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Avaliação de estratégias empregando NADES para o preparo de amostras de peixes visando à determinação de macroelementos por ICP-OES
(Universidade Federal de São Carlos, 2026-04-27) Duarte, Jeysse Fatima; Nogueira, Ana Rita de Araújo; https://lattes.cnpq.br/7034773971317045; https://lattes.cnpq.br/0553770466040410; Silva, Ana Beatriz Santos da; Amaral, Clarice Dias Britto do; https://lattes.cnpq.br/5816161183502861; https://lattes.cnpq.br/5612247812337113
EVALUATION OF STRATEGIES EMPLOYING NADES FOR THE PREPARATION OF FISH SAMPLES AIMING AT THE DETERMINATION OF MACROELEMENTS BY ICP-OES. The sample preparation step is crucial for obtaining consistent results in chemical analyses, since contamination and loss of some analytes can occur in this process. Conventional digestion methods employ strong acids, such as nitric acid, which promote matrix decomposition but are dangerous and generate significant waste. As an alternative to reduce these impacts, this work evaluated the use of green solvents, such as eutectics (DES/NADES). Deep eutectic solvents (DES) are formed by a hydrogen bond acceptor (HBA) and a hydrogen bond donor (HBD), resulting in a eutectic system with a lower melting point. Natural deep eutectic solvents (NADES) are composed of natural compounds, namely amino acids, organic acids, and sugars, and offer advantages such as lower toxicity, biodegradability, sustainability, and relatively simple preparation. The levels of Ca, K, Mg, Na, and P extracted from fish tissues were determined by inductively coupled plasma optical emission spectrometry (ICP-OES), which exhibits good sensitivity and multi-element capability. Different organic acids (formic, malonic, and oxalic acids) were evaluated as hydrogen bond donors, and choline chloride was used as a hydrogen bond acceptor in a 1:1 ratio. Extraction was performed on fish tissue reference material (MR-agro E3002A) using a thermostatic bath and ultrasound, and the recovery (%) and relative standard deviation (RSD%) of the evaluated analytes were compared. Extractions performed in a thermostatic bath showed recoveries between 68% and 100% compared to the values described in the reference material and a relative standard deviation (RSD) < 18%. Subsequently, the influence of adding water to the composition of the eutectic solvents (1 to 4 mol H2O) was evaluated. Recoveries and relative standard deviations indicated that the NADES composed of choline chloride: formic acid: water (1:1:4) showed the best performance. An experimental design (Doehlert) was carried out to simultaneously optimize the extraction responses of the five analytes, considering extraction time and eutectic solvent volume, and to evaluate the multiple response (MR). The results obtained indicated that the optimized condition, with recoveries of 77–92% and RSD (%) of 0.1–18%, was: 90 min of extraction and 4 mL of NADES. Validation demonstrated adequate reliability of the developed method, and the evaluation using the AGREEprep metric resulted in a score of 0.48. Replacing traditional acid digestion with deep eutectic solvents, especially NADES, as a sample preparation step for fish tissue introduces a more sustainable, less toxic approach with lower waste generation, while maintaining nutrient extraction efficiency, reducing laboratory risks, simplifying preparation, and strengthening alignment with green chemistry practices.
