Browsing by Issue Date, starting with "2026-08-07"

Filter results by year or month

Now showing 1 - 20 of 94

“Créditos de carbono” e a noção de fórmula: funcionamento no discurso corporativo sobre sustentabilidade
(Universidade Federal de São Carlos, 2026-08-07)
Santos, Éric Alan de Azevedo
;
Baronas, Roberto Leiser
;
http://lattes.cnpq.br/4613001301744682
;
http://lattes.cnpq.br/8901885395920647
;
https://orcid.org/0009-0007-4170-9875
Emissions offsetting in carbon markets has become a central strategy in how large corporations construct their image of sustainability, and the phrase “carbon credits”, recurrent in their reports, shows signs of functioning as a discursive formula in the sense proposed by Krieg-Planque. We investigate how this phrase operates in corporate discourse on sustainability across its four constitutive dimensions, articulating the notion of formula with Maingueneau's scenes of enunciation and discursive ethos and also drawing on Orlandi's work on silencing and Paveau's on discursive virtue. The material brings together the 44 Sustainability Reports and Integrated Reports for the 2023 fiscal year, from Brazilian companies listed simultaneously on the ISE B3 and ICO2 indexes, together with media and social-movement materials; the reports follow the GRI standard, which regulates the generic scene and delimits the sayable about corporate sustainability. The analysis shows a morphosyntactically stable signifier, anchored in an economic-financial memory that, within the neoliberal discursive formation, captures “sustainability” and forecloses the meanings associated with climate justice, reparation, and degrowth; shifting from a technical-legal term in the Kyoto Protocol (1997) to an operator of corporate virtue in the ESG era, the phrase attains sectoral hegemony without becoming universal and has its controversy managed within the reports, through certifications and hierarchizations, while it erupts in the media sphere, where it is contested as “accounting fiction” and “carbon colonialism”. Within corporate discourse, the phrase reconfigures the climate crisis as a technical-managerial issue and naturalizes the continuation of the very pollution it claims to combat. It is the persistence of the form beneath the variation of scenes, from the report to media contestation, that sustains the central thesis of this work, namely that crystallization is a necessary though not sufficient condition, and that what converts “carbon credits” into a full formula is its potential for transit across heterogeneous scenes, by which the same signifier is reinscribed in antagonistic discourses without dissolving.
A docência e a institucionalização da educação híbrida no ensino superior
(Universidade Federal de São Carlos, 2026-08-07)
Dias, Danilo Augusto
;
Mill, Daniel Ribeiro Silva
;
http://lattes.cnpq.br/1515286597269486
;
https://orcid.org/0000-0002-8336-3645
;
http://lattes.cnpq.br/5349005982139589
This study investigated the institutionalization process of hybrid education in Brazilian public higher education, anchored in the epistemological framework of Inhabited Institutionalism to examine the intersection of teaching praxis and digital culture. The overall objective of this research is to understand the mutual influences between daily professional practice and the consolidation of hybrid arrangements. It analyzes the multiple impacts experienced by educators and the strategies through which these professionals re-signify and shape contemporary academic reality through their everyday interactions. To substantiate this reflection, the study sought to systematize the conceptual boundaries of hybridization, examine the training models provided by university administrations, and evaluate how organizational guidelines affect faculty identity and working conditions. Methodologically, the study adopted a fundamentally qualitative, basic, and exploratory approach, supported by multiple sources of evidence and data triangulation. The preliminary phase consisted of a rigorous systematic literature review focusing on scientific output from the last decade, alongside a thorough examination of institutional development plans from federal universities and institutes. The fieldwork expanded the empirical scope by recruiting 280 professors from all geographic regions of Brazil. Primary data were collected through comprehensive questionnaires, 17 unstructured interviews, and the facilitation of five focus group sessions. All documentary and narrative data were processed using content analysis, with a focus on extracting core meanings. The main results reveal that the integration of remote elements into in-person courses occurs in a predominantly top-down manner. This creates ceremonial facades that satisfy state requirements but fail to support the technical core of education. A severe deficiency was observed in faculty preparation, which is largely limited to instrumental training on how to use digital platforms, ignoring the vital need for digital literacy focused on didactic transposition. As an immediate consequence, educators experience a silent process of job precarization, bearing a significant increase in their out-of-class workload and a lack of specialized support. Simultaneously, faculty interventions revealed that students, despite living in an era of hyperconnectivity, lack the digital proficiency required for learning and show strong resistance to the active role demanded by active learning methodologies. Faced with this mismatch between bureaucratic norms and infrastructural shortcomings, professors frequently resort to self-directed learning and join informal networks of mutual support. Finally, the study concludes that hybrid education cannot be established merely through decrees or the simple acquisition of technology. The research asserts that the successful implementation of methodological proposals relies on the tactical and constructive insubordination of the faculty. By actively inhabiting the normative imperative, educators operate as an instituting force capable of challenging regulations, circumventing resource shortages, and reinventing the teaching profession—thereby ensuring the survival and evolution of the public university.
