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Estudo comparativo entre curvas-chave empíricas e sintéticas para gerenciamento de riscos de inundações urbanas: o caso de São Carlos, SP
(Universidade Federal de São Carlos, 2026-04-29) Souza, Marina Fagundes e; Fava, Maria Clara; https://lattes.cnpq.br/2972648262855239; https://orcid.org/0000-0002-8201-4339; Vasconcelos, Anaí Floriano; https://lattes.cnpq.br/6595801339743126; https://orcid.org/0000-0002-0596-8251; https://lattes.cnpq.br/1761075287789086; https://orcid.org/0009-0002-0172-1806; Moura, Priscilla Macedo; Benso, Marcos Roberto; https://lattes.cnpq.br/1049296252030551; https://lattes.cnpq.br/3299420188511816; https://orcid.org/0000-0003-0090-2955; https://orcid.org/0000-0002-1237-3686
Brazil suffers from periodic floods, flash floods, inundations, and urban waterlogging. Some of the causes include: the notion that nature should "adapt" to human needs and desires; urbanization and, consequently, the rapid, uncontrolled, and indiscriminate sealing of urban soils; and a historical preference for "gray engineering" solutions. Thus, it is increasingly necessary to efficiently predict the occurrence of floods. A major difficulty in making such predictions, however, is the lack of hydrological monitoring data, especially flow data. Synthetic rating curve methods have emerged as an alternative. This research aims to generate theoretical rating curves for water bodies in São Carlos using PCSWMM software, and to compare theoretical and empirical curves. The study involved a literature review, data collection and survey, hydrodynamic modeling in PCSWMM, and a comparison between empirical and synthetic rating curves. The development of a hydrodynamic model and the generation of synthetic rating curves open up new possibilities for understanding urban flood processes. Furthermore, they represent progress toward improving the quality of risk management during extreme events. The model developed in this study resulted in a synthetic rating curve capable of adequately representing the overall dynamics of the events, especially the peaks and peak times—that is, the shape of the hydrograph. However, the curve tends to overestimate low flows and underestimate very high flows. Despite these limitations, it is concluded that the synthetic rating curve obtained is indeed applicable to urban flood risk management.
Além da utilidade: percepção e conversão da atenção em Bergson
(Universidade Federal de São Carlos, 2026-04-29) Andrade, Warley Kelber Gusmão de; Pinto, Débora Cristina Morato; https://lattes.cnpq.br/1311151012002541; https://orcid.org/0000-0002-9895-6988; https://lattes.cnpq.br/1095407574148827; https://orcid.org/0000-0003-3793-0511; Pinto, Débora Cristina Morato; Neto, Bento Prado de Almeida Ferraz; Marques, Silene Torres; Henriques, Fernando Meireles Monegalha; Pinto, Tarcísio Jorge Santos; https://lattes.cnpq.br/1311151012002541; https://lattes.cnpq.br/0084436724293824; https://lattes.cnpq.br/4822141288006918; https://lattes.cnpq.br/6598854428295430; https://lattes.cnpq.br/6249756724489117; https://orcid.org/0000-0002-9895-6988; https://orcid.org/0000-0003-0944-0072; https://orcid.org/0000-0002-3395-7381; https://orcid.org/0000-0001-5271-6738; https://orcid.org/0000-0002-3746-6950
Cette étude vise à explorer, au sein de la philosophie de Bergson, la question de l'attention portée à la vie. À travers l'étude de sa théorie de la perception, nous chercherons à vérifier la possibilité, défendue par ce philosophe, que la philosophie, par un processus de conversion de notre attention – toujours confinée au strict champ de l'action – en intuition, au sens où ce terme est employé dans sa philosophie, c'est-à-dire comme possibilité d'accéder à la réalité en mouvement et en transformation, puisse permettre cette conversion. À cette fin, nous dialoguerons avec l'art et les modalités de sa production, Bergson l'indiquant comme exemple de cette possibilité de conversion. Existe-t-il un moyen d'échapper à cette limitation qui conditionne notre vision de la réalité ? La philosophie de Bergson propose-t-elle une voie de sortie permettant de dépasser une vie déterminée par la nécessité d'agir pour éviter les dangers ou obtenir des avantages dans son rapport à la réalité ? Est-il possible de « […] revenir à la perception, de la faire s'étendre et s'étendre » (Bergson, 2006, p. 154) ?
