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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
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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.
Ionic conductivity in glasses: fundamentals and application to solid state batteries
(Universidade Federal de São Carlos, 2026-02-09)
Zallocco, Vinicius Martins
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Rodrigues, Ana Candida Martins
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https://lattes.cnpq.br/4499231813051400
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https://lattes.cnpq.br/4362459556444465
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Andreeta, Marcello Rubens Barsi
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.
Visão corporeada: a construção de uma estética da imagem de tradutores intérpretes de Libras negros
(Universidade Federal de São Carlos, 2026-02-10)
Lisbao, Sarah Leite
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Costa, Alan Victor Pimenta de Almeida Pales
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https://lattes.cnpq.br/5414466437997230
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https://orcid.org/0000-0001-8715-4229
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Rodrigues, Tatiane Cosentino
This research is situated within the fields of Deaf Studies and Brazilian Sign Language - Libras Translation and Interpreting and aims to critically analyze the so-called myth of the black shirt in the professional practice of sign language translators and interpreters. This norm, historically naturalized, produces effects of racial erasure, Eurocentric standardization of professional bodies, and the silencing of differences. The specific objectives are to problematize the historical and discursive construction of black clothing as a symbol of neutrality and professionalism; to identify the impacts of this norm on Black interpreters; to engage with theoretical and political contributions from the Black Deaf movement; and to analyze discourses and agent images that challenge and reconfigure hegemonic aesthetic norms in the field of sign language interpreting. The study is grounded in intersectionality (Crenshaw, 2002), Deaf Studies (Skliar, 1998; Strobel, 2008), reflections on image, visuality, and agency (Almeida, 1999), and scholarship on Black aesthetics and the image of the Black body (Gomes, 2017), understanding images as active elements in the production of meaning and power relations. Methodologically, this is a qualitative, exploratory, and descriptive study with ethnographic features, combining the researcher’s professional experience, observation of institutional practices, and analysis of audiovisual and discursive materials. Agent images constitute a central analytical category and are understood as visual productions endowed with political agency, capable of activating mental sites of memory and mobilizing collective narratives related to the experiences of Black Deaf individuals and interpreters. By highlighting how these subjects resist, negotiate, and resignify imposed aesthetic norms, the study contributes to the debate on professionalization, visuality, race, and power in the field of Brazilian Sign Language interpreting.
Compreensões sobre o processo de planejamento colaborativo para o ensino de basquetebol na escola
(Universidade Federal de São Carlos, 2026-02-10)
Moreira, Fernanda Aguiar
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Lemos, Fábio Ricardo Mizuno
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https://lattes.cnpq.br/9720009502941255
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https://orcid.org/0000-0001-6512-5056
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https://lattes.cnpq.br/0197389437085633
A distorted view of Physical Education teachers’ work still persists in different social contexts, reinforcing the need to move beyond practices limited to the mere transmission of technical skills and to broaden teaching as a critically oriented formative experience. Against this backdrop, this study aimed to analyze the process of designing and implementing a basketball teaching unit collaboratively planned and developed by Physical Education teachers, examining its unfolding from a critical perspective and from the standpoint of a teacher educator. This qualitative action-research study was carried out in a municipal public school with a 5th-grade class, in partnership with two Physical Education teachers. The research pathway included six planning meetings, sixteen lessons, and six re-planning meetings. Data were produced through Field Notes recorded across meetings and lessons, and analysis proceeded through the identification of data units and their organization into five interrelated analytical categories: (A) challenges and barriers; (B) pedagogical praxis; (C) critical reflection on pedagogical practice; (D) dialogicity; and (E) collective construction of teaching. The findings show that collaborative planning unfolded as a process shaped by tensions and ongoing reconfigurations typical of everyday school life. Key challenges included difficulties in systematizing planning, tensions with historically entrenched patterns in School Physical Education, and constraints imposed by institutional organization, instructional time, and the concrete conditions for lesson delivery. At the same time, the collectively constructed process fostered shifts in how basketball teaching was understood, expanding possibilities for dialogue, reflection, and participation in guiding pedagogical work. Throughout the process, lessons were continuously reorganized in response to students’ feedback, adjustments made during re-planning, and decisions negotiated among the teachers, enabling basketball to be addressed beyond an approach centered solely on technical execution. It is concluded that collaborative planning involved not only organizing lessons, but also sustaining collective decisions and adjusting the course of teaching in response to students’ feedback and the school’s real conditions, thereby producing new meanings for basketball teaching over time.
