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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
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Marzochi, Samira Feldman
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http://lattes.cnpq.br/6466778428443375
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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
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Almeida, Luana Costa
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https://orcid.org/0000-0002-3224-3379
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https://orcid.org/0000-0003-0664-6796
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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
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Molina, Wagner de Souza Leite
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http://lattes.cnpq.br/5939243693407420
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http://lattes.cnpq.br/5415967943630073
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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
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Rios, Jonathan de Oliveira
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http://lattes.cnpq.br/4430924774058058
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https://orcid.org/0000-0002-1679-7478
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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
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Auad, Daniela
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http://lattes.cnpq.br/8903433226323112
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https://orcid.org/0000-0002-9805-1708
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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
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Costa, Alan Victor Pimenta de Almeida Pales
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http://lattes.cnpq.br/5414466437997230
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https://orcid.org/0000-0001-8715-4229
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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
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Capella, Ana Cláudia Niedhardt
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http://lattes.cnpq.br/5810332148425938
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http://lattes.cnpq.br/4769142367233548
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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
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Ciríaco, Klinger Teodoro
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http://lattes.cnpq.br/2947929641568853
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https://orcid.org/0000-0003-1694-851X
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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
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Sant'Ana, Izabella Mendes
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http://lattes.cnpq.br/7860235863062183
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https://orcid.org/0000-0001-9381-350X
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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.
"Mulher tem de ter expediente!": um estudo crítico e interseccional da evasão escolar de mulheres negras do campo
(Universidade Federal de São Carlos, 2026-08-21)
Ferreira, Valdirene de Jesus
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Zuin, Antônio Álvaro Soares
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http://lattes.cnpq.br/5543562307373287
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https://orcid.org/0000-0002-6850-2897
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http://lattes.cnpq.br/0627939230966347
This thesis investigates school dropout among Black women from rural communities, understanding it as a social phenomenon produced within historical relations of inequality that condition the possibilities of access to, persistence in, and completion of schooling. Grounded in Critical Theory of Society and an intersectional perspective, the research aimed to investigate the factors that lead Black women from rural communities to drop out of basic education, considering the intersection of race, gender, economic conditions, and territory. Methodologically, the study was conducted in three complementary stages: literature reviews of national and international academic research on school dropout; descriptive statistical analysis of official data on schooling and school dropout in the Viçosa Microregion, Minas Gerais; and semi-structured interviews with eleven Black women living in rural communities across eight municipalities in the region. The literature reviews revealed a scarcity of studies on school dropout among Black women from rural communities and showed that, even internationally, race, gender, and territory tend to be investigated in a fragmented manner. The statistical analysis made it possible to assess educational inequalities but also revealed limitations in official databases regarding the simultaneous articulation of these social markers. The participants’ narratives demonstrated that the interruption of schooling did not result from individual choice or lack of interest in education, but from the combined effects of territorial barriers, economic constraints, early entry into work, racism, gender inequalities, motherhood, and exclusionary school practices. The findings showed that these factors are not experienced in isolation but intersect and reinforce one another throughout educational trajectories. It is concluded that school dropout among these women expresses historical and structural processes of exclusion that precede their departure from school and contribute to the reproduction of social inequalities, restricting access to knowledge and, consequently, the possibilities for critical education and emancipation.
