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Avaliação de língua inglesa nos anos iniciais do ensino fundamental: contribuições da prática de professores em serviço
(Universidade Federal de São Carlos, 2026-05-07)
Oliveira, Thiago Alcebíades
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Paula, Sandra Regina Buttros Gattolin de
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https://lattes.cnpq.br/9228036521343293
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https://orcid.org/0000-0002-5453-3510
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https://lattes.cnpq.br/2931688244558621
Despite the growing body of research in the field of language education with children, studies on assessment in this context tend to emerge largely from issues and needs identified in teaching practice (Quevedo-Camargo and Tonelli, 2024). In that regard, this research aims at analyzing assessment practices of English language teachers in the early years of elementary education in the municipal school system of Ribeirão Preto/SP regarding Assessment for Learning (AfL) (Earl, 2003), language education with children (Rocha, 2008; Santos, 2011; Tonelli, 2023), and language assessment literacy (Scaramucci, 2006; Quevedo-Camargo, 2020) principles. This is an interpretivist qualitative study, with data generated through interviews and questionnaires with in-service teachers. The results indicate that assessment practices are organized based on the continuous observation of students’ participation, engagement, and productions, integrating into everyday pedagogical practice. Such practices show approximations with AfL, especially in monitoring the process, although in a non-systematized manner and mediated by institutional conditions. Assessment literacy proves to be heterogeneous, constructed through experience and marked by the coexistence of different conceptions of assessment. It is concluded that assessment is configured as a situated process, shaped by contextual and formative demands.
Softwares de automatização de processos em BIM: uma análise de usos, linguagens e interoperabilidade
(Universidade Federal de São Carlos, 2026-05-07)
Macedo, Gabriel da Silva
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Bueno, Cristiane
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http://lattes.cnpq.br/2049901634471620
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http://lattes.cnpq.br/0685313171329135
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Fabrício, Marcio Minto
BIM is a way of conceptualizing the built environment in a holistic manner, improving all processes throughout the building lifecycle. However, the BIM modeling process is highly complex due to the large amount of information incorporated into the model. To increase efficiency and reduce errors in this process, it is common to develop routines and plugins that automate BIM modeling tasks. These automation tools, however, often do not follow standards that enable a high level of interoperability among them. Therefore, this study aims to analyze how BIM software described in the literature is developed for process automation, enabling the identification of intersections and incompatibilities, as well as the potential and limitations of implementing such software within BIM technologies. To this end, a systematic literature review was conducted, followed by a content analysis of 83 articles. The results indicate that the most interoperable software are those without a strictly defined general-purpose use, that is, those designed to address specific model-domain applications. Additionally, there is a noticeable trend in the adoption of programming languages based on their ease of use and their suitability for particular stages of the building lifecycle. Thus, it can be concluded that there is significant potential in the use of such software, and that interoperability can be enhanced through the standardization of their development processes.
Planejamento urbano em cidades pequenas e o potencial do associativismo intermunicipal: Um estudo da microrregiao da Baixa Mogiana (MG)
(Universidade Federal de São Carlos, 2026-05-08)
Reis, Daiane
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Gonçalves, Luciana Márcia
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http://lattes.cnpq.br/9491069760631962
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https://orcid.org/0000-0002-8206-239X
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http://lattes.cnpq.br/2698395270427446
The present study analyzes urban planning in small cities, focusing empirically on the 17 municipalities that comprise the Baixa Mogiana Microregion, in the state of Minas Gerais, Brazil. The research investigates the urban planning instruments used in these territories, as well as the challenges associated with the legal and institutional structure of urban policies and the technical weaknesses that influence planning, management, and territorial organization processes. At the same time, it seeks to identify the potentialities present in small urban centers, which are often characterized by institutional limitations. Based on a combination of a literature review, a technical and institutional assessment of the municipalities, an analysis of current urban legislation, the collection of territorial and demographic data, and interviews with municipal public managers and representatives of AMOG, the study discusses the role of intermunicipal associativism as a strategy for strengthening the institutional and technical capacity for urban planning in small cities. In this context, cooperation among municipalities is analyzed as a mechanism capable of supporting the formulation and implementation of urban policies and contributing to the development of more balanced, equitable, and sustainable territories. The results demonstrate that urban planning in small cities faces limitations that extend beyond the mere existence of legal instruments. The study identified incomplete or outdated urban legislation, limited technical and financial capacity within municipal administrations, low levels of social participation, difficulties in managing rural areas, and recurrent interference of political and personal relationships in technical decision-making, undermining the continuity and effectiveness of urban policies. It is concluded that strengthening urban planning in small cities depends on the consolidation of institutional capacities, the technical qualification of municipal administrations, and regional cooperation. In this context, intermunicipal associativism demonstrates potential to expand management capacity through the sharing of technical teams, the training of public servants, the standardization of procedures, and support for the development and implementation of urban policies suited to the specific characteristics of these territories.
