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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; Galizia, Fernando Stanzione; ttp://lattes.cnpq.br/4007795540173093; https://lattes.cnpq.br/4073845369549166; Fernandes, Jarina Rodrigues; Braga, Fabiana Marini; Azevedo, Maria Antonia Ramos de; Guedes, Marília Gabriela de Menezes; https://lattes.cnpq.br/6612611612919706; https://lattes.cnpq.br/1103496815216263; https://lattes.cnpq.br/9683880235696496; https://lattes.cnpq.br/2583749045525643
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.
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; Tavares Neto, Roberto Fernandes; https://lattes.cnpq.br/6954662222457389; https://orcid.org/0000-0002-4659-1745; https://lattes.cnpq.br/3225808734839785; Prado, Cendyi Aparecida Paes de Barros do; Silva, Fabio Molina da; https://lattes.cnpq.br/2031447626445510; https://lattes.cnpq.br/8371146074145702
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; Piovezani Filho, Carlos Félix; http://lattes.cnpq.br/1677609008094603; http://lattes.cnpq.br/3336419125174801; Martins, Diléia aparecida; Souza, Ana Lucia Silva; http://lattes.cnpq.br/0577339880511953; http://lattes.cnpq.br/4802875511597756
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.