Proposta de um modelo multicritério de apoio à tomada de decisão para exclusão de itens de portfólio em empresas de Product-Service System (PSS)
(Universidade Federal de São Carlos, 2026-02-10)
Ruiz, Guilherme Pires
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Martins, Roberto Antonio
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https://lattes.cnpq.br/3518820028045730
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https://lattes.cnpq.br/3487944368253417
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Zanon, Lucas Gabriel
Given the increasing adoption of Product-Service Systems (PSS) by companies traditionally oriented toward products and considering the growing complexity in portfolio management resulting from this transition, this dissertation addresses the problem of deciding on the exclusion of underperforming offerings in a Brazilian energy company. Although the literature provides well-established contributions on portfolio management and product deletion, a gap remains regarding structured decision-support models specifically aimed at the exclusion of PSS in real-world organizational contexts. In light of this gap, the objective of this study is to propose and evaluate an MCDM-based decision-support model for the exclusion of portfolio items in a real case. The research was structured in two stages. First, a Systematic Literature Review (SLR) was conducted to identify the evolution of the topic and the lack of specific applications focused on PSS. Complementarily, the Design Science Research (DSR) approach was adopted for the development and application of a decision artifact integrating the Best-Worst Method (BWM), for defining criteria weights, and fuzzy-TOPSIS, for evaluating and ranking alternatives under linguistic uncertainty. The results demonstrate that the proposed model enabled the structured integration of strategic, financial, and operational criteria, reduced divergences among decision-makers, and generated a transparent ranking to support the exclusion of low-performing PSS offerings.
Fatores associados a intensidade de dor perineal no pós parto vaginal: um estudo transversal
(Universidade Federal de São Carlos, 2026-02-10)
Santos, Caroline Cristina de Almeida
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Haik, Melina Nevoeiro
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https://lattes.cnpq.br/8240155487619947
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https://orcid.org/0000-0002-8703-8356
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Beleza, Ana Carolina Sartorato
Introduction: The presence and intensity of pain in the immediate postpartum period after vaginal birth may be influenced by multiple factors, including obstetric, sociodemographic, and clinical characteristics, as well as psychological aspects and social contexts. However, studies found in the literature often restrict the assessment to perineal trauma that may occur during childbirth and do not encompass other dimensions within the multidimensional context of pain. Objectives: To identify the presence and intensity of perineal pain, as well as its relationship with biological and social factors in women in the immediate postpartum period after vaginal delivery, and to assess perceived social support in this population. Methods: This is an observational cross-sectional study approved by the Research Ethics Committee of the Federal University of São Carlos (CAAE: 87569925.5.0000.5504). Women aged over 18 years, between 24 and 48 hours after vaginal delivery, hospitalized in a public maternity hospital in the city of São Carlos, Brazil, from May to August 2025, were included. The following instruments were used: a questionnaire with personal and clinical data of the postpartum women and previous and current obstetric history, the Perceived Social Support Scale, and the Numerical Pain Scale. Data were analyzed descriptively, and multiple linear regression analysis was performed to assess the association between biological and social factors and pain intensity. Results: The sample consisted of 93 participants, with a mean age of 27.20 (± 6.56) years, mean education level of 11.16 (± 2.26) years of schooling, 79.6% living with a partner, 54.8% being homemakers, 64.2% self-identified as Black, and a mean parity of 2.43 (± 1.48) children. The mean intensity of perineal pain reported by the women was 3.42 on the numerical pain scale. The variables correlated with pain were parity, race/skin color, pain when sitting, and pain when walking, all showing a negative direction. Regarding factors associated with pain intensity, only race/skin color (B = -1.203; p = 0.018) and the presence of pain when walking (B = -1.481; p = 0.010) significantly contributed to explaining the variability in perineal pain intensity. White women reported 1.2 points higher perineal pain than Black or Brown women. In addition, women who experienced pain when walking reported 1.5 points higher perineal pain at rest. The mean total score of the Perceived Social Support Scale was 5.65 points, considered moderate support. Conclusion: It was possible to verify that among the postpartum women included in this study, perineal pain in the immediate postpartum period was moderate. Biological and social characteristics such as parity and race/skin color, as well as postpartum activities such as pain when sitting and walking, were associated with pain intensity during hospitalization. Furthermore, White women showed higher pain intensity than Black and Brown women, and women who reported pain when walking had higher pain intensity at rest. Perceived social support was considered moderate in this group.
