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Corporeidades de mulheres surdas no cinema contemporâneo: uma cartografia deleuze-guattariana
(Universidade Federal de São Carlos, 2026-03-25) Fernandes, Elaine Andrade Peres; Martins, Vanessa Regina de Oliveira; https://lattes.cnpq.br/4768682330164550; https://orcid.org/0000-0003-3170-293X; https://lattes.cnpq.br/5534371337446043; https://orcid.org/0000-0002-5752-7044; Martins, Vanessa Regina de Oliveira; Mendonça, Viviane Melo de; Nascimento, Lilian Cristine Ribeiro; Vinci, Christian Fernando Ribeiro Guimarães; Der-Ohannesian, Nadia; https://lattes.cnpq.br/4768682330164550; https://lattes.cnpq.br/4827331651090223; https://lattes.cnpq.br/7478232008272219; https://lattes.cnpq.br/5118505331417877; https://orcid.org/0000-0003-3170-293X; https://orcid.org/0000-0002-1368-1883; https://orcid.org/0000-0002-7805-1620; https://orcid.org/0000-0003-2914-3032; https://orcid.org/0000-0003-1254-565X
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 construção de um discurso profissional dos/das produtores/produtoras culturais brasileiros: generificação, racialização e identificação profissional
(Universidade Federal de São Carlos, 2026-03-25) Silva, Thays Nogueira da; Bonelli, Maria da Glória; https://lattes.cnpq.br/1739441747281321; https://orcid.org/0000-0003-3877-9825; https://lattes.cnpq.br/8278109015094235; https://orcid.org/0000-0001-7402-1056; Medeiros, Priscila Martins de; Motta, Luana Dias; Albuquerque, Rossana Maria Marinho; Nunes, Jordão Horta; https://lattes.cnpq.br/8021362429861754; https://lattes.cnpq.br/1042165629261102; https://lattes.cnpq.br/0692743873687385; https://lattes.cnpq.br/0257540968113535
Brazilian cultural producers, professionals who are part of the so-called cultural production chain, are identified as those responsible for ensuring the public's reception of a cultural work or product. This research analyzes the construction of the professional discourse of Brazilian cultural producers, as well as the aspects and characteristics that compose and constitute this professional group and the professional identification they claim. The analysis begins with the ongoing disputes within the professional group, which revolve around its naming, professionalization, and professional identification. In relation to these disputes, we seek to associate them with an empirical perspective that aims to value the particular and collective experiences of these professionals, arguing that the group of producers constructs and reconstructs its professional discourse from elements that sometimes seek to claim a formality and professionalization of the activity, and sometimes deny them, praising less traditional work practices. This research also investigates how notions of prestige develop within the professional group, how they are shaped by the processes of gender and racialization within the group, and how the boundaries of each area's activity are established. There is also an interest in understanding how the recognition of cultural production activity is delineated, both by members of the group and by other agents integrated into the work networks mobilized by cultural producers. To this end, semi-structured in-depth interviews were conducted with twenty cultural producers from all regions of Brazil, in addition to participant observation. The results obtained in the research lead us to conclude that although professional discourse continues to be constructed as professionals articulate their professional practices. Narratives frequently address the urgency of specific technical professionalization within the group, and cultural producers construct their professional identification based on visions that denote satisfaction and pride in their careers. Similarly, they report negative aspects that must be overcome for the consolidation of the professional group, especially regarding a more equitable distribution in terms of race and gender in the occupation of management and leadership positions, and the need for social recognition of the activity.