Detecção de árvores individuais e cubagem de Pinus elliottii utilizando LiDAR UAV e MLS
(Universidade Federal de São Carlos, 2026-05-13)
Boggiani, Fernando Santos
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Reis, Cristiano Rodrigues
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https://lattes.cnpq.br/0033061087532936
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https://orcid.org/0000-0002-5584-613X
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Thiersch, Cláudio Roberto
This study aimed to evaluate, improve, and validate computational methodological approaches based on LiDAR (Light Detection and Ranging) point clouds embedded in mobile and aerial devices to stimate dendrometric parameters in Pinus elliottii stands. The dissertation is divided into two chapters. The first evaluated the performance of Individual Tree Detection (ITD) algorithms using UAV (Unmanned Aerial Vehicle) LiDAR data, contrasting a methodology based on point cloud Cross-Sectioning (STAD) with clustering via the DBSCAN (Density Based Spatial Clustering of Applications with Noise) algorithm against traditional canopy based counting methods. The STAD method achieved the lowest RMSE (8.43% in circular plots and 11.11% in rectangular plots) by focusing on the stem section below the crowns. The second chapter addressed non-destructive stem profiling using MLS (Mobile Laser Scanning) LiDAR. The traditional destructive stem profiling method using a caliper was compared with two methods of diameter collection from the LiDAR point cloud: the first, based on Cross Sectioning and Contours by Angular Classes (STAC) in the R language, evaluating different metrics and angular classes; and the second, processed in the CloudCompare software using the 3Dfin plugin. The STAC method parameterization (72 angular classes and minimum point metric) obtained the highest accuracy (RMSE of 5.94% and BIAS of 2.5%). It is concluded that the STAD method overcomes the limitations of classic canopy-centered algorithms, while the STAC routine proves operational viability and greater adherence to the contour of each stem section compared to the traditional method and algorithms consolidated in the literature.
Percepção e adaptação climática na cafeicultura
(Universidade Federal de São Carlos, 2026-05-13)
Ferreira , Caroline Alves
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Gallo , Anderson de Souza
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Magalhães , Leonardo Pinto de
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http://lattes.cnpq.br/2414115508284005
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http://lattes.cnpq.br/8771305776391428
Coffee farming holds great socioeconomic importance in Brazil, the world's leading producer. In southern Minas Gerais, production is predominantly driven by family farmers who face challenges due to climate change. Shifts in weather patterns and temperatures have impacted coffee productivity and quality, necessitating the adoption of adaptation strategies. In this context, this study aims to analyze how climate change is perceived by coffee farmers and to investigate adaptation strategies and factors associated with the resilience of coffee agroecosystems. The first chapter presents a systematic literature review, conducted according to the PRISMA protocol, identifying key methodological approaches used in studies on climate perception in global coffee farming, as well as adaptation strategies and territorial factors influencing farmers' perceptions. The second chapter details a study conducted with coffee farmers affiliated with the Cooperative of Family Farmers of Poço Fundo and Region (COOPFAM) in southern Minas Gerais; it analyzes perceptions regarding the impacts of climate change on production, identifies adaptation strategies, and examines factors contributing to the strengthening of climate resilience in the region. Results from the systematic review indicate that territorial factors, production systems, and socioeconomic conditions directly influence how coffee farmers perceive and respond to climate events. The study with COOPFAM farmers found that key adaptive strategies include crop shading, production diversification, the adoption of new cultivars, and ecological soil management. Integrating farmers' local knowledge with environmental monitoring tools proved significant for understanding the resilience of coffee agroecosystems in the face of climate change, thereby contributing to the development of adaptation strategies better suited to the realities of family farming.
