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Concretos refratários flexíveis baseados no sistema alumina-magnésia-titânia
(Universidade Federal de São Carlos, 2026-02-27) Pagliarini, Bruno Reitmann; Borges, Otávio Henrique; https://lattes.cnpq.br/3641422282209414; https://orcid.org/0000-0001-6780-4159; Pandolfelli, Victor Carlos; https://lattes.cnpq.br/7369376873984839; https://orcid.org/0000-0002-1711-9804; https://lattes.cnpq.br/5497829455137850; https://orcid.org/0000-0002-0679-7781; Pandolfelli, Victor Carlos; Coury, Francisco Gil; Pagliosa Neto, Carlos; https://lattes.cnpq.br/7369376873984839; https://lattes.cnpq.br/8609825406277730; https://orcid.org/0000-0002-1711-9804; https://orcid.org/0000-0002-0457-2087
Refractory castables are essential components for industries, such as the steel and cement sectors, which are often subject to failure due to cyclic thermomechanical variations. To extend the service life of these linings, research has sought the development of flexible refractories, which make use of microstructural control to dissipate stress without affecting the overall integrity of the structure. In this context, the Al2O3–MgO–TiO2 (AMT) system emerges as a promising system for such a purpose, given that it presents phases such as spinels (MgAl2O4 and Mg2TiO4) and pseudobrookites (Al2TiO5 and MgTi2O5) with high potential for structural toughening. The central objective of this dissertation was to develop and optimize refractory castable compositions with superior flexibility based on this system. This study correlated computational thermodynamics and advanced experimental characterization results to identify oxide ratios that would maximize microcrack-induced toughening while preserving system stability. The results confirmed that the in-situ formation of complex pseudobrookite is the primary responsible for flexibility, generating a network of microcracks due to its high thermal expansion anisotropy, observing that the addition of titania up to a 50M-50T ratio resulted in a high level of microcracking, but above this threshold it caused a loss of structural cohesion. The 80M-20T ratio was the one that best balanced the effects of densification with controlled microcrack formation, resulting in high mechanical integrity and high resistance to thermal shock damage. This dissertation confirms that flexibility in alumina refractories can be engineered through controlled microcracking, using titania content as a strategy to extend the material’s service life. This work consolidates the AMT system as a versatile base for the high-temperature industry and highlighting the importance of integrating thermodynamic calculations with experimental characterization in the development of advanced materials.
Onde o campo encontra a cidade: a vida nos agroecossistemas de um assentamento periurbano
(Universidade Federal de São Carlos, 2026-02-27) Iunes, Camila Silva; Oliveira, Renata Evangelista de; Magalhães, Leonardo Pinto de; https://lattes.cnpq.br/6777223792862756; https://lattes.cnpq.br/8771305776391428; https://orcid.org/0000-0002-4410-7809; https://orcid.org/0000-0002-0014-0404; Sais, Adriana Cavalieri; https://lattes.cnpq.br/0115095851353833; https://orcid.org/0000-0002-5169-882X; https://lattes.cnpq.br/6761176776614089; https://orcid.org/0009-0006-6298-7228; Carvalho, Joelson Gonçalves de; Makishi, Fausto; https://lattes.cnpq.br/0141039743607067; https://lattes.cnpq.br/9721613014698836; https://orcid.org/0000-0003-4894-1400; https://orcid.org/0000-0003-3154-9357
This dissertation examines how the peri-urban condition, shaped by the presence, absence, and mediation of the state, influences social reproduction and the ability of families to remain in the Araras IV settlement, in Araras, São Paulo. It seeks to understand how families perceive state action in agrarian, agricultural, and universal social policies, to investigate the socio-productive dynamics of family agroecosystems, and to analyze the emotions associated with everyday life in the settlement. The research combines family interviews, a focus group, georeferenced drone imagery, spatial analysis of land use, socio-productive flow mapping, sentiment analysis, and exploratory clustering of emotional profiles. The findings show that the peri-urban condition selectively expands access to services, infrastructure, mobility, and direct marketing, without leading to institutional recognition of the settlement’s specific characteristics. In agrarian policy, the state formally recognizes and regulates the territory but fails to consolidate the material and political conditions required for permanence. In agricultural policy, it operates through selective and standardized instruments that shift onto families the costs of the disconnect between credit, technical assistance, infrastructure, and markets. In universal social policy, access depends on partial arrangements linked to urban proximity. At the socio-productive level, agroecosystems are organized through a multifunctional logic centered on agroforestry home gardens, living fences, animal husbandry, self-provisioning, and informal marketing, revealing relative autonomy alongside partial dependence on external inputs. At the subjective level, sadness and fear are associated with pluriactivity, rural aging, climate instability, and fragile cooperative structures, while confidence and joy are linked to intergenerational succession, access to schooling, animal husbandry, secure housing, and financial stability. The dissertation concludes that the peri-urban condition shapes permanence in contradictory ways: it expands opportunities for social reproduction, mobility, and family continuity, while intensifying pressure on land use, rising land values, land commodification, and the limits of productive autonomy, thereby exposing the inadequacy of public policies designed around a rigid rural–urban divide.
Poéticas da infância: saberes que emergem no encontro com crianças desde bebês no cotidiano da Educação Infantil.
(Universidade Federal de São Carlos, 2026-02-27) Oliveira, Shirley Maria de; Santos, Maria Walburga dos; https://lattes.cnpq.br/2954227254025696; https://orcid.org/0000-0002-9304-5800; https://lattes.cnpq.br/7713925349468709; https://orcid.org/0009-0001-3095-6199; Serrão, Célia Regina Batista; Pito, Juliana Diamente; Monção, Maria Aparecida Guedes; Garcia, Roseli Gonçalves Ribeiro Martins; https://lattes.cnpq.br/5786181991530429; https://lattes.cnpq.br/7037441862386346; https://lattes.cnpq.br/3083021580823609; https://lattes.cnpq.br/9313892683389008; https://orcid.org/0000-0001-9583-5438
This research was conducted from an investigative perspective on the educational processes experienced in the daily life of an Early Childhood Education Center in the city of São Paulo, linked to the Municipal Department of Education, publicly recognized for the work it performs. The study follows the daily life experienced of children from infancy in this education institution, analyzing the conditions for guaranteeing broad childhood rights in of contexts collective life. Based on observations of the educational context, this study sought to identify aspects of the educational proposal and daily pratices that foster children’s participation, authorship, and autonomy of children, from infancy, in their creative journeys. It recognized the possibilities of play in daily experiences, the environment of spaces, and the organization of time, analyzing how children, from infancy, experience their subjectivities in collective life contexts based on the conditions offered. The theoretical basis is childhood studies, notably the Sociology of Childhood, proposing an investigation with children in dialogue with educational processes through an ethnographic case study of the work carried out by the institution that is the locus of the research, understanding children, from infancy, as social and cultural subjects who participate actively in daily educational life. This is a qualitative, participatory research study involving children from infancy onwards, within a real-life context of interactions and discoveries. Data was collected through a process of immersion in reality with active and participant observation, using photographic images, written records in a field diary, videos, and other materials to understand the children’s expressiveness, narratives, and perspectives. The study also utilized listening and dialogue processes with the institution’s professionals, especially the management team (director and pedagogical coordinator) and teachers, through interviews and informal conversations established throughout the research. The records produced by the teachers of the class, that is the focus of the research (reports, lesson plans, photos, and videos) also contribute to the collected material for understanding the research object. Therefore, it aims to recognize institutional educational conditions that respect, consider, and listen to children’s expressions, welcoming childhoods in their diversity, differences, subjectivities, and potential, presenting new ways of practicing teaching and constructing education with children from infancy onwards.
