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Jogando, construindo e transformando o jogo queimada nas aulas de educação física
(Universidade Federal de São Carlos, 2026-02-11) Cruz, Vivianne de Oliveira; Ramos, Glauco Nunes Souto; https://lattes.cnpq.br/0134679842280022; https://orcid.org/0000-0003-2644-2838; https://lattes.cnpq.br/7062012084279837; https://orcid.org/0009-0009-4708-7346; Ferreira, Lílian Aparecida; Corrêa, Evandro Antônio; https://lattes.cnpq.br/5593652376712829; https://lattes.cnpq.br/4373812039474742; https://orcid.org/0000-0001-8517-4795; https://orcid.org/0000-0002-0185-6674
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.
Fertilizantes de eficiência melhorada na produção de pimenta biquinho
(Universidade Federal de São Carlos, 2026-02-11) Sitoe, Lino Carlos; Faez, Roselena; https://lattes.cnpq.br/0654750186618555; https://orcid.org/0000-0003-1263-7837; Souza, Claudinei Fonseca; https://lattes.cnpq.br/4858219292242433; https://orcid.org/0000-0001-9501-0794; https://lattes.cnpq.br/6306061808760544; https://orcid.org/0009-0003-2171-0044; Souza, Claudinei Fonseca; Souza, Josiane de Lima; Pavão, Glaucia Cristina; https://lattes.cnpq.br/4858219292242433; https://lattes.cnpq.br/8463730947551747; https://lattes.cnpq.br/0510571165662003; https://orcid.org/0000-0001-9501-0794
The intensive use of agricultural inputs has raised concerns regarding the sustainability of production systems. The United Nations 2030 Agenda, through the Sustainable Development Goal “Zero Hunger and Sustainable Agriculture,” promotes the adoption of technologies that reconcile productivity with the reduction of environmental impacts. In this context, this study evaluated how different application strategies of enhanced-efficiency fertilizers (EEFs) influence the growth and yield of biquinho pepper (Capsicum chinense), cultivar “Maria Bonita,” grown in a protected soilless cultivation system. The EEFs were formulated using monoammonium phosphate (MAP) and potassium nitrate (KNO₃), incorporated into biodegradable matrices of cellulose nanofibrils (CNF) and thermoplastic starch (TPS) through spray drying and internal mixing processes. The experiment was conducted in a randomized complete block design with three treatments: conventional fertigation (FERT), single EEF application (PAT), and split EEF application (PAD). Biometric parameters, yield, fruit quality, and plant nutritional status were evaluated. Additionally, a biodegradation assay was carried out using coconut fiber substrate. The results demonstrated that, although the FERT treatment provided higher yield and biomass accumulation, the EEF treatments showed promising performance in terms of fruit quality. The PAD treatment promoted fruits with greater diameter and length and maintained adequate phosphorus levels, despite limitations in nitrogen and potassium availability. Biodegradation analysis revealed that the rapid decomposition of the polymeric matrix led to temporary nitrogen immobilization, explaining the lower chlorophyll indices and slower initial growth observed under EEF treatments. It was concluded that split applications of EEFs constitute a technically viable alternative for producing fruits with superior commercial characteristics while also representing an environmentally sustainable strategy due to reduced nutrient losses.