Discursos docentes reveladores de concepções normatizadoras do corpo criança
(Universidade Federal de São Carlos, 2026-05-14)
Machado, Adrielli Silva Bielssa
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Lombardi, Lucia Maria Salgado dos Santos
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https://lattes.cnpq.br/5697508831302188
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https://orcid.org/0000-0001-6978-864X
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https://lattes.cnpq.br/0761922542335614
This undergraduate thesis aims to investigate the impacts that teaching discourses permeated by disciplinary and normative conceptions have on the child's body. It sought to answer the following research question: "How do teaching discourses, permeated by disciplinary and normative conceptions and by power relations, impact the child's body in the school context?". To this end, based on Foucault's theoretical framework, Garanhani's concept of the child's body, and Lira's concept of the child's body versus the student's body, through qualitative, bibliographical and narrative research on lived experiences, the study sought to reflect on the transition of violence and oppression of bodies (which were previously aimed at the physical body and have become subtle, constraining and offending without leaving visible marks) aimed at the "formation" of children who meet adult expectations, and to understand that this process is not neutral. Given that different issues emerged from the pedagogical scenes, this work discusses the silencing of children's voices and bodies; the importance of their participation and movement in learning processes; ableism, authoritarianism, and exclusion in relationships with children; discourses of crisis, disbelief, and hopelessness in childhood; the need to transform the conception of utility and productivity; and the importance of hope. Finally, the results indicate that aggressive, normative, and oppressive teaching discourses produce effects such as: silencing children; docility and control; reinforcement of hierarchies and inequalities; naturalization of symbolic violence; production of feelings of inadequacy, shame, or inferiority; and limitation of children's possibilities for expression, creation, and participation—phenomena that compromise their well-being and the construction of a democratic, inclusive education sensitive to the multiple ways of being and existing in childhood. Even with the numerous transformations already implemented in education, struggles and resistance are still necessary for the school to cease being a home of "adult-centric clichés" and become a place of acceptance, critical and loving learning, enabling social transformation.
Plantio de restauração, sob domínio de Mata Atlântica, em uma área afetada por fogo.
(Universidade Federal de São Carlos, 2026-05-14)
Albino, Dirlane Maria
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Valente, Roberta Averna
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http://lattes.cnpq.br/1582627535733911
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https://orcid.org/0000-0001-7273-7042
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http://lattes.cnpq.br/3165266567315996
Forest fires, particularly when frequent and intense, lead to the combustion of organic matter, the release of carbon stocks, and an imbalance in soil properties, thereby impacting the ecosystem's functionality. As in other biomes, the Atlantic Forest, too, sees the rise in global average temperature resulting from climate change act as a catalyst for new fires, feeding back into the process. Given this increasingly frequent scenario, this chapter aimed to assess the impacts of a 2024 fire on the parameters of phosphorus, potassium, calcium, magnesium, pH, organic matter, total organic carbon, cation exchange capacity, and soil density. The assessment was carried out in a Legal Reserve area located in the city of Salto de Pirapora, in the state of São Paulo, and soil samples were collected between eight and twelve months after the fire. The area was divided into three sample plots, considering the impact of the fire: a completely burnt area, a partially affected area, and an undamaged area that was not burnt and used as a control. The results showed that three of the nine parameters assessed showed statistically significant increases between the completely burnt area and the control area: potassium, phosphorus, and pH. The absence of variations in the other physico-chemical parameters suggests that the fire was superficial and indicates high resilience of the soil assessed. In this regard, despite the immediate impacts typically observed after burning organic matter, the soil demonstrated a high capacity for recovery even without specific management. This result reinforces the importance of continuous monitoring for assessing local ecological resilience and for better defining strategies for environmental recovery in areas impacted by fires.
Docências no Colégio de Aplicação da UFSCar: uma etnografia dos saberes e das identidades que inspiram uma outra educação dos 0 aos 10 anos.
(Universidade Federal de São Carlos, 2026-05-15)
Botega, Giovana Alonso
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Tomazzetti, Cleonice Maria
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https://lattes.cnpq.br/4821077407620769
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https://orcid.org/0000-0002-1976-4604
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https://lattes.cnpq.br/4896706380829176
The study entitled “Teaching Practices at the UFSCar Laboratory School: an ethnography of the knowledge and identities that inspire another form of education for children aged 0 to 10” aimed to “analyze how the training and professional development of teachers at the UFSCar Laboratory School, in their work with babies and young children, produce forms of knowledge and teaching identities that can inspire the education of older children.” Among the specific objectives of the investigation, the following stand out: (1) to map and analyze the training process (initial and continuing education) of teachers at the UFSCar Laboratory School; (2) to map and analyze teachers’ conceptions and pedagogical practices; (3) to analyze teachers’ identities and knowledge; and (4) to understand how early childhood education practices can inform pedagogical practices with older children. The study sought to answer the following question: “In what ways can the knowledge and identities constructed by teachers of babies and young children at the UFSCar Laboratory School contribute to rethinking the education of older children?” The hypothesis was that the knowledge and teaching identities developed by these teachers offer contributions to rethinking pedagogical practices aimed at older children within a broader perspective of childhood education. This is because such practices are grounded in democratic, dialogical, and respectful approaches built collaboratively in everyday interactions with different subjects. Considering factors such as years of experience, professional background, spaces, materials, and