Navegando por Data de Publicação, começando com "2026-02-12"

Filtrar resultados por ano ou mês

Agora exibindo 1 - 10 de 10

Cena Ballroom de Sorocaba: Memórias, acolhimento e redes de apoio.
(Universidade Federal de São Carlos, 2026-02-12) Vale, Jhonatan Saldanha do; Mendonça, Viviane Melo de; https://lattes.cnpq.br/4827331651090223; https://lattes.cnpq.br/9280605994261139; Nascimento, Luis Felipe Rios do; Silva, Vanda Aparecida da; https://lattes.cnpq.br/9817218308880476; https://lattes.cnpq.br/9920701759600807
Ballroom culture, which emerged in the United States in the 1970s, established itself as a safe space for the expression of the subjectivities and corporeality of LGBTQIAPN+ people, especially those of color who have been historically marginalized. In these environments, the community finds a territory of resistance, identity reaffirmation, and historical recovery in the face of social, political, and cultural oppression. Despite its relevance, academic research on this culture is still incipient, especially in the Brazilian context. This thesis aims to understand, using oral history methodology, the role of ballroom culture in Sorocaba, São Paulo, as a space for welcoming and psychosocial empowerment of the LGBTQIAPN+ population, with an emphasis on its precursors and the contexts that enabled its implementation in the city. Specifically, the aims are: (1) to investigate the life trajectories of those involved in the consolidation of the ballroom scene in Sorocaba, identifying their motivations and influences; (2) mapping the sociocultural contexts and processes that enabled its implementation, situating culture as a space of support and belonging; (3) examining the welcoming strategies mobilized at the events, analyzing their role in preventing psychological distress and establishing support networks; and (4) identifying elements that contribute to the cultural appreciation and visibility of the local ballroom scene. Oral history, as a methodological tool, allows us to record experiences and narratives that are often silenced, enabling the construction of a collective memory of the scene in Sorocaba. The research adopted a qualitative approach and included six semi-structured interviews with participants over 18 years of age who worked on the implementation of the culture in the city. The interviews were analyzed based on the framework of discursive practices, according to the theoretical-methodological perspective of Mary Jane Spink (2013). The results indicate that the ballroom scene in Sorocaba is configured as a territory of community care, in which performance, art, and collectivity operate as strategies for confronting structural violence associated with LGBTQIAPN+phobia, racism, and social inequalities. The motivations for engaging in ballroom are related to the search for belonging, recognition, and possibilities for identity expression, while welcoming strategies act as protective factors against psychological distress. It is concluded that ballroom culture in Sorocaba goes beyond the field of entertainment, constituting a psychosocial support network and a political device for the affirmation of dissident lives, as well as an important space for preserving the collective memory of the LGBTQIAPN+ population. The research contributes to the visibility of the local ballroom scene and to dialogues between culture, mental health, and community-based care practices.