A institucionalização da educação a distância: um estudo sobre possíveis influências da experiência do Ensino Não Presencial Emergencial (Enpe) em universidades públicas
(Universidade Federal de São Carlos, 2026-08-07)
Silva, Verônica Correia da
;
Mill, Daniel Ribeiro Silva
;
http://lattes.cnpq.br/1515286597269486
;
https://orcid.org/0000-0002-8336-3645
;
http://lattes.cnpq.br/7194339002461715
This research analyzed the influence of the Emergency Remote Teaching (ERT) experience on the process of institutionalizing Distance Education (DE) in Brazilian public universities. The study aimed to understand how the transformations triggered during the Covid-19 pandemic impacted the pedagogical, technological, organizational, and cultural dimensions of DE, contributing to its institutional consolidation. To this end, a qualitative approach was adopted, developed through the triangulation of a systematic literature review, document analysis, questionnaires, and semi-structured interviews with faculty members and professionals affiliated with the Federal University of São Carlos (UFSCar) and the Federal University of Lavras (UFLA), who were involved in undergraduate education during the Covid-19 pandemic. The systematic review showed that post-pandemic research on DE has focused on topics related to teacher training, digital technologies, democratization of access, infrastructure, and the impacts of the pandemic. The empirical results indicated that ERT promoted the expansion of digital technology use, strengthened virtual learning environments, and encouraged the incorporation of new pedagogical practices into academic routines. Administrative and regulatory changes were also identified, which supported the adoption of technological resources and expanded institutional discussions about this modality. On the other hand, the data revealed persistent challenges related to faculty workload, inequalities in access to technology, insufficient specific training for working in digital environments, and the persistence of cultural resistance to DE. Participants’ perceptions showed that, although some practices developed during the emergency period were incorporated into institutional routines, the consolidation of this modality still faces structural and organizational limitations. It is concluded that ERT accelerated certain pedagogical, technological, and administrative changes in the universities studied. However, these transformations were not sufficient to ensure its institutionalization. The consolidation of this modality depends on the continuity of institutional policies, the ongoing professional development of those involved, the strengthening of infrastructure conditions, and the legitimation of DE as an integral part of the academic mission of public universities.
Gestão municipal e sustentabilidade: uma avaliação do Plano Municipal de Agroecologia e Desenvolvimento Rural Sustentável de São Paulo (2023-2031)
(Universidade Federal de São Carlos, 2026-08-07)
Messina, Leonardo Denardi
;
Pimentel, Andréa Eloisa Bueno
;
http://lattes.cnpq.br/9330438553830026
;
https://orcid.org/0000-0001-5915- 925X
;
http://lattes.cnpq.br/2135470481652309
This study critically evaluates the Municipal Plan for Agroecology and Sustainable Rural Development of Sao Paulo (PMADRS), the main municipal public planning instrument aimed at strengthening agroecology and sustainable rural development until 2031, within a metropolitan context marked by the presence of rural, urban and peri-urban agricultures. The research seeks to understand the different conceptions of development (productivist, adaptive, and ecosocial) embedded in the Plan. To achieve this, a qualitative approach was adopted, combining a critical literature review on agroecology, sustainable rural development, and alternative agricultures with documentary research and categorical content analysis. The qualitative evaluation was structured around the economic, environmental, social, and agroecological dimensions, allowing the identification of how distinct development rationalities are distributed and articulated within the thematic axes of the PMADRS. The results demonstrate that the Plan presents a hybrid configuration, marked by the coexistence of productivist, adaptive, and ecosocial conceptions of development. Although it incorporates principles related to environmental sustainability, social participation, the valorization of local knowledge, and the strengthening of family farming, there is a predominance of the economic dimension, oriented toward market integration, productive formalization, and the economic viability of activities. In this context, agroecology appears simultaneously as a proposal for transformation and as a functional instrument for environmental compliance and impact mitigation. The study also highlights limitations related to governance, intersectoral coordination, public financing, and institutional capacity, indicating that the consolidation of agroecology as a structuring strategy for sustainable development still depends on strengthening the State’s technical, administrative, and political capacities. It is concluded that the PMADRS represents an important step forward in the institutionalization of agroecology within the metropolitan context, although it remains conditioned by adaptive rationalities and by the centrality of economic logic in public policy planning.