Formação de professores da Educação de Jovens e Adultos na Rede de Aprendizagem e Desenvolvimento da Docência da UFSCar
(Universidade Federal de São Carlos, 2026-04-27) Abreu, Cremilda Peres Cangussu de; Anunciato, Rosa Maria Moraes; https://lattes.cnpq.br/3064136997342775; https://orcid.org/0000-0003-1478-411X; https://lattes.cnpq.br/9764800072819609; https://orcid.org/0000-0001-8554-1073; Fernandes, Jarina Rodrigues; Braga, Fabiana Marini; Ferreira, Lilian Aparecida; Pires, Ennia Débora Passos Braga; https://lattes.cnpq.br/6612611612919706; https://lattes.cnpq.br/1103496815216263; https://lattes.cnpq.br/5593652376712829; https://lattes.cnpq.br/3730763511772600; https://orcid.org/0000-0001-8028-467X; https://orcid.org/0000-0002-6892-2752; https://orcid.org/0000-0001-8517-4795; https://orcid.org/0000-0003-3924-4996
This research, centered on teacher education, aimed to analyze elements of Teacher Learning and Professional Development experienced by undergraduate students in Pedagogy and by novice and experienced teachers from Youth and Adult Education (EJA) during their participation in an extension activity carried out within the Teaching Learning and Development Network (ReAD), in the Moodle environment of UFSCar. The investigation adopted a qualitative approach with collaborative aspects. For data collection, questionnaires, interviews, logbooks, and written narratives produced in the context of an online extension activity offered by the Federal University of São Carlos (UFSCar) were used, totaling 120 hours between January and July 2024. The educational activity had a dual purpose, both research and teacher education, and involved undergraduate Pedagogy students from UFSCar and from the Federal University of the South and Southeast of Pará (Unifesspa), in addition to Youth and Adult Education (EJA) teachers from municipal and state public schools in the south and southeast of the state. The data were processed and categorized based on Bardin’s Content Analysis technique. The results were organized into categories and subcategories which allowed analyzing: a) the participants’ perspectives on teaching; b) the manifestations of the demands, challenges, and possibilities of EJA in the context of ReAD/UFSCar; c) reflections on the contributions of the experiences to practical knowledge in EJA within the scope of ReAD/UFSCar; and d) the potentialities and limitations of the online extension activities from the perspective of Pedagogy undergraduate students and EJA teachers, based on the supporting literature and the objectives of the study. The analyses show that the online extension activities in ReAD contributed significantly to the appreciation of intergenerational dialogue among students and novice and experienced EJA teachers. This dialogue, built around theoretical and methodological approaches and the sharing of individual and collective experiences, fostered new learning experiences within the teaching context. As an educational and collaborative space, ReAD showed strong potential for the education of undergraduate students and practicing teachers by promoting and strengthening teacher agency. Furthermore, participants highlighted that the online educational process stimulated reflection on teaching and the investigation of pedagogical practices, broadening theoretical and practical knowledge and promoting new learning experiences, as well as personal and professional development for teachers. The research also indicated that demands in the field of EJA, such as the adaptation of curriculum proposals, the inclusion of EJA in academic debates, and the revision of pedagogical practices, are pathways for new investigations, for strengthening academic production, and for expanding content in future teacher education programs, in accordance with the specificities of Youth and Adult Education. We concluded that, despite the difficulties related to the scarcity of technological resources among participating teachers and limited access to reliable internet, the participants acknowledged the relevance and broad accessibility of the online extension activities, which expanded opportunities for teacher education in regions geographically far from the country’s major educational hubs.
