Browsing by Issue Date, starting with "2026-08-13"

Filter results by year or month

Now showing 1 - 20 of 69

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.
Diretrizes para implementação 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.
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.
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.
A atuação de professores junto às crianças com autismo na Educação Infantil: desafios, possibilidades e a relação com a família.
(Universidade Federal de São Carlos, 2026-08-18)
Gomes, Deise Marina
;
Sant'Ana, Izabella Mendes
;
http://lattes.cnpq.br/7860235863062183
;
https://orcid.org/0000-0001-9381-350X
;
http://lattes.cnpq.br/3723767800991512
El aumento de las matrículas de estudiantes con autismo en las aulas regulares ha demandado nuevas investigaciones en el campo de la Educación. Este estudio tuvo como objetivo general investigar cómo profesoras de una escuela municipal de Educación Infantil comprenden su actuación con los estudiantes con autismo. Como objetivos específicos, se buscó conocer los sentidos atribuidos por las profesoras al autismo y a la inclusión escolar; investigar cómo comprenden los desafíos y las potencialidades de su actuación; y entender cómo comprenden la relación con la familia y de qué modo la información aportada por los familiares puede contribuir a la inclusión. Fundamentada en la Teoría Histórico-Cultural, la investigación realizó entrevistas reflexivas con cinco profesoras de una escuela pública de Educación Infantil del interior del estado de São Paulo. Los resultados indicaron tres comprensiones sobre el autismo: una centrada en aspectos del estudiante y en la importancia del informe médico (mirada médico-descriptiva); otra formada por las prácticas cotidianas y las experiencias pedagógicas; y otra atravesada por incertidumbres ante la complejidad del trastorno. La educación inclusiva fue considerada importante para los niños y para la sociedad, pero se evidenciaron tensiones entre las políticas inclusivas y la realidad escolar. Los desafíos involucraron el número de niños con autismo por grupo, la falta de apoyo institucional y de formación continua, la diversidad de características de los estudiantes con TEA y dificultades en la relación familia-escuela. Como potencialidades, la Educación Infantil fue reconocida como una etapa favorable a la inclusión, por las mediaciones pedagógicas, las interacciones sociales y la dimensión lúdica. La alianza con las familias fue considerada fundamental, y la información que aportan contribuye a la comprensión de cada niño y a la actuación docente. La investigación reafirma la importancia de comprender al niño con autismo como sujeto de derechos, en su singularidad. Se concluye que es necesario invertir en la formación del profesorado, ampliar las políticas de apoyo al trabajo docente y fortalecer la relación entre escuela y familia.
A escatologia negacionista no cinema de ficção científica em meio à crise do Antropoceno
(Universidade Federal de São Carlos, 2026-08-19)
Ferreira, Carlos Eduardo Barbosa
;
Marzochi, Samira Feldman
;
http://lattes.cnpq.br/6466778428443375
;
http://lattes.cnpq.br/3133229867053655
;
https://orcid.org/0000-0002-5124-1256
This analysis investigates unconscious processes involved in the formation of social phenomena, particularly the recurring tendency of science fiction blockbusters to oppose humans and cyborgs within apocalyptic narratives. Three films released across the 1970s, 1980s, and 1990s, Westworld (1973), The Terminator (1984), and The Matrix (1999), constitute the object of analysis. Data production and collection were based on a methodological combination of sociology of cinema, psychoanalytic approaches, film criticism, and screen ethnography. Grounded in Ulrich Beck’s (2011) concept of risk society and in discussions surrounding the Anthropocene, the central hypothesis argues that the agents responsible for planetary collapse in science fiction narratives are projections of humanity itself. Such projections emerge through the denial of human responsibility for the environmental crisis and for the future of the planet. The analysis articulates historical developments in technology and their dissemination throughout the 1970s, 1980s, and 1990s in order to demonstrate how the relentless cyborg on the cinema screen may be interpreted as the repressed dimension of Anthropocene humanity, transformed into raw material for popular cinema.
