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O Programa Institucional de Acolhimento e Incentivo à Permanência Estudantil (PIAPE) - tecendo presença, cuidado e pertencimento
(Universidade Federal de São Carlos, 2026-04-17) Castelani, Gisele Aparecida Zutin; Riscal, Sandra Aparecida; https://lattes.cnpq.br/8209718458963475; https://lattes.cnpq.br/9814956676596270; Ribeiro Júnior, Djalma; Araujo, Ronaldo Tavares; Maldonado, Elaine Cristina; Nascimento, Marcus Vinicius Batista; https://lattes.cnpq.br/7242263940723603; https://lattes.cnpq.br/0328618752218708; https://lattes.cnpq.br/4103676507238594; https://lattes.cnpq.br/1893740212695470
This thesis’ purpose is to analyze the “Programa Institucional de Acolhimento e Incentivo à Permanência Estudantil - PIAPE”, at the Federal University of São Carlos (PIAPE), which aims to encourage welcoming, the students permanence, to tackle institutional violence and situations of socio-economic vulnerability. Therefore, the field of research was the projects submitted to the Dean’s Office of Community and Student Affairs at the Federal University of São Carlos. The research involved projects during the years 2019-2023. For the quantitative and qualitative research, the instrument used was the projects and their reports (final, project coordination, scholarship holder and user reports) that took place before, during and after the COVID-19 pandemic. In the systematization presented here, we started from the Public University for Whom path, relating it to themes such as Affirmative Action Policies and the Student Assistance Program, seeking to talk to policies and mechanisms that create environments that, in addition to inclusion, create spaces for permanence, bonding and support networks. To compose this rescue and contribute to the object of the research, a brief incursion was made into the Federal University of São Carlos with regard to its history in the battlefront for a public university for all and the Pro-Rectory of Community and Student Affairs, and important markers for the program's proposal that guided the research: 1) "How did the projects behave during this pre-pandemic, pandemic, and post-pandemic journey?" "What lines of research do the projects fit into?" What was the quality of the actions that reached the people served by the projects, both as coordinators, as active scholarship holders, and as users and users participating in the actions. The aim was to present the projects developed in this timeframe (2019-2023), which contribute to student permanence, through collective strategies, promotion of spaces for care and belonging related to gender issues and racial ethnic demands in public universities, collective construction of coping strategies for current challenges related to academic daily life, such as fears, anxieties, mourning, isolation and belonging, in this way the analysis sought to be a parameter for future calls for proposals, with the proposal to promote fairer, more equitable and humane insertions in public higher education in this country. Finally, as a product of this thesis, an ebook was produced with the projects and photos.
Tempo de trabalho, tempo de estudo: experiências de jovens mulheres do coletivo Da Raiz ao Fruto
(Universidade Federal de São Carlos, 2026-04-17) Cantalejo, Marriete de Sousa; Corrochano, Maria Carla; https://lattes.cnpq.br/7714353975585252; https://orcid.org/0000-0001-8030-6461; https://lattes.cnpq.br/8840741483054239; https://orcid.org/0009-0009-6805-4105; Tarábola, Felipe de Souza; Falcão, Nádia Maciel; Garcia, Marcos Roberto Vieira; Ginzel, Flávia; https://lattes.cnpq.br/1607155996690149; https://lattes.cnpq.br/5182856984673000; https://lattes.cnpq.br/3911188481669270; https://lattes.cnpq.br/1845562576120800; https://orcid.org/0000-0001-7560-6814; https://orcid.org/0000-0002-3196-0341; https://orcid.org/0000-0002-5668-2923; https://orcid.org/0000-0003-3024-6231
This study investigates the role of the Da Raiz ao Fruto Collective as a space of resistance and community care in the face of the neoliberal scenario of precarious work and social acceleration (Rosa, 2019). The central objective is to analyze to what extent the organization of the collective enables young mothers to resignify experiences of youth and other temporalities through community care. Grounded in the sociologies of time and gender, the thesis uses the categories of sexual division of labor (Kergoat, 2009) and supports (Martuccelli, 2007) to understand how the intersectionalities of race, class, and territory traverse the use of time. This qualitative research involved administering sociodemographic questionnaires to 16 young women, completing time-use diaries (referring to Wednesdays and Saturdays) with 13 participants, and conducting 13 semi-structured interviews between September 2023 and the first half of 2024. Active participant observation was also used between November 2022 and May 2024. The results show that young women tend to postpone motherhood and marriage as a strategy to increase the time dedicated to academic training, seeking to combine personal fulfillment with qualified entry into the job market. A generational "protection pact" was identified, in which the mothers of the participants assume reproductive work to enable their daughters' education. Although young women are reached by public education policies, a gap is noted in public policies focused on work and care for this population. It is concluded that, despite the overload and temporal desynchronization, the collective acts as an essential support and safe space, promoting leisure experiences and autonomy that allow young women to subvert the logic of immediacy and seek temporal emancipation.