Análise bibliométrica do periódico Currículo Sem Fronteiras (2001-2025)
(Universidade Federal de São Carlos, 2026-08-21)
Ribeiro, Alcides Mariano
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Hayashi, Maria Cristina Piumbato Innocentini
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http://lattes.cnpq.br/7263318849588556
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https://orcid.org/0000-0003-1250-3767
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http://lattes.cnpq.br/2199932818322128
This dissertation analyzes scientific output in the field of curriculum studies published in the journal Currículo Sem Fronteiras from 2001 to 2025, using a bibliometric approach combined with qualitative dimensions of analysis. The research draws on contributions from Information Science and the Sociology of Science—with particular emphasis on Pierre Bourdieu’s work on the scientific field—as well as curriculum studies, in order to situate the analyzed output within the dynamics of the production and circulation of academic knowledge. Methodologically, this is an exploratory and descriptive study that employs bibliometric analysis procedures to develop quantitative indicators, complemented by the identification of qualitative dimensions through content analysis. The quantitative results of the general characterization of the corpus show that scientific articles constitute the overwhelming majority of the published output, representing 93.15% of the total documents examined in the study.An analysis of authorship dynamics reveals a well-established trend toward collaborative intellectual production, marking the gradual decline of the traditional, individual model of academic writing. The geopolitical mapping of author contributions lays bare the limits of the effective internationalization achieved by the journal Currículo Sem Fronteiras throughout its history. Although the journal’s editorial manifesto envisioned the creation of a transnational space for critical dialogue within the Portuguese-speaking world, contributions from African Portuguese-speaking countries such as Angola and Mozambique were limited to just two articles each. The application of bibliometric indicators revealed the existence of a group of dominant actors who exercise a strong monopoly over scientific authority and dictate the journal’s theoretical trends.. An examination of the articles’ academic impact—measured using data collected from the Google Scholar platform—unveils the operation of the Matthew Effect in the distribution of scientific prestige. The temporal distribution of the most-cited publications reveals marked chronological discontinuities, which are sociologically interpreted as reflections of paradigmatic shifts and moments of maturation in the scientific literature. From the perspective of the nature of the research published, the results point to a clear dominance of basic research over applied research. The results also empirically indicate that the journal Currículo Sem Fronteiras has served as a powerful vector for professionalization, circulation, and political resistance within the curriculum field over the course of two and a half decades. The bibliometric and qualitative findings show how the accumulation of scientific capital has shaped a group of dominant actors, while the journal has ensured the dissemination of dissenting voices in the face of democratic setbacks.
Avaliação do ciclo de vida no contexto da economia circular para resíduo de PVC proveniente do setor automotivo
(Universidade Federal de São Carlos, 2026-08-21)
Maceno, Marcos Vinícius
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Moris, Virginia Aparecida da Silva
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http://lattes.cnpq.br/1101036108950133
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https://orcid.org/0000-0002-6374-1792
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http://lattes.cnpq.br/2983928900618065
Sustainability issues are increasingly valued in today's society, and many sectors of the economy are being pressured to develop more environmentally sound operations. The automotive industry, which is intensive in natural resources, is no different and faces societal pressure to evolve in favor of the environment. One of the most relevant and demanded themes concerns the application of circular economy (CE) concepts. In this sense, this work studied sustainable alternatives for the management of polyvinyl chloride (PVC) waste in the automotive sector, from the perspective of the circular economy and Life Cycle Assessment (LCA). The work was structured in two studies. The first was a systematic review (SLR) to understand the current scenario of alternatives for PVC and to confirm their efficiency via LCA. This work showed that there are promising initiatives, but they still need to mature. The second study deepened the knowledge developed in the previous study by applying LCA to a real-world case of reusing PVC waste from the automotive painting process, used in the manufacture of PVC automotive mats. The results obtained were promising, highlighting the reduction of potential environmental impacts in practically all evaluated categories and reinforcing the environmental benefit associated with the circularity of PVC. It was identified that the main hotspot in the material's life cycle—evaluated from a cradle-to-grave approach in its application as a raw material for automotive mats—is concentrated in the virgin PVC production stage, which confirms the advantages of adopting practices aligned with the circular economy. In a comprehensive way, this work directly contributes to the advancement of PVC circularity in the automotive sector and can support the development of industrial initiatives and public policies aimed at promoting the circular economy.