A chamada à formação do cidadão: governamentalidade no Ensino de Ciências
(Universidade Federal de São Carlos, 2026-04-27) Herculano, Bruna Gabriela Nico Pereira; Souza, Carolina Rodrigues de; http://lattes.cnpq.br/8152101475247049; https://orcid.org/0000-0002-7826-1011; http://lattes.cnpq.br/8671917257717460; https://orcid.org/0000-0003-2510-5565; Vilela, Denise Silva; Carnio, Michel Pisa; Loguercio, Rochele de Quadros; Schnorr, Samuel Molina; http://lattes.cnpq.br/8155152145332951; http://lattes.cnpq.br/0198207700485715; http://lattes.cnpq.br/4696698220549257; http://lattes.cnpq.br/5289999540647762; https://orcid.org/0000-0003-2973-1301; https://orcid.org/0000-0003-0429-7633; https://orcid.org/0000-0002-8464-4801; https://orcid.org/0000-0001-9326-1477
This thesis investigates how the Teaching of Sciences was constituted as a field of dispute around the formation of the citizen. Inspired by the philosophy of difference, mainly Michel Foucault’s genealogical perspective, in dialogue with Gilles Deleuze, it analyzes statements present in official documents and productions from the field itself, articulating them with events in the history of Brazilian education. From this movement, through a genealogical gesture, it analyzes the historical and discursive conditions that made possible the articulation between Teaching of Sciences and the formation of the citizen in Brazil, questioning the ways in which this relationship participates in the production and modulation of specific subjectivities. It starts from the hypothesis that Teaching of Sciences operates in the service of a governmental rationality whose sign is citizenship, which, in turn, operates in the subjectivation of bodies, calling on them to constitute themselves as citizen subjects. It observes that the Teaching of Science has sought to format this subject through different adjectives (critical citizen, technical, responsible, among others), while qualifying citizenship itself according to cognitive criteria and competencies informed by scientific knowledge. Public participation is progressively translated as the ability to interpret data, evaluate evidence, and make rational decisions, leading citizenship to operate as a regulatory axis of the educational experience. Instead of proposing a new definition of citizenship, the thesis shifts the debate to problematize what citizenship does within the field, a critique that should not be confused with discourses of institutional delegitimization of the school; rather, it seeks to make explicit the mechanisms that operate in the countryside, in order to sustain the school as a public territory of dispute and invention. Finally, it proposes a theoretical, non prescriptive experimentation which questions the possibility of a Teaching of Sciences as re-existence: approximated to the Foucaultian notion of counter-conduct, it is a reading mode that examines the internal variations of the rationality of citizenship in the field. By evidencing displacements, fissures and rearrangements that occur within these rationalities, the thesis expands the possibilities of understanding the Teaching of Sciences, indicating that, even within the school apparatus, cracks emerge through which one can re-exist in the school.
Experiências de adoecimento de indígenas universitários: em um município do interior de São Paulo
(Universidade Federal de São Carlos, 2026-04-27) Mutti, Julio Cesar; Nordi, Aline Barreto de Almeida; http://lattes.cnpq.br/9965335072268661; Luna, Willian Fernandes; http://lattes.cnpq.br/1860768963636452; https://lattes.cnpq.br/8669001033005263; Cruz, Felipe Sotto Maior; Barbosa, Larissa Campagna Martini; http://lattes.cnpq.br/6287058125340449; http://lattes.cnpq.br/8969823407559809
According to the latest census, the Indigenous population in Brazil is close to 1.7 million people, with a significant proportion living in urban areas. This displacement is related to historical processes such as the invasion of territories, violence in contact with non-Indigenous society, difficulties in income generation, and access to higher education. The Federal University of São Carlos (UFSCar), which has implemented Affirmative Action Policies for eighteen years, has become an important destination for Indigenous students from different regions of the country. This study aimed to understand the therapeutic itineraries and experiences of illness among Indigenous university students at UFSCar, São Carlos campus, in the urban context. This was a qualitative, exploratory study, using field diaries, questionnaires, and individual interviews as data construction instruments. Thirteen Indigenous participants took part, representing the Atikum, Bakairi, Baniwa, Baré, Pankará, Terena, Truká, Tukano, Wassu-Cocal, and Xavante peoples, from diverse regions, age groups, genders, sexual orientations, and university programs. The thematic content analysis revealed five categories: experiences at the university with unfollings on health; forms of violence generating suffering among Indigenous university students; experiences of illness among Indigenous university students; models of care in health–illness processes; and experiences with health services. The results show that illness goes beyond the biomedical field, encompassing physical, spiritual, territorial, emotional, and collective dimensions, and that moving to the university entails symbolic and ontological ruptures, intensified by institutional and academic racism. It was also observed that therapeutic itineraries are shaped by intercultural barriers within health services, leading students to mobilize self-care practices grounded in ancestral knowledge, often combined with other models of care. It is concluded that ensuring these students’ right to health requires institutional changes guided by interculturality, the valuing of Indigenous knowledge, and the articulation between universities and the health system, pointing to the need for integrated public policies that are sensitive to Indigenous specificities.