A formação docente na área de Recomposição e Recuperação Contínua de Aprendizagem com foco na alfabetização e no letramento
(Universidade Federal de São Carlos, 2026-04-29) Rocha, Rosineide de Andrade; Anunciato, Rosa Maria Moraes; https://lattes.cnpq.br/3064136997342775; https://orcid.org/0000-0003-1478-411X; https://lattes.cnpq.br/6464365206534343; https://orcid.org/0000-0003-1075-3164; Monteiro, Maria Iolanda; Souza, Ana Paula Gestoso de; Monteiro, Filomena Maria de Arruda; Lagoeiro, Aline de Cassia Damasceno; https://lattes.cnpq.br/4189205834370563; https://lattes.cnpq.br/2662760426985944; https://lattes.cnpq.br/7969849041476435; https://lattes.cnpq.br/3187024660814929; https://orcid.org/0000-0002-2015-0829; https://orcid.org/0000-0002-2015-0829; https://orcid.org/0000-0002-2991-7416; https://orcid.org/0000-0002-4255-8358
Faced with the challenges inherent in improving the quality of Brazilian education, those related to raising the level of student performance in the context of literacy and reading comprehension emerge. Whether in literacy cycle classes (1st and 2nd year of Elementary School) or in Remedial/Reconstruction of Learning classes, teachers need to be supported and subsidized to build meaningful work. The research question guiding this study is: what knowledge is essential to the Knowledge Base of a literacy teacher working in the context of Learning Recovery/Reconstruction and in regular classes of the initial years of Elementary School? The objective is to analyze the teacher learning mobilized/constructed within the context of a training proposal in the area of Continuous Learning Recovery/Reconstruction, focusing on literacy and reading comprehension, aiming at a possible outlining of the literacy teacher’s Knowledge Base and, consequently, their professional development. The approach used in this study is qualitative research, especially collaborative research through an intervention, based on the ideas of Ibiapina (2008) and Mizukami (2000; 2010). The training action involved the planning and implementation of a hybrid training proposal in the area of Continuous Learning Recovery/Reconstruction, focusing on literacy and reading comprehension. This training action began in the first semester of 2024, with a workload of 120 hours and certification. This training was conducted by the UFSCar extension program and made available to teachers working in the Municipal Education System of Bebedouro (SP), with 38 teachers completing the activity. Data sources included the researcher’s logbook; questionnaires; narratives (training memoir, teaching cases, report of pedagogical practices); and a conversation network. Data analysis employed the content categorization technique of Bardin (2016) and Franco (2018), except for the analysis of narratives. The research analysis was structured and unfolded around three key ideas: the research subjects; collaborative processes triggered to expand the Knowledge Base of literacy teachers; and indicators of theoretical-practical contributions to the Knowledge Base of literacy teachers. The results, through the participants’ discourses, show that, especially in the collaborative proposals outlined, new conceptions, theoretical/methodological resignifications, and significant reflections emerged about the Pedagogical Content Knowledge of the literacy teacher, working in regular classrooms or in the context of Continuous Learning Reconstruction/Recovery with a focus on literacy and reading comprehension. Based on the teachers’ observations, it was possible to construct a suggested training guide entitled “Essential Elements of the Pedagogical Content Knowledge (PCK) of the teacher to teach literacy/reading comprehension from the perspective of the BNCC”, in addition to guidelines for adjusting this guide to the need to recover/compose learning. Such evidence may contribute to effectively improving teacher training (initial and continuing) and teaching and learning in classrooms, as well as to fostering public policies or teacher training programs in this area.