Práticas corporais de matriz africana na educação física: o corpo como arquivo vivo da ancestralidade
(Universidade Federal de São Carlos, 2026-02-11) Vieira, Ronaldo Ulisses; Couto, Yara Aparecida; https://lattes.cnpq.br/2348643816717796; https://orcid.org/0000-0003-1851-4889; https://lattes.cnpq.br/8815914189580133; https://orcid.org/0009-0007-7379-9633; Metzner, Andreia Cristina; Silva, Vivian Parreira da; https://lattes.cnpq.br/6385998417152903; https://lattes.cnpq.br/2256406458141462
This research presented an intervention proposal aimed at integrating the African matrix into Physical Education classes, highlighting its importance within the thematic units of dance, games, and combat activities. The proposal sought to contribute to the strengthening and expansion of existing methodologies for working with these cultural manifestations in the context of school pedagogy, supporting practices that still prove limited in light of the complexity and diversity of these cultural expressions. In this regard, the study is aligned with the BNCC, the DCNERER (2004), Laws No. 10.639/2003 and No. 11.645/2008, and the pedagogical guidelines of the municipality of Sorocaba, São Paulo, with the aim of supporting pedagogical practice geared toward multicultural education and awareness of ethnic-racial relations. The research was conducted with a 4th-grade class in the early years of elementary school at a municipal public school in Sorocaba, São Paulo, under the direct involvement of the teacher-researcher himself. The methodology adopted was qualitative in nature, drawing on interpretive anthropology, through which cultural phenomena were understood based on the interpretation of the meanings attributed by the subjects involved. Data were collected through field notes and audiovisual records in order to capture the experiences, perceptions, and interactions that emerged throughout the 16 classes of the didactic unit. The analytical categories mobilized were body and ancestry, examined in dialogue with Bodily Culture and African Matrices (CCMA), African Ontological Foundations (FOA), and the theoretical-methodological propositions of Pretagogia. The results showed that the students understood the classes as components of Afro-Brazilian culture, recognizing bodily practices as legitimate cultural productions, while also demonstrating greater engagement in the activities carried out. It is noteworthy that the notion of quilombo proved to be of central importance to learning, and that the participation of quilombola groups in the process significantly contributed to understanding the historical, social, and cultural dimensions of this tradition, broadening reflection on resistance, ancestry, and belonging. Thus, the didactic unit made relevant contributions both to the students’ cultural education and to the improvement of future pedagogical practices in Physical Education. As an educational resource, an e-book was developed featuring a board game inspired by African matrix bodily practices, based on the triad of dance, games, and combat activities addressed throughout the educational process.
As Práticas Corporais de Aventura (PCA) e suas possibilidades metodológicas na inclusão dos alunos com Transtorno do Espectro Autista (TEA) na Educação Física Escolar
(Universidade Federal de São Carlos, 2026-02-11) Fernandes, Thiago Rocha; Corrêa, Evandro Antônio; https://lattes.cnpq.br/4373812039474742; https://orcid.org/0000-0002-0185-6674; https://lattes.cnpq.br/6769064180226382; https://orcid.org/0000-0002-1715-3017; Pereira, Dimitri Wuo; Ramos, Glauco Nunes Souto; https://lattes.cnpq.br/8929474503522796; https://lattes.cnpq.br/0134679842280022; https://orcid.org/0000-0001-6839-6732; https://orcid.org/0000-0003-2644-2838
The objective of this dissertation was to analyze the perceptions of Physical Education teachers, school administrators, and Specialized Educational Assistance (AEE) professionals regarding the inclusion of students with Autism Spectrum Disorder (ASD) and the potential of Adventure Physical Practices (Práticas Corporais de Aventura—PCA) in the school context, considering contributions and challenges for pedagogical planning and for sustaining inclusive practices. The study was developed in the municipal school system of São Vicente, São Paulo, adopting a mixed-methods approach that articulated quantitative and qualitative data in three complementary stages: administration of a structured questionnaire to 84 participants, analyzed through descriptive statistics; implementation of an online training intervention mediated by an interactive e-book, directed to 6 educators; and conducting structured interviews with these same 6 educators after the training. The theoretical framework was based on studies on ASD, principles of inclusive education, and the potential of PCA as a diversified and cooperative pedagogical strategy. The questionnaire results showed positive recognition of the inclusive potential of PCA, especially in the sensorimotor and social-interaction dimensions, but also revealed gaps in teachers’ initial training and insufficient institutional support. The interviews deepened the understanding of structural, pedagogical, and cultural barriers, highlighting challenges related to infrastructure, materials, and human support. Participants indicated feasible strategies such as the use of predictability through visual boards, adjustment of challenges according to sensory needs, and the organization of circuits using low-cost materials. The analysis showed that the implementation of PCA as an inclusion resource depends on continuing professional development, collaborative planning, and multiprofessional support. It is concluded that PCA constitute a promising strategy for the inclusion of students with ASD, provided they are supported by teacher education policies, institutional organization, and monitoring mechanisms that ensure participation, learning, and belonging.
