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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
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Oliveira, Renata Evangelista de
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Magalhães, Leonardo Pinto de
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https://lattes.cnpq.br/6777223792862756
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https://lattes.cnpq.br/8771305776391428
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.
O efeito de regras sobre o estabelecimento, generalização e manutenção de relatos verbais acurados em tarefas acadêmicas
(Universidade Federal de São Carlos, 2026-02-27)
Pereira, Letícia Rinolfi
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Cortez, Mariéle Diniz
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https://lattes.cnpq.br/7927746584626515
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https://orcid.org/0000-0003-3301-8330
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https://lattes.cnpq.br/1884404898792657
Studies in the area of say–do correspondence have predominantly investigated the role of consequences (i.e., correspondence training) in the establishment of accurate reporting in children, whereas the role of antecedent manipulations remains less explored. The present study evaluated the effects of two types of rules on the establishment, generalization, and maintenance of accurate reporting of errors in academic tasks. Six typically developing children aged 6 to 8 years participated in a computerized task organized in a do–say sequence. The do component consisted of reading words and answering mathematics questions presented by the computer. The say component consisted of reporting correct and incorrect responses after hearing feedback with the correct answer, by clicking on a green square (correct) or a red square (incorrect). During baseline, the accuracy of error reporting was assessed in the absence of differential consequences and rules for both reading and mathematics tasks. In the subsequent condition, a rule was presented by the experimenter at the beginning of each session only for the task with the lowest level of accuracy during baseline. Three participants were exposed to a rule describing positive social consequences for accurate reports, and three were exposed to a rule describing negative social consequences for inaccurate reports. All participants showed low to intermediate levels of accuracy during baseline, which were lower in the reading task for four participants and in the mathematics task for two. The introduction of rules, regardless of rule type, produced high levels of accuracy for all participants within a few sessions (three to five). This pattern was maintained after rule withdrawal, and generalization was observed to the task not directly exposed to the rule. The results suggest that rules are effective in establishing, generalizing, and maintaining accurate reporting in children.
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
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Selistre, Luiz Fernando Approbato
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https://lattes.cnpq.br/1776458133234039
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https://orcid.org/0000-0002-6649-9794
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https://lattes.cnpq.br/9558274281390876
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.
Mulheres, vivências e violências: realidades da beira do rio
(Universidade Federal de São Carlos, 2026-02-27)
Costa, Izelma de Souza
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Bezerra Neto, Luiz
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https://lattes.cnpq.br/4809080593333472
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https://orcid.org/0000-0002-6388-3467
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https://lattes.cnpq.br/2626204560473380
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.
As viagens da expansão portuguesa na África e na América e os livros didáticos brasileiros: do Instituto Histórico e Geográfico Brasileiro aos anos 1980
(Universidade Federal de São Carlos, 2026-02-27)
Lungov, Mônica
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Carril, Lourdes de Fátima Bezerra
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https://lattes.cnpq.br/0328730975862213
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https://lattes.cnpq.br/1247124984303639
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Santos, Maria Walburga dos
Modern society is grounded in time–space representations forged through European expansionism since the fifteenth century. The present study reflects on the relationship between historical narratives in Brazilian textbooks and the configuration of memories and representations of Portuguese voyages and navigations in the fifteenth and sixteenth centuries. It examines how these narratives have appeared in didactic texts from the late nineteenth century to the 1980s. In doing so, it draws on the theoretical contributions of French scholars Roger Chartier—representation, practice, and appropriation—and Michel de Certeau—tactic, strategy, and the polemological model. Their categories provide a framework for analyzing school culture from a historical perspective. The narrative methodology contributes to this ongoing study of how representations persist in memory and shape identities, especially regarding Brazil’s racial question and the decolonization of the curriculum and teaching materials, from a counter-colonial perspective.
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
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Lussi, Isabela Aparecida de Oliveira
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https://lattes.cnpq.br/8121264125922144
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https://orcid.org/0000-0003-3632-5539
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https://lattes.cnpq.br/0737123113483328
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.
