Repositório UFSCar

O Repositório Institucional da UFSCar (RI UFSCar) é um sistema de informação que visa armazenar, preservar, organizar e disseminar amplamente a produção intelectual dos diversos setores e segmentos da comunidade da UFSCar, provendo o acesso aberto à informação produzida na instituição e registrada como científica, tecnológica, didática, artístico-cultural e técnico-administrativa.

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Percepção de alunos e do professor sobre a indisciplina nas aulas de educação física e possibilidades de ação
(Universidade Federal de São Carlos, 2026-02-07) Custódio, Rafael Henrique; Testa Junior, Ademir; http://lattes.cnpq.br/0929013490436064; https://orcid.org/0000-0002-0801-2482; http://lattes.cnpq.br/2228329331502839; https://orcid.org/0009-0006-8649-9181; Godoi Jacomassi, Daniela; Tertuliano, Ivan Wallan; http://lattes.cnpq.br/7699007812483790; http://lattes.cnpq.br/9271769572278086; https://orcid.org/0000-0002-7043-7529; https://orcid.org/0000-0001-6413-6888
School indiscipline constitutes a complex and recurring phenomenon in the educational context, presenting direct impacts on pedagogical development, student engagement, and the teaching–learning process, including in Physical Education classes. Considering this issue, the present study aims to describe and correlate the subjective perceptions of students and the teacher regarding variables related to indiscipline in Physical Education classes, based on a problematizing pedagogical intervention, as well as to develop an experience notebook for teaching application. The research was characterized as a qualitative–quantitative investigation of a longitudinal nature, conducted with students from a 4th grade class of Elementary School in a municipal public school in Ibaté, São Paulo, Brazil. As data collection instruments, self-assessment questionnaires answered by students and by the teacher were used, as well as records in field diaries documenting observations throughout ten classes organized based on active methodologies and on student participation in the construction of evaluation criteria and in reflection on students’ behaviors and attitudes. The results showed progressive improvement in variables related to peer relationships, collectivity, care for materials, and learning, indicating greater involvement, cooperation, and self-regulation among students throughout the interventions. A convergence between the evaluations conducted by students and by the teacher was also observed, suggesting an expansion in students’ awareness regarding the elements addressed during the interventions. However, the variable related to parallel conversations showed a small effect, suggesting resistance possibly associated with school culture and with the social perception of Physical Education as a recreational space. Data analysis indicates that pedagogical strategies grounded in active methodologies and in self-assessment as a process of awareness contribute significantly to addressing indiscipline by promoting a sense of belonging and co-responsibility for the educational process. It is concluded that indiscipline should be understood as a multifactorial phenomenon and that participatory pedagogical interventions may favor behavioral changes and improvements in the learning environment, although they require continuity and articulation with the cultural and school context.
A construção da "criança problema", a psicanálise infantil e o debate racial: O trabalho analítico de Arthur Ramos
(Universidade Federal de São Carlos, 2026-02-24) Francchini, Flavia; Rodrigues, Tatiane Cosentino; http://lattes.cnpq.br/8361431964064731; https://orcid.org/0000-0002-4402-2805; http://lattes.cnpq.br/9667709407746017; https://orcid.org/0000-0002-8305-8851; Cruz , Ana Cristina, Juvenal; Abramowicz, Anete; Cardona, Maria João; Silverio , Valter, Roberto; http://lattes.cnpq.br/6736396213946663; http://lattes.cnpq.br/2502752385941894; http://lattes.cnpq.br/9421231847055027
This doctoral thesis aims to examine the historical trajectory of the constitution of the category “problem child” and, more broadly, the process through which the Brazilian child was constructed as a scientific object through the articulation of psychoanalysis, anthropology, education, and mental hygiene in the context of the 1930s. The central hypothesis is that this category was directly associated with processes of racialization of childhood, in alignment with the projects of modernization, civilization, and whitening that prevailed during the period. Methodologically, the study adopts a historical-documentary and analytical approach, expanding the corpus traditionally mobilized in studies on Arthur Ramos by incorporating books, scientific articles, journalistic texts, and writings related to racial studies. The analysis demonstrates that, by shifting explanations of inferiority from the biological domain to cultural and psychological frameworks, Arthur Ramos promoted a theoretical advance in relation to biologically determinist racial conceptions, while simultaneously maintaining hierarchies grounded in culturalist and evolutionist assumptions. The findings indicate that the category “problem child” functioned as a scientific and institutional instrument of intervention in the lives of Black, mixed-race, and working-class children, who were conceived as obstacles to the ideal of a modern and civilized society. It is concluded that psychoanalysis, incorporated as an auxiliary field of knowledge within educational and mental health policies, contributed both to the affirmation of childhood as a scientific object and to the reproduction of structural processes of racial invisibility, reaffirming whiteness as the normative horizon of normality and social adjustment.