O processo de profissionalização dos diretores em início de carreira: profissionalidade e coletividade em diálogo
(Universidade Federal de São Carlos, 2026-02-12) Lourenço, Daniela de Ávila Pereira; Gama, Renata Prenstteter; https://lattes.cnpq.br/4153572041829838; https://orcid.org/0000-0001-6338-4345; https://lattes.cnpq.br/6535978321828173; https://orcid.org/0000-0001-8671-5418; Pereira, Rodnei; Lima, Francine de Paulo Martins; Onofre, Marcia Regina; Lima, Paulo Gomes; https://lattes.cnpq.br/9686240723754379; https://lattes.cnpq.br/4747830234482028; https://lattes.cnpq.br/7176529351192598; https://lattes.cnpq.br/5109357037661496; https://orcid.org/0000-0002-2315-7321; https://orcid.org/0000-0002-9646-8235; https://orcid.org/0000-0002-5467-185X; https://orcid.org/0000-0001-9932-4934
The thesis addresses the professionalization process of early-career school principals, investigating how their practices, identities, and professional knowledge are constituted within the context of school management. The theme is situated within the field of research on leadership and educational management, particularly in the debate concerning career entry and the professional development of school leaders. It is based on the understanding that entering school leadership constitutes a moment marked by challenges, learning, and collective negotiations that directly influence the construction of the principal’s professionalism. The relevance of the study lies in the need to understand how novice principals develop their practices and construct their professional identity in the face of administrative, pedagogical, and relational demands present in contemporary schools. The research contributes to the debate on training, institutional support, professional development, and induction. It highlights that the work of the principal involves collective processes of meaning-making and pedagogical leadership, in addition to technical and bureaucratic aspects.The study emphasizes how the professionalization process of early-career principals occurs, based on the dimensions of professionalism and collectivity present in everyday school life. It seeks to understand how these professionals learn to act professionally, which types of knowledge they mobilize, and how interactions with other members of the school, teachers, instructional coordinators, and other members of the school community contribute to their professional development. From a methodological standpoint, this is a qualitative study grounded in theoretical frameworks from the field of research-training (Morais and Bragança, 2021) and professional development in education. The study engages with authors who address teacher professionalization, the construction of professional identity, and career entry, such as António Nóvoa (1989), Shulman (2014), Tardif (2013), Roldão (2005; 2008), and Marcelo Garcia (2009; 2010). Particular emphasis is given to Nóvoa perspective, which stresses that professionalization is built through collective processes, through the sharing of experiences and reflection on practice.The results indicate that the beginning of a career in school leadership is marked by an intense process of professional learning, in which principals construct knowledge based on everyday experience, interactions with the school staff, and the need to make decisions in complex contexts. It becomes evident that collectivity plays a fundamental role in this process, as work in school management involves collaboration, dialogue, and the joint construction of practices.It is concluded that the professionalization of early-career principals results from continuous formative processes, situated within the context of schools and the education systems in which they operate, and supported by the development of public policies for induction and professional development. The study reinforces the importance of monitoring and institutional support for novice school leaders, as well as the value of collective spaces for learning and reflection on practice.
Da emancipação à autonomia docente: limites e possibilidades do Currículo Paulista à luz da pedagogia freireana
(Universidade Federal de São Carlos, 2026-02-12) Boni, Izabel Carolina Carriel; Silva, Antonio Fernando Gouvêa da; https://lattes.cnpq.br/9621931288117213; https://orcid.org/0000-0002-8915-9952; https://lattes.cnpq.br/7483326475599558; https://orcid.org/0009-0000-0999-3967; Leite, Kelen Christina; Demartini, Gabriel Ribeiro; https://lattes.cnpq.br/0993995005511082; https://lattes.cnpq.br/9046778496708360; https://orcid.org/0000-0002-8590-1857; https://orcid.org/0000-0002-0297-4293
Education has historically been driven by a market logic that seeks to homogenize students, disregarding their desires, experiences, and cultures, in favor of reproducing dominant and hegemonic values. In this context, the question arises as to what extent teachers are able to exercise their practice based on autonomy and emancipatory processes inherent to critical education, especially those working in the São Paulo state school system. To this end, a documentary analysis of the Currículo Paulista, a normative document whose use is mandatory in the network linked to the São Paulo State Department of Education, was carried out to understand its principles, objectives, and implications for teaching work. The qualitative research was based on three parameters inspired by Freirean conceptions of education: denunciation/announcement, authentic praxis, and correct thinking, demonstrating that the document is configured as a political instrument, and not merely a technical or neutral one. In addition to document analysis, interviews were conducted with teachers who use the Currículo Paulista, whose accounts reinforce the perception of a reduction in autonomy and emancipation in the exercise of their functions. The results indicate that the document contributes to maintaining the neoliberal rationality that guides São Paulo's educational policy, by prioritizing the training of individuals adapted to the demands of the labor market and the naturalization of social inequalities. Therefore, the study advocates for the strengthening of collective organization as a way to confront the structural contradictions present in public education and society.
