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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; Maamari, Adriana Mattar; https://lattes.cnpq.br/5707827597161294; https://lattes.cnpq.br/2963544197025803; Bezerra Neto, Luiz; Paizan, Silena da Fonseca Pimentel; https://lattes.cnpq.br/4809080593333472; https://lattes.cnpq.br/7823938501967237
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; Duarte, Iolanda Cristina Silveira; https://lattes.cnpq.br/2626035341263254; https://lattes.cnpq.br/3438650971860266; Mambrini, Giovanni Pimenta; Oliveira, Paula Juliane Barbosa de; Maia, Paulo José de Sousa; Francisco, Renata Fracácio; https://lattes.cnpq.br/7723027354150918; https://lattes.cnpq.br/9184213171069125; https://lattes.cnpq.br/7563056909720108; https://lattes.cnpq.br/5643065656865773
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; Henning, Leoni Maria Padilha; https://lattes.cnpq.br/8165332587246727; https://lattes.cnpq.br/5142245946599694; Maamari, Adriana Mattar; Santos Filho, José dos; https://lattes.cnpq.br/5707827597161294; https://lattes.cnpq.br/5448360956686842
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.
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; Rigolin, Camila Carneiro Dias; https://lattes.cnpq.br/2388584081961836; https://lattes.cnpq.br/3394354224029536; https://orcid.org/0000-0001-6198-7214; Berbel, Danilo Brancalhão; Silva, Márcia Regina da; Hayashi, Carlos Roberto Massao; Pereira, Vagner Ricardo de Araújo; https://lattes.cnpq.br/5394542044363303; https://lattes.cnpq.br/5381461208053330; https://lattes.cnpq.br/9136586124586219; https://lattes.cnpq.br/8318876461732888
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.
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; Ferreira, Paulo Henrique Dias; https://lattes.cnpq.br/0108190685018320; Barea, Luis Alberto Mijam ; https://lattes.cnpq.br/7929868663210908; https://lattes.cnpq.br/5072506108887205; Moras Junior, André Luís; Galeti, Helder Vinicius Avanço; https://lattes.cnpq.br/3266508444800163; https://lattes.cnpq.br/3876752605313288
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.
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; Neris, Vânia Paula de Almeida; https://lattes.cnpq.br/0268728255033469; https://lattes.cnpq.br/6878261293464930; Otsuka, Joice Lee; Falcão,Taciana Pontual da Rocha; Bim, Sílvia Amélia; Aranha, Renan Vinicius; https://lattes.cnpq.br/8235968002513082; https://lattes.cnpq.br/5706959249737319; https://lattes.cnpq.br/1808731785135915; https://lattes.cnpq.br/1379046709112495
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.
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; Argoud, Ana Rita Tiradentes Terra; https://lattes.cnpq.br/2309862893058719; https://orcid.org/0000-0002-6917-0062; https://lattes.cnpq.br/2400116637190615; https://orcid.org/0009-0003-2372-6023; Lizarelli, Fabiane Letícia; Teixeira, Bruno Eduardo; https://lattes.cnpq.br/4525431419326559; https://lattes.cnpq.br/3330111993244865; https://orcid.org/0000-0002-8959-9982
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.
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; Russo, Cibele Maria; http://lattes.cnpq.br/1011098065426388; http://lattes.cnpq.br/1329295409384052; Loschi, Rosângela Helena; Santos, Daiane de Souza; http://lattes.cnpq.br/8443300958745785; http://lattes.cnpq.br/0929922667210546
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.