Entre a invasão e a síntese político-curricular: uma análise Materialista Histórico-dialética freireana das políticas curriculares de Sorocaba para a Educação Física (2011–2025) a partir do Movimento de Reorientação Curricular de São Paulo
(Universidade Federal de São Carlos, 2026-08-25)
Vieira, Luiz Renato Assunção
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Torres, Juliana Rezende
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http://lattes.cnpq.br/3083345943491817
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https://orcid.org/0000-0002-4598-6702
;
http://lattes.cnpq.br/6267440614385448
This study aims to analyze the periods between 2011 and 2025 in which the development of curriculum policies for Physical Education in Sorocaba moved closer to or further away from a liberating conception of curriculum policy, using the São Paulo Curriculum Reorientation Movement as a reference. It is grounded in the understanding that the curriculum is not merely a neutral document for organizing content, but rather an expression of societal projects, political disputes, power relations, and educational intentions. To this end, the study contextualizes the history of Brazilian curriculum policies, the specificities of Physical Education within this trajectory, and the Physical Education Renewal Movement as an important milestone in the construction of critical and counter-hegemonic possibilities for the field. The research is theoretically grounded in Historical-Dialectical Materialism and Paulo Freire’s Liberating Education, understanding the São Paulo Curriculum Reorientation Movement as a concrete manifestation of a liberating curriculum policy. The methodological approach is qualitative and comprises bibliographic research and documentary analysis, with the data examined through Discursive Textual Analysis. The documentary corpus, consisting of Sorocaba’s curriculum documents, was analyzed according to four categories: autonomy, educators’ continuing professional development, collective participation, and the valuing of the relationship between theory and practice. The analysis led to the emergence of the interpretive categories of political-curricular invasion and political-curricular synthesis, which were used to understand the development of curriculum policies in Sorocaba. The findings indicate that this process did not occur linearly, but was characterized by convergences, divergences, contradictions, and ruptures in relation to the principles of a liberating curriculum policy. Among the documents analyzed, the second version of the Reference Framework showed the closest alignment with political-curricular synthesis, whereas the Curriculum Matrix, the SESI Curriculum, and, to some extent, the São Paulo State Curriculum and the Planning Guidelines Handbook revealed tendencies toward political-curricular invasion. It is argued that overcoming this scenario requires the establishment of a curriculum reorientation movement in Sorocaba, developed through a democratic, dialogical, collective, and ongoing process, with a view to fostering a critical and humanizing education committed to transforming concrete reality.
Formação de diretores de escola/ diretores escolares: conhecimentos e desafios para a educação das relações étnico-raciais e decolonização dos currículos
(Universidade Federal de São Carlos, 2026-08-25)
Almeida, Juliana Maria Gastaldi Redondo Mendes de
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Sousa, Maria do Carmo de
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http://lattes.cnpq.br/6637658562543505
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https://orcid.org/0000-0002-5523-757X
;
https://lattes.cnpq.br/0226686596084660
This research aims to analyze the knowledge and challenges regarding Education for Ethnic-Racial Relations and curriculum decolonization made explicit by school principals working in schools in a city in the interior of São Paulo state, starting from the research question: "What knowledge and challenges regarding Education for Ethnic-Racial Relations and curriculum decolonization are made explicit by school principals?" The study is grounded in the concepts of coloniality of power, of knowledge, and of being, articulated with the perspective of decoloniality as a way of confronting the Eurocentric structures present in Brazilian education, drawing on the theoretical contributions of Quijano (2005, 2007), Mignolo (2017), Walsh (2018), Gomes (2012, 2013, 2018, 2019), Kilomba (2019), Bento (2022), and other authors in the anti-racist and decolonial field. This is a qualitative study, carried out by means of an electronic questionnaire applied to twenty-two school principals from the state education network in a city in the interior of São Paulo, with approval from the Research Ethics Committee and from the School for Training and Improvement of Education Professionals (EFAPE). Data were analyzed through Content Analysis. The results show the presence of different levels of racial literacy among participants — Critical, Normative, and Reactive — indicating that principals with a broader understanding of ethnic-racial relations tend to develop formative processes more closely articulated with the curriculum and with the Political-Pedagogical Project, and that insufficient initial training, the discontinuity of formative policies, and the managerial model adopted by the São Paulo state network constitute significant obstacles to the implementation of ERER and curriculum decolonization. As an educational product, the Trilha Formativa Reexistir em ação: porque nós somos — trilha formativa para uma educação antirracista e decolonial was developed, structured around five thematic axes and grounded in Ubuntu philosophy. It is concluded that the school principal occupies a strategic position in promoting anti-racist and decolonial practices, acting as an organizer of collective formative processes able to strengthen the construction of a school culture committed to racial equity and social justice.
Educação de jovens e adultos no contexto da era digital: saberes e práticas pedagógicas na educação profissional e tecnológica.