Promoção de comportamentos sociais em criança com TEA: intervenção mediada por pares e histórias sociais
(Universidade Federal de São Carlos, 2026-02-12) Zampieri, Jessica; Lourenço, Gerusa Ferreira; https://lattes.cnpq.br/1474728505225459; https://orcid.org/0000-0002-7550-4858; https://lattes.cnpq.br/2604547600036915; https://orcid.org/0009-0009-3316-4400; Postalli, Lidia Maria Marson; Quiterio, Patricia Lorena; https://lattes.cnpq.br/2748282330028870; https://lattes.cnpq.br/4986591658860331; https://orcid.org/0000-0001-7560-697X; https://orcid.org/0000-0002-4553-6429
The school constitutes a fundamental space for the integral development, learning, and social interaction of individuals. However, despite advances in Inclusive Education policies, the Brazilian educational system still faces challenges in ensuring the effective inclusion of students who are the target population of Special Education. Among this group, students with Autism Spectrum Disorder (ASD) stand out, as their characteristics—such as deficits in communication and social interaction, as well as restricted and repetitive patterns of behavior—may result in barriers to participation and socialization within the school context. In this scenario, the present study aimed to investigate the effects of a peer-mediated intervention program associated with the use of social stories to promote social behaviors in a child with ASD in Early Childhood Education. The research was conducted using a single-subject experimental design, with pre-test and post-test, involving a class from the final year of Early Childhood Education, with the effects specifically analyzed in one target participant diagnosed with ASD level 1 support needs. The dependent variables included observable social behaviors, such as parallel and shared play, initiating and responding to conversational attempts, and positive and negative social interactions. The results indicated a reduction in parallel play and an increase in shared play, an expansion of the communicative repertoire, and an increase in positive interactions, along with a decrease in negative interactions, as well as evidence of generalization of the intervention effects. It is concluded that the peer mediated intervention associated with the use of social stories proved to be promising for promoting social behaviors in Early Childhood Education, pointing to directions for future research and inclusive practices, including the expansion of the program to other levels of Early Childhood Education, the implementation of strategies by education professionals and family members, as well as further exploration of the use of social stories.
Os manicômios fecharam? Reflexões sobre a atuação do Poder Judiciário nos pedidos de internação em comunidades terapêuticas em um contexto local
(Universidade Federal de São Carlos, 2026-02-12) Rodrigues, Thaís Lopes; Garcia, Marcos Roberto Vieira; https://lattes.cnpq.br/3911188481669270; https://orcid.org/0000-0002-5668-2923; https://lattes.cnpq.br/3035011755875642; Maronna, Cristiano Avila; Cacicedo, Patrick Lemos; https://lattes.cnpq.br/4603815621654490; https://lattes.cnpq.br/6868425451997606; https://orcid.org/0000-0002-5623-8224
This master’s thesis, developed within the Graduate Program in Education at the Federal University of São Carlos, Sorocaba campus, investigates the role of the local Judiciary in Sorocaba in legal proceedings requesting the forced hospitalization of people who use alcohol and other drugs in therapeutic communities between 2020 and 2025. The research problem seeks to understand how the local judiciary has responded to such demands and whether its actions contribute to the perpetuation of a manicomial logic, even after the signing of a Conduct Adjustment Agreement (TAC) in 2012, through which the municipality committed itself to the gradual closure of psychiatric hospitals and the implementation of substitute mental health care services. The specific objectives include analyzing national legislation on forced hospitalization and therapeutic communities following the enactment of Law 10.216/2001 (the Psychiatric Reform Law) and examining public court cases from Civil Courts, the Public Treasury Court, and the Small Claims Public Treasury Court of Sorocaba within the defined period. The theoretical framework is organized around three main axes: a brief discussion of the historical and social phenomenon of the confinement of madness, including problematic alcohol and drug use; the historical development of the Brazilian Psychiatric Reform, highlighting milestones such as the Bauru Manifesto (1987) and the enactment of Law 10.216/2001; and the legal framework governing therapeutic communities in Brazil, with an analysis of the United Nations Convention on the Rights of Persons with Disabilities (Decree 6.949/2009), the Brazilian Law of Inclusion (Law 13.146/2015), and other relevant regulations. Methodologically, the study adopts a case study approach, combining documentary analysis of national and municipal