Desenvolvimento de nanocompósitos de ABS/nanocargas carbonosas para confecção de peças com funcionalidade eletromagnética por manufatura aditiva
(Universidade Federal de São Carlos, 2026-02-27) Anjos, Erick Gabriel Ribeiro dos; Passador, Fabio Roberto; https://lattes.cnpq.br/0152213852695153; https://orcid.org/0000-0001-5239-5962; Pessan, Luiz Antonio; https://lattes.cnpq.br/8276650236213537; https://orcid.org/0000-0001-8363-9122; https://lattes.cnpq.br/1115631965091512; https://orcid.org/0000-0001-6443-8448; Scuracchio, Carlos Henrique; Marini, Juliano; Fechine, Guilhermino José Macêdo; Rezende, Mirabel Cerqueira; https://lattes.cnpq.br/0896060959622431; https://lattes.cnpq.br/4533610255047654; https://lattes.cnpq.br/8109533360196619; https://lattes.cnpq.br/3744737176516322; https://orcid.org/0000-0002-7723-0213; https://orcid.org/0000-0003-2351-3477; https://orcid.org/0000-0002-5520-8488; https://orcid.org/0000-0002-3735-8765
To expand the applications of additive manufacturing, the development of new materials is required, particularly those exhibiting functional electromagnetic behavior for the electronics and defense industries. This work investigated the development of novel ternary nanocomposites based on acrylonitrile–butadiene–styrene (ABS) copolymer containing carbon nanotubes (CNT), graphene nanoplatelets (GNP), and carbon black (CB). The materials were prepared using different mixing protocols, aiming at applications in components with electromagnetic functionality produced by fused filament fabrication (FFF). Initially, an experimental study was conducted to correlate the electromagnetic behavior and properties of the nanocomposites with the FFF process, supported by computational simulations. Subsequently, hybrid nanocomposites (binary and ternary systems) were prepared with different contents and types of carbon-based fillers via direct extrusion and via masterbatch, followed by dilution. The results indicated that the orientation of the filaments or deposited layers affects electromagnetic attenuation, with superior attenuation performance observed when alignment occurs with the applied electric field. Significant differences in electromagnetic behavior were observed depending on the mixing protocols, which were correlated with the morphological development resulting from each processing route. Nanocomposites prepared by direct extrusion exhibited the best properties, particularly the ternary formulations E-2/2/2 and E-3/3/3 (simultaneous addition of 2 wt.% and 3 wt.% of CNT, GNP, and CB, respectively), which achieved maximum total attenuations of 25 dB (12.4 GHz) and 42 dB (11.9 GHz). Rheological, mechanical, and thermal analyses confirmed the multifunctional viability of the materials and their suitability for FFF technology.
Justiça na pós-graduação: um olhar feminista para a Plataforma Sucupira (2013-2022)
(Universidade Federal de São Carlos, 2026-02-27) Carvalho, Pamella; Auad, Daniela; https://lattes.cnpq.br/8903433226323112; https://orcid.org/0000-0002-9805-1708; https://lattes.cnpq.br/0081514587422995; https://orcid.org/0000-0003-2184-4504; Sepúlveda, Denize de Aguiar Xavier; Cordeiro, Ana Luisa Alves; Mendonça, Viviane Melo de; Pinheiro, Rosa Aparecida; https://lattes.cnpq.br/9823519245400422; https://lattes.cnpq.br/7982716310560380; https://lattes.cnpq.br/4827331651090223; https://lattes.cnpq.br/6292207464385037; https://orcid.org/0000-0001-9049-5200; https://orcid.org/0000-0003-3270-2376; https://orcid.org/0000-0002-1368-1883; https://orcid.org/0000-0002-4910-4842
This dissertation examines women’s access, retention, and representativeness in Brazilian postgraduate education between 2013 and 2022, from a feminist perspective, adopting gender as an analytical category and, in an original contribution, grounding the analysis in a triad of concepts whose definitions were developed throughout the research process itself. This triad refers to academic justice, epistemic justice, and scientific justice. The central objective of the study is to understand to what extent women’s entry into stricto sensu postgraduate programs in Brazil can be interpreted as an expression of justice within the educational field, considering the historical, structural, and symbolic inequalities that permeate the production of scientific knowledge. The primary empirical source of public data for this research is the Sucupira Platform, managed by the Coordination for the Improvement of Higher Education Personnel (CAPES). Data related to students and faculty members were analyzed, initially organized by gender, region of the country, and field of knowledge. With regard to methodology, the investigation combines quantitative and qualitative analyses. The quantitative approach involves the systematization and interpretation of statistical data on women’s enrollment in postgraduate education, making it possible to identify trends, regional disparities, and significant differences between fields traditionally perceived as masculine, such as Engineering, Exact and Earth Sciences, and Agricultural Sciences, and those historically associated with the feminine, such as the Human and Social Sciences, as well as areas particularly linked to practices of care. The qualitative approach underpins and strengthens the analysis through bibliographic and documentary review, with particular emphasis on the construction of a state of the art based on three leading journals in the field of gender and education studies: Revista Estudos Feministas (REF), Cadernos Pagu, and the Revista Internacional de Educação Superior (RIESup). The theoretical framework of the dissertation is primarily grounded in the work of the Hungarian philosopher Agnes Heller, especially Beyond Justice (1998), from which different conceptions of justice and their implications for higher education are discussed. In dialogue with feminist scholars and approaches, the research proposes an expansion of the debate on justice by moving beyond formal access and incorporating the notion of epistemic justice, understood as the recognition and valorization of knowledge produced by women, and scientific justice, related to equity within the spaces of production, legitimation, and circulation of knowledge. The findings indicate advances in women’s access to postgraduate education in Brazil over the period analyzed. These results stem from extensive and in-depth research and reveal the persistence of significant inequalities, particularly in certain fields of knowledge and specific regions of the country. The study concludes that, although the numerical increase in women’s presence represents an important step forward, it is not, in itself, sufficient to achieve the triad proposed in this theoretical framework—namely, academic, epistemic, and scientific justice. Thus, important gaps remain, especially regarding the consolidation of public policies, changes in institutional practices, and the promotion of effective conditions for retention, recognition, and equity. This dissertation seeks to contribute to addressing these challenges and, by articulating justice, education, and gender, offers theoretical and empirical support for the formulation of policies aimed at postgraduate education in Brazil.
