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Ser mulher ceramista: narrativas sobre arte-trabalho-educação
(Universidade Federal de São Carlos, 2026-02-19) Oliveira, Stéfany Vitores de; Auad, Daniela; https://lattes.cnpq.br/8903433226323112; https://lattes.cnpq.br/4033923526235991; Cordeiro, Ana Luisa Alves; Santos, Maria Walburga dos; https://lattes.cnpq.br/7982716310560380; https://lattes.cnpq.br/2954227254025696
How is working with clay intersected and crossed by gender relations in the process of being a woman and a ceramist? Between shaping the clay; academic paths; wandering through fairs and workshops; and listening to the life stories of women ceramists, the theoretical frameworks, specific objectives, and methodologies used in this exhibition were constructed. The theoretical framework of the research is based on feminist and decolonial epistemologies. The research aimed to address the triad of art-work-education and its intertwining with gender relations in the trajectories of women ceramists from the city of Sorocaba, in the interior of the State of São Paulo. These women were found through an independent art fair called Feira do Beco do Inferno; a political choice, since this space (or event) can be understood as an educational social movement. There is a sentence frequently used by ceramists: “clay has memory”. When this perspective is adopted, this research admits that clay captures and materializes knowledge, experiences, affections, giving form to feelings as a symbolic expression. Furthermore, it can be a path to subjectivation and autonomy, conferring the identity of artist or craftswoman to those who produce it. In ceramics, the triad of art-work-education intersects and interacts at different scales in the trajectories of women ceramists. Knowledge of ceramics allows access to a sensitive experience, to the dimension of the erotic and the construction of other work possibilities. The research also discusses the teaching/learning processes of ceramics as part of the concept of artisan pedagogy.
Barreiras e facilitadores para oferta de programas de atividade física e redução do comportamento sedentário em pessoas idosas institucionalizadas
(Universidade Federal de São Carlos, 2026-02-19) Schwenger, Layana Liss; Ansai, Juliana Hotta; https://lattes.cnpq.br/1028110691131464; https://orcid.org/0000-0001-9873-3509; Gomes, Grace Angélica de Oliveira; https://lattes.cnpq.br/9231669265846900; https://orcid.org/0000-0003-0600-2093; https://lattes.cnpq.br/7264863329263694; https://orcid.org/0000-0001-7677-0800; Takahashi, Anielle Cristhine de Medeiros; Rech, Cristiano Ricardo; https://lattes.cnpq.br/8336705133403404; https://lattes.cnpq.br/6389536195872970; https://orcid.org/0000-0003-1263-2833; https://orcid.org/0000-0002-9647-3448
Introduction: Despite the benefits of physical activity for the health and functionality of older adults, adherence to recommendations remains low, especially in Long-Term Care Facilities for Older Adults (LTCFs). Individual and organizational barriers may compromise the provision and implementation of physical activity programs, and Brazilian studies addressing these factors in institutional contexts are still scarce. Objective: To analyze the barriers and facilitators perceived by healthcare professionals, managers, and owners regarding the implementation of physical activity programs and the reduction of sedentary behavior in LTCFs. Methods: This was a cross-sectional study using a mixed-methods approach (quantitative–qualitative), conducted with healthcare professionals, managers, and owners working in LTCFs in municipalities in the interior of the state of São Paulo. Data collected via a Google Forms questionnaire were exported to Excel. Data from the focus group were recorded, and participants’ reports were transcribed, analyzed, and categorized using Bardin’s content analysis. Results: The study included 48 healthcare professionals and 12 managers and owners. The barriers identified from the questionnaires (quantitative and qualitative data) were mainly related to residents’ conditions, such as cognitive and physical limitations; organizational factors, such as reduced working hours and lack of awareness; and workforce-related issues, such as limited staff. Findings from the focus group further deepened these issues, highlighting strategies such as individualized assessments to adapt activities, strengthening interpersonal bonds, raising staff awareness, and management support. Among the facilitators, team and management commitment, activity planning, and availability of resources stood out. Conclusion: The implementation of physical activity programs in LTCFs involves multiple individual and organizational factors. Recognizing barriers and facilitators can support more effective strategies, contributing to the expansion, adherence, and sustainability of these practices within institutional settings.