legislation with the examination of court rulings retrieved from the São Paulo State Court of Justice database, totaling twenty identified cases, in addition to grey literature such as technical opinions, institutional reports, and complaints produced by social movements. Case selection criteria included thematic and legal relevance, social context considering markers of gender, race, and class, conflicts between fundamental rights, and the potential to illustrate contradictions between legislation and judicial practice. The local context is particularly significant, given that Sorocaba was once the Brazilian city with the largest number of public psychiatric beds and that, even after their closure, discourses of isolation and forced treatment persist, particularly targeting people who allegedly use alcohol and other drugs, especially following the 2020 municipal executive elections. The results, presented through the analysis of two cases from the Public Treasury Court of Sorocaba and one case from the 3rd Civil Court of Sorocaba, reveal significant procedural shortcomings, including the absence of detailed medical reports, the granting of preliminary injunctions without adequate technical justification, the delayed involvement of the Public Prosecutor’s Office, and inadequate legal defense of individuals subjected to judicial measures. The study demonstrates that, despite the formal advances of the Psychiatric Reform and the Anti-Asylum Movement, manicomial practices continue to be legitimized by the Judiciary, particularly in the field of alcohol and drug use, highlighting the urgent need for stronger dialogue between the justice system and public mental health management, adequate training for legal professionals, and the strengthening of the Psychosocial Care Network (RAPS) as an alternative to the asylum-based model.
Condições de trabalho e permanência docente no Programa de Ensino Integral (PEI) à luz da teoria de Pierre Bourdieu
(Universidade Federal de São Carlos, 2026-02-12) Tassoni, Raquel Franco; Fernandes, Maria Cristina da Silveira Galan; https://lattes.cnpq.br/5786385589553214; https://orcid.org/0000-0002-8415-9400; https://lattes.cnpq.br/9617907814174323; https://orcid.org/0000-0002-6682-2432; Monteiro, Maria Iolanda; Silva, Hellen Cristina Xavier da; https://lattes.cnpq.br/4189205834370563; https://lattes.cnpq.br/8605625866125060; https://orcid.org/0000-0002-4534-1437; https://orcid.org/0000-0002-2865-8029
This dissertation analyzes the processes of adaptation and permanence of teachers in schools participating in the Programa de Ensino Integral (PEI) of the state of São Paulo, seeking to understand how the institutional and organizational dynamics of this program affect teachers’ working conditions, their permanence in the program, and their relationship with school culture, in light of Pierre Bourdieu’s theoretical framework. The study is situated within the context of the expansion of full-time education in Brazil, driven by national and international public policies, and the rapid growth of the PEI since 2012, strongly inspired by managerial and corporate models. A qualitative methodology was adopted, structured in three complementary stages: a systematic literature review, documentary analysis of official regulations and guidelines, and field research through questionnaires administered to teachers working in the PEI. The data were triangulated, resulting in three analytical axes: (a) teacher profile, characterization, and entry into the PEI; (b) institutional demands, management, and working conditions; and (c) conditions for permanence in the PEI. The results indicate that the accelerated expansion of the PEI has generated challenges in everyday school life, such as task overload, intensification of working hours, institutionalized surveillance, and tensions in teachers’ processes of adaptation and permanence, especially in more socially vulnerable school contexts. It was found that meritocratic logics and evaluation mechanisms operate as forms of symbolic distinction, reinforcing internal hierarchies and weakening professional bonds. Furthermore, adherence to the program is strongly conditioned by teachers’ capacity to adapt to the institutional habitus imposed by the PEI, contributing to feelings of instability, exclusion, or non-belonging. It is concluded that, although the PEI promotes a discourse of teacher valorization and pedagogical innovation, its practices reveal structural contradictions that directly affect teachers’ permanence. The strained processes of adaptation and permanence thus emerge as expressions of a policy that combines quantitative expansion with mechanisms of control and individual accountability, often disconnected from concrete working conditions. This study contributes to the critical debate on full-time education policies in Brazil and their effects on the educational field, highlighting the need for more democratic, participatory models that are coherent with the historical principles of integral education.