Da facção ao partido: análise do desempenho eleitoral do Movimento para Alternância Democrática (MADEM G-15) de Guiné-Bissau
(Universidade Federal de São Carlos, 2026-02-27) Nanque, Eduardo Boni; Braga, Maria do Socorro Sousa; https://lattes.cnpq.br/2311094074614215; https://lattes.cnpq.br/9314498023933727; Casalecchi, Gabriel Ávila; Souza, Cláudio André de; https://lattes.cnpq.br/9759794253878555; https://lattes.cnpq.br/2803014533068287
This study examines the factors that explain the electoral performance of the Movement for Democratic Change (MADEM G15) party. A political party founded in Guinea-Bissau in 2018 by a group of 15 dissident lawmakers and activists from the African Party for the Independence of Guinea and Cape Verde, which, in its very first participation in the 2019 legislative elections, managed to emerge as the country’s second-largest political force by electing 27 members to the National People’s Assembly and, at the same time, electing the President of the Republic, Umaro Sissoco Embaló, an unprecedented triumph in the history of Guinean democracy. In the 2023 elections, the party secured parliamentary representation for 29 deputies. That said, the question is: what factors explain the party’s electoral performance in these two legislative elections? Assim, com base, estudo de caso intensivo (small-N), orientado pela lógica da inferência causal qualitativa e da comparação contrafactual disciplinada, constatamos através do dados eleitorais da Comissão Nacional das eleições e alguns documentos do partido utilizados como dados empíricos, constatamos que a junção de um núcleo duro de lideranças partidárias com forte capital político eleitoral anterior à frente da criação deste partido e sua estrutura organizacional, militância e recursos fundamentais para a competição eleitoral possibilitaram o sucesso eleitoral desse partido em detrimento das outras organizações partidárias criadas por dissindentes.
Para além de uma oposição: o papel da escola na construção da pessoa na tekoá Nhamandu Mirim
(Universidade Federal de São Carlos, 2026-02-27) Bossada, Pedro Luiz Alves; Peggion, Edmundo Antonio; https://lattes.cnpq.br/9849805103860827; https://orcid.org/0000-0001-9056-9417; https://lattes.cnpq.br/2211193345144640; https://orcid.org/0009-0006-4425-7627; Ramos, Danilo Paiva; Danaga, Amanda Cristina; https://lattes.cnpq.br/6378007617291081; https://lattes.cnpq.br/8230760897259077; https://orcid.org/0000-0002-3169-504X; https://orcid.org/0000-0003-2399-1639
In this dissertation, we present an ethnography of the Tupi Guarani school in the tekoá Nhamandu Mirim, located in the Piaçaguera Indigenous Land (coastal region of the state of São Paulo). We follow the school as a situated social practice, a place of composition and passage where regimes of knowledge, temporalities, bodily practices, and languages are brought into relation and are continuously (re)produced by teachers, students, and the community at large. In our analysis, we seek to move beyond the opposition between “Indigenous education” and “Indigenous school education,” which is common in the literature on the topic, showing that the school does not replace other spaces of formation, but has come to occupy a recently prominent place in person-making. From this perspective, we foreground the notion of djagwatá (“collective walking”) as an analytical key for thinking about how knowledge is set in motion in Nhamandu Mirim, treating error as a constitutive element of a formative and ethical regime. Finally, we examine strategies for indigenizing the school, paying special attention to the revitalization of Guarani Nhandewa and to the incorporation of Djatsyá as a cosmological principle for organizing school time. We aim to show that this indigenization emerges from lutas (“struggles”) and conquistas (“achievements”) while also raising challenges for the future.
Hipoalgesia induzida pelo exercício de elevação lateral de membros superiores: um estudo de confiabilidade teste-reteste
(Universidade Federal de São Carlos, 2026-02-27) Schneider, Ana Caroline de Brum; Selistre, Luiz Fernando Approbato; https://lattes.cnpq.br/1776458133234039; https://orcid.org/0000-0002-6649-9794; https://lattes.cnpq.br/9558274281390876; https://orcid.org/0009-0006-8487-6844; Guilherme, Melina Nevoeiro Haik; Dibai Filho, Almir Vieira; Selistre, Luiz Fernando Approbato; https://lattes.cnpq.br/8240155487619947; https://lattes.cnpq.br/1144110354316280; https://lattes.cnpq.br/1776458133234039; https://orcid.org/0000-0002-8703-8356; https://orcid.org/0000-0001-5403-8248; https://orcid.org/0000-0002-6649-9794
Introduction: Exercise-induced hypoalgesia (EIH) is characterized by an acute reduction in experimental pain and is used to assess the modulation of descending inhibitory nociceptive pathways. It is essential that this test is reliable to support its clinical application, especially in protocols involving dynamic resistance exercises, which remain underexplored. Objectives: To investigate the test-retest reliability of upper limb lateral raise EIH in healthy individuals, the standard error of measurement (SEM), and the smallest detectable change (SDC); to verify hypoalgesia induction; reliability of baseline test stimuli; to analyze mean differences between assessment sessions for test stimuli, EIH, and exercise parameters: rating of perceived exertion (RPE) using the Borg scale and pain intensity using the numerical rating pain scale (NRPS). Study Design: Cross-sectional observational. Methods: Assessments were conducted on two occasions, 3 to 7 days apart. Test stimuli included pressure pain threshold (PPT) and pressure pain tolerance threshold (PPTT), measured at local (upper trapezius - UT) and remote (tibialis anterior - TA) sites, before and after 2 minutes of dynamic exercise. RPE and NPRS were measured every minute. EIH was calculated using absolute and relative changes. Statistical analysis: Test-retest reliability was analyzed using the intraclass correlation coefficient (ICC) with a two-way random effects model for absolute agreement, with values ≥0.70 considered sufficient. SEM and SDC were calculated. Repeated measures analysis of variance was used to assess mean differences between occasions and times of the variables. Results: Sixty participants were included. The reliability of the EIH test was insufficient in both regions, regardless of the test stimulus used. For PPT, ICC ranged from 0.45 to 0.63, with SEM ranging from 78.61 to 111.45 kPa and SDC from 217.89 to 308.94 kPa. For PPTT, ICC ranged from 0.06 to 0.28, with SEM ranging from 159.34 to 280.57 kPa and SDC from 441.69 to 777.53 kPa. Exercise induced significant EIH in both regions (p < 0.001). The reliability of baseline test stimuli was sufficient, except for PPTT at the TA (ICC = 0.59). An increase in baseline PPT at the UT was observed on the second session (p = 0.032), while relative EIH (p < 0.003) and RPE were lower on the second session (p = 0.038). Conclusion: EIH test demonstrated insufficient test–retest reliability, limiting its clinical applicability as an individual-level measure. The exercise induced systemic EIH, with RPE ranging from mild to moderate.
