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Um estudo histórico-crítico do currículo referência de Minas Gerais: o lugar do ensino de filosofia no ensino médio
(Universidade Federal de São Carlos, 2026-03-19)
Bonacini, André Luis Augusto
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Bezerra Neto, Luiz
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https://lattes.cnpq.br/4809080593333472
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https://lattes.cnpq.br/1272908223550352
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https://orcid.org/0000-0003-0285-1522
The teaching of Philosophy in Brazilian basic education is characterized by a historical trajectory marked by discontinuities and political disputes concerning curriculum and human formation. In the contemporary context, the implementation of the National Common Curricular Base (BNCC) and the reform of upper secondary education established by Law No. 13.415/2017 has reshaped curricular organization through the centrality of competencies and skills, producing direct impacts on the permanence and epistemological specificity of Philosophy teaching. Within this scenario, this dissertation aims to critically analyze the teaching of Philosophy in the Minas Gerais Reference Curriculum, investigating to what extent this document contributes to the implementation of a systematic and historically grounded philosophical education, or whether it reinforces an instrumental and adaptive conception of schooling. This is a qualitative study of a theoretical-documentary nature, grounded in historical-dialectical materialism as the methodological approach and in Historical-Critical Pedagogy as the theoretical framework. The analyzed sources include the BNCC, relevant educational legislation, and the Minas Gerais Reference Curriculum, as well as specialized literature on curriculum, Philosophy teaching, and contemporary educational policies. The results indicate that, although the Minas Gerais curriculum employs discourses related to integral education and critical thinking, its structure is strongly subordinated to the competency-based approach, which tends to fragment philosophical content and dilute the epistemological specificity of Philosophy. It is concluded that the Minas Gerais Reference Curriculum presents significant limits to the realization of Philosophy teaching consistent with the principles of Historical-Critical Pedagogy, requiring from teachers mediating and resistant practices to ensure the centrality of philosophical knowledge and omnilateral human formation. In accordance with the professional nature of the Professional Master’s Degree in Philosophy (Prof-Filo), this research articulates theoretical analysis with the development and implementation of a pedagogical intervention proposal carried out within the context of Basic Education classrooms, aimed at the systematic organization of philosophy teaching through teacher mediation and the centrality of classical philosophical contents. Such intervention seeks to challenge the limits imposed by competency-based logic, highlighting concrete possibilities for the realization of teaching oriented toward critical formation and the appropriation of historically produced philosophical knowledge.
Concepções de professores: elaboração e monitoramento do PEI na alfabetização de alunos com deficiência intelectual
(Universidade Federal de São Carlos, 2026-03-19)
Serafim, Marcela Pereira Bernardino
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Galvani, Márcia Duarte
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https://lattes.cnpq.br/6866106661255961
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https://orcid.org/0000-0003-1092-746X
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https://lattes.cnpq.br/8831694359970961
ABSTRACT The adaptation of pedagogical practices that favor access to curricular content for individuals with intellectual disabilities (ID) has become an urgent demand. In this context, the importance of the Individualized Education Program (IEP) stands out as a guiding instrument for pedagogical actions, especially in the literacy process of students with ID, by enabling the organization, monitoring, and evaluation of strategies aligned with their specific educational needs. The general objective of this research was to characterize the conceptions of classroom teachers regarding the development and monitoring of the IEP for students with ID in the literacy process, based on their pedagogical practices. The specific objectives were: (a) to investigate how teachers identify the skills and learning needs of students with ID, aiming to map these competencies within the literacy process in the classroom context; (b) to analyze teachers' conceptions of the IEP, as well as the criteria used in its development; and (c) to identify, through their reports, how teachers operationalize, integrate, and monitor the IEP within the classroom pedagogical planning. This is a descriptive study with a qualitative approach, conducted with three teachers working in the 1st and 2nd grades of Elementary School at a public school in a medium-sized city in the interior of São Paulo. The instruments used were semi-structured interviews, a teacher characterization form, and an IEP analysis guide. The results reveal that the identification of skills and needs of students with ID is predominantly guided by a deficit perspective, focusing on motor and behavioral limitations rather than cognitive potential. A significant theoretical-methodological gap was identified in the development of the IEP, which is conducted in a solitary, intuitive manner, and is frequently reduced to a bureaucratic task of curricular simplification. In daily school life, the implementation of the IEP proved to be fragmented, with unsystematic monitoring and little integration into the general pedagogical planning of the class. The evidence indicates that the lack of specific training and institutional collaborative support results in mechanized literacy practices that prioritize behavioral goals and deprive students of effectively mastering the writing system and functional literacy, creating a scenario of superficial inclusion.