(Universidade Federal de São Carlos, 2026-08-25)
Alves, Rosiane Maria Pereira
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Pinheiro , Rosa Aparecida
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http://lattes.cnpq.br/6292207464385037
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https://orcid.org/0000-0002-4910-4842
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http://lattes.cnpq.br/9383470584291577
Digital Information and Communication Technologies (DICT) have increasingly become part of contemporary society, reshaping understandings of time and space, fostering cultural transformations, and establishing new social and professional practices. As cultural artifacts, they have also become embedded within educational contexts, where they are understood as digital technological resources that facilitate access to information and communication while enabling the diversification of educational processes through their multiple functionalities. Within the context of Youth and Adult Education Integrated with Professional and Technological Education (YAEI-PTE), the incorporation of DICT aligns with a democratic perspective on teaching and learning grounded in digital culture. This integration encompasses multiple meanings, revealing both opportunities and challenges. Accordingly, the overall objective of this doctoral dissertation is to analyze the perceptions, articulations, and reinterpretations developed by teachers working in YAEI-PTE regarding the pedagogical and experiential knowledge that underpins pedagogical practices mediated by DICT, considering the extent to which such knowledge enhances or constrains processes of pedagogical innovation aimed at fostering the critical education of learners. This study adopts a mixed-methods approach, combining qualitative and quantitative procedures within a descriptive and exploratory research design. The investigation was preceded by a Systematic Mapping. The empirical procedures were developed in two stages and conducted in a virtual environment. Initially, an Online General Questionnaire was administered as an instrument for quantitative data collection, with the purpose of conducting a preliminary survey of participants' profiles and contextual information. Subsequently, Narrative Interviews of a qualitative nature were carried out to deepen the investigation of the central theme of this dissertation. Questionnaire data were analyzed using ranking, intensity, and social distance scales. The narratives, in turn, were examined through structural analysis procedures, focusing on their organization, content, and the meanings attributed to the experiences reported. The Online General Questionnaire involved eight teachers working in the Integrated Upper Secondary Technical Course in Culinary Arts within the YAEI-PTE program at the Federal Institute of Alagoas (IFAL), Marechal Deodoro Campus, seven of whom subsequently participated in the Narrative Interviews. The findings of this dissertation indicate that the principal reinterpretation evidenced in the participants' narratives does not lie in the adoption of DICT as new cultural artifacts for teaching, but rather in the reconstruction of teaching as a critical, reflective, and socially committed practice. The promotion of pedagogical innovation proved to be less associated with the novelty of DICT and Digital Educational Resources (DER) than with the capacity to produce critical meanings regarding the acts of teaching and learning, thereby redefining the relationships among teachers' knowledge, knowledge production, culture, work, digital technologies, and human emancipation. In this regard, the limitations inherent to the empirical scope of this investigation are acknowledged, reinforcing the need for further studies encompassing different institutional contexts, expanding dialogue with students' perspectives, and examining the impacts of emerging digital technologies, particularly Artificial Intelligence (AI) and Generative Artificial Intelligence (GenAI), on the educational processes of YAEI-PTE.
Distribuições Laplace assimétricas deslocadas matriciais: desenvolvimento, propriedades e modelos de mistura finita
(Universidade Federal de São Carlos, 2026-08-25)
Pereira, Jhonata da Silva
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Diniz, Carlos Alberto Ribeiro
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http://lattes.cnpq.br/3277371897783194
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https://orcid.org/0000-0003-3464-1108
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http://lattes.cnpq.br/0625614568227224
This thesis presents a new multivariate distribution, the multivariate shifted generalized asymmetric Laplace (SGAL) distribution, and two new matrix-variate distributions for modeling complex data exhibiting skewness and heavy tails: the matrix-variate shifted asymmetric Laplace (MVSAL) distribution and the matrix-variate shifted generalized asymmetric Laplace (MVSGAL) distribution. The proposed distributions belong to the class of normal mean-variance mixtures, resulting in a hierarchical representation that facilitates random data generation and likelihood-based inference. Several structural properties are established, including closure under linear transformations and marginalization. For the SGAL distribution, we present a finite mixture model estimated via the EM algorithm. The results, both from the simulation study and the application to real data from the Old Faithful geyser eruption, demonstrate good recovery of the location and skewness parameters, but indicate instability in the estimation of the shape and scale parameters. These results reinforce the need for more stable reparameterizations, such as fixing certain mixture parameters, in order to reduce model complexity and increase the robustness of the estimation process. This motivation led directly to the formulation of the reparameterized MVSGAL distribution for application in a finite mixture model. Within the inferential framework, ECM algorithms were developed for both the MVGAL distribution and the finite mixture model of the reparameterized MVGAL (MVSGAL-Ms). The simulation studies conducted throughout the thesis showed that the proposed algorithms are capable of adequately recovering the parameters generating the models. It was consistently observed that the quality of the estimates improves as the sample size increases. In addition, the studies showed that the MVSGAL distribution and the MVSGAL-Ms model offer high flexibility for representing data with different patterns of dependence, skewness, heterogeneity, and heavy tails. The empirical applications demonstrated the practical potential of the proposed MVSGAL distribution and MVGAL-Ms model. In the analysis of climatic data from municipalities in the state of São Paulo, they were able to identify seasonal patterns and distinct regimes, revealing interpretable structures of temporal dependence and associations among climatic variables.
