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O trabalhador 60+: um estudo sobre vivências e experiências relacionadas ao trabalho em uma universidade federal
(Universidade Federal de São Carlos, 2026-04-30) Ramirez, Tiago Bruno; Assis, Karina Gomes de; https://lattes.cnpq.br/4058077286734344; https://lattes.cnpq.br/1204663068663092; Rachid, Alessandra; Leite, Elaine da Silveira; Neves, Maelison Silva; https://lattes.cnpq.br/6981682198988902; https://lattes.cnpq.br/7187331231544047; https://lattes.cnpq.br/6587423462358865
This dissertation, titled “Workers Aged 60 and Over: A Study of Work-Related Experiences at a Federal University,” investigates aging in the workplace within the context of a federal institution of higher education, in an environment marked by organizational and technological changes. The study aimed to understand the perceptions, experiences, and challenges faced by technical and administrative staff in education (TAEs) aged 60 or older who are currently employed at the Federal University of Mato Grosso (UFMT), as well as to develop a technological tool designed to promote quality of life at work and support preparation for retirement. This is a qualitative study based on semi-structured interviews with nine TAEs, aged between 59 and 74, representing different occupational profiles, with long institutional careers and varying relationships to retirement. The results were organized into two complementary analytical levels: a thematic axis, structured around the dimensions of the interview guide, and a cross-cutting axis, focused on identifying patterns, tensions, and dynamics that permeate the participants’ daily work lives. The findings indicate a strong sense of belonging and identification with work at UFMT, coexisting with experiences of burnout, institutional pressures, and changes in interpersonal relationships. The digitization of work emerges as an ambivalent experience, perceived simultaneously as a factor in the modernization of routines and as a source of pressure, associated with the need for continuous updating, job insecurity, and the acceleration of work. We also observe an intensification of activities resulting from increased bureaucratization, control, and deadline-related demands, with repercussions on workers’ overload and burnout. The cross-sectional analysis shows that training is perceived as a structural need and that the discontinuity of institutional support measures undermines the processes of adaptation, recognition, and engagement. The results indicate that the experiences of TAEs aged 60 and older at UFMT cannot be explained exclusively by individual or age-related factors, but must be understood in light of the organizational transformations that are reshaping the criteria for valuation, recognition, and job retention in the university context. As a contribution, this study offers an in-depth analysis of the work experiences of TAEs aged 60+ at a federal public university and provides a basis for proposing a technological intervention tool aligned with the needs identified among the study’s participants.
Salas de leitura como ecossistemas de inovação: a gestão da Informação e do conhecimento e o papel do professor articulador na era digital
(Universidade Federal de São Carlos, 2026-04-30) Mella, Ailton Luiz de; Faria, Leandro Innocentini Lopes de; https://lattes.cnpq.br/0767710394930118; https://orcid.org/0000-0002-8369-1315; Hoffmann, Wanda Aparecida Machado; https://lattes.cnpq.br/7609135667093837; https://orcid.org/0000-0002-1359-1802; https://lattes.cnpq.br/9469530312112570; https://orcid.org/0009-0002-3793-8468; Costa, Luzia Sigoli Fernandes; https://lattes.cnpq.br/8110248272001369; https://orcid.org/0000-0001-8530-4000
This research employs a critical-interpretive perspective to analyze "Reading Rooms" within the São Paulo state school system as innovation ecosystems. Drawing upon the theoretical frameworks of information management and information literacy, the study examines the pivotal role of the Articulating Professor in the digital age. The primary objective is to discuss the extent to which these environments and professionals can integrate public policies, digital technologies, collections, and pedagogical practices to foster student authorship and digital citizenship. Methodologically, the study adopts a qualitative, bibliographic approach based on a systematic literature review spanning the years 2015 to 2025. This is complemented by a documentary analysis of national and state-level regulatory theoretical frameworks concerning school libraries and Reading Rooms. The research corpus was assembled through comprehensive searches in national and international databases, followed by rigorous screening, eligibility assessment, and thematic content analysis. The findings demonstrate, first, that Reading Rooms have solidified their position as strategic hubs for mediation and the democratization of information access, despite being hindered by disparities in infrastructure, teacher training, and curricular integration. Second, the results indicate that the mere presence of digital technologies does not inherently guarantee pedagogical innovation; success depends on informational curation, the systematic documentation of practices, the sharing of experiences, and the institutionalization of routines for producing pedagogical knowledge. Third, the study reveals that the Articulating Professor tends to assume leadership in Information and Knowledge Management processes within the school, although frequently without sufficient institutional support or robust continued education policies. As a theoretical-analytical synthesis, the research proposes the Integrated Knowledge Management Model for Reading Rooms (MIGCSL). This framework organizes axes, processes, roles, and indicators to guide future diagnostics, planning, and research on these environments as ecosystems of educational innovation. The study concludes that strengthening Reading Rooms as informational and learning ecosystems requires the alignment of legal theoretical frameworks, infrastructure investment, the professional valuation of the Articulating Professor, and Knowledge Management strategies focused on equity and quality in basic education.
