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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; Galvani, Márcia Duarte; https://lattes.cnpq.br/6866106661255961; https://orcid.org/0000-0003-1092-746X; https://lattes.cnpq.br/8831694359970961; https://orcid.org/0009-0000-9686-6025; Ramos, Denise de Amorim; Rangni, Rosemeire de Araújo; https://lattes.cnpq.br/7068646365478561; https://lattes.cnpq.br/6399149504309769; https://orcid.org/0000-0003-1138-5666; https://orcid.org/0000-0002-8752-9745
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; Argoud, Ana Rita Tiradentes Terra; https://lattes.cnpq.br/2309862893058719; https://lattes.cnpq.br/9142368682516485; Moura, Daniel Braatz Antunes de Almeida; Soliani, Rodrigo Duarte; https://lattes.cnpq.br/5287608431146025; https://lattes.cnpq.br/0533333224235259
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; Andrade Filho, Marinho Gomes de; https://lattes.cnpq.br/4126245980112687; https://orcid.org/0000-0002-7224-7585; https://lattes.cnpq.br/8154297786821127; https://orcid.org/0000-0001-8428-0414; Andrade Filho, Marinho Gomes de; Sáfadi, Thelma; Silva, Danilo Alvares da; https://lattes.cnpq.br/4126245980112687; https://lattes.cnpq.br/9821585244827807; https://lattes.cnpq.br/6725871336446527; https://orcid.org/0000-0002-7224-7585; https://orcid.org/0000-0002-4918-300X
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.
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; Bezerra Neto, Luiz; https://lattes.cnpq.br/4809080593333472; https://lattes.cnpq.br/1272908223550352; https://orcid.org/0000-0003-0285-1522; Turini, Mateus Henrique; Soares, Paulo Sérgio Gomes; Bezerra Neto, Luiz; https://lattes.cnpq.br/0385765766661749; https://lattes.cnpq.br/1365699355771676; https://orcid.org/0000-0002-0906-396X
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.