Fatores críticos de sucesso e barreiras para implantação de sistemas APS em empresas de bens de capital
(Universidade Federal de São Carlos, 2026-08-26)
Souza, Lucas Henrique Belotti de
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Lage Júnior, Murís
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http://lattes.cnpq.br/9666500788789379
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https://orcid.org/0000-0003-0216-6365
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http://lattes.cnpq.br/2999224258936983
The increasing complexity of manufacturing environments has encouraged the adoption of Advanced Planning and Scheduling (APS) systems to support Production Planning and Control. Despite the relevance of these solutions, their implementation remains underexplored in the literature, especially regarding the critical success factors and barriers that may influence their outcomes. Thus, this study aimed to identify and analyze these elements in capital goods manufacturers. A qualitative approach was adopted, combining a systematic literature review with a multiple-case study conducted in three companies that had implemented APS systems. The review enabled the systematization of 28 critical success factors and 34 barriers associated with the implementation of systems and approaches supporting Production Planning and Control. The findings guided the empirical stage, in which they were compared with evidence obtained through semi-structured interviews, document analysis, and direct observation. The results indicated that APS implementation is a gradual sociotechnical process whose consolidation requires the alignment of organizational, human, process, information, and technology dimensions. System acquisition and go-live do not ensure its effective use, which depends on incorporating production scheduling into organizational routines, continuously improving data and integrations, adapting users to the system, and sustaining it over time. The barriers proved to be interdependent and reflected misalignments between the conditions anticipated in the project, the realities of production, and the organization’s capacity to adapt. The benefits perceived by users included more structured production scheduling, clearer priorities, and closer alignment between planning and execution. As a contribution, this study organizes theoretical and empirical knowledge on APS system implementation and provides, as a technological product, an application for assessing organizational readiness and maturity, identifying weaknesses, and supporting the preparation, execution, and sustainment of APS implementation projects.
Programa Lotes Sociais: uma alternativa habitacional a partir das áreas institucionais desafetadas em Sorocaba (SP)
(Universidade Federal de São Carlos, 2026-08-27)
Bottosso, Bianca Marchesin
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Silva, Carlos Henrique Costa da
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http://lattes.cnpq.br/5444248390841543
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https://orcid.org/0000-0003-2910-6602
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http://lattes.cnpq.br/2558852959598840
This study analyzes the alternative developed by the municipal government of Sorocaba to address the housing needs of families specifically the Programa Lotes Sociais (PLS), implemented by the Department of Housing and Land Regularization (SEHAB). The PLS entails the transfer of ownership—via a conditional donation—of lots up to 125 m² to beneficiaries of the Auxílio Moradia program (municipal rent subsidy) or to families living in Areas of Special Social Interest (AEIS) where regularization was previously blocked. This process involves reclassifying public institutional land for residential use, subject to a technical feasibility study and legislative authorization. The study involved interviews with well-informed public officials responsible for designing, managing, and implementing the Social Lots proposal. Research findings indicate that the PLS expands housing options and helps reduce vulnerability. However, access to land does not immediately guarantee housing security, as the program's effectiveness depends on the responsibility for constructing the home a task requiring financial capacity, a reasonable level of technical know-how, and a stable income.