A amplitude de movimento de quadril está associada com a sensibilidade à dor em indivíduos com e sem osteoartrite de joelho? Um estudo transversal comparativo
(Universidade Federal de São Carlos, 2026-02-27)
Nóbrega, Isabela Lima
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Mattiello, Stela Márcia
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ttp://lattes.cnpq.br/1406279816228350
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https://orcid.org/0000-0001-9484-8026
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https://lattes.cnpq.br/0824991661610139
Pain in knee osteoarthritis is mainly related to functional activities of daily living. Several factors are associated with the presence of pain in individuals with this condition, such as structural changes in the joint and also changes in pain processing due to repetitive load stimuli on the joint. The hip abductor muscles are related to overloads on the knee, for this reason the hip has been the subject of study for controlling disease progression and reducing pain. Biomechanical changes in the hip can also be observed, but the relationship between hip range of motion (ROM) and pain sensitivity in knee osteoarthritis still requires detailed investigation. Objective: To investigate the association between knee pain sensitivity and hip ROM in individuals with and without knee osteoarthritis. Secondarily, the association between ROM and muscle torque of hip rotations; the comparison of ROM between individuals with and without knee osteoarthritis, as well as the correlation between ROM, physical function and pain catastrophizing. This is a cross-sectional study with 26 individuals with osteoarthritis and 12 control individuals of similar height. Pain sensitivity was assessed using Quantitative Sensory Tests (QST), and hip ROM was measured using a digital inclinometer. Muscle torque was also assessed using an isokinetic dynamometer, and catastrophizing was measured using the Catastrophic Thinking Scale. Multiple linear regression was performed for the main objective; Student's t-test for independent samples was used to compare means, and Spearman's rank correlation coefficient was used. Analyses were performed using Rstudio, and the significance level adopted was p < 0.05. Multiple linear regression analysis revealed a significant interaction between the range of motion (ROM) of total hip rotation and the group (with and without osteoarthritis) in predicting pressure pain thresholds (PPT) in the knee (R²adj = 0.372; β = -0.11; p = 0.039). In the knee osteoarthritis group (GOA), it was found that greater ranges of motion were associated with lower pain thresholds (greater sensitivity), while the control group showed an inverse relationship. A significant negative correlation was found between hip rotation ROM and pain catastrophizing (ρ = -0.37; p = 0.02), indicating that lower levels of mobility are associated with a higher score on the catastrophizing scale (PCS), which also showed moderate to strong correlations with worse performance in physical function tests (ρ between 0.42 and -0.75; p < 0.01), explaining significant variations in muscle torque (R²addj between 0.27 and 0.46).
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
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Della Barba, Patrícia Carla de Souza
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https://lattes.cnpq.br/6448489426438006
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https://orcid.org/0000-0002-7893-8133
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https://lattes.cnpq.br/8806123352444017
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.
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
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Passador, Fabio Roberto
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https://lattes.cnpq.br/0152213852695153
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https://orcid.org/0000-0001-5239-5962
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Pessan, Luiz Antonio
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.
A representação de Weierstrass e os exemplos clássicos
(Universidade Federal de São Carlos, 2026-02-27)
Sampaio, Pedro Valim
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Gomes, José Nazareno Vieira
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http://lattes.cnpq.br/5896951132632512
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https://orcid.org/0000-0001-5678-4789
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http://lattes.cnpq.br/2799119037192143
In this dissertation, we present an introduction to minimal surfaces in three-dimensional Euclidean space. After reviewing differentiable manifolds and isometric immersions, we study the Weierstrass representation, which allows minimal surfaces to be constructed from holomorphic and meromorphic functions. As examples, we discuss the catenoid, the helicoid, and Scherk’s surface, aiming to provide a clear, rigorous, and accessible exposition.
Concepcões e práticas pedagógicas dos professores da Guiné-Bissau na perspectiva da educação inclusiva
(Universidade Federal de São Carlos, 2026-02-27)
Iala, Alquiloma João
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Mendes, Enicéia Gonçalves
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http://lattes.cnpq.br/3897627554738983
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https://orcid.org/0000-0003-3673-0681
;
Balanta
This study, which falls under the research area of “Scientific Production and Human Resource Development in Education,” had the overall objective of examining the conceptions regarding the teaching-learning process and the pedagogical practices of elementary school teachers in Guinea-Bissau, and determining whether these align with the philosophy of inclusive education. As specific objectives, it sought to analyze the influence of variables such as gender, age group, years of experience, teaching location, initial training, subject area, and prior professional experience with students with disabilities and as a on conceptions of the teaching-learning process and pedagogical practices. The study characterized as a quantitative, descriptive-correlational research and conducted in Guinea-Bissau, specifically with a sample of 87 teachers from different areas of elementary education. Data collection was performed using the Teaching-Learning Conceptions and Practices Questionnaire (TCPQ), which contains 26items with responses based on a five-point Likert scale, generating indicators on four factors and allowing for the identification of teaching-learning conceptions (comprehensive, collaborative, or conventional, systematic), and whether pedagogical practices are inclusive or conservative.The overall results indicate a stronger tendency among Guinean teachers toward conventional, systematic conceptions and conservative teaching practices, although the averages for comprehensive and collaborative conceptions and inclusive teaching practices are also relatively high. The data revealed a highly heterogeneous group of teachers in terms of pedagogical conceptionsandpractices, withsignificantvariationslinkedtoinitialtraining and age, institutional context, field of work, and professional experience, corroborating the literature that views teaching as a situated practice, constructed over the course of one’s professional career and conditioned by individual and organizational factors. It is concluded that the consolidation of inclusive education in the Guinean context depends on contextualized teacher training, the recognition of the value of different fields of practice, and the overcoming of inequalities between the capital and the interior.
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
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Braga, Maria do Socorro Sousa
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https://lattes.cnpq.br/2311094074614215
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https://lattes.cnpq.br/9314498023933727
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Casalecchi, Gabriel Ávila
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
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Peggion, Edmundo Antonio
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https://lattes.cnpq.br/9849805103860827
;
https://orcid.org/0000-0001-9056-9417
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https://lattes.cnpq.br/2211193345144640
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.
