; https://orcid.org/0000-0002-1782-890X; https://lattes.cnpq.br/9811892012393598; https://orcid.org/0000-0001-8999-6753; Calzolari Neto, Anselmo João; Souza Junior, Osmar Moreira de; Correia, Rosimara Silva; Foganholi, Claudia; https://lattes.cnpq.br/4906309581958797; https://lattes.cnpq.br/9176123942671062; https://lattes.cnpq.br/4027599916702641; https://lattes.cnpq.br/3015557160976384
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; Palma, Andreza Aparecida; https://lattes.cnpq.br/0665252951411171; https://orcid.org/0000-0002-0440-1683; Ferrari Júnior, Roberto; https://lattes.cnpq.br/1581806209106850; https://orcid.org/0000-0003-3213-5084; https://lattes.cnpq.br/6615516756375579; https://orcid.org/0000-0002-8691-5660; Hoffmann, Wanda Aparecida Machado; Teixeira, Ulysses Tavares; https://lattes.cnpq.br/7609135667093837; https://lattes.cnpq.br/2801800094960571; https://orcid.org/0000-0002-0440-1683; https://orcid.org/0000-0003-0072-5426
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.
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; Souza Júnior, Osmar Moreira de; http://lattes. cnpq.br/9176123942671062; https://orcid.org/0000-0002-2915-5634; https://lattes.cnpq.br/9568557132106305; https://orcid.org/0009-0005-7112-3184; Jacomassi, Daniela Godoi; Ferreira, Lilian Aparecida; https://lattes.cnpq.br/7699007812483790; https://lattes.cnpq.br/5593652376712829; https://orcid.org/0000-0002-7043-7529; https://orcid.org/0000-0001-8517-4795
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.