A prática da biblioterapia na perspectiva de bibliotecários: estudo misto-exploratório
(Universidade Federal de São Carlos, 2026-04-17) Costa, Larissa Santos da; Galvão, Maria Cristiane Barbosa; https://lattes.cnpq.br/9163421021115381; https://orcid.org/0000-0003-3971-5743; https://lattes.cnpq.br/3349842763502783; https://orcid.org/0000-0003-1575-852X; Dal'Evedove, Paula Regina; Santos, Cibele Araujo Camargo Marques dos; https://lattes.cnpq.br/1170937498266968; https://lattes.cnpq.br/9499155021568732; https://orcid.org/0000-0003-1521-2201; https://orcid.org/0000-0003-3782-3820
In this study, a developmental bibliotherapy approach was adopted, aimed at promoting well-being, self-knowledge, and socio-emotional strengthening through the mediation of literary reading and the use of texts with metaphorical foundations as a resource. The study was based on the role of the librarian as the mediator of the reading and reflection process, without connection to clinical psychotherapeutic treatment. The general objective of the study was to analyze how librarians were involved in bibliotherapy practices, based on the analysis of scientific production in the field and the perceptions of Brazilian librarians regarding institutional and professional preparedness for the implementation of such actions. From this perspective, the research focused on the following problem: how is the involvement of Brazilian librarians in bibliotherapy practices configured, considering levels of knowledge, education, and professional practice? To this end, a mixed-method approach was applied, with an exploratory nature and a sequential design (QUAL>QUAN), consisting of a literature review and a cross-sectional quantitative study using an online questionnaire administered to Brazilian librarians, whose data were analyzed through descriptive statistics and content analysis. In the qualitative phase, the study analyzed national and international scientific publications on bibliotherapy, which were categorized into four thematic axes: 1. overview and conceptualization of bibliotherapy; 2. bibliotherapy for specific population groups; 3. bibliotherapy in different contexts and types of libraries; and 4. professional education and practice of librarians in bibliotherapy. The results highlighted the diversity of contexts in which bibliotherapy is applied, such as hospitals, universities, schools, and community spaces, as well as training gaps that indicate the need to consolidate bibliotherapy as a field of study and professional practice. In the second stage, 208 librarians participated in the study, distributed across different Brazilian states and predominantly working in university, school, and public libraries. The results revealed that the majority of respondents, 165 (79%), did not receive specific training in bibliotherapy during their undergraduate studies, although they expressed interest in learning about or expanding their knowledge of the use of reading as a care resource. The findings also revealed a lack of awareness of existing initiatives, as well as challenges for implementation, particularly related to structural and institutional limitations. It is concluded that, although bibliotherapy is not yet widely institutionalized, there is a promising scenario marked by interest in learning about and organizing informational processes related to bibliotherapy. Based on these findings, a conceptual model is presented, which systematizes guidelines for the implementation of bibliotherapy in information units.