A relação com o Saber do diretor escolar e os sentidos do aprender na escola
(Universidade Federal de São Carlos, 2026-04-30) Ramos, Renata Pierini; Luiz, Maria Cecília; https://lattes.cnpq.br/7425361719028650; https://orcid.org/0000-0001-5140-2753; https://lattes.cnpq.br/4528409057319230; https://orcid.org/0000-0003-3882-4323; Souza, Aline Cristina de; https://lattes.cnpq.br/8368350078239701; https://orcid.org/0000-0003-3004-8358
This study aims to analyze what knowledge, from the perspective of school principals, is mobilized and how it guides their decisions and practices in monitoring teaching processes, considering the multiple administrative, political, and pedagogical demands that strain the exercise of their role. The research, exploratory in nature and with a qualitative approach, was developed as a case study in a Municipal Education Department in a city in the interior of the State of São Paulo. The investigation sought to understand what knowledge is mobilized by school principals and how this knowledge guides their decisions and practices, as a relevant part of pedagogical management, in monitoring teaching processes, considering the multiple administrative, political, and pedagogical demands that strain the exercise of their role in the daily school routine. The hypothesis was that the multiple demands placed on school administrators limit the systematic monitoring of the teaching process, which is not a priority, favoring the prevalence of practical knowledge, from the perspective of the Relationship with Knowledge, such as participation in class/year council meetings and the analysis of indicators from large-scale assessments, to the detriment of continuous monitoring. The methodological procedures adopted included document analysis and focus groups. The research was also supported by a mapping of academic productions on school management and teaching, contributing to the construction of the theoretical framework and to the understanding of the state of knowledge on the investigated theme. The data were organized into constellations based on Charlot's theory: (1) Epistemic Dimension: of possession, mastery and self-constitution; (2) Social Dimension: of the social being – my place of speech; and (3) Identity Dimension: of the being that I am – the identity of the subject. The analysis of these dimensions made it possible to understand the knowledge mobilized by the director in pedagogical management, expressed in direct and indirect interventions in the teaching processes. The results show that, although not systematically, the professionals investigated demonstrate commitment to creating favorable conditions for achieving the school's educational objectives. This finding is partly related to the hierarchical structure of the management team promoted by the investigated Department of Education, which favors the distribution of responsibilities and reduces possible gaps in monitoring learning. In light of the Relationship with Knowledge (RcS), it was found that the knowledge mobilized by the managers goes beyond technical skills, involving conceptions of education, professional trajectories, belonging, and positions regarding the concrete working conditions. Thus, pedagogical leadership is built not only by complying with legal prescriptions, but also by the daily construction of meanings and practices focused on the centrality of the teaching and learning process. This research reinforces findings already established in the literature on school management, highlighting that Brazilian school principals face feelings of isolation and intense bureaucratic overload. Furthermore, it indicates that the principal's desire and willingness to monitor learning processes are decisive factors for this monitoring to occur consistently and meaningfully.
Análise comparativa dos frameworks de certificação no setor mineral: uma revisão sistemática dos indicadores de sustentabilidade
(Universidade Federal de São Carlos, 2026-04-30) Vilas Boas, Marcela Poletto; Faria, Luiz Carlos de; https://lattes.cnpq.br/2656343277991754; https://orcid.org/0000-0003-1157-3528; Tonello, Kelly Cristina; https://lattes.cnpq.br/3844965971290638; https://orcid.org/0000-0002-7920-6006; https://lattes.cnpq.br/7955074179399173; https://orcid.org/0009-0006-2870-9208; Bramorski, Julieta; Cunha, Marcelle Teodoro Lima; https://lattes.cnpq.br/9489561669191042; https://lattes.cnpq.br/3356546594809836; https://orcid.org/0000-0002-2783-5644; https://orcid.org/0000-0002-8208-6826
Mining is an ancient activity essential for economic development, but its environmental and social impacts require the implementation of sustainable practices. This project aims to comparatively analyze global voluntary certification frameworks in the mining sector, focusing on the sustainability indicators adopted by certified mining companies. The goal of the research is to examine the indicators of certification standards adopted in mining and the methods used. The research, of a qualitativa nature, will be conducted through a comprehensive literature review and analysis of public audit and sustainability reports from major mining companies, such as Vale, AngloAmerican, among others. Indicators such as water consumption, greenhouse gas emissions, biodiversity impact, and worker health and safety will be compared with criteria established by frameworks like the Initiative for Responsible Mining Assurance (IRMA), the International Council on Mining and Metals (ICMM), and the Global Reporting Initiative (GRI). Expected results include a detailed understanding of the effectiveness of the frameworks, gaps in the indicators, and proposals for improving sustainable practices in the sector. This study could serve as a guide for companies and certifiers, promoting greater environmental and social responsibility in the mining sector.