Busca de compostos bioativos de Himatanthus articulatus e Vismia guianensis para o controle de formigas cortadeiras (Atta sexdens): um estudo Biomonitorado
(Universidade Federal de São Carlos, 2026-02-27) Cruz, Artur da Silva; Fernandes, João Batista; https://lattes.cnpq.br/2691336077459602; https://orcid.org/0000-0002-2924-3327; https://lattes.cnpq.br/1354542326637904; https://orcid.org/0009-0001-3479-5388; Lopes Júnior, Manoel Leão; Amaral, Jéssica Cristina; Almeida, Buana Carvalho de; Bastos, Jairo Kenupp; https://lattes.cnpq.br/1527237878128348; https://lattes.cnpq.br/6610572791860659; https://lattes.cnpq.br/4288032934406331; https://lattes.cnpq.br/0747749432875537; https://orcid.org/0000-0002-4675-6298; https://orcid.org/0000-0002-4509-259X; https://orcid.org/0000-0002-0446-1221; https://orcid.org/0000-0001-8641-9686
Agriculture is one of the most important activities for human subsistence, ensuring the supply of food, fiber, and raw materials. However, its productivity is constantly threatened by several factors, including insect pests. These organisms attack cultivated plants by feeding on leaves, stems, roots, or fruits, which can cause significant losses in both the quality and quantity of agricultural production. Therefore, proper pest management is essential to ensure sustainable harvests and to reduce economic and environmental impacts.Organic compounds from natural products have emerged as promising alternatives in the management of agricultural pests, including leaf-cutting ants, which are among the main insect pests in various crops. These insects cause major damage by cutting leaves and plant parts to cultivate symbiotic fungi, thereby impairing crop development. Unlike synthetic insecticides, plant-derived secondary metabolites such as alkaloids, terpenes, and phenolic compounds exhibit bioactive potential, acting as repellents, toxic attractants, or growth inhibitors. Thus, the study and application of natural compounds represent a sustainable and environmentally safer strategy for controlling these pests.The species Himatanthus articulatus (Apocynaceae) and Vismia guianensis (Hypericaceae) are Amazonian plants of great phytochemical interest due to the diversity of secondary metabolites present in their extracts. H. articulatus, popularly known as “suucuba,” mainly contains iridoids, indole alkaloids, triterpenes, and coumarins, compounds that have been associated with anti-inflammatory, antitumoral, and antiparasitic activities. V. guianensis, traditionally used in folk medicine, is rich in xanthones, anthraquinones, naphthoquinones, and flavonoids, metabolites with recognized antioxidant, antimicrobial, and cytotoxic properties.Using a bioassay-guided (biomonitoring) methodology, it was possible to identify four classes of compounds present in these plants through ethanolic extracts. The species Himatanthus articulatus showed high chemical potential in the study of bioactive compounds against leaf-cutting ants (Atta spp.) and their symbiotic fungus Leucoagaricus gongylophorus. From the crude extract, eight compounds belonging to the class of lactonic iridoids were isolated. Biological assays demonstrated that, at a concentration of 0.1 mg/mL, all iridoids showed significant activity against the symbiotic fungus.In contrast, the extract of Vismia guianensis also showed activity against leaf-cutting ants, enabling the isolation and identification of eight compounds, mainly benzophenones, anthraquinones, and one anthranol. Among these, compound 12 stood out for inducing approximately 60% mortality of the ants within about 10 days of bioassay. Based on this positive biological response, an attempt was made to understand the possible mechanism of action of these metabolites. For this purpose, a homology-based molecular docking approach was employed, suggesting that the activity of the compounds may be related to the inhibition of the enzyme acetylcholinesterase, which is essential for insect neurotransmission.The compounds isolated from Himatanthus articulatus and Vismia guianensis show promising potential for the control of leaf-cutting ants. These results reinforce the importance of natural products as sustainable alternatives to synthetic insecticides.
Perfil de competências interdisciplinares profissionais em práticas recomendadas na intervenção precoce na infância
(Universidade Federal de São Carlos, 2026-02-27) Silva, Maria Izabel Alves Felix da; Della Barba, Patrícia Carla de Souza; https://lattes.cnpq.br/6448489426438006; https://orcid.org/0000-0002-7893-8133; https://lattes.cnpq.br/8806123352444017; https://orcid.org/0000-0002-9734-0575; Martinez, Luciana Bolzan Agnelli; https://lattes.cnpq.br/6769528949964873; https://orcid.org/0000-0003-0873-9806
Best practices for professionals working with young children, especially those at risk or with developmental delays, emphasize the importance of ethical standards, professional competencies, and family-centered approaches. These guidelines highlight interdisciplinary and collaborative skills as cornerstones of Early Childhood Intervention (ECI). Objective: To investigate and describe the profile of interdisciplinary competencies among professionals working within recommended practices in Early Childhood Intervention, with an emphasis on the specific competencies of occupational therapists and the implementation of international guidelines in the Brazilian context. Methodology: The research was structured into two complementary studies. Study 1 involved the translation and cross-cultural adaptation of two international reference documents addressing professional training and practices in early childhood intervention: Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (EI/ECSE) (Division for Early Childhood – DEC, 2020) and Key Principles of Early Intervention and Effective Practices: A Crosswalk with Statements from Discipline-Specific Literature (Whipple, 2014), ensuring their suitability for Brazilian Portuguese. Study 2 consisted of a field study involving 22 professionals working in IPI, all of whom held postgraduate degrees in the field, selected through mixed sampling (snowball and convenience). Data was collected via online questionnaires, and the analysis employed thematic content analysis, supported by qualitative analysis software. Results: Study 1 resulted in the availability of translated and culturally adapted versions of two relevant international instruments, expanding access to theoretical and practical frameworks in the Brazilian context. In Study 2, professionals demonstrated a strong commitment to collaborative, inclusive, and family-centered practices. However, structural challenges were identified, such as the need for greater integration among different professional fields, families, and institutions, as well as the strengthening of interdisciplinary competencies and continuous investment in professional training to align with international recommendations. Concluding remarks: The study highlights the importance of interdisciplinary skills and collaborative work for the implementation of family-centered practices in early childhood intervention. Despite the observed advances, challenges remain regarding the organization of services and coordination between professionals and families. Of note is the importance of continuous professional development and the incorporation of international guidelines adapted to the Brazilian context, with the aim of promoting more equitable, qualified, and effective practices in early childhood.