Prospecção na mobilidade aérea urbana: análise estrutural e de atores
(Universidade Federal de São Carlos, 2026-03-19)
Lima, Gabriel Caliente
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Argoud, Ana Rita Tiradentes Terra
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https://lattes.cnpq.br/2309862893058719
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https://lattes.cnpq.br/9142368682516485
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Moura, Daniel Braatz Antunes de Almeida
This research analyzes Urban Air Mobility (UAM) as a sociotechnical system in the process of innovation, aiming to understand the variables that structure its dynamics and the actors that condition its evolution. A qualitative, exploratory approach is adopted, combining a systematic literature review and prospective analysis. The systematic review made it possible to map the state of the art on the subject, identifying 255 studies and highlighting the multidimensional nature of UAM, with a concentration of publications in the fields of engineering, market studies, regulation, and information technology. The findings of the review indicate that the consolidation of UAM depends on coordinated progress across different dimensions, especially technological development, infrastructure, regulation, financing, and social acceptance. Based on this foundation, the prospective analysis showed that technological and regulatory variables play a central role in structuring the system, decisively conditioning the behavior of the other dimensions. Infrastructure, flight patterns, and autonomy stand out as linkage elements, as they connect structural decisions to the operational materialization of the concept. By contrast, public acceptance, privacy, noise, and environmental issues showed lower driving capacity, assuming a more reactive role and tending to become more relevant only after technological, regulatory, and operational conditions have advanced. With regard to the actors, an asymmetry of power was observed, with the predominance of the regulatory and financial domains, whose agents occupy the most influential positions in shaping the sector. eVTOL manufacturers and infrastructure actors proved to be strategic for the implementation of UAM, although they remain strongly conditioned by regulatory decisions and the availability of financing, while platforms and the public showed greater dependence and predominantly indirect influence. It is concluded that the evolution of UAM stems less from structural conflicts among actors and more from the need for coordination among technological, institutional, economic, and operational capacities. The results reinforce that UAM should not be understood merely as an aeronautical innovation, but rather as a systemic and multidimensional phenomenon whose feasibility depends on convergence among different areas and actors. As a contribution, this study offers an integrated interpretation of the theme, articulating recent scientific production with a prospective analysis of the conditions that may favor or constrain the consolidation of the concept.
Modelos para séries temporais com dados discretos
(Universidade Federal de São Carlos, 2026-03-19)
Cherobim, Guilherme de Oliveira
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Andrade Filho, Marinho Gomes de
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https://lattes.cnpq.br/4126245980112687
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https://orcid.org/0000-0002-7224-7585
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https://lattes.cnpq.br/8154297786821127
Time series for discrete data are frequently encountered in various practical applications. In many cases, the data exhibit changes in the frequency of zeros, such as inflation or deflation, and need to be properly handled. To accommodate such characteristics, this work proposes the GARMA Zero-Modified Discrete model family. The major methodological difference is the incorporation of a dynamic and time-variable zero-modification parameter, allowing the model to transition to different zero-modifications at each instant in time. As a main contribution, the GARMA Zero-Modified Skellam model is presented, which extends the formulation to encompass time series in the set of integers. Under the Bayesian paradigm, inference and parameter estimation are performed using the Stochastic Gradient Monte Carlo Hamiltonian algorithm. Sampler efficiency was evaluated in simulation studies for parameter recovery. The applicability and versatility of the models are illustrated in the analysis of three real datasets with distinct behaviors. The results demonstrate that the proposed models adequately capture the structural and dynamic changes in the series' zero modifications, also showing good predictive capacity.
A framework for Computing Education that fosters the development of creativity and critical thinking skills in children
(Universidade Federal de São Carlos, 2026-03-20)
Rodrigues, Stefane Menezes
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Neris, Vânia Paula de Almeida
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https://lattes.cnpq.br/0268728255033469
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https://lattes.cnpq.br/6878261293464930
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Otsuka, Joice Lee
Research in Human–Computer Interaction has increasingly emphasized the importance of designing technologies and educational practices that are meaningful, inclusive, and sensitive to users’ contexts. In early childhood education, teaching computing presents additional challenges due to children’s cognitive, social, and expressive characteristics, as well as the limited availability of pedagogical frameworks that integrate participatory design, learning activities, and assessment strategies. Despite growing interest in co-design and participatory design with children, there is still a lack of consolidated approaches that support teachers in designing, applying, and evaluating computing education activities for preschool children. This doctoral thesis proposed and empirically evaluated a framework to support the teaching of computing in early childhood education, grounded in HCI principles and participatory design practices, with a particular focus on fostering creativity and critical thinking in children aged four and five. The research adopts a cumulative empirical approach, structured as a collection of articles. First, a systematic mapping study was conducted to investigate how co-design and participatory design have been applied with preschool children, identifying techniques, participant roles, contexts, and methodological challenges. Based on the identified gaps, pedagogical design principles for computing education in early childhood were derived from a thematic analysis of the literature. In parallel, an action research study was carried out involving early childhood education teachers and undergraduate students in pedagogy and computer science, who collaboratively designed and refined unplugged computing activity plans through a series of workshops. To support learning assessment, creativity, and critical thinking rubrics were translated and adapted to the early childhood context. The design principles, design activity plans, and rubrics for assessments were validated by experts through focus groups. Finally, the proposed framework was evaluated through a quasi-experimental study conducted in real classroom settings, comparing an experimental group and a control group, using qualitative triangulation of multiple data sources. The studies resulted in a set of co-designed activity plans and a validated set of pedagogical design principles that together constitute the proposed framework. The classroom evaluation revealed qualitative improvements in the experimental group, particularly regarding children’s engagement, expression of ideas, collaborative behaviors, and manifestations of creativity and critical thinking during computing-related activities. The adapted assessment rubrics proved feasible for capturing qualitative evidence of these skills in early childhood contexts. This thesis contributes to HCI and computing education by: (i) providing a systematic synthesis of participatory design research involving preschool children; (ii) proposing and documenting co-designed activity plans for early childhood computing education; (iii) formalizing pedagogical design principles grounded in theory and expert validation; and (iv) presenting an empirically evaluated framework that integrates participatory design, pedagogy, and assessment. These contributions advance HCI research on design with children and offer actionable guidance for educators and researchers seeking to design and evaluate computing education experiences in early childhood settings.