conceptions, these practices allow for a rethinking of education for older children. The research was characterized as qualitative in nature, based on ethnography (Geertz, 1989; 2004; André, 2008; Oliveira, 2013; Reis & Mendes, 2018; Silva & Silva, 2021), and employed various procedures for data production, collection, and analysis, including interviews, field journals, document review and analysis, as well as observations of daily life at the UFSCar Laboratory School. The data produced were analyzed and interpreted using Content Analysis (Bardin, 2011). The theoretical framework of the study is grounded in Childhood Studies and the Pedagogies of Childhood—referred to here as Pedagogies of Childhoods—drawing on the work of Rocha (1998, 1999), Kishimoto and Oliveira-Formosinho (2007), and Oliveira-Formosinho (2013). Among the main findings, the construction of a plural teaching identity stands out, shaped by diverse experiences, including working within a Laboratory School—a context that integrates teaching, research, and extension. The development of listening, dialogue, and respect for children emerges as a result of an identity built on exchange, collaboration, and commitment to early childhood education. Teaching knowledge in early childhood education is also highlighted, going beyond the ability to teach babies and young children to encompass understanding who these subjects are, how they develop, what they need, and what they desire. The study also indicates that teaching practices with babies and young children are constructed in practice, through interaction with these subjects and with other teachers, involving autonomy and flexibility in pedagogical work. Finally, another key finding is the identification of essential working conditions in early childhood education, including the availability of resources and materials, appropriate ratios of children to adults, and workload. These conditions can either support or limit planning, creativity, and teachers’ professional development. Thus, it is argued that the training and professional development of teachers at the UFSCar Laboratory School, in their work with babies and young children, produce knowledge and teaching identities that inspire the education of older children in ethical, political, and aesthetic terms. In doing so, they contribute to envisioning a different kind of school—one built collectively and respectful of all children, of all ages.
Modelagem de tópicos e evolução temporal: uma análise das músicas de maior audiência no Brasil
(Universidade Federal de São Carlos, 2026-05-15)
Anacleto, Reinaldo Cardoso
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Ramos , Thiago Rodrigo
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http://lattes.cnpq.br/1634196230063965
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Zuanetti, Daiane Aparecida
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http://lattes.cnpq.br/8352484284929824
Given the historical importance of radio in Brazilian music broadcasting, this study analyzes chart-topping lyrics to track changes in musical preferences over time. A substantial dataset was gathered via web scraping and processed using Natural Language Processing (NLP) techniques to transform text into structured numerical embeddings. The research focuses on clustering compositions into predominant topics using probabilistic models, specifically the infinite mixture model under a Bayesian approach. The results reveal thematic patterns in the compositions, highlighting semantic similarities that permeate the different genres and periods within the analyzed dataset.
Práticas pedagógicas na Educação Infantil com arte afro-brasileira: valorização da diversidade cultural mediada pela literatura infantil
(Universidade Federal de São Carlos, 2026-05-15)
Melo, Laura Oliveira de Araújo
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Lombardi, Lucia Maria Salgado dos Santos
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https://lattes.cnpq.br/5697508831302188
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https://orcid.org/0000-0001-6978-864X
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https://lattes.cnpq.br/5373417283608645
This work aims to investigate possibilities for pedagogical action with Afro-Brazilian and African arts in Early Childhood Education, in a meaningful and appropriate way for young children, considering their specificities, forms of expression, and the relationships they build in the school environment. Based on this objective, it seeks to answer the following research question: how can Afro-Brazilian and African arts be incorporated into Early Childhood Education in a way that is sensitive to the characteristics of early childhood, valuing the multiple forms of expression of young children and their interactions in the educational context? Linked to this problem, the study seeks to understand how teaching practice can develop pedagogical strategies aimed at valuing cultural and ethno-racial diversity, incorporating Afro-Brazilian art as a path to promoting anti-racist education from the earliest years of life. It also seeks to reflect on its contributions to strengthening the self-esteem of Black children, to respecting differences, and to valuing ethno-racial identities in childhood. To answer the research question, this work articulates legal, conceptual, and pedagogical contributions that underpin the inclusion of Afro-Brazilian and African arts in Early Childhood Education and highlight the importance of teacher training for the effective implementation of this proposal. Laws No. 10.639/2003 and No. 11.645/2008 are analyzed, as well as the National Curriculum Guidelines for Education on Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture, which establish the mandatory teaching of African, Afro-Brazilian, and Indigenous history and culture, including their artistic expressions. The study presents a reflection on the concept of Afro-Brazilian art, its relevance to the formation of young children's identities, and the challenges and possibilities of its implementation in Early Childhood Education, understanding teacher education as a fundamental condition for the construction of pedagogical practices committed to racial equity. In the final part of this work, three works of children's literature addressing the theme of Education for Ethnic-Racial Relations (ERER) are analyzed. Based on each analysis, a pedagogical action involving artistic experiences with children is proposed. The proposals are grounded in Ana Mae Barbosa's Triangular Approach, which articulates three inseparable axes: artistic creation; the reading and appreciation of images, works, and cultural productions; and the historical, social, cultural, experiential, and subjective contextualization of artistic manifestations. In this way, the aim is to offer support for pedagogical practices that promote children's encounter with Afro-Brazilian art in a sensitive and meaningful way. From this perspective, children's literature is understood as a mediator of children's encounter with Afro-Brazilian art, fostering aesthetic, cultural, and identity experiences from early childhood.