Inteligência emocional no cuidado oncológico: perfil de cuidadores primários de pacientes com câncer
(Universidade Federal de São Carlos, 2026-08-07)
Torres, Melissa Giannina Sueros
;
Miguel, Fabiano Koich
;
http://lattes.cnpq.br/8404130543685490
;
https://orcid.org/0000-0003-2498-692X
;
http://lattes.cnpq.br/0078078235019648
Oncological care involves emotional, practical, and relational demands that may affect both patients and primary caregivers. In this context, emotional intelligence may represent a relevant resource for understanding emotions, managing emotional reactions, and facilitating interpersonal interactions throughout the caregiving process. This study aimed to characterize the emotional intelligence of primary caregivers of individuals with cancer, considering the emotional and interpersonal dimensions assessed, their relationships with sociodemographic characteristics, degree of kinship with the patient, and clinical and therapeutic variables associated with oncological care, as well as possible differences compared with non-caregivers. This was an exploratory, quantitative, cross-sectional study involving 221 participants, including 108 primary caregivers and 113 non-caregivers. A sociodemographic questionnaire and specific instruments from the Online Emotional Intelligence Battery (BOLIE) were used to assess emotional understanding, sociability, emotional regulation, and empathy. The results indicated that caregivers had higher scores in emotional regulation and the dimensions of empathy compared with non-caregivers, whereas no significant differences were observed in emotional understanding or sociability. Among caregivers, age was significantly associated only with responsiveness, while degree of kinship with the patient did not significantly differentiate the assessed dimensions. Among the clinical and therapeutic characteristics investigated, only surgery was associated with a significant difference in cognitive empathy, with higher scores among caregivers of patients who had not undergone the procedure. It is concluded that primary caregivers showed differences in some emotional and interpersonal dimensions compared with non-caregivers, particularly in emotional regulation and empathy. However, given the cross-sectional design and differences in group composition, these findings do not allow such differences to be attributed exclusively to the caregiving role.
Escritas com o corpo nas aulas de Educação Física: possibilidades de variações, descontinuidades e diferenciações
(Universidade Federal de São Carlos, 2026-08-10)
Silva Júnior, Welington Santana
;
Souza, Carolina Rodrigues de
;
http://lattes.cnpq.br/8152101475247049
;
https://orcid.org/0000-0002-7826-1011
;
http://lattes.cnpq.br/0921615756788504
This research argues for writing with the body as a possible didactic experience and discursive practice in Physical Education classes which can emerge from the coexistence of gestural and graphic language. In this sense, it aims to problematize student graphic writing in Physical Education as a possibility for differentiation, drawing on the Foucauldian notion of writing as a discursive practice capable of promoting transformation and acting as a factor of differentiation within movements of resistance. Methodologically, the study combines a literature review with an intervention research conducted over two academic years in a public elementary school in the countryside of São Paulo state, Brazil, involving 4th- and 5th-grade students. The writing experiments, carried out using different language materials, took place during the thematic exploration of different bodily practices. The findings indicate that students writings emerged as discontinuous statements, marked by variations, ruptures, and fragmentations, made possible by the conditions created in the classes. They also revealed possibilities for a form of writing that shifted its meanings from a dominant school configuration centered on rationality to a practice composed with the body, detached from school norms and open to sensibility and creation. And showed that Physical Education, guided by the Cultural Curriculum, presents itself as an interesting space both for problematizing dominant school writing and for producing writing with the body. Finally, the study argues that writing with the body can bring gestural and graphic language together within the same space, embedded in the social relations that operate within processes of governmentality present in classes, thus opening up possibilities for practices of freedom.
Entre territórios e gestos de cuidado: cartografia das ações e perspectivas do AHTO junto à população em situação de rua
(Universidade Federal de São Carlos, 2026-08-10)
Matias, Laura Isa Melo
;
Silva, Carla Regina
;
https://lattes.cnpq.br/6417501858864106
;
https://orcid.org/0000-0002-7079-8340
;
http://lattes.cnpq.br/6169961962135282
The Research, Teaching, Extension, and Culture Group on Human Activities and Occupational Therapy (AHTO) at the Federal University of São Carlos (UFSCar) has a 12-year journey of working with the homeless population in the city of São Carlos, São Paulo. Using cartography as a methodology, this study aims to present a cartographic representation of the lines of force of care present in seven research-territory projects closely connected to AHTO, based on an analysis conducted through a cartographic framework—a discussion group—to construct the material. The study concludes with a mapping of gestures, processes, or perspectives on care, resulting in the development of ten lines of force (Management; Training; Objectives; City; Affectivity; Desires; Invitations; Participation; Corporeality; and Repercussions). By reflecting on the relational care between AHTO and the homeless population, it is possible to transcend these connections and consider care as a way in which Occupational Therapy is embodied to develop actions and experiences.