Recursos tecnológicos digitais nas unidades escolares públicas de ensino fundamental I do município de Leme/SP
(Universidade Federal de São Carlos, 2026-03-25) Zamonari, Valéria Cristina Candido da Silva; Souza, Ana Paula Gestoso de; https://lattes.cnpq.br/2662760426985944; https://orcid.org/0000-0002-2015-0829; https://lattes.cnpq.br/3285082152687605; https://orcid.org/0009-0007-9411-4525; Souza, Ana Paula Gestoso de; Colabardini, Júlio César de Melo; Anunciato, Rosa Maria Moraes; Martins, Rosana Maria; https://lattes.cnpq.br/2662760426985944; https://lattes.cnpq.br/5855267359776889; https://lattes.cnpq.br/3064136997342775; https://lattes.cnpq.br/0099631864718875; https://orcid.org/0000-0002-2015-0829; https://orcid.org/0000-0002-9541-6345; https://orcid.org/0000-0003-1478-411X; https://orcid.org/0000-0003-4140-8830
Aligned with the field of Digital Technologies (DTs) in the school context, this study aims to analyze aspects of the implementation of digital technological resources in municipal public elementary schools (Grades 1–5 in the Brazilian education system) in Leme, São Paulo, Brazil. Adopting a qualitative approach and drawing on content analysis (Bardin, 1977), the study is based on data collected through an online questionnaire and semi-structured interviews, with the participation of 38 educators. This research is based on contributions from scholars in teacher training and digital technologies, considering not only the characteristics and possibilities of digital technologies in the educational field, but also their non-neutral nature.The findings indicate that, although the municipality provides equipment and resources and considers robotics classes as a possible means of incorporating DTs into educational practices, approaches that promote their integrated use across the curriculum and that could foster substantial transformations in the teaching and learning process are scarcely emphasized or virtually absent in schools and across the municipal school system. It is argued that such uses need to be further supported, encouraged, and developed considering their pedagogical potential, as most of the practices identified in the municipality tend to emphasize playful uses or the “digitalization” of content, rather than approaches that promote knowledge construction and expansion. Thus, this study proposes TPACK (Koehler & Mishra, 2006) as a relevant model to be considered in teacher education. In this regard, it is essential for the municipality to rethink public policies aimed at the implementation of DTs in education, considering their political, social, structural, epistemological, and educational dimensions. This would enable, across the school system, greater recognition and valuing of professionals, relationships, and practices within the educational context, thereby fostering a truly transformative education.
Avaliações de híbridos de pimenta (Capsicum chinense Jacq.)
(Universidade Federal de São Carlos, 2026-03-25) Brolezzi, Victor Gabriel Martins; França, Christiane de Fátima Martins; https://lattes.cnpq.br/0406702644219281; https://orcid.org/0000-0003-1558-7476; Sala, Fernando César; https://lattes.cnpq.br/6771975466075202; https://orcid.org/0000-0001-7594-9526; https://lattes.cnpq.br/7012628529917117; https://orcid.org/0009-0006-7644-9893; Schinor, Evandro Henrique; Mello, Simone da Costa; https://lattes.cnpq.br/2162760988837984; https://lattes.cnpq.br/4292525365636154; https://orcid.org/0000-0002-9237-1460; https://orcid.org/0000-0002-1652-8171
Pepper plants, belonging to the genus Capsicum, are one of the primary spice species in the world, utilized both fresh and processed. The market and producers have become more demanding regarding fruit quality and productivity, making innovations in the sector increasingly necessary. New pepper hybrids can contribute to this trend. The present study aimed to characterize 11 pepper hybrids (C. chinense) and two controls: ‘F1 Maria Bonita’ (C. chinense) and the commercial variety ‘Dedo-de-Moça’ (C. baccatum), for agronomic evaluations such as: height of the first bifurcation, days to flowering, total number of fruits per plant, number of commercial fruits per plant, number of defective fruits, total fruit mass per plant, average fruit mass, total yield, dry matter percentage, fruit length, fruit diameter, fruit pulp thickness, and number of locules; physico-chemical evaluations such as: color, fruit firmness, soluble solids, titratable acidity, soluble solids/titratable acidity ratio, total phenolic compounds, and total carotenoids; and sensory evaluations such as: color, brightness, visual texture, spicy aroma, fruity aroma, spicy flavor, fruity flavor, juiciness, crunchiness, and acceptance, under protected cultivation. Quantitative data were subjected to statistical analysis using the Scott & Knott test at 5%. Regarding the characteristics of total number of fruits, number of commercial fruits, total fruit mass, and yield, there was no statistical difference among the studied materials. Differences were observed among the materials regarding fruit shape; concerning fruit length, hybrids 1 and 2 were the closest to the ‘Dedo-de-Moça’ control, indicating a possibility for changing fruit typology, which could be utilized in future genetic breeding to achieve elongated fruit shapes in the C. chinense species. Physico-chemical analyses revealed that, among the produced hybrids, hybrid 2 stood out for fruit firmness and soluble solids, while hybrids 5 and 10 achieved the highest means for pH, soluble solids/titratable acidity ratio, and carotenoid content. Regarding the total phenolic compounds variable, all hybrids presented means equal to the ‘F1 Maria Bonita’ control and lower than the ‘Dedo-de-Moça’ control. The sensory analysis demonstrated that all materials had equal acceptance levels, showing high potential interest among consumers. Based on the results obtained, these hybrids possess high potential for innovation in the pepper agribusiness.