Otimização estrutural de sensores ópticos baseados em moléculas fotônicas: mitigação da dependência térmica para aplicações de alta precisão
(Universidade Federal de São Carlos, 2026-03-20)
Pires, Marcus Vinicius do Amaral
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Ferreira, Paulo Henrique Dias
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https://lattes.cnpq.br/0108190685018320
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Barea, Luis Alberto Mijam
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https://lattes.cnpq.br/7929868663210908
Optical sensors based on resonant microcavities have gained prominence by combining high sensitivity with strong potential for integration on silicon photonic platforms. However, temperature variations can induce spectral shifts of the resonances, introducing uncertainties that degrade the repeatability and accuracy of refractive-index measurements. In this context, this dissertation investigates a passive approach to mitigate thermal dependence through structural optimization of a photonic-molecule-based sensor, with emphasis on the trade-off between sensitivity and thermal stability. The adopted methodology combines modeling and computational simulations to systematically assess how geometric modifications influence the device spectral response under controlled temperature variation and under different external-medium conditions. Resonances are identified across the spectrum, and thermal drift is quantified, enabling comparison of trends among configurations and the definition of consistent metrics for stability and detection performance. Beyond the physical analysis, practical aspects related to implementation feasibility and typical fabrication constraints in integrated photonics foundries are discussed, bringing the study closer to realistic deployment scenarios. The results show that structural modifications can reduce the thermal sensitivity without compromising refractive-index sensitivity, indicating that the thermal response is predominantly governed by the device geometry and the modal field distribution. It is also observed that specific geometric choices lead to distinct trade-off behaviors between stability and sensitivity, allowing the identification of configurations that perform better under each criterion and highlighting a potentially more balanced configuration.
O despertar do pensamento crítico na era das notícias falsas: uma abordagem filosófica para o ensino médio na rede pública
(Universidade Federal de São Carlos, 2026-03-20)
Trovó, Cirina Luz De Souza
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Maamari, Adriana Mattar
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https://lattes.cnpq.br/5707827597161294
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https://lattes.cnpq.br/2963544197025803
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Bezerra Neto, Luiz
This study investigates how the teaching of Philosophy can contribute to combating misinformation and fostering critical thinking among students in public high schools in the interior region of the state of São Paulo, Brazil, in light of the challenges posed by the digital age. The proliferation of fake news and the manipulation of information demand a reassessment of the role of Philosophy as a space for reflection and critical inquiry. To this end, the analysis focuses on the pedagogy of concepts, with emphasis on the notions of concept and plane of immanence developed in What Is Philosophy? by Gilles Deleuze and Félix Guattari, articulated alongside the contributions of Brazilian scholars who have applied this perspective to secondary education, particularly Sílvio Gallo and his proposal of the “concept workshop.” The research adopts a qualitative, bibliographic, and proposal-oriented approach, historically situating the challenges faced by Brazilian public secondary education, the curricular tensions surrounding the discipline of Philosophy, and the impacts of digital media on youth formation. The central objective is to develop pedagogical tools capable of stimulating critical thinking, argumentative analysis, and concept creation, in accordance with the adopted theoretical framework. As an educational product, the study proposes a digital magazine designed for Philosophy teachers, structured around the methodology of the concept workshop and organized into stages ranging from the problematization of media narratives to collective conceptual creation. The proposal seeks to provide practical and accessible guidelines enabling teachers to conduct activities focused on the critical analysis of information, the identification of fake news, and the demystification of dubious content, while historically and ideologically contextualizing the narratives circulating in digital environments. As a result, this study proposes a reconfiguration of Philosophy teaching, transforming it into a space of resistance to misinformation and of promoting intellectual autonomy through the problem-concept movement, in which students learn to navigate the complex contemporary information landscape critically.