Literatura Amazônica como prática mediadora da aprendizagem das diferentes linguagens pelas crianças na Educação Infantil: narrativas e experiências em um grupo do colégio de aplicação da UFSCar
(Universidade Federal de São Carlos, 2026-08-12)
Castro, Juliana da Costa
;
Zuin, Poliana Bruno
;
http://lattes.cnpq.br/0389350936548546
;
http://lattes.cnpq.br/2286221707222751
;
https://orcid.org/0009-0004-9871-0701
The literary text can lead us into different experiences and worlds. When translated into the classroom - a democratic and plural place - it allows students to appropriate diverse socio-historical contexts through multiculturalism and different languages that can be worked from each work. Thus, the general objective of this research is to present the Amazon literature for children in the age group of 2 to 4 years, aiming at the learning of different languages and sociocultural and environmental aspects through a pedagogical organization of the concept of didactic sequence. The specific objectives consist of verifying the contributions of Amazonian narratives to the development of different languages for children, in addition to cultural experiences; analyzing the perceptions of children in each narrative from a linguistic, sociocultural, and environmental perspective (fauna and flora) and present the role of the didactic sequence as a catalyst and organizer of learning. Methodologically, it is research with a qualitative approach, characterized as action research. One of the axes that characterize action research is the concern with social aspects and the need to change a reality by knowing the subjects of research and acting collectively to solve one or more problems, having as guiding principle the insertion in a classroom. The research data were collected at the Application College of the Federal University of São Carlos (UFSCar) located in the interior of the State of São Paulo, for a period of class monitoring and interventions over one year and six months. Among the results are contact with different literary productions from diverse contexts that made it possible to understand language as a socially, historically, and culturally situated practice. The children read and produced knowledge from northern Brazil, within a plural and dialogical perspective. Therefore, the importance of this work for the field of Linguistics, more specifically, for the area of language teaching and learning processes, is due to the need to offer a multiple education, in which children have the opportunity from the first stage of education to different cultures through literary reading practices and different textual genres
Restauração ecológica por semeadura direta: da seleção de espécies aos traços funcionais
(Universidade Federal de São Carlos, 2026-08-12)
Ceron, Julian Esteban Jurado
;
Cristina Inocente, Mariane
;
http://lattes.cnpq.br/8489912512592364
;
https://orcid.org/0000-0001-5337-7547
;
Piña-Rodrigues, Fatima Conceição Márquez
Direct seeding stands out as a promising alternative for ecological restoration; however, its success is limited to a reduced number of species. This research highlights the importance of species selection and proposes the use of functional traits to improve this choice. Through a systematic literature review and quantitative synthesis, we analyzed the geographic and taxonomic distribution of native Atlantic Forest species used in direct seeding studies, as well as performance profiles based on recruitment metrics. Most studies are concentrated in the Southeast region, with Fabaceae as the most frequent family. Distinct performance patterns were identified, including groups of species that combine easy recruitment and post-emergence persistence. In the assessment of functional traits as potential predictors of field establishment performance, we used 249 performance records distributed across 29 species and five functional traits (mean seed mass, seed shape ratio, dormancy type, leaf phenology type, and wood density), analyzed using Generalized Linear Mixed Models (GLMM). Two traits were statistically significant for both emergence and survival: mean seed mass and dormancy type. Although seed mass is considered a useful indicator for initial species screening in direct seeding projects, the final decision should be based on a broader set of functional traits.
A natureza em Freud: entre a vida e a teoria
(Universidade Federal de São Carlos, 2026-08-12)
Souza, Pedro Fernandez de
;
Namba, Janaina
;
http://lattes.cnpq.br/5016873975206205
;
http://lattes.cnpq.br/9110676482062042
;
https://orcid.org/0000-0002-7109-8469
This thesis seeks to develop a Freudian conception of nature, investigating Freud’s so-called naturalism along two main lines of analysis: the conception of life and the making of theory. In the first part of the thesis (on the notion of life), the aim is to describe and analyse four interrelated concepts (Trieb, support, imitation and translation), seeking to understand Freud’s theoretical elaboration of certain problems central to his theorising, such as the psyche-body and energy-meaning dualities, for example. The analysis shows how life, in Freud, is marked by specific temporal processes, in which various figures of repetition – which we term ‘modalities of repetition’, including ‘instinct’, support, imitation and translation – simultaneously bring about the reiteration and possible alteration of models (Vorbilder) from the past, when reinscribed in a new vital dimension. This in the modality of “translation”, when a certain psychic content (an unconscious fantasy, for example) can be translated and imitated in other vital domains (a paranoid delusion, a hysterical symptom, a work of art). The analysis of “translation” also reveals that the Freudian scientific method itself is based on a repetition of this kind, for Freud repeatedly states that he must translate unconscious contents into the vernacular language common to all. This leads us to the second axis of this thesis, which sought to demonstrate to what extent Freud’s own theorising is linked to the intelligibility of its objects, which is shown in the activity proper to them. The hypothesis put forward is: as a support for his theorisation, Freud takes some of his objects (the literary writer, paranoia, hysteria) as models and imitates them in his method and theory, appropriating some of the characteristics of their psychic activity and translating this activity (which may be pathological or non-scientific) into the refined language of science. Freudian psychoanalysis would be a new version of science as an imitation of life, the Freudian object being conceived here as endowed with methods, activities and techniques immanent to life, but lacking in reflexivity. Freudian knowledge would consist of a final (yet always unfinished) reflective repetition of the unreflective knowledge of life; with this, the synthetic formula “to make the unconscious conscious” takes on a new, truly epistemological meaning.