Policultivos: abordagens científicas e suas avaliações
(Universidade Federal de São Carlos, 2026-02-12) Bosso, Victor Salek; Fontanetti, Anastácia; https://lattes.cnpq.br/3598362104615834; https://orcid.org/0000-0003-4863-7834; Forti, Victor Augusto; https://lattes.cnpq.br/5742976162363922; https://orcid.org/0000-0003-2599-3603; https://lattes.cnpq.br/9199244313380978; https://orcid.org/0009-0001-8569-0279; Leite, Eliana Cardoso; Magalhães, Leonardo Pinto de; https://lattes.cnpq.br/2186623269243747; https://lattes.cnpq.br/8771305776391428; https://orcid.org/0000-0003-3152-2576; https://orcid.org/0000-0002-0014-0404
Intercrop systems can enhance productivity and profitability while improving the social and environmental conditions of their surroundings. However, despite extensive research on the topic, the relevant factors for their evaluation and optimization—essential for widespread adoption—have not been systematically identified. This study analyzes the evaluation factors prevalent in high-impact publications indexed in the Web of Science (WoS) and identifies research gaps in intercrop studies. The methodology was based on a literature search using the keywords: intercrop OR polyculture OR polycultural OR polycrop. An individual analysis of the retrieved articles highlighted the leading journals, main WoS categories, agricultural crops used in intercrops, and the factors studied within Agronomic (80%), Environmental (11%), Economic (6%), and Social (4%) approaches. Merely 37% of the studies adopted a multi- or interdisciplinary perspective, considering at least two of these frameworks. The categories 'Agronomy' and 'Plant Science' collectively account for 40% of the articles. Furthermore, 33% of the analyzed publications were concentrated in just 5 out of 210 relevant journals. The study also discusses the limitations of a disciplinary approach that favors specific fields of agricultural science over interdisciplinary approaches and indicates gaps and opportunities for future research.
Participação ocupacional de crianças com doença renal crônica em tratamento hemodialítico no estado do Pará
(Universidade Federal de São Carlos, 2026-02-12) Corrêa, Iasmim Teles; Joaquim, Regina Helena Vitale Torkomian; https://lattes.cnpq.br/7719481657895650; https://lattes.cnpq.br/8276900223900132; Figueiredo, Mirela de Oliveira; Corrêa, Victor Augusto Cavaleiro; https://lattes.cnpq.br/3660487766535040; https://lattes.cnpq.br/1910742195880054
Chronic kidney disease is included among the complex chronic health conditions, affecting the vital functions of the kidneys and, in its most advanced stages, requiring renal replacement therapy, such as hemodialysis. Faced with the experience produced by the illness, numerous changes can occur in the patient and their families, in the physical body, and in the adaptation of routines and occupations. Therefore, the general objective of this study was to understand the participation in occupations of children with chronic kidney disease undergoing hemodialysis treatment. This is a qualitative study, of the descriptive, exploratory, and field research type. Seven children and seven mothers responsible for the care of the children assisted at the Pediatric Renal Replacement Therapy Center of the Santa Casa de Misericórdia do Pará Foundation participated in the research. The research was conducted using an interview guide directed at the children's caregivers and with the use of a playful resource, specifically a board game created for this research, to guide the conversation with the children and assist in data collection. The data were analyzed using the Content Analysis technique, with the aid of the MAXQDA® software. The results are presented in six categories entitled: “The discovery: The journey to hemodialysis treatment”, which refers to the different ways of discovering kidney disease and entering renal replacement therapy with hemodialysis; “The children's routine: Before and after hemodialysis treatment”, which presents the changes in the children's routine, that is, before and after starting hemodialysis treatment based on the mothers' reports; “The change: Occupational participation from the caregivers' perspective”, presenting the changes in the way daily occupations are performed after the start of hemodialysis treatment; “Occupational participation from the children's perspective”, presents the way in which occupations are performed and participated in according to the children's narrative; “Difficulty in participating in occupations”, exposing the accounts of caregivers and children about the most difficult occupations to perform while undergoing hemodialysis treatment; Finally, the section "Significant Occupations" also