Enhancing abiotic stress resilience in Eruca sativa: the synergistic role of extremophilic microbial inoculants and crystalline zinc oxide
(Universidade Federal de São Carlos, 2026-03-20)
Assis, Amanda Stefanie Jabur de
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Duarte, Iolanda Cristina Silveira
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https://lattes.cnpq.br/2626035341263254
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https://lattes.cnpq.br/3438650971860266
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Mambrini, Giovanni Pimenta
Abiotic stresses such as salinity, water deficit, and high solar radiation constitute important limitations for plant establishment and agricultural productivity. Extremophilic microorganisms, adapted to harsh environments, have physiological characteristics that can be exploited to mitigate these stresses in plants. This thesis investigates the potential of extremophilic microorganisms isolated from photovoltaic panels to improve the plant performance of arugula (Eruca sativa) seedlings under abiotic stress, with emphasis on the interaction of these microorganisms with crystalline zinc oxide (ZnO). Initially, the ultraviolet radiation resistance of bacterial and yeast isolates from photovoltaic panels was evaluated, showing contrasting tolerance profiles, with Rhodotorula mucilaginosa standing out as highly resistant to UV radiation. Next, strains with better performance were applied to Eruca sativa seeds to evaluate their effects on the percentage and speed of germination under saline and osmotic stress, in the presence or absence of ZnO. Finally, the effects of microbial inoculation with Arthrobacter koreensis and ZnO on seedling growth and responses to abiotic stresses (lengths, biomass allocation, leaf area) were analyzed. The results demonstrate that extremophilic microorganisms can improve germination and seedling performance under abiotic stress in a strain- and environmental context-dependent manner. Supplementation with ZnO consistently amplified the microbial effects, especially under severe stress conditions. Instead of promoting uniform growth, microbial inoculation contributed to greater growth stability and stress tolerance. This work highlights the potential of combining extremophilic microorganisms and inorganic cofactors as a sustainable strategy to improve plant establishment in agricultural environments subject to environmental stresses.
Filosofia no ensino médio: promovendo o pensamento crítico e a cidadania ativa dos estudantes
(Universidade Federal de São Carlos, 2026-03-20)
Rodrigues, Benedito de Paula
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Henning, Leoni Maria Padilha
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https://lattes.cnpq.br/8165332587246727
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https://lattes.cnpq.br/5142245946599694
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Maamari, Adriana Mattar
This dissertation examines the inclusion of philosophy in the high school curriculum as an instrument for promoting critical thinking and active citizenship. The study problematizes the historically unstable trajectory of the subject within Brazilian basic education and the impacts of the National Common Curricular Base (Base Nacional Comum Curricular – BNCC) and Law No. 13,415/2017 on its curricular status. Drawing on John Dewey as the central theoretical framework, the research also engages with Paulo Freire, Matthew Lipman, Karl Jaspers, and Theodor W. Adorno. The investigation adopts a qualitative approach, combining a literature review with fieldwork through a semi-structured questionnaire administered to 14 philosophy teachers from the São Paulo state public school system, in schools under the jurisdiction of the Regional Education Board (Diretoria de Ensino) of São José do Rio Preto. The findings reveal a central paradox: while philosophy faces a progressive institutionalization of its irrelevance – expressed in the reduction of instructional hours, the platformization of teaching, and the social perception of the subject as lacking practical utility – it elicits genuine student engagement when mediated through dialogic practices. The predominant strategy adopted by teachers is contextualization grounded in students' prior knowledge and everyday culture, supported by a methodological triad of oral discussion, text reading, and audiovisual resources. The primary difficulty identified is the incompatibility between the breadth of the curriculum and the available instructional hours, which gives rise to a documented practice of curricular disobedience: teachers select and reshape content to preserve the reflective quality of instruction. Skepticism regarding the subject's actual impact constitutes a significant finding, with teachers asserting that fostering critical consciousness is "very difficult and rare" given the weight of influences external to the school. Also noted is the perception of philosophy as a threat within the context of religious and political polarization. Conversely, the data confirms its function as a tool for critical discernment in the face of misinformation. Based on the findings, the research proposes recommendations that include thematic prioritization over extensive coverage of the philosophical tradition, the strengthening of dialogic spaces, and the positioning of the philosophy classroom as a laboratory for critical thinking. The study concludes that the effectiveness of philosophy teaching depends on a teaching praxis that articulates intellectual rigor with reflective experience, responding to the formative urgencies of a democracy in constant challenge.