Letramento racial e educomunicação na escola pública estadual: a produção audiovisual como expressão do protagonismo juvenil no ensino médio
(Universidade Federal de São Carlos, 2026-08-27)
Ferreira, Pedro Henrique Eneas
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Sousa, Maria do Carmo de
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http://lattes.cnpq.br/6637658562543505
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https://orcid.org/0000-0002-5523-757X
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http://lattes.cnpq.br/6448956503410540
Inspired by the idea that historically silenced subjects need to narrate their own stories, this dissertation understands narrative as a political, formative, and epistemological act in response to school and media traditions that have historically erased Black voices and experiences. The research was guided by the following question: how can audiovisual production, grounded in the principles of educommunication and guided by an anti-racist and decolonial perspective, express the youth protagonism of high school students? The general objective was to analyze audiovisual production as an expression of youth protagonism among high school students, based on the Nossas Narrativas project, developed in a public state school in the interior of São Paulo, Brazil. The project involved the production of podcast episodes and audiovisual materials addressing memory, identity, representation, epistemicide, and youth protagonism. Methodologically, this is a qualitative study, configured as a single embedded case study and articulated with a quantitative-descriptive diagnostic stage. The investigative process involved the analysis of a diagnostic questionnaire applied by the Student Council to 282 students, the constitution of the participant group, an educommunication and racial literacy workshop, production meetings, podcast recordings, field diary, focus groups, individual interviews, document analysis, and systematization of the Educational Product. The final production group consisted of six students. Data analysis was conducted based on Content Analysis, in dialogue with the Baobab of Concepts, a theoretical-analytical matrix constructed to articulate coloniality of knowledge, epistemicide, critical racial literacy, educommunication, audiovisual production, youth protagonism, and empowerment. The analytical triangulation, guided by five theoretical propositions and by the methodological procedures of the case study, resulted in differentiated verdicts: three propositions were supported with qualification, one was supported with methodological reservation, and one was partially supported. The data indicate that audiovisual production, when guided by anti-racist pedagogical intentionality, enabled participants to name erasures, formulate questions, interview Black reference figures, control narrative devices, and publicly circulate their productions. Three central analytical axes were identified: narrative sovereignty, Black intellectuality on scene, and supportive horizontality. The individual interviews indicated subjective and formative shifts in the participant subgroup, especially in the way they recognized Black references, interpreted the school, and understood their own position in the production of narratives. However, the study design does not allow for longitudinal monitoring of the permanence of these shifts nor for statistical generalizations to non-comparable contexts. As a practical contribution, the Educational Product Nossas Narrativas was developed, consisting of a digital repository and an educommunication and podcasting guide aimed at Basic Education teachers. The study argues that anti-racist education is not consolidated through isolated actions, since it requires continuity, collective elaboration and openness to silences and to different rhythms of participation.
Estratégias fotocatalíticas para a síntese de moléculas fluoroalquiladas com potencial bioativo
(Universidade Federal de São Carlos, 2026-08-27)
Pissinati, Emanuele Ferrari
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Paixão, Márcio Weber
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http://lattes.cnpq.br/3773908504964104
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https://orcid.org/0000-0002-0421-2831
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http://lattes.cnpq.br/3201282953820524
Fluorinated compounds are highly relevant in contemporary chemistry due to the unique properties imparted by fluorine and are widely employed in the development of molecules of pharmaceutical and agrochemical interest. In this context, the introduction of fluoroalkyl groups represents an important strategy for modulating the properties of organic molecules. Although numerous methodologies have been developed, many still require harsh reaction conditions, transition metals, or reagents that are difficult to handle. In light of these challenges, visible-light photocatalysis has emerged as an efficient and sustainable approach for the controlled generation of radical species under mild conditions. This thesis therefore focuses on the development of metal-free photocatalytic methodologies for the incorporation of fluoroalkyl groups into organic substrates, with the aim of functionalizing molecules with potential bioactivity. In this context, Chapter 1 describes the development of a protocol for the difluoroacetylation and difluoroacetamidation of peptides containing the amino acid tryptophan. The methodology showed good compatibility with di- to heptapeptide sequences, enabling the synthesis of 21 products in yields of up to 73%. Mechanistic studies were also conducted, providing insights into the nature of the species involved and the proposed mechanism of these transformations. Chapter 2 focuses on the difluoroacetylation of vinyl-C-glycosides, a class of sugar-derived olefins, for the synthesis of glycoamino acids and difluoroalkylated neoglycopeptides. The approach enabled the synthesis of 24 products in yields of up to 81%, demonstrating compatibility even with unprotected sugar derivatives. Mechanistic studies were also conducted to investigate the steps involved in the process. Finally, Chapter 3 describes the development of a domino synthetic strategy for the preparation of a new class of perfluoroalkyl- and difluoroalkylsubstituted 2-pyrazolin-5-ones. The methodology exhibited broad functional group tolerance, enabling the investigation of an extensive substrate scope comprising 44 examples, with isolated yields ranging from 17 to 90%, and was successfully translated to a continuous-flow photochemical system. Complementary mechanistic studies provided further insights into the transformation and supported the proposed reaction mechanism. Overall, the strategies developed in this thesis expand the possibilities for the synthesis of fluorinated compounds through efficient, mild, and sustainable photocatalytic methodologies.