Criar caminhos e construir qualidade social: trabalho pedagógico na EMEF do Campo Professor Hermínio Pagotto
(Universidade Federal de São Carlos, 2026-08-19)
Vasconcelos, Beatriz Nogueira Marques de
;
Almeida, Luana Costa
;
https://orcid.org/0000-0002-3224-3379
;
https://orcid.org/0000-0003-0664-6796
;
http://lattes.cnpq.br/4388129281398361
This dissertation analyzes the educational project of EMEF do Campo Professor Hermínio Pagotto, a rural public school, in order to identify and understand the markers of social quality produced by its subjects (FAPESP proc.23/03785-0). In a scenario in which educational quality has been captured by managerial logic, the study asks how a school committed to the struggle for emancipatory education produces and prioritizes a quality of a different nature, one that is socially referenced. The research is grounded in the perspective of praxis and engages with investigative experiences built in partnership with schools committed to this understanding of quality. The discussion of emancipatory education draws on three references, the socialist pedagogy of the school-commune, Educação do Campo (Rural Education), and the schools of the Landless Rural Workers' Movement (MST), in dialogue with Paulo Freire and Antonio Gramsci. Methodologically, the study combines documentary, bibliographic, and empirical analysis, with interviews with education professionals, families, children, young people, and community leaders, along with collective work workshops as spaces for shared reflection. The initial organization of the corpus draws on content analysis, expanded by an enunciative perspective attentive to the context in which utterances are produced, to the materiality of texts, and to the historical, social, and institutional relations that shape the words of the participants. From these constructions of the word, the school is historicized through the threads of memory and of the lived experience of those who took part in its processes of pedagogical reformulation. This makes it possible to identify some features of its school form and the markers and conditions of quality formulated by students, families, and educators. The findings show that quality becomes intelligible in the encounter between the school's historicity and its school form, mediations that give shape to the markers and conditions of social quality. The markers comprise welcoming, work as an educational principle, an organic relationship with life, collective identity, collectivity, and human formation. They take shape in specific pedagogical practices, such as visits to the settlement plots, welcoming gatherings, collective decision-making times, and the presence of the settlement's memory in different formative moments, all organized by the school collective in ongoing dialogue with the territory. Everyday praxis, social struggle, memory, and public policies act as conditions that support the production and prioritization of these markers, which in turn guide actions capable of strengthening or reorganizing those same conditions. This relationship allows for a rethinking of the autonomy of school collectives in the construction of social quality. The study concludes that, in this school, social quality is built through reflective processes, through dialogue, and through work with the local community, in negotiation with central policies, depending on the community's own creative force more than on the definition of an ideal school model.
A evasão sob a lente da administração pública: análise de fatores e diretrizes institucionais de permanência na pós-graduação stricto sensu da UFSCar
(Universidade Federal de São Carlos, 2026-08-19)
Rossit, Felipe Augusto Andrade
;
Molina, Wagner de Souza Leite
;
http://lattes.cnpq.br/5939243693407420
;
http://lattes.cnpq.br/5415967943630073
;
https://orcid.org/0009-0009-5568-8643
This dissertation investigates student dropout in stricto sensu graduate programs at the Federal University of São Carlos (UFSCar) between 2019 and 2024, understood as a systemic failure of university Public Administration. Aiming to analyse the factors associated with abandonment and to propose managerial interventions, a convergent mixed-methods design was adopted, combining statistical analysis of 29,806 student enrolment records from CAPES open microdata, documentary analysis of federal and institutional regulations, and Content Analysis of responses from 38 dropouts. The institutional dropout rate rose from 2.9% (2020) to 5.5% (2024), totalling 1,349 withdrawals, with uneven incidence across degree types — 7.40% in Professional Master's, 5.84% in Academic Master's and 2.68% in Doctoral programmes (odds ratio of 2.91 between Professional Master's and Doctoral) —, remaining below national averages, subject to methodological differences between datasets. Among respondents, the "assistance void" and the rigidity of institutional deadlines emerged as the most recurrent factors; supervisory conflicts and mental health conditions preceded withdrawals formalised under administrative labels. It is concluded that dropout entails substantial waste of public capital. In response, the Institutional Guidelines for Permanence (Technological Product) were formulated, highlighting the Integrated System for Monitoring and Welcoming in Graduate Studies (SIMAP).
Estrutura genética de populações de Zaprionus indianus Gupta, 1970 (Diptera: Drosophilidae) em ambientes agrícolas e urbanos
(Universidade Federal de São Carlos, 2026-08-19)
Barbosa, Letícia Watanabe
;
Rios, Jonathan de Oliveira
;
http://lattes.cnpq.br/4430924774058058
;
https://orcid.org/0000-0002-1679-7478
;
http://lattes.cnpq.br/6349275217463520
Zaprionus indianus is an invasive species of African origin, widely distributed throughout Brazil and recognized for its high adaptive capacity to different environments. Intensive insecticide use in agricultural systems may act as a selective force, promoting changes in allele frequencies within natural populations. In this context, the present study aimed to compare the allelic frequencies of the Est3 locus in Z. indianus populations collected from soybean fields and urban environments, evaluating potential differences in their genetic structure. Individuals were sampled from agricultural and urban areas in the state of São Paulo, Brazil, and analyzed through polyacrylamide gel electrophoresis (PAGE) to characterize esterase polymorphisms, followed by population genetic analyses. Four alleles were identified at the Est3 locus, showing differences in frequency between the environments studied, with the Est3³ allele occurring at a higher frequency in the agricultural population. Genetic diversity indices, principal component analysis, and AMOVA revealed low overall genetic differentiation among populations. However, differences in allelic frequencies were observed and may be consistent with the influence of local selective pressures. These findings suggest that the genetic structure of Z. indianus populations is shaped by the interaction between gene flow and local environmental factors, partially supporting the hypothesis that distinct environmental contexts can influence allele distribution at the Est3 locus.