Efeito do espaçamento entre reforços no comportamento de protótipos de muros de solos finos reforçados com geossintéticos
(Universidade Federal de São Carlos, 2026-03-20)
Rocha, Paulo Eduardo Oliveira da
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Portelinha, Fernando Henrique Martins
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http://lattes.cnpq.br/0791082339645058
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https://orcid.org/0000-0002-7481-7406
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http://lattes.cnpq.br/8444200487723485
Among the different types of retaining walls used to gain area through structured embankments, Geosynthetic-Reinforced Soil Structures stand out, due to their high productivity, flexibility, resilience, attractive costs and architectural possibilities. Although these structures are constantly evolving, some aspects of their design are little explored, such as the relationship between the deformability of these structures when designed with reduced vertical spacing, more precisely in projects using cohesive fine soils and geogrids. To demonstrate that smaller vertical spacings result in more homogeneous structures, with a lower level of load acting in the connection of the reinforcements with the face, enabling the construction of retaining walls with smaller displacements, even with embankments composed of fine and cohesive soils, the instrumented construction of 2 full-scale prototypes, with 2 m in height, was carried out with embankment formed by fine soil, with cohesion of 33.2 kPa at optimum humidity, instrumented with tell-tales, and face displacement meters. The two prototypes were designed with the same sum of final reinforcement strength, with Wall 01 built with 6 geogrids of 20 kN/m, spaced every 30 cm, and Wall 2 with 3 geogrids of 40 kN/m spaced every 60 cm. The structures were subjected to overloads of 20 to 120 kPa, and later had their massif flooded by an artificial rain system, in order to reduce the apparent cohesion and evaluate the mechanical response of the structure in such condition. In the central region of the prototypes, with 120 cm in height, the structures showed face displacements towards the embankment, with Wall 01, presenting values 55% lower than Wall 02, and at the top of the structures, where the walls suffered displacements outside the reinforced zone, Wall 01 presented face displacements 33% smaller than Wall 02, demonstrating the greater efficiency of the system with a greater number of geogrids. The wetting of the structures promoted the external displacement of the faces out of the reinforced soil body in all elevations, being more preponderant at the top of the structure. The reinforcements of Wall 01 showed maximum deformations on a strip that crossed the entire massif, similar to the Rankine rupture surface, and Wall 02 presented maximum deformations in the region of its face, indicating a higher level of stress in this area, considered critical for structures in reinforced soil. The comparison between the stresses mobilized in the reinforcements and the method of calculation of rupture proposed in the work, converged only in the analysis of the dry phase of Wall 01, while in the other conditions the mobilized stresses were much lower than those estimated by the calculation method. After overload of 120 kPa, the tensile strength of the central geogrid of Wall 02 presented mobilized stress values close to those determined by the proposed calculation method, however, the other geogrids of both Walls presented dispersed values. The displacement prediction method of GRS resulted in values exactly equal to those obtained by the instrumentation of the Walls. The results showed that under normal humidity conditions, for the same sum of resistances, the use of smaller vertical spacings between reinforcements was able to promote a reduction in face displacements, and consequently enable the construction of more rigid and homogeneous structures.
Comunicação pública da ciência e extensão universitária em instituições de ensino superior público no estado de São Paulo
(Universidade Federal de São Carlos, 2026-03-20)
Oliveira, Felipe Adriano Alves de
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Rigolin, Camila Carneiro Dias
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https://lattes.cnpq.br/2388584081961836
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https://lattes.cnpq.br/3394354224029536
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https://orcid.org/0000-0001-6198-7214
Based on the analysis of university extension projects aimed at K-12 students, this research focused on investigating two extension projects promoted by two public universities in the state of São Paulo: Project "A" from a State University and Project "B" from a Federal University. The core problem consists of identifying, within these university extension projects, the models of public communication of science, the position these projects occupy in Vogt's scientific culture quadrant, and the university extension models into which they fit. Therefore, the research seeks to understand how the practices of university extension projects directed at these school communities are structured in terms of planning, execution strategies, reception, and evaluation methods over the last five years. Furthermore, it seeks to identify the structures of these university extension projects and how the public dissemination of science occurs within them. To address this issue, the study analyzed and explored the relationships established between studies in the field of public communication of science—considering scientific culture and scientific communication under this prism—and university extension. The research was grounded in the conceptual fields of Social Studies of Science and Technology, Public Communication of Science, Science Education, Scientific Culture, Scientific Communication, and University Extension. To assist in the analysis of projects A and B, a Multiple Case Study methodology was employed. In this sense, the research reveals that Project A is predominantly based on Education for Science (Science Education), by stimulating knowledge sharing and the historical-social critique of students, employing the Contextual and Public Participation models. Meanwhile, Project B is based on Scientific Communication, utilizing the Deficit Model and the Contextual Model to address gaps in basic education, particularly as it involves a socially vulnerable community. Regarding university extension, Project A aligns with the procedural conception, which is based on dialogue and the exchange of knowledge, whereas Project B stands out for its focus on impact actions and social inclusion, aimed at educational assistance for youth in vulnerable situations.
Modelagem estatística da impunidade: métodos inferenciais e preditivos para dados de crimes no estado de São Paulo
(Universidade Federal de São Carlos, 2026-03-20)
Saran, Fernanda Bartolo dos Santos
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Russo, Cibele Maria
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http://lattes.cnpq.br/1011098065426388
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http://lattes.cnpq.br/1329295409384052
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Loschi, Rosângela Helena
High levels of violence in Brazilian society have been interpreted by political scientists as indicative of a legitimacy crisis - namely, a widespread lack of public trust in the State. This context is exacerbated by impunity, a critical social issue that undermines the principle of equality before the law. Due to the inherent challenges in quantifying impunity and in order to investigate the efficiency of the judicial system in the country, the analysis focuses on the state of São Paulo and proposes a novel indicator: the time elapsed between the filing of a police report and the initiation of a formal criminal investigation. The analysis focuses on intentional homicide cases in the state of São Paulo from 2017 to 2022. A survival model with Intrinsic Conditional Autoregressive (ICAR) spatial frailty is employed, incorporating municipal-level socioeconomic variables such as the Human Development Index (HDI) for education, per capita income, and the Gini index. Also, a simulation study was conducted and concluded that the model is capable of accessing the true parameters appropriately. The study is thus relevant as it contributes to the literature on the subject by proposing a novel approach to the analysis of impunity in Brazil.