Bases para amazonizar: um estudo sobre a formação de professores em cursos de Letras-Libras na Amazônia
(Universidade Federal de São Carlos, 2026-03-25) Mendonça, Carla Andréa Sampaio; Santos, Lara Ferreira dos; http://lattes.cnpq.br/7312070448044165; https://orcid.org/0000-0002-3196-9346; https://lattes.cnpq.br/0318638676591063; https://orcid.org/0000-0001-5269-8859; Vilaronga, Carla Ariela Rios; Lacerda, Cristina Broglia Feitosa de; Marcondes, Maria Edith Romano Siems; Scantbelruy, Iranvith Cavalcante; https://lattes.cnpq.br/6536774151778096; https://lattes.cnpq.br/9468232016416725; https://lattes.cnpq.br/4322158349617339; https://lattes.cnpq.br/9736698953197079; https://orcid.org/0000-0001-6050-2369; https://orcid.org/0000-0002-3250-1374; https://orcid.org/0000-0001-5527-0065
This doctoral thesis focuses on teacher education in the undergraduate Letras-Libras (Brazilian Sign Language) teacher training programs offered by federal universities in the Brazilian Amazon. It is based on the recognition that teacher education aimed at the educational inclusion of deaf students in this regional context requires consideration of the linguistic, cultural, social, geographic, and socio-environmental particularities that characterize the multiple Amazons. The central objective of this research is to analyze the advances, challenges, and possibilities for improving the training offered in Letras-Libras undergraduate teacher education programs at federal universities in the Brazilian Amazon, considering the diverse linguistic, cultural, and socio-environmental dimensions of the region that shape and permeate the lives of deaf individuals and that are either present or silenced within these educational processes.The research adopts a qualitative approach and was developed through two complementary studies. Study I consisted of a systematic literature review aimed at mapping and characterizing the scientific production concerning initial teacher education in undergraduate teaching programs in the Amazon region, outlining the institutional, pedagogical, political, and socio-environmental context in which the Letras-Libras programs are situated. Study II was based on focus groups conducted with coordinators, professors, and students from Letras-Libras undergraduate teacher education programs, seeking to understand, from their perspectives, the elements that configure the advances, limitations, and possibilities for improving this training. Data analysis was carried out in light of the theoretical framework of Bakhtin and the Bakhtin Circle, mobilizing analytical categories such as dialogism, utterance, verbal interaction, meaning and theme, ideological sign, alterity, discourse, ideology, exotopy, and responsive act. These concepts enabled the identification of the meanings circulating in the participants’ utterances, highlighting the polyphonic and conflictive nature of discourses surrounding teacher education and revealing the need for a dialogical curricular construction that is responsive to the linguistic and socio-environmental realities of the Amazon.In summary, the results indicate that despite structural limitations, weaknesses in public policies, and processes of curricular homogenization, there are emerging movements of resistance, institutional initiatives, and formative experiences that point to the possibility of a more dialogical, territorially grounded, and socially responsive teacher education, sensitive to the multiple deaf identities present in the region.
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; Fargoni, Everton Henrique Eleutério; https://lattes.cnpq.br/6279752130688091; https://orcid.org/0000-0001-7536-9126; Silva Junior, João dos Reis; https://lattes.cnpq.br/7470123176068422; https://orcid.org/0000-0003-2667-0371; https://lattes.cnpq.br/3950501758925531; https://orcid.org/0000-0001-8204-4020; Rothen, José Carlos; Kato, Fabíola Bouth Grello; https://lattes.cnpq.br/1942510389127549; https://lattes.cnpq.br/5914699246880638; https://orcid.org/0000-0002-5360-1913; https://orcid.org/0000-0002-5396-9128
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.