On quaternionic projective product spaces, Bourgin–Yang theorems and parametrized Borsuk–Ulam theorems
(Universidade Federal de São Carlos, 2026-02-10)
Lucena, Gabriel de Oliveira
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Santos, Edivaldo Lopes dos
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https://lattes.cnpq.br/2167472456497730
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https://lattes.cnpq.br/9504545518394974
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Pergher, Pedro Luiz Queiroz
We compute the cohomology ring for the quaternionic projective product spaces HP_{\overline{n}} = S^(4n_1+3) × · · · × S^(4n_r+3) / S³. Using similar computations by Davis for the cohomology ring for the projective product spaces, and by González and Velasco for the lens product spaces and complex projective product spaces, we prove a Bourgin–Yang Theorem for maps f : S^(2n_1+1) × · · · ×S^(2n_r+1) → R^m with action of Z_p and, for each group G = Z_2, Z_p, S¹ and S³, we prove a parametrized Borsuk–Ulam theorem for G-equivariant bundle maps f : E → E′ where F → E → B is fiber bundle with action of G, E′ → B is a vector bundle with action of G, and F is a product of spheres. Expanding on the techniques used in the proofs, we prove a general parametrized Borsuk–Ulam Theorem, for arbitrary fiber bundles with action of an arbitrary group G. We use this general theorem to obtain several parametrized Borsuk–Ulam and Bourgin–Yang Theorems.
Estudo de Plano Diretores de Logística Sustentável (PLSs) e sua concepção na Universidade Federal de São Carlos (UFSCar)
(Universidade Federal de São Carlos, 2026-02-10)
Pompilio, Geovanna Dela Ricci Maronesi
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Pugliesi, Érica
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https://lattes.cnpq.br/6736386099280623
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Gonçalves, Juliano Costa
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https://lattes.cnpq.br/1803562162325019
The Sustainable Logistics Master Plan (PLS) is a governance instrument that guides public procurement and logistics management within federal agencies, establishing guidelines for purchases, technical studies, and projects based on a methodological model with defined minimum structure and content. In this context, the present study aimed to analyze the PLSs of Brazilian federal Higher Education Institutions (HEIs), seeking to understand their structure and guidelines, as well as to examine the development process of the PLS at the Federal University of São Carlos (UFSCar). In addition, the study investigated how the Sustainable Development Goals (SDGs) and Solid Waste Management are incorporated into these documents. To achieve these objectives, methodological procedures such as bibliographic and documentary research, content analysis, interviews, participant observation, and a case study were adopted, enabling both the analysis of PLSs from different HEIs and an in-depth examination of the UFSCar case. The results reveal structural challenges in the analyzed institutions, including insufficient human resources, weaknesses in data systematization, and unclear assignment of responsibilities. It was also found that the integration of the SDGs and Solid Waste Management into the PLSs occurs in an incipient and, at times, fragmented manner. Therefore, although the PLS constitutes a relevant public governance instrument, its effectiveness depends on strengthening institutional capacities, improving the quality of information, and consolidating continuous monitoring and evaluation mechanisms in order to reduce the gap between planning and implementation.