Criação de um protocolo para autenticação da transmissão de credenciais de login entre dispositivos via tokens sonoros
(Universidade Federal de São Carlos, 2026-05-19)
Stranak, Bruno Henrique Fonseca
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Pizolato Junior, José Carlos
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Kitazawa , Fabricio Archeleigar
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http://lattes.cnpq.br/5679943513109725
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http://lattes.cnpq.br/4338949783568483
Este trabalho propõe um sistema alternativo de autenticação para dispositivos com interfaces de entrada limitadas, eliminando a digitação manual ou o escaneamento de códigos por QR code no protocolo OAuth 2.0. A metodologia estabelece uma comunicação acústica onde um emissor transfere um código de verificação para um smartphone receptor. Utiliza-se a modulação por chaveamento de frequência (Frequency-Shift Keying - FSK), operando entre 15 e 20 kHz, região silenciosa aos humanos e menos suscetível a ruídos comuns. Diferente de bibliotecas consolidadas como a ggwave, que utilizam modulação multi-tom (MFSK), exigindo alto processamento e uma faixa audível de requência para operar de forma eficiente, a metodologia proposta é estruturada para equipamentos comerciais operarem em altas frequências, com baixo uso computacional. A decodificação no receptor utiliza uma adaptação do Algoritmo de Goertzel como filtro digital e detector de envoltória, garantindo baixo custo computacional. A interferência por reverberação também é mitigada por intervalos de guarda temporais. Testes variando distância, tamanho do pacote e taxa de transmissão foram analisados via Modelo Linear Generalizado. Os resultados indicam alta robustez contra ruídos, comprovando a viabilidade de uma autenticação funcional e discreta em dispositivos de consumo.
Letramento digital para o uso seguro e privado da Internet
(Universidade Federal de São Carlos, 2026-05-21)
Bomfim, Mariana Alves
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Furnival, Ariadne Chloe Mary
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https://lattes.cnpq.br/3384523673047443
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https://lattes.cnpq.br/1291482506649810
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https://orcid.org/0009-0003-0371-8990
Automatic identification of bias in Large Language Models
(Universidade Federal de São Carlos, 2026-05-21)
Assi, Fernanda Malheiros
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Caseli, Helena de Medeiros
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https://lattes.cnpq.br/6608582057810385
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https://orcid.org/0000-0003-3996-8599
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https://lattes.cnpq.br/6394842925871918
Large Language Models (LLMs) have demonstrated remarkable capabilities across various domains, from legal reasoning to clinical decision support. As these models become increasingly integrated into real-world applications, concerns about their reliability, fairness, and ethical implications have emerged. Studies have shown that LLMs can produce biased outputs, reinforcing harmful stereotypes and discriminating against marginalized groups. This work proposes a systematic and scalable framework for evaluating and ranking LLMs based on stereotype generation in Brazilian Portuguese. The framework combines template-based sentence generation, human annotation, and supervised classification into a unified pipeline. A set of 164 sentence templates, covering gender, race, and their intersections, was used to elicit completions from 37 LLMs from multiple providers. The resulting sentences were annotated by human annotators along two dimensions: alignment with social stereotypes and potential harm. The stereotype alignment labels served as the foundation for training a BERTimbau-based classifier, selected via nested cross-validation, which achieved a macro averaged F1 of 0.665. Classifier predictions were then used to construct pairwise match tables, feeding to an Elo rating system, that generated two complementary rankings: a model ranking and a social marker ranking. The results reveal that smaller open-source models tend to generate less stereotyped content than larger commercial ones, and that social markers combining race and gender consistently elicit the most stereotyped outputs across all models. The framework is made available as an interactive interface that supports the incremental addition of new models.