Entre a prescrição e a incorporação do tempo: o paradoxo do desempenho na formação de jovens engenheiros: Uma análise crítica das experiências de estudantes e egressos da Engenharia de Produção no processo formativo e profissional
(Universidade Federal de São Carlos, 2026-04-22) Silva, Mayra Resende Mendes de Oliveira; Saltorato, Patrícia; http://lattes.cnpq.br/4086015205835355; http://lattes.cnpq.br/1229697327422129; https://orcid.org/0009-0001-2073-0321; Fontes, Andréa Regina Martins; Martins, Thais Joi; http://lattes.cnpq.br/4848646681792317; http://lattes.cnpq.br/1495908295162360
The social organisation of time constitutes a central element in shaping modern work and in the production of performance-oriented subjectivities. In contemporary capitalism, the intensification of temporal rationality permeates not only productive spaces, but also formative processes, particularly in technical-scientific fields such as Production Engineering. With this in mind, the present work aims to investigate how young students and graduates of the Production Engineering course at UFSCar experience the relationship between prescribed time and lived time throughout their formative and professional trajectories. The research is relevant insofar as it analyses time as a historical, technical, and moral construction within a field marked by rationality and metrification. The theoretical framework draws upon studies in the social history of time, sociology of work, critical theory of capitalism, and the psychodynamics of work. A qualitative approach was adopted, combining prosopographic analysis with a Bourdieusian reading of trajectories, based on thirty semi-structured interviews with agents who are socially situated within the field of study. The findings indicate that the internalisation of time as a moral principle of performance generates paradoxes and tensions, which are further reinforced by the formative process. The prescription of time is gradually transmuted into the incorporation of time, becoming an integral part of the young engineer's habitus. It is concluded that training in Production Engineering may be configuring itself as a structuring and structured instrument of temporal formation, aimed at producing an accomplished manager of systems who, paradoxically, tends to remain a prisoner of the very time he himself helps to accelerate.
Desenvolvimento profissional docente como processo responsivo: sentidos construídos por professores e formadores de Ciências da Natureza na rede pública estadual paulista em contexto de cultura digital e educação inclusiva
(Universidade Federal de São Carlos, 2026-02-24) Rodrigues, Viviani Aparecida da Silva; Silva, Fernanda Keila Marinho da; http://lattes.cnpq.br/6390725197649567; https://orcid.org/0000-0002-5697-8417; http://lattes.cnpq.br/8453042947678465; https://orcid.org/0009-0008-5235-2012; Santos Junior, João Batista; Maciel, Lucas Vinício de Carvalho; La Luna, Alexandre; Lastoria, Andrea Coelho; http://lattes.cnpq.br/5615071332323472; http://lattes.cnpq.br/8779101339709622; http://lattes.cnpq.br/7315182696384638; http://lattes.cnpq.br/6592011271248846; https://orcid.org/0000-0002-1952-2242; https://orcid.org/0000-0002-0959-4285; https://orcid.org/0000-0001-8868-1039; https://orcid.org/0000-0002-0060-0116
This study understands utterances as concrete discursive productions constituted within specific socio-historical conditions and in dialogue with social voices. From a dialogical perspective inspired by Bakhtin, meaning is constructed in the relationship between interlocutors and values, in which responsivity is constitutive of how subjects position themselves in relation to other discourses, negotiating and reorienting practices. The aim of this research is to analyze the meanings constructed in the utterances of teachers and teacher educators in Natural Sciences from the São Paulo state public school system regarding Teacher Professional Development (TPD), considering professional and formative experiences, institutional positions, and the concrete conditions of pedagogical work within the context of educational reforms and socio-historical processes that reshape school life. The corpus consists of utterances from three teachers and four teacher educators: three Area Pedagogical Coordinators (CGPAC), who act as school-based teacher educators, and one Curriculum Specialist Teacher (PEC) linked to a Regional Education Office (URE). Data were produced between October and December 2024 through semi-structured interviews, recorded, transcribed, and analyzed. The study is conducted from the standpoint of an implicated researcher, assuming the situated and dialogical nature of