Assentamento Dênis Gonçalves: manifestação concreta do projeto de reforma agrária popular do Movimento dos Trabalhadores Rurais Sem Terra (MST)
(Universidade Federal de São Carlos, 2026-02-11) Martins, Pedro Luiz Sanglard Silva; Duval, Henrique Carmona; Franco, Fernando Silveira; CV: http://lattes.cnpq.br/3218633711361955; https://lattes.cnpq.br/9273528175386738; https://orcid.org/0009-0008-3740-9578; Canavesi, Flaviane de Carvalho; Esquerdo, Vanilde Ferreira de Souza; https://lattes.cnpq.br/8689253964968139; https://lattes.cnpq.br/9535960068552016
Los movimientos sociales rurales consideran que las diferentes formas de cooperación en el campo son mecanismos que permiten la viabilidad de los asentamientos. Comprender las relaciones socioproductivas se configura como un mecanismo para evaluar dicha viabilidad. La investigación buscó comprender la organización socioproductiva y la consolidación de la agricultura familiar y del proyecto de reforma agraria popular del MST en el asentamiento Dênis Gonçalves, en Goianá/MG, con el objetivo de construir una comprensión sobre la viabilidad concreta de un proyecto popular de reforma agraria en la región. Se buscó describir las redes socioecológicas jerárquicas en el asentamiento y comprender cómo se consolidó la agricultura familiar en el territorio, a través de estrategias de colectivización y cooperativismo, guiadas por la cultura campesina. El estudio puso de manifiesto la autocolectivización gestada orgánicamente en el territorio y la integración vertical de diferentes grados de cooperativismo y colectivización de los procesos productivos, marcados por la cultura campesina, fuertemente arraigada en el territorio. Además, se constató una articulación entre estrategias locales, calificadas aquí como intensos procesos de intercooperación a diferentes escalas, con una macroestrategia estatal del movimiento. Los hallazgos evidencian empíricamente que el asentamiento en cuestión es una manifestación concreta del proyecto de reforma agraria popular del movimiento y un exponente en la mesorregión de la Zona da Mata Mineira, sirviendo de modelo para otras iniciativas a la hora de plantear un plan de organización de los colectivos de agricultura familiar campesina a diferentes escalas.
A formação de professores e a interculturalidade: ente o rural e o urbano em uma escola no interior do Estado de São Paulo
(Universidade Federal de São Carlos, 2026-02-11) Casimiro, Gizeli Aparecida Fazanaro; Anunciato, Rosa Maria Moraes; https://lattes.cnpq.br/3064136997342775; https://orcid.org/0000-0003-1478-411X; https://lattes.cnpq.br/9409827189515671; https://orcid.org/0009-0004-5773-1725; Tomazzetti, Cleonice Maria; Martins, Rosana Maria; https://lattes.cnpq.br/4821077407620769; https://lattes.cnpq.br/0099631864718875; https://orcid.org/0000-0002-1976-4604; https://orcid.org/0000-0003-4140-8830
This study addresses continuing teacher education from an intercultural perspective in a municipal urban school that serves students from rural areas in the countryside of the state of São Paulo, Brazil. The research is guided by the following question: what are the formative needs of teachers in a municipal school that serves students from rural areas, from an intercultural perspective? The general objective was to analyze how continuing teacher education can contribute to the promotion of interculturality, identifying the formative needs of teachers in this context. The theoretical framework is mainly based on the discussions on alterity, teaching practice, experience, and professional development. This research adopted a qualitative approach, using as methodological procedures the observation of Collective Pedagogical Work Time (HTPC), the documentary analysis of the municipal education legislation and regulations, the application of questionnaires, and interviews with teachers and the pedagogical coordinator of the school. The results reveal that, although teachers recognize the importance of cultural diversity and develop practices that are sensitive to the lived experiences of students from rural areas, there is no systematized institutional policy of continuing education focused on interculturality. Although the HTPC has the potential to be a formative space, it has not yet been consolidated as a systematic environment for intercultural reflection. Intercultural pedagogical practices occur mainly through individual initiatives, revealing formative gaps related to the articulation between rural and urban knowledge, intercultural teaching strategies, and institutional support for teaching practice. It is concluded that the main formative needs of teachers are related to the expansion of theoretical and practical training on interculturality, the development of methodologies that integrate students’ knowledge into the curriculum, the strengthening of the HTPC as a formative space, and institutional support for pedagogical management. This study contributes to the debate on teacher education in contexts of sociocultural diversity, reinforcing interculturality as an ethical, political, and pedagogical horizon for basic education.