Repercussões da pandemia de COVID-19 nas ocupações de crianças na primeira infância e de suas famílias
(Universidade Federal de São Carlos, 2026-05-21)
Pinheiro, Carolinne Linhares
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Figueiredo, Mirela de Oliveira
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https://lattes.cnpq.br/3660487766535040
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https://orcid.org/0000-0003-0101-0115
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https://lattes.cnpq.br/0186694041902578
The COVID-19 pandemic was marked by restrictions and losses that threatened family and child well-being. This study analyzed the repercussions of the pandemic context on the occupations of young children and their families. An observational, longitudinal, qualitative–quantitative study was conducted with 126 caregivers of children in early childhood; 51 participants took part in both stages of data collection, which involved questionnaires and interviews. In Stage 1, changes experienced during the initial phase of the pandemic (IPP) were retrospectively examined in relation to children’s and caregivers’ occupations, participants’ stress levels, and child behavior. In Stage 2, post-pandemic, the study assessed the experience of returning to in-person schooling (RIP) and its effects on children’s occupations, as well as the pandemic’s impact on family economic conditions and parental work, participants’ stress, and child behavior, allowing for comparison with stage 1. Stress levels were measured using the Perceived Stress Scale–10, and child behavior was assessed using the Child Behavior Checklist (CBCL). Qualitative data were analyzed through thematic–categorical content analysis, while quantitative data were examined using descriptive and inferential statistics. The sample was predominantly composed of mothers (87.3%), most of whom belonged to higher socioeconomic strata (73%) and had higher educational attainment levels (68%). A deterioration in eating routines (51.6%) was identified, along with reduced sleep quality (43.6%) and duration (50%), decreased engagement in physical activity (54%), and a decline in both the diversity (65.9%) and frequency (75.4%) of caregivers’ leisure activities. Work-related changes—including remote work, income reduction, job loss, and increased workload—persisted throughout the pandemic period. Stress levels were significantly higher during the pandemic compared to the post-pandemic period (p < 0.001), largely due to disruptions in daily routines, such as managing work, household responsibilities, and childcare within a context of confinement and uncertainty. Many participants reported physical and emotional exhaustion and experiences of psychological distress. Parent–child relationships were negatively affected by continuous cohabitation and emotional dysregulation in both caregivers and children; however, some positive outcomes were noted, including strengthened family bonds. With respect to children’s occupations during the IPP, eating and sleep routines became more disorganized and less healthy. There was a reduction in physical activity (60.3%) and substantial spatial (66.7%) and social (48.4%) restrictions on play. Limitations on play opportunities and reduced parental availability for sustained engagement contributed to an increase in daily screen time (88.8%). Remote education posed an additional challenge for children and their families and appeared to be poorly aligned with the developmental needs of early childhood education. These changes were associated with notable impacts on child behavior. A significant increase in both internalizing and externalizing symptoms was observed (p < 0.001), as well as a higher proportion of children presenting scores indicative of difficulties across multiple CBCL subscales (p ≤ 0.012) during the pandemic compared to the pre-pandemic period. The RIP, in 2021 and 2022, yielded clear benefits for children’s occupational engagement. Participants reported reductions in screen time (92.7%), increased participation in physical activity (73.3%), greater engagement in play (73.2%), improvements in sleep (68.3%) and eating routines (41.5%), enhanced parent–child relationships (61%), and expanded social interaction, largely supported by the reestablishment of school routines. This study confirms the profound occupational disruption experienced by young children and their caregivers during periods of restrictive public health measures, with adverse consequences for family mental health. Over a prolonged period, children experienced reduced access to developmentally enriching and health-promoting opportunities, alongside increased exposure to habits and stimuli detrimental to health and well-being. The pandemic context thus appears to have functioned as a constraining force in early childhood development.
Narrativas sobre a docência na Educação Infantil: Contribuições de um grupo colaborativo para o trabalho com o senso espacial de uma professora iniciante
(Universidade Federal de São Carlos, 2026-05-22)
Santiago, Kauane Lemos
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Ciríaco, Klinger Teodoro
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https://lattes.cnpq.br/2947929641568853
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https://orcid.org/0000-0003-1694-851X
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https://lattes.cnpq.br/3366596188586503
This master's dissertation, developed within the Graduate Program in Education (PPGE) at the Federal University of São Carlos (UFSCar), in the research line Teacher Education and Other Educational Agents, seeks to understand the meanings and experiences of an early childhood beginning teacher regarding the development of spatial sense in her pedagogical practices, considering the implications of her longitudinal participation in a collaborative study group. To this end, within the context of data production and based on a qualitative research approach, a narrative interview with a beginning teacher was analyzed, focusing on her experiences and relationship with Mathematics in Early Childhood Education during her first years of teaching. The narrative analysis was grounded in the six theoretical and methodological steps proposed by Fritz Schütze (2013), identifying categories related to initial teacher education, engagement in research contexts, participation in collaborative groups, and the construction of meanings concerning Mathematics and the development of spatial sense in Early Childhood Education. In addition to the narrative interview, the study involved participant observation conducted by the researcher within the collaborative group of which the interviewed teacher is a member. The analyses revealed that the participant's professional development occurs through continuous processes of reorganizing experience, integrating initial teacher education, engagement in research contexts, participation in collective learning spaces, and pedagogical practice. The findings indicate that the development of spatial sense plays a structuring role in the pedagogical practices developed with children, guiding the organization of spaces and time, interactions, and mathematical experiences in Early Childhood Education. Thus, this research contributes to discussions on the education of beginning teachers in the field of Mathematics Education by highlighting the importance of participation in collaborative and research-oriented contexts for the construction of more reflective and intentional pedagogical practices.