Classificação das graduações da álgebra de Jordan das matrizes triangulares superiores e suas relações com as identidades polinomiais graduadas
(Universidade Federal de São Carlos, 2026-02-27) Monteiro, Gabriel Santana; Gonçalves, Dimas José; https://lattes.cnpq.br/1668407948840456; https://orcid.org/0000-0001-7584-357X; https://lattes.cnpq.br/7339311839933871; https://orcid.org/0009-0008-0358-2786; Gonçalves, Dimas José; Souza, Manuela da Silva; Talpo, Humberto Luiz; https://lattes.cnpq.br/1668407948840456; https://lattes.cnpq.br/7322940658819846; https://lattes.cnpq.br/1674689444257254; https://orcid.org/0000-0001-7584-357X; https://orcid.org/0000-0002-3255-0782; https://orcid.org/0000-0002-7891-4545
This work deals the classification of group gradings on the Jordan algebra UJn, obtained from the associative algebra UTn(K) of upper triangular matrices, equipped with the Jordan product. The study is situated with in the context of Polynomial Identities Theory, in which gradings play a central role in understanding graded identities and in the structural description of PI-algebras. In this context, we analyze the classification of gradings of UJn based on the results according to which every G-gradings of UJn, over infinite fields of characteristic different from 2, belongs to one of two classes: elementary or mirror type (MT). Moreover, two gradings are isomorphic if and only if they satisfy the same graded identities. Since relatively little is known about the behavior of the graded identities of this algebra, this work seeks to consolidate and systematize the existing results, contributing to a broader understanding of a recent and still developing theory.
Educação financeira crítica: as escolhas docentes no planejamento de atividades
(Universidade Federal de São Carlos, 2026-02-27) Cubanhiua, Campos Ricardo; Pessanha, Márlon Caetano Ramos; https://lattes.cnpq.br/6347223505034848; https://orcid.org/0000-0003-4168-4181; https://lattes.cnpq.br/6025577153960044; https://orcid.org/0009-0005-6891-1139; Faria, Paulo Cezar de; Rocha, Diego Marceli; https://lattes.cnpq.br/3630521378837174; https://lattes.cnpq.br/3149875009074968; https://orcid.org/0000-0002-9869-157X; https://orcid.org/0000-0002-2040-2176
This study investigates how Mathematics teachers’ didactic choices are constituted and justified in the planning and development of Financial Education (FE) activities oriented toward a critical perspective. The investigation is situated within a context marked by tensions between standardized curricular prescriptions and teachers’ autonomy in selecting and pedagogically addressing themes drawn from reality, problematizing the limits and possibilities of constructing practices that move away from normative and individualizing approaches. In this sense, the study seeks to understand which arguments, decisions, and challenges emerge in a collective planning process of Financial Education activities when there is an explicit intention to comprehend and materialize a critical perspective in the design of didactic actions. The study is theoretically grounded in Critical Financial Education, Mathematical Modeling, Freirean liberating education, and the didactic-pedagogical organization of the Three Pedagogical Moments (3PMs). It is a qualitative study, designed according to Design-Based Research (DBR), developed in a public secondary school that is part of the Full-Time Education Program (PEI) in the interior of the State of São Paulo, Brazil, with the participation of three Mathematics teachers. The activities were developed during collective planning meetings. Data production occurred through audiovisual recordings of the didactic design meetings and was analyzed according to the principles of Discursive Textual Analysis (DTA). The results reveal a processual movement of construction and deepening of the critical perspective throughout the collaborative work. Initial proposals, characterized by a moralizing bias and a focus on individual responsibility, were progressively problematized and collectively reformulated, culminating in the development of a potentially emancipatory didactic proposal. It is concluded that collective work among teachers can function as a strategy of resistance to curriculum standardization and platformization in education, contributing to the strengthening of pedagogical bonds and to the construction of the untested feasible through a critical, conscientizing, and emancipatory Financial Education.
Biodegradação de biopolímeros: análise crítica das normas e avaliação da possível formação de microplásticos de PLA em diferentes ambientes
(Universidade Federal de São Carlos, 2026-02-27) Oliveira, Elisangela Huber de; Silva, Joelen Osmari da; Waldmam, Walter Ruggeri; https://lattes.cnpq.br/0616238673458322; https://lattes.cnpq.br/3392702474258855; https://orcid.org/0009-0008-9409-8219; Melero, Anna Maria Gouvea; Freitas, Roberta Ranielle Matos de; https://lattes.cnpq.br/7129377530977441; https://lattes.cnpq.br/4952749113890055
This work addresses the biodegradation of polymeric materials from two complementary perspectives: a critical analysis of existing standards and an experimental evaluation of the behavior of a biopolymer under controlled conditions. Initially, the limitations of ASTM biodegradation standards are discussed, as they are predominantly based on carbon mineralization and do not consider intermediate stages of the process, such as material fragmentation and the potential formation of microplastics. This regulatory gap may result in materials being classified as biodegradable even in the presence of persistent polymeric residues. Subsequently, the experimental investigation of the biodegradation of a commercial product based on poly (lactic acid) (PLA), conducted with Pseudomonas aeruginosa in different culture media, demonstrated that degradation occurs slowly and incompletely, even after 180 days of incubation. Chemical and morphological characterization indicated surface alterations of the polymer, while residue analysis revealed the formation of particles compatible with microplastics throughout the process. Taken together, the experimental results corroborate the critiques raised regarding biodegradation standards, demonstrating that assessments based exclusively on CO₂ release are insufficient to describe the environmental fate of materials. Therefore, this work reinforces the need for complementary methodological approaches and for revising normative criteria to incorporate the identification and quantification of microplastics, ensuring more realistic and environmentally responsible evaluations of polymer biodegradation.