Esportes paralímpicos na educação física escolar: análise de uma intervenção
(Universidade Federal de São Carlos, 2026-02-11) Silva, Leonardo Yoshizato; Lemos, Fábio Ricardo Mizuno; https://lattes.cnpq.br/9720009502941255; https://orcid.org/0000-0001-6512-5056; https://lattes.cnpq.br/9604368304082706; https://orcid.org/0009-0000-4763-6055; Souza Junior, Osmar Moreira de; Carmo, Clayton da Silva; https://lattes.cnpq.br/9176123942671062; https://lattes.cnpq.br/6318986396436495; https://orcid.org/0000-0002-2915-5634; https://orcid.org/0000-0003-4455-2635
This dissertation aimed to develop and analyze a didactic sequence centered on Paralympic sports in school Physical Education classes, seeking to understand what was constructed in the everyday dynamics of the lessons throughout this process. The study was conducted in a 5th-grade class at a municipal public school in Francisco Morato, São Paulo, Brazil. The class comprised 35 students, of whom 32 effectively participated in the research, adopting a qualitative approach. Data production was carried out through Field Notes written after the implementation of a didactic sequence consisting of ten 50-minute lessons, conducted between August and September 2025. The pedagogical interventions involved experiential activities with Paralympic sports such as goalball and sitting volleyball, as well as adapted games that problematized different forms of bodily participation. The theoretical framework was grounded in studies on inclusive education, the social model of disability, Paralympic sports, and School Physical Education, understanding sport as a cultural, social, and educational phenomenon. Data analysis was organized into six analytical categories: 1- “What would it be like to play without being able to see?”: the lesson begins without a ready-made answer; 2- “Too much noise”: when care becomes a condition for the game to take place; 3- “This isn’t working”: when the proposal needs to be reconstructed in the middle of the lesson; 4- “I had never noticed that”: the body as a mediator of a new reading of space; 5- “We had to change the rule”: when fairness in the game begins to be collectively constructed; and 6- “It was hard, but we managed to play”: what students come to understand about inclusion. The results indicate that inclusion did not emerge as a predefined concept, but rather as a process constructed through bodily experiences, the relationships established during the games, and the pedagogical mediations carried out throughout the didactic sequence. Experiences with goalball enabled the decentering of vision as the dominant reference, highlighting listening, silence, and care as fundamental conditions for participation. In turn, experiences with sitting volleyball and adapted games revealed that fairness in play is not limited to formal equality, but involves the collective reorganization of rules, space, and modes of participation in order to ensure real conditions for everyone’s involvement. The analyses show that students came to recognize that difficulty, fatigue, and effort do not undermine play, but rather constitute integral elements of the process of building inclusive practices. A significant shift was also observed in students’ readings of the school space, which ceased to be perceived as neutral and began to be problematized through the identification of architectural and attitudinal barriers that interfere with the participation of different bodies. Teacher mediation proved to be central to this process, as it sustained the lesson as a space for experimentation, listening, pedagogical interruption, and collective reconstruction of proposals. It is concluded that Paralympic sports, when addressed in a systematic, intentional, and contextualized manner within School Physical Education, present high educational potential, contributing to the construction of more critical, relational, and situated understandings of inclusion and participation. The study reinforces the importance of pedagogical practices that articulate bodily experience, collective reflection, and the reorganization of play, reaffirming Physical Education as a privileged space for human, social, and cultural formation.
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; Couto, Yara Aparecida; https://lattes.cnpq.br/2348643816717796; https://orcid.org/0000-0003-1851-4889; https://lattes.cnpq.br/6104249963478267; https://orcid.org/0009-0008-9312-9861; Alves, Fernando Donizete; Manfrim, Aline Maria Pacífico; https://lattes.cnpq.br/3812723309905378; https://lattes.cnpq.br/6752918632327359
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.