Elementos constituintes da identidade docente na área de ensino de ciências e matemática
(Universidade Federal de São Carlos, 2026-02-19) Silva, Marcos Paulo; Furlan, Elaine Gomes Matheus; https://lattes.cnpq.br/3179865576965852; https://orcid.org/0000-0002-5413-7964; https://lattes.cnpq.br/3373655804902988; https://orcid.org/0009-0006-7635-5029; Faria, Paulo Cezar de; Calefi, Roberta Maura; https://lattes.cnpq.br/3630521378837174; https://lattes.cnpq.br/4485733140916218
The undergraduate teacher training programs seek, through their curricula, to promote initial training for the teaching profession. However, due to the low interest in the teaching career, it is still common for undergraduates and graduates to migrate to other areas in detriment of teaching, factors that may be related to working conditions and the low recognition of the profession by society. Regarding Natural Sciences and Mathematics, there have been significant advances that allowed for greater visibility for the area with the creation of Graduate Programs and, in certain cases, curriculum reformulations. Furthermore, Teaching Incentive Programs have emerged in recent years aiming for greater attractiveness for the teaching career, through teaching practice even during initial training, as in the case of the Institutional Program of Scholarships for Initiation to Teaching (PIBID) and the Pedagogical Residency Program (PRP). In this sense, based on Marcelo García (1999), Nóvoa (1992) and Gatti (2012), who address the issue of teacher training; Huberman (1992) who studies the stages of the teaching career and, Dubar (2005) who investigates Teacher Identity, this work sought, through a bibliographic research and, subsequently, the use of Discursive Textual Analysis, to verify which are the most recurrent elements for the initial training and also, for the construction of the Teacher Identity of undergraduates from courses focused on natural sciences and mathematics, in the context of theses and dissertations defended in Programs in the area of Science teaching. Results indicate that some factors appear as more significant for the professional choice for teaching, such as family and teacher influences, as well as the individual life trajectories of each individual. It was also observed, through the analyses of the dissertations and theses, that the specificity of the area of natural sciences and mathematics was not located, indicating that, despite there being identification with the area of study, this is not the only preponderant factor in the choice of the teaching career.
Ativação por laser pulsado da liga TiVNbCr para armazenagem de hidrogênio
(Universidade Federal de São Carlos, 2026-02-19) Cameirão, Ana Rodrigues; Almeida, Juliana Mara Pinto de; https://lattes.cnpq.br/7830925338249360; Zepon, Guilherme; https://lattes.cnpq.br/7924187202036614; https://orcid.org/0000-0002-5852-9076; https://lattes.cnpq.br/5533955962742292; https://orcid.org/0000-0001-9138-7607; Zepon, Guilherme; Leiva, Daniel Rodrigo; Leal Neto, Ricardo Mendes; https://lattes.cnpq.br/7924187202036614; https://lattes.cnpq.br/6576844591900987; https://lattes.cnpq.br/3270615314717988
Multicomponent alloys are a safer and efficient way of storing hydrogen, as they can react reversibly with H to form hydrides. Alloys from the Ti-V-Nb-Cr system, for example, form hydrides capable of storing about 3 wt.% of H. However, when these alloys are exposed to air for long periods, due to surface contamination, it is necessary to perform activation procedures required to restore their hydrogen storage properties. In this context, our group was the pioneer in reporting a new activation method based on the use of a pulsed laser, called PLA (Pulsed Laser Activation). However, the mechanisms involved in laser-matter interaction during the PLA method are not completely understood. Thus, the main objective of this master's project is to investigate the pulsed laser activation (PLA) process of an equiatomic Ti-V-Nb-Cr alloy for hydrogen storage, advancing the understanding of the mechanisms involved in the PLA method. For this purpose, samples of the pure metals and an equiatomic alloy of the Ti-V-Nb-Cr system were prepared under five main conditions and their combinations: 1) pristine, 2) aged in air, 3) aged in water, 4) after thermal activation, and 5) after the PLA method. They were then characterized by scanning electron microscopy (SEM), transmission electron microscopy (TEM), surface roughness (RA), X-ray diffraction (XRD), X-ray photoelectron spectroscopy (XPS), UV-Vis spectroscopy, and a Sieverts-type volumetric apparatus. The results showed that the PLA method was effective as an activation method only for the equiatomic TiVNbCr alloy, promoting high hydrogen capacity and kinetics, reaching 3 wt.% of H in just one minute. Surface analyses also revealed that the PLA method induces surface remelting, increased roughness, the formation of holes and cracks, and the formation of an oxide layer rich in Ti, factors that contribute to the material’s activation.