interpretation. Analysis was carried out through successive movements of reading and re-reading, identifying regularities, contradictions, and shifts in meaning, which supported the construction of analytical dimensions grounded in contrasts among utterances. The findings indicate that work intensification, platformization, and the emphasis on internal and external assessments, as well as pedagogical demands related to digital culture and inclusive education, generate frustrations and insecurities, but also mobilize ethical responsibility, critical reflection, and ongoing reorganization of practice. TPD is understood as a situated and continuous process of a social and discursive nature, constructed within everyday school conditions and real working contexts, in which teachers negotiate prescription and autonomy, make recurring didactic-pedagogical adjustments, and sustain forms of possible authorship. Ideological signs are identified in the utterances, linked to a transforming everyday life and re-signified by teachers, confirming the historical and responsive character of professional practice. The analysis also shows that inclusive education and digital culture emerge as key axes reconfiguring professional development, as they intensify demands, mobilize reflective choices, reshape planning and assessment, and expand teachers’ repertoires of action, particularly in contexts marked by classroom heterogeneity and inequalities in access. It is concluded that TPD cannot be reduced to formal training or prescription, but is constituted within the very dynamics of teaching work as a process of responsive meaning-making, in which meanings are produced, demands are negotiated, and collaborative practices are sustained, guided by an ethical commitment to teaching and learning processes.
A rasura de uma história única: espaço e trajetória de uma imigrante negra em Americanah, de Chimamanda Ngozi Adichie
(Universidade Federal de São Carlos, 2026-03-02) Gomes, Jussara Barbosa da Silva Gomes; Alavarce, Camila da Silva; http://lattes.cnpq.br/7151151054517258; http://lattes.cnpq.br/7166371043551564; https://orcid.org/0000-0002-5110-8252; Valentim , Jorge Vicente; Barbosa, Sara Rogéria Santos; http://lattes.cnpq.br/4427303771174064; http://lattes.cnpq.br/8830209407070251
This work aims to analyze the novel Americanah, by Nigerian author Chimamanda Ngozi Adichie. The narrative revolves around a young Nigerian couple, Ifemelu and Obinze. After completing high school, both find themselves unable to pursue higher education in Nigeria. Therefore, they decide to leave the country, their destinations being the United States and England, respectively. However, this research will focus solely on Ifemelu. The intention is to understand the relationship between the character, a Black immigrant woman, and the spaces presented in the work, considering the American sociocultural context. Furthermore, it aims to objectively apprehend the conflicts faced by Ifemelu, permeated by racism, sexism, and xenophobia; these oppressions are active in marginalization, especially through language and her hair, central elements in her identity. This research is bibliographic in nature, and in the analysis, we take as fundamental the contributions of theorists of literary criticism, such as Mata (2014, 2020, 2023), Leite (2003), Achebe (2012), Candido (2006), Souza (2021), Morrison (2019), Seligmann-Silva (2018), Pereira (2023) and Gomes (2008), as well as intellectuals linked to the so-called Cultural Studies, among them Bhabha (1998, 2011), Hall (1997, 2003, 2016), Mignolo (2017), and Said (2011). Regarding intersectionality, a concept that will allow us to understand how oppressions operate together in the violence that affects the character Ifemelu in American society, we will focus on Gonzalez (2020), Collins (2019), hooks (2019, 2021), Davis (2016), Alzandúa (2000, 2005), Oyěwùmí (2021), Akotirene (2019), Berth (2020), Nascimento (2022) and Gomes (2019). In addition to these theorists, Fanon (2008, 2022), Munanga (2020, 2008), Mbembe (2018), Césaire (2010) and Santos (2015, 2023) will be important for this work, as their studies are fundamental to understanding spatial segregation and the violence that has permeated Black bodies from the colonization process to the present day. This work will also be guided by the notion of the danger of a single story (Adichie, 2019), as it will allow us to deconstruct eurocentrism surrounding the issues raised throughout the work. Therefore, the aim is to highlight how the literature produced by Chimamanda Ngozi Adichie erases the single narratives about certain bodies and reveals other ways of being in the world.