Efeitos da adição de Cr na evolução microestrutural e no comportamento mecânico de ligas Al–Ce e sua resistência ao envelhecimento térmico
(Universidade Federal de São Carlos, 2026-02-27) Paula, Anderson Damasceno de; Silva, Bismarck Luiz; https://lattes.cnpq.br/4377238190630005; Spinelli, José Eduardo; https://lattes.cnpq.br/8882038118634925; https://lattes.cnpq.br/5608473591819237; https://orcid.org/0009-0007-9338-4566; Afonso, Conrado Ramos Moreira; Reyes, Rodrigo André Valenzuela; https://lattes.cnpq.br/2176215981291453; https://lattes.cnpq.br/9357263200951932
The development of aluminum alloys capable of operating between 250 °C and 400 °C remains challenging for commercial Al alloys due to rapid degradation of strengthening phases. The Al–Ce system emerges as a promising alternative because of the thermally stable Al₁₁Ce₃ intermetallic phase and the extremely low solubility and diffusivity of cerium in aluminum. This dissertation compares the Al–13 wt.%Ce and Al–10 wt.%Ce–1 wt.%Cr systems, evaluating the effect of cooling rate on solidification thermal parameters, microstructural evolution, and mechanical performance. Directional solidification experiments enabled correlations between growth velocity, cooling rate, thermal gradient, and dendritic and eutectic spacings. CALPHAD simulations predicted equivalent total intermetallic fractions for both alloys, while the ternary system exhibited the formation of primary Al₂₀CeCr₂. The eutectic morphology remained predominantly lamellar across the investigated cooling-rate range (0.7 to ~20 °C/s), with microstructural refinement directly governed by cooling conditions. Microhardness and compression tests showed improved mechanical performance at higher cooling rates due to refined intermetallic distributions and enhanced dislocation blocking. The ternary alloy exhibited superior compressive strength owing to the load-bearing contribution of Cr-rich primary particles. An automated digital image processing algorithm was also developed to quantify the morphological evolution of the Al–Al₁₁Ce₃ eutectic during aging at 400 °C for up to 100 hours. Results indicated high thermal stability, with subtle morphological changes and preservation of mechanical properties.
Projeto terapêutico singular em saúde mental: perspectiva das pessoas usuárias e familiares
(Universidade Federal de São Carlos, 2026-02-27) Colato, Erika Regina de Oliveira; Lussi, Isabela Aparecida de Oliveira; https://lattes.cnpq.br/8121264125922144; https://orcid.org/0000-0003-3632-5539; https://lattes.cnpq.br/0737123113483328; https://orcid.org/0000-0001-6328-5507; Ferigato, Sabrina Helena; Leão, Adriana; Nicácio, Maria Fernanda de Silvio; Constantinidis, Teresinha Cid; https://lattes.cnpq.br/3248396158325409; https://lattes.cnpq.br/5298816927945151; https://lattes.cnpq.br/0312209754467738; https://lattes.cnpq.br/4643210072691267
The Singular Therapeutic Project (Projeto Terapêutico Singular – PTS), conceived within the fields of mental health and collective health, is currently a widely implemented device in mental health services in Brazil. It is understood of an articulated set of strategies that recognizes and values the knowledge, experiences, and life histories of service users, their families, and the professionals involved, who collectively participate in the co-production of a project oriented toward social emancipation and the promotion of health and life. This qualitative study aimed to identify the perspectives of service users and family members regarding the PTS developed in Psychosocial Care Centers (Centros de Atenção Psicossocial – CAPS), as well as the challenges related to its construction and implementation and the aspects that characterize, from their standpoint, a PTS considered successful. Twelve participants took part in the study, seven family members and five service users, linked to four CAPS in a municipality in the interior of the state of São Paulo. The study included a preliminary pilot phase conducted in a municipality distinct from the primary data collection site. Data were produced using participant characterization forms, guiding question scripts, and field diaries. Data collection strategies differed across participant groups. For family members, individual semi-structured interviews were conducted in a single meeting lasting between 40 minutes and one hour. For service users, data collection occurred over two meetings involving a focus group and a photo-elicitation activity, each lasting two hours. All meetings were audio-recorded, transcribed, and subsequently analyzed. Data from the characterization forms were analyzed descriptively. Among family members, all were mothers aged 46 to 72 years, mostly self-identified as Black or Brown. Among service users, all were men aged 30 to 62 years, also predominantly self-identified as Brown or Black. Data derived from the interviews, the focus group, the photo-based activity, and field diaries were subjected to thematic analysis following Bardin, resulting in the emergence of the following thematic categories: Understanding and construction of the PTS; Stigma and violence; Everyday life; Work; Networks, intersectoriality, and social relations. The results indicate that although participants were not familiar with the formal concept of the PTS, they identified central elements for constructing a successful project that align with the principles of Psychosocial Care. Everyday life emerged as both a sustaining context for care and a space where vulnerabilities, multiple forms of violence, and stigma are reproduced, directly shaping care plans. Work was found to be scarcely accessed in formal terms, although recognized as a producer of health when endowed with personal meaning for service users. Health and intersectoral networks appeared poorly articulated, resulting in limited social participation and restricted social relationships. The study concludes that a gap persists between the premises of the PTS and their practical realization, particularly regarding the effective participation of service users and families, despite their perspectives aligning with the possibilities of Psychosocial Care. In this context, we hope that this study contributes to the strengthening of these practices by offering insights that help bring such premises closer to the everyday realities of mental health services.