presents the accounts of the children and their caregivers regarding the most important occupations for children undergoing hemodialysis treatment. The results showed that children with chronic kidney disease undergoing hemodialysis treatment experience a significant impact on occupational participation in various occupational categories, mainly ADLs (Activities of Daily Living), Play, Leisure, Education, and Sleep and Rest. Therefore, they experience the development of occupational adaptations that allow them to perform daily activities, in addition to experiencing significant occupational deprivations as a consequence of their condition, which can influence their health and well-being. This study reinforces the need for interventions that consider the specific needs of children and promote opportunities for full occupational participation, minimizing the effects of occupational deprivation and improving the care offered to children with chronic kidney disease undergoing hemodialysis, strengthening child-centered practices, and reinforcing the importance of occupational participation for the quality of life of this population.
As histórias da pesquisa em educação ambiental no Brasil: memórias de um campo complexo e plural
(Universidade Federal de São Carlos, 2026-02-12) Silva, Luiz Gustavo Veríssimo e; Silva, Fernanda Keila Marinho da; https://lattes.cnpq.br/6390725197649567; https://orcid.org/0000-0002-5697-8417; ttps://lattes.cnpq.br/7752066614010991; https://orcid.org/0000-0002-6238-1182; Maciel, Lucas Vinício de Carvalho; Festozo, Marina Battistetti; Iared, Valéria Ghisloti; Morais, Wanderson Rodrigues; https://lattes.cnpq.br/8779101339709622; https://lattes.cnpq.br/7029045758253180; https://lattes.cnpq.br/1273203310250467; https://lattes.cnpq.br/2328003563888105
In recent decades, we have been living through a global socio-environmental crisis that has raised questions about the ways we relate to the world. This movement has fostered the creation of major national and international conferences and debates related to environmental education, as well as supporting the development of laws, treaties, public policies, and a great deal of research. All of this is part of a history that is almost always the basis for the writing of academic works that address themes related to environmental education. This history is extremely important for the constitution of this field of research; however, when we look at it, we ask ourselves: are there other histories of research in environmental education? To answer this question, we conducted a qualitative study in which we interviewed researchers in environmental education, with the aim of developing understandings about the meanings they produce regarding this field of research based on their memories. The data were analyzed based on dialogic discourse analysis, grounded in the thinking of Mikhail Bakhtin and the Bakhtin Circle. From the articulation between a narrative considered “official” in the history of environmental education, the memories of the interviewed subjects, and our analytical perspective, we constructed three histories: a first one, organized around historical milestones, events, legislation, and data on academic production; a second, composed of the narratives of the researchers; and a third, which emerges from the dialogic analysis of these memories. The results show that research in environmental education in Brazil is constituted as a plural, heterogeneous, and multifaceted field, marked by disputes over meaning, by different political-pedagogical projects, and by diverse educational trajectories. The analyzed narratives show that there is not a single history of environmental education, but multiple histories in which subjects occupy varied positions in the discursive arena that is the field of research in environmental education. The study also highlights the centrality of collectives, networks, and partnership relations in the constitution of researchers’ trajectories, as well as the importance of the subjective dimension, life experiences, and historical contexts in the production of meanings about environmental education and about research itself. By problematizing the official history as an ideological construction that tends to erase conflicts, displacements, and subjects, the dissertation proposes to understand the history of research in environmental education as a permanent becoming. Finally, we conclude that telling histories of environmental education implies recognizing its unfinished, dialogical, and situated character, and that incorporating the memories of subjects makes it possible to broaden and complexify the understanding of the constitution of this field of research in Brazil.