Sobre nós, por nós: autoria e abordagem temática de mulheres bissexuais e lésbicas no meio acadêmico
(Universidade Federal de São Carlos, 2026-08-19)
Mauler, Carolina Cadinelli
;
Auad, Daniela
;
http://lattes.cnpq.br/8903433226323112
;
https://orcid.org/0000-0002-9805-1708
;
Lahni, Claudia Regina
Coming from an intersectional feminist perspective (Sara Ahmed), using gender as a category of analysis (Joan Scott), and relying on concepts of equality (Joan Scott), the lesbian continuum (Adrienne Rich), and academic, epistemic, and scientific justice (Daniela Auad, Claudia Lahni, Camila Roseno), this dissertation seeks to understand how bisexual and lesbian women have been producing knowledge about themselves and what themes emerge from their work within the Brazilian academic context in the past few years, focusedly on the fields of Communication, Education, and their intersections. To this end, we conducted a quantitative and qualitative analysis of works produced between 2019 and 2023 - including articles published by Revista Estudos Feministas (REF) and Cadernos Pagu, papers presented at conferences in Communication, Education, and Interdisciplinary Studies, and master’s and doctoral theses. This approach aimed to identify visible lesbian and bisexual authors and works discussing their epistemologies, thereby offering insight into the current reality in which our research is situated. The study revealed that the visible presence of LesBi authors and of debates centered on their lived experiences remains limited within the examined loci, since they represent 2,53% of works analyzed and 4,91% of authors found. From that, it is concluded that building an academic scenario grounded in justice for LesBi women still requires the significant ongoing effort already being made by several academics, and we recognize that conducting researches such as this one is a powerful way to advance this process.
Aluga-se um braço: formação, inserção e sobrevivência do ilustrador profissional no mercado editorial brasileiro
(Universidade Federal de São Carlos, 2026-08-19)
Sgroi, Fábio
;
Costa, Alan Victor Pimenta de Almeida Pales
;
http://lattes.cnpq.br/5414466437997230
;
https://orcid.org/0000-0001-8715-4229
;
http://lattes.cnpq.br/0296541388797045
This study investigates the professional illustrator’s development process, seeking to understand how this trajectory unfolds. The research adopts autoethnography as its methodology, characterized by a qualitative and autobiographical approach in which the author’s personal experience serves as both the object and the instrument of analysis. Through reflection on the author’s own formative trajectory, the study seeks to understand the different factors that contribute to the construction of professional identity and practice. The results point to the complexity of artistic awakening, showing that this process is not limited to formal learning environments, but is deeply influenced by diverse life experiences and constant experimentation. In this context, learning develops through observation, practice, and continuous reflection on one’s own outcomes, allowing mistakes, successes, and discoveries to be incorporated into the educational journey. The study concludes that trial and error plays a central role in the training of illustrators, not only as a strategy for acquiring technical skills, but also as a mechanism for building repertoire, identity, and particular modes of creation, thus constituting a fundamental element in the artist’s development.
A implementação da curricularização da extensão na graduação da UFSCar: desafios e estratégias
(Universidade Federal de São Carlos, 2026-08-20)
Guedes, Manuela Max Ferreira Fontoura
;
Capella, Ana Cláudia Niedhardt
;
http://lattes.cnpq.br/5810332148425938
;
http://lattes.cnpq.br/4769142367233548
;
https://orcid.org/0009-0006-6458-4801
Extension curricularization is an educational policy aimed at integrating university extension into undergraduate curricula, in accordance with the Guidelines for Extension in Brazilian Higher Education. This research aimed to understand how the extension curricularization policy has been interpreted and implemented in undergraduate programs at the Federal University of São Carlos (UFSCar), based on course coordinators’ perceptions of its issues, objectives, challenges, and strategies, in light of the theoretical framework of public policy implementation. This is a qualitative study, supported by descriptive quantitative data, of an applied nature, developed through a Systematic Literature Review (SLR), document analysis, and a case study. The SLR identified challenges and strategies related to the implementation of extension curricularization in Brazilian Higher Education Institutions. The UFSCar case study involved institutional documents and an electronic questionnaire administered to undergraduate course coordinators at the São Carlos campus, with content analysis of the data. The SLR revealed a predominance of pedagogical challenges, particularly the conceptual and operational maturation of extension, the overcoming of assistentialist practices, and resistance or low engagement among faculty and students, as well as institutional challenges such as insufficient infrastructure, bureaucratic processes, and communication weaknesses. At UFSCar, significant convergence with the literature was observed, particularly regarding the conceptual maturation of extension and the need to strengthen institutional capacities. The data also revealed different understandings of the policy’s purpose, as only some respondents explicitly associated extension curricularization with student development. Among the strategies, faculty and student training and awareness-raising, active methodologies, and the creation of extension-oriented curricular components stood out, aiming to strengthen the understanding of extension as a formative dimension and promote student protagonism. The results contribute to university management and educational policies, particularly regarding pedagogical training, curricular organization, and the consolidation of extension as a constitutive dimension of academic education and the university’s social role.