Gestão de contratos terceirizados de limpeza na UFSCar: a percepção de fiscais e gestores sobre a eficácia da Instrução Normativa nº 5/2017 e alterações posteriores
(Universidade Federal de São Carlos, 2026-08-13)
Rauter, Tamires Dias
;
Capella, Ana Cláudia Niedhadt
;
http://lattes.cnpq.br/5810332148425938
;
https://orcid.org/0000-0002-1423-898X
;
http://lattes.cnpq.br/0214134230225986
Normative Instruction No. 5/2017, as well as its subsequent amendments, was established with the objective of standardizing and organizing the service contracting cycle, promoting greater efficiency, transparency, and control in public management, in addition to reducing the risk of irregularities. This research seeks to contribute to the existing scarcity in the literature regarding the analysis of the applicability of administrative regulations from the perspective of the agents responsible for their execution. In this context, the objective is to analyze how supervisors and managers of cleaning contracts at UFSCar perceive the effectiveness of IN No. 5/2017 in its practical application. This is a qualitative, exploratory research, with data collection carried out with contract supervisors, analyzed through content analysis, descriptive statistics, and triangulation with participant observation. The results indicate that, although the regulation represents an advance in the structuring of outsourced contract management, its effectiveness is more associated with the institutional capacity for implementation than with its normative content. As a contribution, the study presents empirical evidence on the limitations and potential of applying regulations to the management of outsourced contracts in federal universities.
A formação continuada de professoras de bebês: profissionalidade e práticas pedagógicas na creche
(Universidade Federal de São Carlos, 2026-08-13)
Vidal, Tassia Damião
;
Tomazzetti, Cleonice Maria
;
http://lattes.cnpq.br/4821077407620769
;
https://orcid.org/0000-0002-1976-4604
;
http://lattes.cnpq.br/2888603345818404
Continuing professional development for teachers working with infants in Early Childhood Education, although contemplated within educational policies, still faces challenges related to recognizing the specificities of teaching infants aged four to eighteen months. In this context, this study aimed to understand how the absence of specific continuing professional development for teachers working with infants influences the visibility and appreciation of their pedagogical practices in a municipal school system located in the countryside of São Paulo State, Brazil, as well as to support the development of a continuing professional development proposal tailored to the needs identified by these teachers. The study was grounded in research on teacher education, professional development, teacher professionalism, and teaching with infants, articulated with contemporary perspectives in Early Childhood Education. This qualitative study was conducted within the framework of a Professional Master's Degree in Education and combined documentary analysis of municipal continuing professional development policies implemented between 2015 and 2024 with empirical data collected through a questionnaire administered to teachers working with infants in the municipal school system. The data were analyzed according to the study's theoretical and methodological assumptions, aiming to identify convergences, tensions, and challenges related to continuing professional development and teaching with infants. The findings showed that the participating teachers have initial training consistent with their professional roles and develop intentional pedagogical practices, recognizing infants as active subjects and understanding experiences of care, interaction, welcoming, and play as essential components of the educational process. The analysis also revealed that the knowledge required for teaching infants is predominantly constructed through everyday experiences and peer interactions in a context characterized by the limited availability of professional development initiatives specifically designed for this field. The articulation between the documentary analysis of municipal policies and the empirical data collected from teachers demonstrated that, although continuing professional development initiatives exist, they do not always address the specificities of teaching infants or the professional learning needs of teachers. Although teachers mobilize relevant knowledge in their professional practice, the lack of systematic continuing professional development affects the consolidation, theoretical grounding, and legitimation of this knowledge, contributing to the persistence of the invisibility of pedagogical practices often associated primarily with physical care and reducing the recognition of their educational dimension. The results indicate that this invisibility does not stem from a lack of pedagogical intentionality or professional knowledge on the part of teachers, but rather from the insufficiency of professional development processes capable of recognizing, strengthening, and making visible the knowledge produced in the daily life of childcare centers, thereby affecting the visibility and appreciation of this field of practice. As an outcome of the study, an Educational Product entitled Knowledge and Practices Handbook: Dialogues on Teaching with Infants was developed, consisting of an interactive pedagogical handbook and a series of professional development meetings aimed at promoting reflection on practice, the systematization of teachers' knowledge, and professional growth. It is concluded that valuing teaching with infants requires continuing professional development policies that recognize the specificities of this field, strengthen the knowledge produced by teachers, and contribute to the visibility of pedagogical practices developed in childcare centers, reaffirming both the role of Early Childhood Education as the first stage of Basic Education and infants' right to high-quality educational experiences.