Dose-resposta e tempo-resposta da fotobiomodulação de corpo inteiro sobre a glicemia de homens com diabetes mellitus tipo II: ensaio clínico randomizado, duplo-cego e sham-controlado
(Universidade Federal de São Carlos, 2026-02-12) Rocha, Francisco Costa da; Ferraresi, Cleber; https://lattes.cnpq.br/9593811257950561; https://orcid.org/0000-0002-1361-8390; https://lattes.cnpq.br/1637020307975226; https://orcid.org/0000-0001-5976-2956; Parizotto, Nivaldo Antonio; Pereira, Guilherme Borges; https://lattes.cnpq.br/5527703735628408; https://lattes.cnpq.br/0159911069166581; https://orcid.org/0000-0003-1774-9053; https://orcid.org/0000-0002-5295-6229
This dissertation investigated the effects of whole-body photobiomodulation (PBM) using infrared light on glycemic control in men with type 2 diabetes mellitus (T2DM). T2DM is one of the most prevalent chronic diseases worldwide and is characterized by persistent hyperglycemia associated with insulin resistance, systemic inflammation, oxidative stress, and mitochondrial dysfunction. Conventional treatment is primarily based on the use ofhypoglycemic medications combined with lifestyle modifications. However, therapeutic adherence is often limited, which has stimulated the search for complementary nopharmacological interventions. In this context, photobiomodulation has been proposed as a promising strategy for metabolic modulation and improvement of glycemic control. The dissertation was structured into two main studies. The first consisted of a systematic review of the literature aimed at synthesizing the available evidence regarding the effects of photobiomodulation on glycemic control in individuals with T2DM. Overall, the results demonstrated significant reductions in fasting blood glucose and glycated hemoglobin, in addition to improvements in metabolic and hemodynamic parameters. However, the review also highlighted important limitations, including the small number of available studies, heterogeneity in the application protocols, and a moderate risk of bias, indicating the need formore robust clinical trials. The second study consisted of a randomized, double-blind, shamcontrolled clinical trial designed to investigate the dose-response and time-response effects of whole-body photobiomodulation on blood glucose levels in men with T2DM. A total of 40 volunteers participated in the study, with a mean age of approximately 60 years, and were randomly allocated into four groups: PBM for 10 minutes, 20 minutes, 30 minutes, or a sham intervention. The therapy was delivered using an infrared LED panel (850 nm) that irradiated the participants’ entire body. Capillary blood glucose was monitored at multiple time points: preprandial, postprandial, and at 1, 3, 6, 12, and 24 hours after the therapy session. The results showed that photobiomodulation promoted significantly greater reductions in blood glucose compared to the sham group, particularly during the first hours following the intervention. The most pronounced reductions were observed at 1 and 3 hours after treatment, with partial maintenance of the effect up to 12 hours. In contrast, no statistically significant differences between groups were observed at the 6- and 24-hour time points. The area-under-the-curve analysis indicated that the 10-minute and 30-minute protocols produced the greatest overall reductions in blood glucose levels, suggesting a non-linear response in relation to light exposure time. In conclusion, whole-body photobiomodulation using infrared LED light may promote acute reductions in plasma glucose during the postprandial period in men with T2DM, with effects that may persist for up to 12 hours after a single session without the use of hypoglycemic medications. These findings suggest that PBM may represent a promising adjunct therapeutic strategy for metabolic control in T2DM, contributing to scientific advancement and to the development of new non-pharmacological approaches for disease management. Nevertheless, additional studies are required to confirm these findings and to establish optimal clinical parameters for its application.