Programa SAFO (Suporte Afirmativo de Fortalecimento Online): intervenção individual online para mulheres lésbicas vítimas de violência entre parceiras íntimas
(Universidade Federal de São Carlos, 2026-05-22)
Furukawa, Letícia Yuki de Araujo
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D'Affonseca, Sabrina Mazo
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http://lattes.cnpq.br/0381029115416584
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http://lattes.cnpq.br/2230015905762291
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https://orcid.org/0000-0002-1652-5261
The present research investigated intimate partner violence (IPV) among lesbian women through four complementary studies: (1) psychosocial characterization, (2) comprehension of victimization experiences, (3) development of a psychoeducational intervention (SAFO Program), and (4) feasibility analysis. Study 1 included 44 women who completed psychosocial characterization questionnaires alongside the AUDIT, CTS-2, and PCL-5 scales. The obtained data indicated that greater severity of post-traumatic stress disorder (PTSD) symptoms was associated with higher alcohol consumption. Furthermore, participants with a prior clinical diagnosis consumed significantly more alcohol. A predictive model demonstrated that alcohol consumption and sexual coercion perpetrated by a partner were significant predictors of PTSD symptom exacerbation. Study 2 involved three women with a history of intimate partner violence. All participants engaged in a synchronous remote interview. The findings indicated a difficulty in recognizing abusive situations, particularly psychological violence. Even after terminating the relationships, reported consequences included symptoms of depression, anxiety, panic, and disturbances in sleep and eating patterns. Informal support networks (e.g., friends and family) and social spaces proved essential for coping with the violence. Study 3 outlines the theoretical framework of the SAFO Program, which consists of eight sessions structured around the following phases: Welcoming; Module 1 (Psychoeducation on relationship violence and formal support); Module 2 (Psychoeducation on minority stress); Module 3 (Psychoeducation on emotion identification and support networks); and Closure. The feasibility of the SAFO Program was evaluated through a pre- and post-test design, utilizing the DASS-21, EDE-A, and PEM-LGB-BR instruments, as well as participant satisfaction measures. Data were analyzed using descriptive statistics and the Jacobson and Truax Method for a preliminary assessment of clinically significant changes. Intervention fidelity was examined by two independent observers, with inter-rater reliability estimated via Cohen’s Kappa index. The results provided initial evidence of feasibility, demonstrating high acceptability, appropriateness, implementability, practicality, and protocol fidelity. Participants reported high satisfaction with the program, highlighting the therapeutic alliance as a central element for engagement and the sharing of experiences. The evaluators confirmed high implementation fidelity and satisfactory facilitator performance. These findings suggest that the SAFO Program holds potential for integration into psychosocial care services, although future studies with larger samples, greater participant diversity, experimental designs, and follow-up assessments are necessary to confirm its efficacy.
Ozônio penetrante como agente de eliminação de pragas em peças estruturadas
(Universidade Federal de São Carlos, 2026-05-22)
Gonçalves, Gustavo
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Bagnato, Vanderlei Salvador
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http://lattes.cnpq.br/4947860249518663
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http://lattes.cnpq.br/2132424953451658
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Sousa, Cristina Paiva de
The application of ozone in decontamination processes is highly relevant due to its oxidizing, disinfecting, and sanitizing capacity. Its versatility enables the reduction of chemical and microbiological contaminants in different matrices, including agricultural products, water, effluents, surfaces, and porous materials. In addition, ozone represents a sustainable alternative to conventional agents because it rapidly decomposes into molecular oxygen and, when complete mineralization of contaminants occurs, does not generate residues harmful to the environment. However, its effectiveness in solid structures may be limited by its low penetration capacity into cavities, pores, and internal galleries. In this study, a portable system intended for termite control in furniture, works of art, and objects of historical value was developed and evaluated, based on the sequential application of vacuum and ozone under a controlled atmosphere. The vacuum stage was employed to partially remove the air trapped within the materials and to promote the diffusion of the oxidizing gas into hard-to-reach regions. Experimental validation was performed using individuals of the species Coptotermes gestroi, subjected to different combinations of ozone concentration, vacuum pressure, relative humidity, exposure time, and number of cycles. In tests conducted in 500 mL vessels, the combination of 65,000 ppm ozone and 500 mmHg vacuum resulted in 95.6% mortality, whereas the same ozone concentration without vacuum application produced a lower mortality rate. In tests carried out in 8 L vessels, 100% mortality was achieved after three cycles at a relative humidity of 50 ± 5%, while under a condition of 70 ± 5% relative humidity, mortality was approximately 85%, demonstrating the influence of humidity on ozone stability and biocidal efficiency. In the enlarged-scale validation, using a 40 L vessel containing organic matter with microcavities, cumulative mortality reached 96.11% after three treatment cycles. The results emonstrated that the association between vacuum and ozone enhances biocidal action, increases gas availability within cavities and internal regions of the substrates, and improves process efficiency across different application scales. No perceptible physical changes were observed in the evaluated materials after the treatment cycles. The developed system demonstrated effectiveness, portability, reproducibility, and potential application in termite eradication and the decontamination of sensitive materials, constituting a sustainable alternative to conventional chemical methods and contributing to the development of technologies aimed at heritage conservation and integrated pest management.