Custos da gravidez no Brasil: um estudo retrospectivo descritivo pela perspectiva do sistema público de saúde
(Universidade Federal de São Carlos, 2026-02-10)
Rodrigues, Mariana
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Cabral, Cristina Maria Nunes
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https://lattes.cnpq.br/5960478723085693
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https://orcid.org/0000-0002-9445-3152
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https://lattes.cnpq.br/1903970747443574
Introduction: Among the current United Nations Sustainable Development Goals, health and well-being stand out, with the primary goal of reducing the global maternal mortality rate. Maternal and child health impacts the health and quality of life of a generation, so monitoring the costs associated with their care is imperative for managers and decision-makers in public resources. As physical therapy is a profession capable of improving the quality of life of pregnant women, knowing the relative scale of its consumption in health is fundamental. Objective: To estimate the healthcare costs for usual-risk pregnancy and medium-risk comorbidities associated with pregnancy from the perspective of the Unified Health System in Brazil, considering different regions of the country and the age of the pregnant woman. Methods: This retrospective descriptive cost-of-illness study included data of pregnant women and teenagers aged between 15 and 40 years from all states in the country, unless they presented a high-risk pregnancy, using the International Classification of Diseases codes. Data on resource use and their respective costs were extracted from the Hospital and Outpatient Information System, through DATASUS, using the TABWIN application, from the Brazilian Ministry of Health, for the year 2023. Costs were converted to international dollars, using purchasing power parity. Data analysis was performed descriptively. Results: A total of 515,113 resource uses and $24,015,741 in total expenditures were found, considering both health systems. The outpatient system had 403,801 uses and $2,060,262, and the hospital system had 111,312 uses and $21,955,479. Usual-risk pregnancies accounted for 389,532 resource uses and $2,813,607 in expenditures, while medium-risk pregnancies with comorbidities accounted for 125,581 resource uses and $21,202,134 in expenditures. The southeast region consumed the most resources in both systems. In the outpatient system, the northern region had the lowest resource use and costs. In the hospital system, the midwest region had lower resource use and the south had lower costs. The age group that consumed the most resources in both systems was from 20 to 29 years, and the one that consumed the least was from 15 to 19 years. Physical therapy showed resource use and costs only for the treatment of venous complications in pregnancy in the outpatient system. For the other codes surveyed in the hospital and outpatient systems, no consumption was identified. Conclusion: Healthcare costs with usual-risk pregnancies and medium-risk comorbidities associated with pregnancy, from the perspective of the Unified Health System in Brazil, were $24,015,741. Final considerations: This study provides data for understanding the distribution of public spending with usual-risk pregnancies and medium-risk comorbidities associated with pregnancy, which is essential for decisions and public policies on maternal health.
Goalball na educação física escolar: compreensões a partir do desenvolvimento de uma unidade didática
(Universidade Federal de São Carlos, 2026-02-10)
Marchesi, Renato
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Lemos, Fábio Ricardo Mizuno
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https://lattes.cnpq.br/9720009502941255
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https://orcid.org/0000-0001-6512-5056
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https://lattes.cnpq.br/7613004655046632
The inclusion of Paralympic modalities as topics in school Physical Education fosters the development of a critical pedagogical practice capable of challenging deficit-based assumptions about disability and reorganizing conditions of participation through relationships built within the collective. In this context, Goalball, a sport created specifically for people with visual impairment, holds strong pedagogical potential, as it promotes embodied experiences that engage auditory and spatial perception, communication, and cooperation among students. This study aimed to develop and analyze a Goalball teaching unit, seeking to understand the learning processes constructed by 7th-grade students in a public school in Araraquara, São Paulo, Brazil. This qualitative study was designed as a pedagogical intervention and consisted of twelve 50-minute lessons. Data were produced through field notes, and analysis was conducted using coding and categorization procedures. Learning outcomes were organized into five categories: (1) initial conceptions and the reframing of visual impairment; (2) the embodied experience of disability: fear, insecurity, and adaptation; (3) communication, cooperation, and the collective organization of the game; (4) student agency, authorship, and autonomy in constructing practice; and (5) reflection, expression, and the synthesis of learning. The results indicated a reframing of stereotyped conceptions, the development of bodily and sensory strategies, the centrality of cooperative relationships, and the strengthening of reflective processes regarding the practice. It is concluded that Goalball, when approached as pedagogical content within school Physical Education, constitutes a powerful practice for fostering bodily, relational, and reflective learning, contributing to a broader understanding of inclusion as a collective process grounded in pedagogical conditions and in the relationships established within the school context.