A ficção científica e o ensino de ciências: uma revisão bibliográfica
(Universidade Federal de São Carlos, 2026-04-29) Macruz, Guilherme Antonio Massoni; Pierson, Alice Helena Campos; http://lattes.cnpq.br/3749421379531019; https://orcid.org/0000-0002-5418-3418; http://lattes.cnpq.br/9145071789203208; https://orcid.org/0009-0003-7585-9119; Pessanha, Márlon Caetano Ramos; Pagliarini, Cassiano Rezende; http://lattes.cnpq.br/6347223505034848; http://lattes.cnpq.br/7005754754925754; https://orcid.org/0000-0003-4168-4181; https://orcid.org/0000-0002-6046-6289
This dissertation presents a literature review aimed at analyzing the roles and functions attributed to science fiction works within the field of science education research, addressing the following research question: How and for what purposes has science fiction been incorporated—or proposals for its incorporation have been developed—into science education? To conduct this analysis, a Content Analysis based on Bardin's methodological framework was applied to the studies comprising the research corpus, namely publications addressing the relationship between science fiction and science education, retrieved from the CAPES Journal Portal. The analysis was carried out by adopting the term science fiction as the Unit of Record and organizing the Context Units into analytical tables, in which relevant excerpts were identified, interpreted, and coded to determine the perspectives through which discussions of cultural aspects aimed at fostering a dialogue between science and art are incorporated. As a result, six distinct ways in which science fiction and related issues are addressed, or proposals for their incorporation are developed, within the context of science education were identified. These findings are discussed in dialogue with the theoretical framework developed throughout the dissertation, highlighting the importance of incorporating literature, particularly science fiction, into science education.
Covid-19, plataformas digitais e polarização política: uma cartografia sociotécnica-discursiva no Twitter/X
(Universidade Federal de São Carlos, 2026-04-29) Martins, Marcelo de Seixas; Iasulaitis, Sylvia; http://lattes.cnpq.br/4226275371443693; https://orcid.org/0000-0002-3526-1003; http://lattes.cnpq.br/5714762989928041; https://orcid.org/0000-0002-9157-9550; Iasulaitis, Sylvia; Andrade, Thales Haddad Novaes de; Sousa, Cidoval Morais de; Silva, André Luiz da; Pimenta, Carlos Alberto Máximo; http://lattes.cnpq.br/4226275371443693; http://lattes.cnpq.br/5882842888759363; http://lattes.cnpq.br/0573233540937425; http://lattes.cnpq.br/1130631872986412; http://lattes.cnpq.br/6014753937589029; https://orcid.org/0000-0002-3526-1003; https://orcid.org/0000-0002-4000-3527; https://orcid.org/0000-0002-7812-8667; https://orcid.org/0000-0002-6974-0723; https://orcid.org/0000-0003-2815-7512
This thesis investigates the interconnections between Science, Technology, and Society (STS) through the analysis of the dynamics associated with the topic of Covid-19 vaccination in the Twitter/X environment, starting from the second round of the 2022 Brazilian presidential elections and its subsequent reconfiguration between 2024 and 2025. The research seeks to understand how the socio-technical configurations of the platform participate in the structuring and amplification of discursive disputes involving scientific themes in a context of polarization. The interdisciplinary approach mobilizes Actor-Network Theory (ANT) and Controversy Cartography (CC) as theoretical-methodological tools for mapping the socio-technical networks that comprise the investigated phenomenon through the adaptation of Oligoptic Maps (OM) to the digital environment. Empirically, this work articulates the exploration of The Interfaces Twitter Elections Dataset (ITED-Br), the third largest dataset of tweets with political purposes in the literature, with an ethnographic approach based on the analysis of hashtags, tweets, and user profiles. The results show that scientific themes are incorporated into broader symbolic disputes, marked by dynamics of polarization and deeply influenced by the platform's sociotechnical configurations. The thesis contributes to the advancement of STS studies by offering tools for understanding the relationships between digital platforms, scientific discourses, democracy, and contemporary socio-political dynamics.