Implementação do Lean Service na gestão de contratos terceirizados no IFSP Campus Campinas
(Universidade Federal de São Carlos, 2026-03-20)
Lopes, Charles Wandrey de Jesus
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Argoud, Ana Rita Tiradentes Terra
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https://lattes.cnpq.br/2309862893058719
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https://orcid.org/0000-0002-6917-0062
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https://lattes.cnpq.br/2400116637190615
The management of outsourced service contracts in Higher Education Institutions (HEIs) is essential to ensure efficiency, transparency, and responsible use of public resources. In a context of high demand and regulatory complexity, this study aims to propose improvements in the internal processes of outsourced contract management at IFSP Campus Campinas, based on the principles and tools of Lean Service. A qualitative approach, exploratory and descriptive in nature, is adopted, combining a literature review and a case study approach with employees involved in the routines from the emergence of the demand to the planning and execution of the electronic bidding process. Lean Service is used as a central framework to identify and eliminate administrative waste, articulating tools such as Business Process Model and Notation (BPMN), Value Stream Mapping (VSM), Five Senses (5S), A3 and 5 Whys. The empirical procedure includes semi-structured interviews, document analysis, and direct observation of the work to describe the current flow, identify bottlenecks, rework, waiting times, and propose viable countermeasures. As a result, the study delivers a map of the current workflow and a design for the future workflow, standardized checklists and templates, and a roadmap for continuous improvement applicable to the campus environment, focusing on the robustness of bidding documents and the predictability of pre-bidding stages. The study's contribution not only suggests solutions but also delivers a viable intervention model for Public Administration, supported by the active participation of employees and organizational learning.
Aplicação de clustering para apoio à análise de risco de desequilíbrio econômico-financeiro nas atas de registro de preço da fufmt
(Universidade Federal de São Carlos, 2026-03-23)
Marins, Edilson Pereira
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Tavares Neto, Roberto Fernandes
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https://lattes.cnpq.br/6954662222457389
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https://orcid.org/0000-0002-4659-1745
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https://lattes.cnpq.br/3225808734839785
This study investigates the economic-financial rebalancing process in Price Registration Agreements within the Federal University of Mato Grosso (UFMT), proposing the application of statistical analysis and machine learning techniques to optimize decision-making and the management of public procurement. The research develops a technological tool, implemented in Python, capable of classifying and clustering the institution’s bidding documents, such as public notices, agreements, and supply orders, based on their textual similarity, aiming to identify patterns related to the occurrence of economic-financial imbalance in contracts. The study adopts a quantitative approach through modeling and simulation, as well as the implementation of clustering algorithms, with emphasis on K-means, enabling the analysis of unstructured data. The results demonstrate the feasibility of applying artificial intelligence (AI) techniques as a decision-support tool in public management, allowing the identification of contracts with a higher likelihood of instability and providing a foundation for preventive monitoring of procurement processes. The research proposal contributes to improving administrative efficiency, transparency, and sustainability in the use of public resources, offering a framework that can be replicated in other public institutions.
Discurso, fake news e comunidade surda: uma análise discursiva de perigosos consensos
(Universidade Federal de São Carlos, 2026-03-23)
Santos, Wesley Nascimento
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Piovezani Filho, Carlos Félix
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http://lattes.cnpq.br/1677609008094603
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http://lattes.cnpq.br/3336419125174801
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Martins, Diléia aparecida
Numerous studies have addressed the phenomenon of fake news, particularly within the field of communication studies and, more broadly, in the humanities. While these studies are often rigorous and well-intentioned, they tend to be grounded in a premise that, in the short term, has proven to be of limited effectiveness. This premise involves combating fake news by focusing either on their “content” or on their formal structure, with the goal of fostering more critical and competent readers. In this sense, scholars seek to understand the social, political, psychological, communicative, or linguistic regularities underlying fake news and, based on that understanding, propose practical actions aimed at digital literacy. However, such approaches often overlook the fact that fake news are discursive productions that circulate within diverse and segmented discursive communities. Given the questionable short-term efficacy of approaches that prioritize content analysis and assume a relatively undifferentiated public, this study aims to conduct a discursive analysis of fake news by examining their historical constitution, linguistic formulation, and social circulation within Deaf communities, particularly through posts, messages, and other digital social media content. Our analytical framework draws on the principles, concepts, and methods of French Discourse Analysis, rooted in the work of Michel Pêcheux and his research group, alongside Michel Foucault’s reflections on the order of discourse. This framework allows us to identify which interdiscursive elements are repeated, reformulated, or silenced in the discourses that propagate distorted versions of factual reality, as well as the linguistic strategies employed, the materialities through which such discourses are disseminated, and the social and institutional spaces they inhabit. Through the description, interpretation, and discursive comprehension of utterances in which fake news are materialized within Deaf communities, the findings of this study aim to inform and support the development of public and social policies for countering these forms of discursive distortion and for promoting discursive and digital literacy.