Jogo, dança e brincadeira na educação física: experiências lúdico-sociais na área de linguagens
(Universidade Federal de São Carlos, 2026-02-11)
Lourenço, Fabio Tadeu da Silva
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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/6104249963478267
This research presented an intervention proposal that sought to integrate Play, Dance, and Games in Physical Education, highlighting the thematic unit of body language and students' social interactions. The proposal aimed to analyze the contributions of playfulness, mediated by body language, in the teaching and learning process of School Physical Education in the early years of Elementary School. In this sense, the research brought to the discussion the Common National Curriculum Base (BNCC), the Curriculum of the City of São Paulo, and guiding documents from the Municipal Government of São Paulo, as well as legislation for pedagogical guidance and the investigation framework. The research was conducted with a 2nd-grade class of Elementary School from a municipal public school in São Paulo/SP, under the supervision of the teacher-researcher himself. The adopted methodology was qualitative in nature, observing the cultural manifestations and prior knowledge of the students, as well as their local reality. Data collection was carried out through field notes with the aim of capturing experiences, interactions, and perceptions of the activities conducted throughout the 12 lessons of the teaching unit. Analytical categories were presented, along with pedagogical procedures related to teaching methodology and physical education as a space for language, socialization, and communication. It is noteworthy that the approach involving games, dances, and playground activities proved to be of utmost importance for the learning process, and that the active participation of students throughout the course significantly contributed to the understanding of the historical, social, and cultural dimensions of these practices, broadening reflection on body culture, identity, belonging, and collective forms of expression. It is noteworthy that the approach to games, dances, and play proved to be extremely important for the learning process, and that the active participation of students throughout the developed path significantly contributed to the understanding of the historical, social, and cultural dimensions of these practices, expanding reflection on bodily culture, identity, belonging, and collective forms of expression. Thus, the teaching unit made significant contributions to the cultural education of students by increasing contact with games, dances, and play as expressions of bodily culture, as well as to the improvement and qualification of future pedagogical practices in the field of school Physical Education. As a result, it was observed that the students began to understand games, dances, and play activities as expressions of bodily culture, recognizing these practices as legitimate and meaningful cultural productions. There was also greater engagement in the proposed activities, evidenced by active participation, interactions established among peers, and the use of body language as a form of communication and expression. It is noteworthy that the educational approach developed, based on experience and dialogue, contributed significantly to the understanding of the social, historical, and cultural dimensions of bodily practices, expanding the meanings attributed to play in the school context.
Jogando, construindo e transformando o jogo queimada nas aulas de educação física
(Universidade Federal de São Carlos, 2026-02-11)
Cruz, Vivianne de Oliveira
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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/7062012084279837
This study emerges from concerns experienced in everyday school practice, particularly regarding the hegemony of futsal as the only legitimized bodily practice in Physical Education (PE) classes at a public school in Santos, Brazil. This scenario highlights the impoverishment of the curricular component and the limited students’ understanding of the diversity of body culture, as well as the need to discuss the methodological issues that guide teaching practice. The objective was to analyze the teaching and learning of the dodgeball game (queimada) as PE content through the development of a teaching unit (TU) with a 5th-grade elementary school class, valuing it as a cultural manifestation and a formative element. A qualitative approach was adopted, using action research methodology, through the implementation of a TU consisting of nine lessons, grounded in the Teaching Games for Understanding (TGfU) model. Data were produced through lesson diaries written by the teacher-researcher, containing observations and records of students throughout the practices. Data analysis allowed the identification of three categories: (1) Participation, Student Agency, and Teacher Mediation, which showed that the organization of modified games fostered greater student engagement and autonomy, reinforcing the teacher’s role as a mediator of learning and revealing transformations in teaching practice through reflective processes; (2) Tactical Understanding, Assessment, and Space Management from individual to collective, indicating advances in game reading, decision-making, and understanding of dodgeball’s tactical relationships, enhanced by small-sided games; and (3) Inclusion, Equity, and Socioemotional Climate, demonstrating that pedagogical adaptations and collectively constructed rules expanded participation, reduced conflicts, and strengthened cooperative attitudes. The results indicate that dodgeball, when intentionally planned and grounded in active methodologies such as TGfU, constitutes a powerful content to diversify the curriculum, promote meaningful learning, and contribute both to students’ holistic development and to the teacher’s professional growth.