Ensino Baseado em Simulação interprofissional para medicação segura: ensaio clínico randomizado
(Universidade Federal de São Carlos, 2026-02-19) Lozano, André Wilian; Silva, Jaqueline Alcântara Marcelino da; http://lattes.cnpq.br/8311079340428705; https://orcid.org/0000-0002-8307-8609; http://lattes.cnpq.br/2109655852076181; https://orcid.org/0000-0002-5721-7054; Silva, Jaqueline Alcântara Marcelino da; Girão , Fernanda Berchelli; Duarte , Adriana Maria; Vaccari , Alessandra; Miguel, Edson Roberto Arpini; Costa , Marcelo Viana da; http://lattes.cnpq.br/8311079340428705; http://lattes.cnpq.br/9999840170649511; http://lattes.cnpq.br/9083915246072178; http://lattes.cnpq.br/7873454689917246; http://lattes.cnpq.br/1988142878691648; http://lattes.cnpq.br/1801687907907663; https://orcid.org/0000-0002-8307-8609; https://orcid.org/0000-0001-7229-0519; https://orcid.org/0000-0002-2762-5030; https://orcid.org/0000-0003-0195-073X; https://orcid.org/0000-0002-8357-1110; https://orcid.org/0000-0002-3673-2727
Introduction: Interprofessional education integrated with simulation in healthcare constitutes a pedagogical strategy that favors the development of collaborative skills essential to teamwork and patient safety, especially in the context of the medication process. The available literature shows a predominance of studies with observational designs and a scarcity of experimental designs focused on interprofessional simulation for safe medication, demonstrating scientific gaps related to the experimental evaluation of these pedagogical methods, as well as their educational effects. Objective: To develop, implement, and evaluate interprofessional simulation scenarios focusing on the safe medication process for health professions students. Method: A qualitative-quantitative, analytical, experimental, prospective study, of the randomized clinical trial type, with two blinded groups (interprofessional intervention (A) and uniprofessional control (B)). The intervention consisted of applying three healthcare simulation scenarios of increasing complexity, previously constructed and validated by experts using the Delphi technique. Validated instruments for assessing interprofessional readiness (RIPLS-40), OSCE and ITOSCE for professional performance, and a validated scale of satisfaction and self-confidence were used, with appropriate inferential statistical analysis for intragroup and intergroup comparisons. The research was conducted with the approval of the Research Ethics Committee. Results: 57 students from Nursing, Medicine, and Pharmacy participated. Three healthcare simulations were conducted focusing on critical steps in the safe medication process, led by previously trained facilitators. A statistically significant increase in readiness for interprofessional learning and observable performance improvements related to medication reconciliation, prescription, preparation, administration, medication monitoring, and identification of avoidable errors were observed in both groups. The performance gains identified in the immediate post-test (30 days) were maintained in the late post-test (90 days), indicating retention of learning. No statistically significant differences were identified between the interprofessional and uniprofessional groups, indicating educational equivalence between active pedagogical formats. Additionally, high levels of student satisfaction and self-confidence were observed. Conclusion: Intentionally planned, expert-validated, and interprofessional education-based healthcare simulation proved effective in developing collaborative competencies related to medication safety, promoting significant gains in observable professional performance and readiness for interprofessional learning. Both interprofessional and uniprofessional simulations promoted consistent intragroup advancements, demonstrating educational equivalence between active approaches. The absence of a statistically significant difference between the groups indicates non-rejection of the null hypothesis. This investigation advances the state of the art by integrating, in an unprecedented way in the Brazilian context, the construction, validation, and experimental evaluation of interprofessional simulation scenarios focused on medication safety, representing, to the best of our knowledge, the first randomized clinical trial conducted in the country with this focus. The findings have the potential to impact health education and the improvement of interprofessional practices, with implications for promoting patient safety, improving health education, and strengthening health systems.