Contribuições da didática numa perspectiva freiriana na formação de futuros professores de química
(Universidade Federal de São Carlos, 2026-03-23)
Oliveira, Nayara de Lima
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Galizia, Fernando Stanzione
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ttp://lattes.cnpq.br/4007795540173093
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https://lattes.cnpq.br/4073845369549166
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Fernandes, Jarina Rodrigues
This research aims to investigate the adoption of dialogical practices that surpass the still prev-alent banking education in higher education chemistry, moving towards a Freirean perspective. To this end, we utilised eight principles of Paulo Freire's political and pedagogical thought: emancipation, freedom, dialogicity, singularity, epistemological curiosity, criticality, autonomy, and creativity, which were systematised and theorised based on Paulo Freire's works: Peda-gogy of the Oppressed, Education as a Practice of Freedom, and Pedagogy of Autonomy. Anchoring our approach on these eight principles, we planned the general didactics course offered to the chemistry teacher training programme at the Federal University of São Carlos (UFSCar) in 2025.1. Our methodology is characterised as qualitative, being an intervention research that included the researcher acting as an educator within the course. The research involved 17 higher education students from various teacher training courses: eight in chemis-try, four in philosophy, two in mathematics, one in music, and two in physics. Data collection instruments included participant observation, 126 reflective journals, and a questionnaire on the principles. Data analysis was conducted through Bardin’s content analysis. For the analy-sis, all journals were considered; for the questionnaire, only the responses from the chemistry teacher training students were taken into account. The results showed that the eight principles were essential in overcoming banking education, both because they were used in planning, studied by the students during the course, and experienced in practice. The importance of planning and varied methodologies that enable collective construction of learning was also emphasised. We found that the principles facilitated the overcoming of banking education in more aspects than they did not, although challenges related to the institutional curriculum structure and the deep-rooted nature of banking education remain, which is still present, some-times intrinsically, even when efforts are made to surpass it. The practice developed was, above all, dialogical. Although the emancipation principle was not frequently mentioned in the reports, it must be understood that it is permeated by the other principles. Emancipation only occurs when there is dialogicity, understood as communication, not as knowledge transmis-sion. This dialogicity leads to dialogue as an encounter between subjects. There is no dialogi-city without freedom. Freedom is central to fostering the other principles, as it enables partici-pation, expression, and positioning. The initial hypothesis, that the logic of banking education, which still permeates higher education chemistry teaching, can be overcome if educators adopt the principles of Paulo Freire’s political and pedagogical thought, was supported, as these principles enable an emancipatory, liberating, and dialogical education.
Correlação entre estrutura e atividade em complexos de cobre biomiméticos a LPMO para degradação de biomassa lignocelulósica
(Universidade Federal de São Carlos, 2026-03-24)
Conciani, Gabrielle Rodrigues
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Souza, Dulce Helena Ferreira de
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https://lattes.cnpq.br/3428955299526003
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https://orcid.org/0000-0001-8479-6744
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Marques Netto, Caterina Gruenwaldt Cunha
Correlation between structure and activity in LPMO biomimetic copper complexes for degradation of lignocellulosic biomass. The transition toward a more sustainable economy has driven the search for more efficient technologies for the conversion of lignocellulosic biomass into biofuels. In this context, lytic polysaccharide monooxygenases (LPMOs) stand out for their ability to promote the oxidative cleavage of glycosidic bonds in crystalline regions of cellulose. This activity is conferred by the enzyme's catalytic site, which features a copper atom coordinated by two histidine residues, one of them in a histidine brace coordination mode. Taking this active site as inspiration, this work aimed to synthesize, characterize, and evaluate the catalytic activity of biomimetic copper(II) complexes, with emphasis on the development of a novel L-proline-derived complex (CuAL), and to compare its performance with two other LPMO-mimetic complexes: CuPol and CuPTB. The AL ligand was synthesized from L-proline and characterized by NMR, HRMS, and IR spectroscopy. Its copper(II) complex was obtained by reaction with Cu(ClO4)2·6H2O and characterized by UV-Vis, IR, elemental analysis, XPS, cyclic voltammetry, and EPR. XPS data revealed shifts in the binding energies of nitrogen and carbon atoms consistent with metal coordination, indicating electron donation from the donor sites and π-backdonation from the metal to the ligand. The catalytic activity of the complexes was evaluated using different substrates. In assays with 4-nitrophenyl-β-D-glucopyranoside, CuAL exhibited superior performance (Abs 405 nm ~1.0), followed by CuPol (~0.7) and CuPTB (<0.3). In total cellulolytic activity assays carried out in the absence of additives (H2O2 or ascorbate), CuAL again stood out, releasing 0.14 mg/mL of glucose equivalents without H2O2, a value higher than those obtained for CuPol (0.05 mg/mL) and the enzymatic extract (<0.05mg/mL). A synergistic effect between CuPol and the enzyme was observed, with a release of 0.10 mg/mL. Assays with carboxymethylcellulose indicated endoglucanase-like activity for CuAL, while tests with crystalline cellulose were negative, suggesting preferential action on amorphous substrates. The addition of H2O2 and ascorbate to the filter paper assays completely inhibited CuAL activity, indicating that the complex acts via hydrolysis rather than oxidative pathways. The results demonstrated that the structure–activity correlation provides highly relevant insights for catalyst development. The substitution of the carboxylate group in CuPol by the primary alcohol group in CuAL significantly altered the reactivity profile of the complex. While CuPol exhibits a high density of ligand centered radicals and operates preferentially through H2O2-dependent oxidative pathways, CuAL displays significant catalytic activity even in the absence of oxidants. This suggests that the coordinated alcohol group favors direct hydrolytic mechanisms, possibly through water molecule activation or more favorable interactions with cellulose hydroxyl groups. The lability of the Cu–O bond in CuAL and its lower tendency towards polymerization in solution contribute to greater accessibility of the metal site to the substrate, while the absence of stabilized ligand-centered radicals limits protection against oxidative damage and directs catalysis toward hydrolytic pathways.