Os processos de transição democrática de Brasil e Hungria e seus impactos na educação (anos 1970 e 1980)
(Universidade Federal de São Carlos, 2026-02-27) Salomé, Murilo Martins; Somogyvári, Lajos; Bittar, Marisa; https://lattes.cnpq.br/3059723520472948; https://lattes.cnpq.br/8422566323185397; Dias, Vagno Emygdio Machado; Calabresi, Luis Henrique de Freitas; https://lattes.cnpq.br/1362568409116110; https://lattes.cnpq.br/8316558470130733
This dissertation comparatively analyzes the democratic transition processes in Brazil and Hungary and their impacts on educational systems during the 1970s and 1980s. Grounded in the theoretical perspective of transitology, the research investigates how education systems behaved in the face of the collapse of authoritarian regimes in both countries. In the Brazilian case, the study focuses on five states (SP, MG, RJ, PR, and MS) that elected opposition governors in 1982, driving democratic management measures, such as the election of school principals and the strengthening of school councils. In Hungary, under the János Kádár regime, the focus lies on demands for school autonomy and decentralization, consolidated especially by the 1985 Education Law, within a context of the crisis of State socialism. The work highlights the Brazilian paradox of quantitative expansion in basic education accompanied by the deterioration of quality, in contrast to Hungary, which maintained high qualitative standards and full literacy. The analysis reveals the "force of permanences", evidencing that authoritarian practices and customs persisted in both countries even with the advent of the New Republic and the end of the single-party regime. It concludes that, despite ideological and geographical disparities, education functioned as a privileged stage for political and social disputes, reflecting the tensions between the search for liberty and the remnants of oppressive structures.
Bem-viver e a terapia ocupacional: diálogos a partir de uma revisão de literatura
(Universidade Federal de São Carlos, 2026-02-27) Santos, Francia Elena Rocha; Oliveira, Marina Leandrini de; https://lattes.cnpq.br/4017135326666314; https://orcid.org/0000-0002-1600-3535; https://lattes.cnpq.br/0850776857085114; https://orcid.org/0009-0006-3905-5772; Pan, Livia Celegati; Costa, Samira Lima da; https://lattes.cnpq.br/0693096333786616; https://lattes.cnpq.br/1253895144833105; https://orcid.org/0000-0001-9314-9610; https://orcid.org/0000-0003-4891-0436
Introducción: La definición del Buen Vivir implica una noción compleja, no lineal, históricamente construida y en constante resignificación. No se restringe a una elaboración teórica, sino que deriva de una cosmovivencia, la cual posee particular relevancia en el contexto de los referentes del Abya Yala. El concepto de Buen Vivir ha ido ganando protagonismo en el ámbito académico, especialmente en áreas como las ciencias sociales, la antropología, la sociología, la educación y la economía. En lo que respecta a la terapia ocupacional, se identifican pocos estudios que se hayan dedicado a establecer articulaciones sobre esta temática. Frente a ello, se propuso el desarrollo de una investigación orientada a conocer cómo el Buen Vivir es comprendido en la terapia ocupacional. Objetivo: Comprender la perspectiva de terapeutas ocupacionales acerca del Buen Vivir. Metodología: La presente investigación se caracteriza como una revisión de la literatura, articulada con la propuesta de diálogos con autores de trabajos que mencionan el Buen Vivir en sus producciones, mediante entrevistas semiestructuradas. De este modo, los procedimientos de investigación se organizaron en dos etapas: 1) levantamiento de la literatura sobre el Buen Vivir y la terapia ocupacional en bases de datos y revistas científicas; y 2) selección de cinco autores, terapeutas ocupacionales, con producciones vinculadas al tema en cuestión, y su invitación para la realización de entrevistas semiestructuradas. Resultados y discusión: La revisión de la literatura resultó en la selección de 26 producciones, entre artículos, libros y trabajos académicos. La síntesis de los resultados muestra que el concepto de Buen Vivir, en la producción académica en terapia ocupacional, se caracteriza por una presencia aún puntual. Aunque el término aparece en textos de distintos contextos de prácticas y territorios, se observa que su mención ocurre con mayor frecuencia como una inspiración ética y política que como una definición y/o articulación conceptual. Las entrevistas con los autores revelaron caminos relevantes para profundizar el debate, favoreciendo la identificación de categorías temáticas que intersectan las prácticas profesionales con el Buen Vivir, relacionadas con el hacer colectivo, la vida cotidiana y los derechos humanos y sociales. Consideraciones finales: Se identificó que la incorporación del Buen Vivir en la literatura sugiere un proceso inicial de integración en el campo, que requiere mayor densidad analítica para que pueda trascender su uso retórico y, potencialmente, contribuir como un referente crítico articulado con producciones situadas en el Abya Yala.
Mulheres, vivências e violências: realidades da beira do rio
(Universidade Federal de São Carlos, 2026-02-27) Costa, Izelma de Souza; Bezerra Neto, Luiz; https://lattes.cnpq.br/4809080593333472; https://orcid.org/0000-0002-6388-3467; https://lattes.cnpq.br/2626204560473380; https://orcid.org/0009-0009-7674-3402; Colares, Anselmo Alencar; Ramos, Géssica Priscila; Mestre, Simone de Oliveira; Amboni, Vanderlei; https://lattes.cnpq.br/1107767923215438; https://lattes.cnpq.br/2573340489166336; https://lattes.cnpq.br/6597882082398090; https://lattes.cnpq.br/9250782741810709; https://orcid.org/0000-0002-1767-5640; https://orcid.org/0000-0002-1254-4510; https://orcid.org/0000-0001-8976-8312; https://orcid.org/0000-0002-7698-4064
Esta investigación, de naturaleza cuantitativa, tuvo como objetivo comprender como se dio el proceso de naturalización de las formas de violencias contra las mujeres reflejadas en comunidades ribereñas en la actualidad. Para tanto, se ha buscado en la literatura, evidencias que aclararan como ese proceso ocurrió históricamente hasta los días actuales. Para la recopilación de los datos fue utilizada la observación y la aplicación de un cuestionario semiabierto a un total de veinticinco participantes entre mujeres y hombres de diferentes componentes curriculares de la enseñanza primaria y enseñanza secundaria del Sistema Organizacional de la Enseñanza Modular en el intento de aclarar si las brechas de formación en educación sexual de profesorado en general influyen en sus prácticas pedagógicas vinculadas al enfrentamiento de las violencias contra mujeres en regiones ribereñas? Para el análisis e interpretación de los datos, se ha buscado sustentación teórica en los fundamentos del Materialismo Histórico Dialéctico, de manera que la discusión de los resultados fue ancorada también en la pedagogía decurrente de este método, esto es, la Pedagogía Histórico-Crítica entrelazada con la literatura feminista y de educación sexual. Los resultados apuntan que el sistema SOME presenta debilidad mientras un sistema educacional de atendimiento a las comunidades ribereñas de la Amazonía amapaense en relación a la falta de regulación própria, a la falta de estructura en las comunidades, además de carencias formativas diversas, principalmente para el enfrentamiento de las formas de violencias contra las mujeres. La consecuencia de esta brecha de formación es la ausencia pedagógica de la educación sexual en las prácticas del profesorado que trabajan en escuelas ribereñas de Amapá, aunque sea notoria la incidencia de todas las formas de violencias ya descritas en las literaturas contra las mujeres en regiones ribereñas. Por eso, está sugiriéndose la educación sexual mientras campo científico capaz de contribuir para la disminución de las formas de violencia contra las mujeres en regiones ribereñas a partir del proceso formativo inicial y continuado en el SOME.