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
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Fernandes, João Batista
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https://lattes.cnpq.br/2691336077459602
;
https://orcid.org/0000-0002-2924-3327
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https://lattes.cnpq.br/1354542326637904
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.
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
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Gonçalves, Dimas José
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https://lattes.cnpq.br/1668407948840456
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https://orcid.org/0000-0001-7584-357X
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https://lattes.cnpq.br/7339311839933871
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
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Pessanha, Márlon Caetano Ramos
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https://lattes.cnpq.br/6347223505034848
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https://orcid.org/0000-0003-4168-4181
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https://lattes.cnpq.br/6025577153960044
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.
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
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Silva, Bismarck Luiz
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https://lattes.cnpq.br/4377238190630005
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Spinelli, José Eduardo
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https://lattes.cnpq.br/8882038118634925
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.
Raça, classe e gênero na educação CTS: um estudo das produções acadêmicas (2020-2023)
(Universidade Federal de São Carlos, 2026-02-27)
Longo, Natalia Gabriela
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Lopes, Nataly Carvalho
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https://lattes.cnpq.br/0285391776145231
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https://orcid.org/0000-0002-5113-8398
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https://lattes.cnpq.br/2297212778472455
Given the history of oppression and domination experienced by diverse social groups, expressed mainly in the form of racial violence, femicide, and homophobia, among others, it is urgent to promote discussions on issues of race, social class, and gender in various spaces in order to understand how these oppressions are established and perpetuated, with a view to overcoming them. In this context, the school environment is a potential setting for promoting these discussions, given its role in educating people for life in society. One way to promote these discussions in schools is through STS education. Thus, this research aimed to analyze how academic research, expressed in dissertations related to STS education in the field of science teaching, produced between 2020 and 2023, has discussed issues of social class, race, and gender. To this end, we conducted a bibliography study, whose dissertations were collected from the Capes thesis and dissertation catalog. Thirty-two dissertations were analyzed, following the steps of Content Analysis. In the categorization process, three categories were defined a priori: race, social class, and gender, and two categories emerged during the analysis: articulations of race, social class, and gender, and approaches to discussions of social class. The results indicate that issues of social class were discussed mainly from the perspective of criticism of science and technological development aligned with the capitalist order. Issues of race involved discussions related to the exploitation and expropriation of people on the African continent for the production of technologies and the hierarchization of scientific content. Gender issues, on the other hand, sparked discussions about the contributions, participation, and challenges faced by women in scientific careers. We found that discussions of social class express a trend in the studies analyzed, while gender issues are explored in greater depth, and race issues have been under-explored. The approach taken in these discussions in STS education has shown potential for enabling understanding of existing social oppression and inequality, allowing for human emancipation and the pursuit of overcoming social inequalities.
Ser e fazer docente de professores da educação básica com deficiência visual
(Universidade Federal de São Carlos, 2026-02-27)
Simitan, Patrick Langreney
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Costa, Carolina Severino Lopes da
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http://lattes.cnpq.br/0303439637261272
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https://orcid.org/0000-0002-6945-2879
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http://lattes.cnpq.br/2504750739254445
This research, developed within the field of Special Education, investigates the being and doing of teaching among teachers with visual impairment, seeking to understand which adaptations in pedagogical practice, didactics, classroom materials, and the use of technological resources are necessary for teaching in different school contexts. The study aimed to analyze the being and doing of teachers with visual impairment in basic education, considering who these individuals are in their life trajectories, what professional roles they perform, and under what conditions these roles take place, especially with regard to accessibility and adaptations in teaching strategies, materials, and assistive technology used in the classroom. Specifically, the study sought to map the participants’ sociodemographic, economic, educational, and professional insertion profiles; describe their school trajectories; characterize the materials, resources, and assistive technologies used in everyday classroom practice; and describe adaptations in pedagogical practice and didactics. This is a qualitative, descriptive study, with participants selected through snowball sampling, involving eight teachers with blindness or low vision working in different educational networks and professional roles. Data were produced through a characterization questionnaire and online interviews and were examined using content analysis. The results indicate that these teachers’ work relies on advance planning, didactic reorganization beyond the centrality of the board and print writing, mediations grounded in orality and listening, and the articulated use of tactile resources, Braille, screen readers, mobile accessibility features, magnification and description tools, and digital platforms. Coexisting with these strategies are attitudinal barriers, infrastructure limitations, fragile institutional support, and the recurring displacement of responsibility for accessibility onto the teachers themselves, thus challenging the ideal of inclusion proclaimed in educational policies. The study concludes that the teaching work of teachers with visual impairment cannot be understood through the lens of individual overcoming, since teaching under such conditions requires broad reorganizations of pedagogical work and makes visible the structural contradictions of public schooling. At the same time that the findings reveal the pedagogical strength, inventiveness, and professional authority of these teachers, they also show that inclusion remains partial and unstable when not accompanied by accessibility, assistive technology, human support, training, and materially guaranteed working conditions.
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
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Rodrigues, Ana Cristina da Silva
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https://lattes.cnpq.br/8696471514884993
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https://orcid.org/0000-0003-3887-8233
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Aygadoux, Bárbara Cristina Moreira Sicardi
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.