Análise do comportamento de plantas industriais mediante a inserção de ciberataques ao protocolo de rede Modbus TCP
(Universidade Federal de São Carlos, 2026-03-24)
Alvarez, Rafael Abrão
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Marcos, Lucas Barbosa
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https://lattes.cnpq.br/5636161722532676
The use of Programmable Logic Controllers (PLCs) and industrial communication networks is essential in automated processes to ensure efficiency and monitoring. However, large-scale integration of Real Time Ethernet based networks introduces vulnerabilities, such as susceptibility to interference and cyberattacks. This work proposes to analyze the behavior of a simulated industrial network under cyberattack conditions. The chosen communication protocol is Modbus TCP, a widely used protocol in industrial environments, which connects an industrial plant modeled in Factory I/O to a PLC programmed in ladder using CODESYS. Using Wireshark to capture network traffic and Python’s Scapy library to inject attacks, the objective is to identify operational impacts and weaknesses inherent in the protocol. The simulation revealed critical failures, such as unauthorized changes to data and compromised communication, as well as the malfunctioning of the industrial plant, highlighting the lack of security and the absence of mechanisms to verify the authenticity of packets in the Modbus TCP protocol. The results aim to reinforce the need for robust security measures in industrial networks and to encourage migration to updated protocols aligned with contemporary cybersecurity demands.
Corporeidades de mulheres surdas no cinema contemporâneo: uma cartografia deleuze-guattariana
(Universidade Federal de São Carlos, 2026-03-25)
Fernandes, Elaine Andrade Peres
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Martins, Vanessa Regina de Oliveira
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https://lattes.cnpq.br/4768682330164550
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https://orcid.org/0000-0003-3170-293X
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https://lattes.cnpq.br/5534371337446043
This study aims to map, through images and narratives from contemporary cinema, the territories in which the presence of deaf women emerges. The forms through which these corporealities are constructed and tensioned between norms and inventions are traced, in the composition of scenes and in the affects that traverse them, thereby revealing the discourses and dispositifs that operate in these processes. The investigation adopts the cartographic approach of Deleuze and Guattari, articulating it with Deaf Studies, Feminist Studies, and the Philosophy of Difference. Based on eight films produced between 1986 and 2020, scenes were composed and analyzed as a research tool, mobilized by the researcher’s affects. The findings are structured around three analytical axes: (1) the pathologization of deafness and gender; (2) desire as a field of dispute in the production of deaf feminine corporeality; and (3) deaf female bodies in threshold spaces of genderbased violence. These axes demonstrate that deaf feminine corporeality is traversed by lines of control and invention, constituting a territory under dispute. Cinema makes evident how these corporealities are formed between norms and creative forces, operating simultaneously as a technology of gender and as a rhizomatic territory. In this way, cinema functions as an intensive field of the production of subjectivities, in which differences intertwine, generating assemblages and normative captures while also allowing other ways of being and existing in the world to emerge. Finally, it is emphasized that the cartography presented here is situated and unfinished, since, from a rhizomatic perspective, the production of knowledge unfolds in a fluid and continuous manner.
A produção de conhecimento sob as influências sociais dos rankings acadêmicos: o caso QS world university rankings
(Universidade Federal de São Carlos, 2026-03-25)
Vicente, William Augusto
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Fargoni, Everton Henrique Eleutério
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https://lattes.cnpq.br/6279752130688091
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https://orcid.org/0000-0001-7536-9126
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Silva Junior, João dos Reis
This research, developed for the completion of a master's degree, sought to investigate the influences of world higher-education ranking-institutions on Brazilian scholarly production, based on their historical process of institutionalization. The investigation started from social circumstances surrounding these instruments, in which there is a lack of emphasis on the political, economic and institutional structures that sustain them. Through celebrations and various forms of consumption evident in the most widely used communication channels, these metrics increasingly circulate in specialized media, on university institutional portals and on academic social networks, thereby expanding their presence in the public debate. In this sense, we sought to analyze the structure of the historical processes that formed the foundational institutions for this type of classification, with emphasis on the properties of the ranking institution QS World University Rankings. Based on a framework concerning the political-social formation of public and private institutions and how these acquired predominance through the ideologies that underpin the State, we sought to analyze how the criteria used to evaluate these ranking institutions are interrelated with a historical-materialist understanding of institutions in the State, according to the narrower interests of specific groups that exert globalized influence. We emphasize that each element has political, social and, above all, economic foundations, which shape how publications occur and periodically influence the publications under evaluation. At the same time, the institutional agents affected by this ranking institution seek means to adapt their work according to the methodological determinations. As a result, an ambivalent relationship is observed in which science is valued more restrictively while at the same time providing ever more data to reinforce the criteria. Consequently, there is an uncritical consumption of these institutions due to insufficiently informed understanding of the criteria and purposes that sustain their existence.