Movimento lógico-histórico e currículo de Ensino Médio: entre a implementação e a concreticidade
(Universidade Federal de São Carlos, 2026-08-13)
Lima, Wilson Francisco da Rocha
;
Sousa, Maria do Carmo de
;
http://lattes.cnpq.br/6637658562543505
;
http://lattes.cnpq.br/3420534562917526
;
https://orcid.org/0009-0003-0295-1299
Following the 2016 coup d’état, the reform of Brazilian upper secondary education was approved through Law No. 13,415/2017. Its implementation began in 2022 and imposed a new organization of pedagogical work, proposing approaches centered on the development of skills and competencies and reducing the workload allocated to areas of theoretical knowledge within the so-called general basic education, while introducing elective curricular units and knowledge pathways that constitute the so-called formative itineraries. In this qualitative doctoral research, grounded in historical-dialectical materialism, we sought to approach an answer to the following question: how can the study of curriculum from the perspective of the logical-historical movement contribute to pedagogical praxis in the context of educational reforms? We therefore established the following specific objectives: to analyze the logical-historical movement of the Brazilian upper secondary education curriculum, identifying the human needs that have historically driven the organization of this educational stage; and to promote a teacher education process from the perspective of the logical-historical movement and analyze participants’ manifestations regarding the New Upper Secondary Education curriculum and their pedagogical practices, seeking to understand the contradictions manifested in the logical-historical movement of the curriculum and in pedagogical praxis. We argue that the curriculum may achieve concreteness insofar as teachers understand its logical-historical movement. The formative actions developed with teachers took place within a public school in the Federal District of Brazil during the first semester of 2024, with the aim of collectively reflecting on the teaching and learning process and the changes required by the New Upper Secondary Education reform. Through records made by the researcher in a journal and transcripts of audio recordings of participants’ statements during the course, we constructed scenes of the phenomenon under study. The analysis of these scenes shows how teachers working within the New Upper Secondary Education framework express their understanding of the new curriculum and of the teaching-learning process, while also providing elements for discussing teacher education from the perspective of the logical-historical movement in the context of curriculum implementation. The results indicate that the contradictions existing within the dialectics of the logical-historical movement of the curriculum, throughout its implementation process, may conceal essential elements of pedagogical activity, leading the educational process, within an atmosphere of regularity and immediacy, toward a state of pseudoconcreteness. In this sense, teacher education organized from the perspective of the logical-historical movement can contribute to the destruction of curricular pseudoconcreteness and to the movement toward concreteness by enabling the apprehension of the contradictions and historical determinations that constitute the curriculum and of the ways in which it is realized in pedagogical activity.
Qualidade da educação nos questionários contextuais do SAEB 2023
(Universidade Federal de São Carlos, 2026-08-13)
Carvalho, Lilian Silva de
;
Nascente, Renata Maria Moschen
;
http://lattes.cnpq.br/3742955383665134
;
https://orcid.org/0000-0001-9395-3166
;
http://lattes.cnpq.br/9952056227830101
The quality of basic education constitutes one of the major challenges of contemporary educational policies, especially in contexts marked by profound social inequalities. In Brazil, the Basic Education Assessment System (SAEB) plays a central role in producing information on student performance; however, the index derived from this system is limited to indicators of student flow and proficiency, disregarding the contextual and structural data/information generated by the contextual questionnaires themselves. This limitation undermines the comprehension of educational quality from a socially referenced perspective. In this context, the present study aims at analyzing the questions of the SAEB 2023 contextual questionnaires in order to understand how they could produce information regarding the social quality of education. The research problem guiding the investigation is: which actual elements present in the questions of the SAEB 2023 contextual questionnaires could support the construction of basic education social quality indicators in Brazil? The hypothesis is that the elements contained in the SAEB 2023 contextual questionnaires could support the construction of indicators of the basic education social quality in the country. Methodologically, the study is characterized as documentary investigation developed through a qualitative, exploratory, and interpretative approach, employing Bardin’s content analysis, supported by the ATLAS.ti software for the coding and analysis of information. The corpus consists of the seven contextual questionnaires applied in the SAEB 2023 cycle. The results reveal an asymmetry in the distribution of information, with a predominance of data under the responsibility of school administration, while the perceptions of teachers and students appear in a limited or silenced manner. Furthermore, it can be observed that the design of these instruments and the subsequent appropriation of their data are shaped by a technical and managerial rationality, subordinating the formative, relational, and sociocultural dimensions of quality. It is concluded that, despite their limitations, the SAEB contextual questionnaires have the potential to support the construction of indicators of social quality, provided that they are reinterpreted beyond the meritocratic logic of the IDEB, thereby contributing to the right to education implementation, with dignity and equity.