Automated metaphor detection in Brazilian Portuguese
(Universidade Federal de São Carlos, 2026-05-22)
Johansson, Karina Mayumi
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Caseli, Helena de Medeiros
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http://lattes.cnpq.br/6608582057810385
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http://lattes.cnpq.br/2082443839500538
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Camargo, Heloísa de Arruda
Automated metaphor detection plays a crucial role in various Natural Language Processing (NLP) applications, including sentiment analysis, machine translation, and text generation. Given the intricate nature of metaphorical language, its automatic processing poses a significant challenge, requiring models to go beyond literal meanings to capture underlying conceptual mappings. While significant research has been conducted on metaphor detection for high-resource languages like English, many other languages remain underexplored. This is particularly true for Brazilian Portuguese, where the scarcity of annotated corpora and limited availability of studies hinder advancements in the field. The present work addresses this gap by constructing an annotated corpus for metaphor detection at token-level in Brazilian Portuguese and using it to evaluate encoder-only and decoder-only approaches for the task. This work presents, to the best current of knowledge, the first resource of its kind for Brazilian Portuguese and establishes an initial benchmark for automated metaphor detection in the language.
Entre linhas de código e gênero: ciência de dados e experiências vividas na análise da discriminação de gênero na TI em Sorocaba
(Universidade Federal de São Carlos, 2026-05-25)
Mercado, Cristiane Palomar
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Ferro, Andrea Rodrigues
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https://lattes.cnpq.br/3432809140419477
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https://orcid.org/0000-0002-0145-8203
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Leite, Kelen Christina
Despite the progress women have made in recent decades in terms of participation in the labor market and other spheres of public life, recent studies have revealed growing wage disparities affecting women. Considering the importance of the Information Technology (IT) sector to the Brazilian and global economy, it is essential to discuss wage differences and their impacts, especially on women's professional and personal lives. Therefore, the objective of this study is to analyze the wage disparities faced by women working in the Information Technology field in the city of Sorocaba, identifying and investigating the causes of these differences. The research sought to understand how socioeconomic, cultural, and organizational factors contribute to gender wage inequality in this sector. The study adopted a quantitative-qualitative approach. Initially, an analysis of data from the Annual Social Information Report (RAIS), from 2018 to 2022, for workers in the city of Sorocaba-SP, was carried out, followed by the application of the Oaxaca-Blinder decomposition method using the Python data science programming language. Subsequently, semi-structured interviews were conducted with IT professionals of both genders to investigate their perceptions and experiences of gender discrimination in the workplace. Finally, the research identified wage differences between men and women in the IT sector in Sorocaba, showing a significant increase in disparities: from 9.51% in 2018 to 19.45% in 2022. On average, 95% of this difference was attributed to discrimination. The interviews complemented these findings by offering a deeper understanding of working conditions and the factors that perpetuate wage inequality, revealing a scenario of discrimination, but also highlighting the importance of equity policies and initiatives that promote fairer environments.
Ambiente de desenvolvimento de drones com ROS2, Linux embarcado e Matlab
(Universidade Federal de São Carlos, 2026-05-25)
Francisco, Mateus Gava
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Hernandes, André Carmona
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http://lattes.cnpq.br/6806138514642732
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https://orcid.org/0000-0002-1709-9903
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https://lattes.cnpq.br/6663185607461104
Humanity has long dreamed of robots performing a wide variety of functions; nowadays, this is closer to reality than one might imagine. Given the explosion and spread of robot use, and the advent of drones, building and designing these machines has become increasingly challenging. To remedy this situation, various technologies have emerged, such as powerful and compact middleware and hardware, as well as development and testing techniques that have accelerated and reduced the cost of drone design. However, testing these aircraft quickly and safely during their development has become a challenge. To mitigate this problem, this work seeks to conceptualize an environment capable of assisting drone development, using software and hardware-in-the-loop techniques, aligned with the use of embedded systems, simulations, and a physical model of one of the drone’s axes. Preliminary results show that embedded Linux is capable of controlling the simulation stably and with tolerable latency values.