O Compromisso Nacional Criança Alfabetizada (CNCA) como atual política pública de alfabetização no Brasil: Uma análise a partir do enfoque histórico-crítico
(Universidade Federal de São Carlos, 2026-02-27) Paula, Andréia; Coutinho, Luciana Cristina Salvatti; https://lattes.cnpq.br/2688318704089723; https://orcid.org/0000-0002-8682-0952; https://lattes.cnpq.br/2007792833043046; https://orcid.org/0009-0000-0879-1482; Gatti, Márcio Antônio; Mazzeu, Francisco José Carvalho; https://lattes.cnpq.br/0369563657842763; https://lattes.cnpq.br/4609448602405602; https://orcid.org/0000-0001-9902-2856
This dissertation is the result of research on the National Commitment to Literate Children (CNCA), established during the government of Luiz Inácio Lula da Silva by Decree No. 11,556, of June 12, 2023. The objective of this investigation is to analyze the limits and possibilities of this policy through its objectives, goals, organization, theoretical conceptions, and bases for the continuing education of literacy teachers under the assumptions of Historical-Critical Pedagogy. The data were obtained through bibliographic and documentary research and allowed for an understanding of literacy, its contradictions, and the historical movements that have accompanied it in Brazilian schools, especially public schools, over time. Therefore, the study sought to understand the history of the main public literacy policies implemented in Brazil and their political and social intentions, as well as to describe literacy from the most diverse hegemonic and counter-hegemonic theoretical perspectives, among which, prominently, is Historical-Critical Pedagogy. The results indicate that the National Commitment to Literate Children (CNCA) is a revisiting of previously established public literacy policies in the country, such as PROFA - the Literacy Teacher Training Program (MEC, 2000) and PNAIC - the National Pact for Literacy at the Right Age (MEC, 2012). These policies are anchored in constructivist assumptions and focus on the continuing education of literacy teachers, making secondary many other factors that interfere with children's literacy, which does not favor its historical and critical understanding and its recognition as a multi-determined process. Furthermore, as a mark of neoliberal influence on Brazilian education, the emphasis given in the National Commitment to Literate Children to large-scale assessments stands out, the objective of which is to generate indicators to satisfy the interests of international organizations such as the World Bank.
Desenvolvimento profissional de formadores de professores e (trans)biografização epistolar: diálogos entrecruzados e modos de narrar em espaçostempos de pesquisa-VIDA-formação
(Universidade Federal de São Carlos, 2026-02-27) Pereira, Antônio Cícero de Andrade; Rodrigues, Ana Cristina da Silva; https://lattes.cnpq.br/8696471514884993; https://orcid.org/0000-0003-3887-8233; Aygadoux, Bárbara Cristina Moreira Sicardi; https://lattes.cnpq.br/9746628149674449; https://orcid.org/0000-0001-5097-459X; https://lattes.cnpq.br/3821129664160236; https://orcid.org/0000-0001-8835-7220; Santos Junior, João Batista; Dorneles, Aline Machado; Prado, Guilherme do Val Toledo; Silva, Tiago Ribeiro da; https://lattes.cnpq.br/5615071332323472; https://lattes.cnpq.br/1628943142092410; https://lattes.cnpq.br/0440747965664499; https://lattes.cnpq.br/2315195956044963; https://orcid.org/0000-0002-1952-2242; https://orcid.org/0000-0001-7110-9378; https://orcid.org/0000-0002-2415-8369; https://orcid.org/0000-0001-7264-3388
This thesis presents itself as a methodology grounded in the assumptions of the (auto)biographical narrative approach from a Luso-French perspective (Pineau; Michele, 1983; Nóvoa; Finger, 1988; Dominicé, 1990; Josso, 1991; 2004; Nóvoa, 1991; Pineau; Le Grand, 1993; Pineau, 2000; Bolívar; Domingo; Fernández, 2001; Delory-Momberger, 2003; 2012; Abrahão, 2004; Souza, 2006; Passeggi; Abrahão, 2012). The methodology named epistolary (trans)biographization emerged from the following research questions: "What can we learn by recalling and heterobiographing formative experiences that traversed us in spaces-times different from today? Does the sensitive listening of the formative experiences of others, our peers, make us recall and biographize our own formative experiences? To what extent must we remain distant as researchers and conceal these intersections in our research?" This qualitative research methodology, through the reinvention of Pedagogical Letters, invites collaborators to dialogue about the professional identity of teacher educators and their formative experiences during their early years in higher education. These educators previously granted episodic interviews that were recorded and transcribed, producing documents that were once kept-data. Through their transcreation, these documents are biographized by the sender without neglecting the memories, perceptions, or intersections originating from the one now narrating them. By examining the narratives of PIBID Area Coordinators regarding their early careers in higher education and their paths of formation as teacher educators, I – the teacher-researcher/author of this methodological thesis – also saw myself as a teacher educator while experiencing PIBID Area Coordination for seven years. This gave meaning to the transversality of narratives originating from the kept-data in relation to my own formative experiences. Aiming to weave intersecting dialogues of/with teacher educators through an alternative way of biographizing(oneself) – constituted here by the reinvention of Pedagogical Letters written from kept-data featuring teacher educators in the space-time of research-LIFE-formation – this thesis, produced as a hybrid text, intends to demonstrate that a formative experience does not end within itself. The thesis was structured into three mo(ve)ments inspired by Ricoeur's triple mimesis: the 1st mo(ve)ment, prefiguration (memory), represented by the Systematic Mapping of Pedagogical Letters; the 2nd mo(ve)ment, configuration (attention), represented by the research inventory in which I record the Pedagogical Letters produced during the Doctoral Program in Education; and the 3rd mo(ve)ment, refiguration (expectation), which corresponds to the invitation extended to teacher educators to compose a research-LIFE-formation proposal titled "Professional development of teacher educators in networks," as a projection of work in becoming. Epistolary (trans)biographization was conceived to transgress the mode of research that tends to close or conclude a research-formation within itself, given that spell life is to narrate stories that affect and traverse us. Creating narratives from the transcreation of others is also to (trans)biographize(oneself) through the narrative of the self.