Códigos da cultura: um estudo sobre habitus e programação algorítmica na plataforma Netflix
(Universidade Federal de São Carlos, 2026-08-13)
Domingues, Lucas Fernando
;
Marzochi, Samira Feldman
;
http://lattes.cnpq.br/6466778428443375
;
https://orcid.org/0000-0002-4212-0778
;
http://lattes.cnpq.br/5214245486572689
This dissertation investigates the algorithmic mediation of the Netflix platform from the perspective of Pierre Bourdieu's sociology, focusing on the structuring of taste and social reproduction in the digital environment. The general objective is to analyze how the technical habitus and dispositions of software engineers and programmers influence the choice architecture and content hierarchy on the platform. Methodologically, the research is characterized as an exploratory qualitative study using digital traces. Data were collected and analyzed from the Netflix Technology Blog, professional profiles on LinkedIn, and job descriptions to map the cultural and institutional capitals of the agents who produce algorithmic systems. The results indicate that the architects of these systems form a homogeneous technical elite whose academic trajectories at prestigious universities consolidate a habitus driven by "dataism" and market efficiency. It is concluded that algorithmic architecture is not a neutral mechanism, but a tool of symbolic violence that transforms economic imperatives into aesthetic choices, promoting the phenomenon over taste. This process results in the crystallization of consumption bubbles that prioritize user retention and scalability over cultural diversity, reaffirming the role of platforms as new agents of social distinction in contemporary society.
Entre o brincar e o cuidar: desafios e possibilidades na vivência de uma irmã de criança autista
(Universidade Federal de São Carlos, 2026-08-14)
Boldrin, Brenda Junqueira
;
Fernandes, Amanda Dourado Souza Akahosi Fernandes
;
http://lattes.cnpq.br/7901666626822625
;
http://lattes.cnpq.br/0656337623535224
Autism Spectrum Disorder (ASD) extends its impact beyond the diagnosed individual, influencing family dynamics and daily life. While studies often focus on the experiences of parents and caregivers, the lived experiences of the siblings of autistic children receive relatively little attention in literature and care practices. In this context, this study aimed to report the experience of an extension worker supporting an adolescent girl—the sister of a child with ASD—focusing on her experiences regarding her role as a sister and the resulting effects on her daily life. This is a qualitative, descriptive account of an experience developed within the scope of an extension project dedicated to supporting families of autistic children. Data were gathered through home visits, which included active listening, unstructured interactions, and activities utilizing expressive and play-based resources. Analysis of the records led to the identification of three thematic axes: understanding autism and the experience of having an autistic sister; daily life and family relationships; and the impacts and strengths regarding daily challenges. The results demonstrated that living with an autistic sister significantly influences routine organization, roles assumed within the family, and opportunities for leisure and social interaction. It was observed that the adolescent took on responsibilities related to her sister's care and family support, while simultaneously developing empathy, sensitivity to differences, and mediation skills. Challenges were also identified regarding increased responsibilities and a sense of invisibility amidst the central focus placed on her sister's needs. It is concluded that the experience of being the sister of an autistic child is marked by the coexistence of challenges and possibilities, reinforcing the importance of recognizing these individuals as active participants in family dynamics and as a group that also requires spaces for listening, support, and care. The findings contribute to broadening discussions on the role of Occupational Therapy with the families of autistic children, highlighting the need for interventions that encompass all family members.
A multi-agent layered architecture for recovering use cases flows in existing systems
(Universidade Federal de São Carlos, 2026-08-14)
Carvalho, João Vítor de Oliveira
;
Camargo, Valter Vieira de
;
http://lattes.cnpq.br/6809743774407662
;
https://orcid.org/0000-0002-6439-4649
;
http://lattes.cnpq.br/5420793134490667
Legacy systems frequently require reverse engineering activities. Among the various possible activities, understanding how specific use cases are internally executed by a software system stands out as an important task, requiring the identification of the software elements involved in their execution, such as classes, method calls, modules, and components. Although several studies have explored the use of artificial intelligence in activities related to software development and maintenance, no studies focusing specifically on the automated comprehension and extraction of use case execution flows in software systems were identified. In this context, multi-agent systems have emerged as a promising approach for solving complex problems composed of multiple stages and specialized skills, allowing agents to operate autonomously and collaboratively. This dissertation presents a tool-supported multi-agent approach for use case comprehension. The proposed approach/tool involves seven collaborative agents that work together to extract the software elements involved in the realization of a given use case. As a result, the tool automatically generates documentation composed of diagrams and textual descriptions that support software engineers in understanding the execution flow of the analyzed use case. Additionally, this dissertation contributes to the definition of the architecture of the developed tool, which is based on the integration of intelligent agents, MCP servers, and the A2A protocol, forming an infrastructure that can serve as a foundation for the development of new multi-agent systems. To evaluate the proposed approach, different instances of the tool, using different LLMs, were applied to the extraction of two use cases from a software system. The generated documentations was subsequently compared and analyzed by the author with prior knowledge of the analyzed software, producing satisfactory results regarding the comprehension of the extracted use cases.
