Navegando por Data de Publicação, começando com "2026-06-03"

Filtrar resultados por ano ou mês

Agora exibindo 1 - 3 de 3

Ensino das funções periódicas com experimento prático e aplicação da transformada de Fourier na modelagem de dados no ensino médio-técnico
(Universidade Federal de São Carlos, 2026-06-03) Schmitt, Jose Claudemir; Garcia, Raphael de Oliveira; http://lattes.cnpq.br/1108249683067698; http://lattes.cnpq.br/9169982250276549; Massago, Sadao; Silva, Pedro Autreto; http://lattes.cnpq.br/1915704875970931; http://lattes.cnpq.br/7451110632352114
In the search for alternative means for teaching mathematics, modeling persists as one of the most effective actions, with the purpose of modeling real-life situations, obtaining equations that allow simulating certain phenomena. Attributing this ideology to this ideology, this work presents the use of trigonometric functions, more specifically the Fourier transform, through an experiment, to obtain characteristic signals of vibration amplitude in dynamic systems. This is a low-cost experiment, applicable in high school/technical education, through a pedagogical practice. In the search for works focused on teaching periodic functions of the type sense and cosine, a systematic review was carried out, identifying the absence of publications of works that are directly related to periodic functions with the Fourier transform in high school/technical education. However, in the systematic review, a large number of publications of works using the Fourier series and transform in various applications in the branches of science and engineering in solving characteristic problems of signals. The method employed in this work was based on an experiment that uses equipment to generate characteristic vibration signals. Initially, a spreadsheet was used to work with known periodic functions, gradually evolving to the experiment with more specific applications in vibration signals. The study contributes to the pedagogical practice that allows the student to learn periodic functions of the sine and cosine type, initially applying the basic concepts of the functions, which can be compared to real situations with the use of the spreadsheet. The proposed pedagogical practice aims to contribute to the teaching of sine and cosine functions with the application of the practical experiment, allowing the student to identify the use of mathematics in specific or real applications.
Estratégias e efetividade da gestão orçamentária da Universidade Federal de São Carlos (UFSCar) no período de 2021 A 2025
(Universidade Federal de São Carlos, 2026-06-03) Sentanin, Elisangela Possato; Almeida, Luiz Manoel de Moraes Camargo; http://lattes.cnpq.br/5053214724598522; https://lattes.cnpq.br/4707527410265750; Neto, Mário Sacomano; Simões, Danilo; http://lattes.cnpq.br/0000793038362058; http://lattes.cnpq.br/4290623857436137
This research analyzes the budget management of the Federal University of São Carlos (UFSCar), focusing on budget centralization within a multicampus structure in a context of fiscal constraints and instability in financial execution during the period from 2021 to 2025. The study is based on the problem of understanding to what extent the university’s budget insufficiency results from inequalities in the distribution of resources among Federal Higher Education Institutions (IFES) and how centralized budget management has responded to this scenario, considering its strategies, levels of effectiveness, and main obstacles. The research adopts a qualitative, exploratory, and descriptive approach, grounded in participant observation, combined with documentary analysis and the use of institutional data from UFSCar and national databases, such as data systematized by Associação Nacional dos Dirigentes das Instituições Federais de Ensino Superior (ANDIFES) [National Association of Directors of Federal Higher Education Institutions]. The analysis was conducted based on analytical categories, especially occurrences, strategies, effectiveness, and obstacles, allowing for an integrated interpretation of budgetary dynamics during the analyzed period. The results show that budget centralization has consolidated itself as the predominant governance strategy, contributing to control, resource rationalization, and mitigation of fiscal risks. However, its effects on effectiveness appear ambiguous, since, while it ensures budgetary discipline, it also limits the autonomy of units, administrative flexibility, and the capacity to adapt to institutional demands, especially in the multicampus context. Furthermore, the research demonstrates that budget insufficiency does not result exclusively from internal management factors, but is also associated with structural constraints related to resource distribution within the federal higher education system. In this sense, the effectiveness of budget management is understood as a relational phenomenon resulting from the interaction between external funding constraints, institutional strategies, and internal organizational dynamics. As a contribution, the study offers an integrated analysis of budget management in multicampus universities, proposing elements to improve decision-making processes, informational controls, and resource allocation, aiming to promote greater effectiveness, transparency, and equity in public university administration.
Ensinar filosofia na periferia: prática de resistência, inclusão e diálogo com realidades locais
(Universidade Federal de São Carlos, 2026-06-03) Mioni, Fábio Dorini; Jardim, Alex Fabiano Correia; http://lattes.cnpq.br/5574950503189991; http://lattes.cnpq.br/7390912812306708; Maamari, Adriana Mattar; Souza, Bianca Kelly de; http://lattes.cnpq.br/5707827597161294; http://lattes.cnpq.br/3553323111329777
Philosophy teaching in public schools located in peripheral areas often involves dealing with a paradox: a discipline that carries the potential for critical thinking and emancipation, yet frequently becomes an instrument of symbolic reproduction. This dissertation investigates how Philosophy teaching can resist the logic of Paulo Freire’s “banking education” and Pierre Bourdieu’s concept of symbolic violence, proposing emancipatory practices grounded in the realities of peripheral schools in São Paulo state, Brazil. The research adopts a qualitative, critical-dialectical approach, articulating theory and practice through the participatory design and implementation of a card game entitled Resistência (“Resistance”), developed in collaboration with students from Escola Estadual Manoel Patrício do Nascimento, in Botucatu, São Paulo, Brazil. The game was conceived as a tool for philosophical experimentation, inspired by marginalized thinkers and concrete experiences from the territory, aiming to transform teaching into a critical, dialogical, and liberating experience. The results indicate that philosophical practice, when grounded in listening and co-authorship, enables student engagement and identity recognition while challenging the reproductive structures of the school system. Thus, Philosophy teaching, when experienced as a lived practice, becomes an act of resistance and hope within marginalized contexts, affirming the power of thought as an emancipatory gesture.