O que pode uma história sobre histórias de grupos colaborativos em educação matemática?
(Universidade Federal de São Carlos, 2026-08-21)
Silva, Danielle Abreu
;
Ciríaco, Klinger Teodoro
;
http://lattes.cnpq.br/2947929641568853
;
https://orcid.org/0000-0003-1694-851X
;
http://lattes.cnpq.br/8811258717761378
This doctoral dissertation was developed within the Graduate Program in Education (PPGE) at the Federal University of São Carlos (UFSCar), under the research line Teacher Education and Other Educational Agents. The study aimed to understand the limits, challenges, and perspectives experienced by Mathematics Education researchers in structuring their doctoral dissertations developed with groups in collaborative contexts, based on the history of their histories. Grounded in Oral History as a theoretical and methodological perspective, the research identified doctoral dissertations in the field of Mathematics Education whose data were produced with groups exhibiting collaborative characteristics and conducted narrative interviews with three researchers responsible for these investigations. The narratives were produced and analyzed in the light of Oral History, seeking to understand the processes of group constitution, the challenges experienced, the strategies developed throughout the process, and the meanings retrospectively attributed to these experiences. The results revealed that the formation of groups with collaborative characteristics was a relational, dynamic, and continuously negotiated process, marked by challenges related to building trust, maintaining participant engagement, sharing leadership, reorganizing practices, and the role assumed by the researcher during the investigation. The analyses enabled the development of theoretical methodological indicators that contribute to understanding the formation of such groups and to future research conducted in collaborative contexts. It is argued that the investigation's main contribution lies in highlighting the power of Oral History to generate new understandings of past experiences, allowing researchers to revisit their trajectories, reframe investigative processes, and produce knowledge that extends beyond what was recorded in the original studies. Thus, the thesis expands the possibilities for research on groups with collaborative characteristics in Mathematics Education by offering an understanding that interlinks processes of professional development, collaboration, and knowledge production based on the narratives of the researchers themselves.
As plataformas digitais na rede de ensino pública estadual: a compreensão de professores em uma escola de Sorocaba-SP
(Universidade Federal de São Carlos, 2026-08-21)
Feltrin, Caroline Barros dos Santos
;
Sant'Ana, Izabella Mendes
;
http://lattes.cnpq.br/7860235863062183
;
https://orcid.org/0000-0001-9381-350X
;
https://lattes.cnpq.br/8940607749065496
The expansion of digital platforms in São Paulo's public education, intensified after the covid-19 pandemic, has reshaped pedagogical practices, forms of school monitoring and ways of organizing teaching work, producing new demands and challenges in the daily routine of schools. This study aimed to investigate the understanding of teachers from a state public school in the municipality of Sorocaba regarding the use of digital platforms, as well as its implications for teaching and learning in the post-pandemic context. The specific objectives were: to investigate how teachers understand digital platforms, covering their pedagogical usefulness, their potential and the challenges faced in everyday school life; and to learn about their understandings of the effects of technologies on student learning and on teaching practice. The research was grounded in the historical-cultural theory of Lev Semionovitch Vigotski (1896-1934), beginning with a systematic mapping of academic works on the topic and proceeding with semi-structured interviews conducted with five teachers from the final years of Elementary School and from Secondary School. The results indicate that the potential of the platforms and the possibilities for diversifying materials and pedagogical practices are acknowledged, but the accounts reveal challenges such as standardization processes; the imposition of targets; the centralization of pedagogical decisions; the reduction of pedagogical autonomy; and the displacement of didactic planning towards tasks of monitoring, recording and tracking. The effects on learning include practices marked by haste, by the mechanical execution of activities and by superficial engagement with content. It is argued that digital platforms incorporate logics of management, control and performativity, aligned with educational policies of neoliberal orientation, which affect both the working conditions of teachers and the ways in which students learn. Understanding these processes requires considering the relations between educational policies, concrete working conditions and the forms of mediation established in everyday school life.