Caracterização e estimativa de propriedades físico-mecânicas das madeiras de Eucalyptus pellita F.Muell e Pinus oocarpa Schiede ex Schltdl: com o uso da reflexão difusa de infravermelho próximo (NIR)
(Universidade Federal de São Carlos, 2026-08-14)
Andrade, Juraci de Andrade
;
Lima, Israel Luiz
;
http://lattes.cnpq.br/0285299583699735
;
https://orcid.org/0000-0002-4868-6414
;
Longui, Eduardo Luiz
The genera Eucalyptus and Pinus comprise numerous species widely cultivated in reforestation programs for various commercial purposes. Many of these species exhibit high productivity, rapid growth, adaptability to diverse soil and climatic conditions, and excellent wood quality, making them essential sources of raw material for industries such as sawmilling, pulp and paper, steel production, wood-based panels, and bioenergy. However, studies on the wood quality of Eucalyptus pellita and Pinus oocarpa from mature plantations remain limited. Therefore, this study aimed to characterize the physical and mechanical properties of wood from Eucalyptus pellita and Pinus oocarpa plantations aged 31 and 48 years, respectively. Twelve trees of each species were felled, and a 1-m-long log was collected from the base of each tree to obtain samples for the evaluation of physical and mechanical properties. Significant differences were observed between the two species in terms of their physical and mechanical wood properties, which are critical for industrial and structural applications. Eucalyptus pellita wood exhibited higher basic density and lower porosity, characteristics that are desirable for applications requiring high strength and durability. In contrast, Pinus oocarpa wood showed greater shrinkage and higher porosity. Although these characteristics may limit its performance under variable environmental conditions, they may be advantageous for applications requiring lightweight materials. Overall, the results indicate that, despite the higher density and shear strength of Eucalyptus pellita, Pinus oocarpa wood exhibits greater stiffness and porosity, characteristics that should be considered when selecting the most suitable material for specific applications. The observed properties also highlight the importance of selecting wood with low technological variability when manufacturing products that must meet specific quality standards.
Adoção de business intelligence no monitoramento contínuo da execução financeira do PROAP na UFSCar
(Universidade Federal de São Carlos, 2026-08-14)
Yamamura, Fabiano
;
Albuquerque, Andrei Aparecido de
;
http://lattes.cnpq.br/9667573506903226
;
https://orcid.org/0000-0002-2819-9993
;
https://lattes.cnpq.br/2244479338567381
The dispersion of information in the management of the Graduate Support Program (PROAP) at Federal University of São Carlos (UFSCar) makes it difficult to monitor the integrated budget of this resource within the Institution. This study proposes a way to structure the continuous monitoring of the program´s financial execution based on Business Intelligence (BI) principles. The research is qualitative, in case study format, based mainly on documentary analysis and administrative records related to financial execution. The results show that the definition of Key Performance Indicators (KPIs), data governance and systematic monitoring routines can favor the organization of Integrated Financial Management System of the Federal Government (SIAFI) and Electronic Information System (SEI) records in general information applicable to monitoring. The study resulted in a proposal for a management panel structured in three layers, with nineteen KPIs and documented calculation rules, in addition to an institutional adoption guide that guides its implementation at UFSCar. These products may contribute to improving budget predictability and reducing of dependence on manual controls in the management of PROAP.
Caracterização avançada e in situ de concretos refratários aluminosos ligados com geopolímeros
(Universidade Federal de São Carlos, 2026-08-18)
Rezende, Breno Silva
;
Luz, Ana Paula da
;
http://lattes.cnpq.br/3470395641242374
;
https://orcid.org/0000-0002-5941-5388
;
http://lattes.cnpq.br/6096491274147987
Monolithic refractory castables are widely used as linings in equipment subjected to high temperatures, chemically aggressive atmospheres, and severe mechanical loads, requiring high thermal stability, mechanical strength, and long-term service durability. Traditionally, calcium aluminate cement (CAC) has been employed as the binder due to its rapid development of green strength and ease of processing. However, its hydraulic nature and the transformation associated with the decomposition of its hydrates during heating may compromise the thermomechanical behavior and microstructural stability of the castables, particularly at intermediate and high temperatures. In this context, the present work investigated the thermomechanical behavior and microstructural evolution of geopolymer-bonded refractory castables synthesized from different precursors – metakaolin, calcined kaolin, and aluminum sulfate production residue –, comparing them with conventional CAC-bonded systems through advanced in situ characterization. The methodology involved formulating castables bonded with CAC and/or geopolymers, followed by physical-mechanical and microstructural characterization at different temperatures, employing in situ elastic modulus, optical dilatometry, and mechanical testing coupled with digital image correlation (DIC). The results demonstrated that binder chemistry directly influences the microstructural evolution and thermomechanical performance of the castables. Geopolymer-bonded systems progressively developed a more efficient ceramic bond through viscous sintering mechanisms, resulting in gains in mechanical strength and elastic modulus after thermal treatments. Among the formulations evaluated, the castable bonded exclusively with metakaolin showed the best overall performance, evidenced by the highest levels of densification, mechanical strength, and stiffness after firing, as well as quasi-ductile behavior at high temperatures. The integrated in situ approach proved effective in identifying phase transformations, liquid phase formation, and damage mechanisms during heating, evidencing the potential of geopolymers as alternative binders to CAC for refractories subjected to high-temperature service conditions.