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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Narrativas sobre a docência na Educação Infantil: Contribuições de um grupo colaborativo para o trabalho com o senso espacial de uma professora iniciante
(Universidade Federal de São Carlos, 2026-05-22) Santiago, Kauane Lemos; Ciríaco, Klinger Teodoro; http://lattes.cnpq.br/2947929641568853; https://orcid.org/0000-0003-1694-851X; https://lattes.cnpq.br/3366596188586503; https://orcid.org/0000-0002-6806-4727; Costa, Andressa Florcena Gama da; Azevedo, Priscila Domingues de; http://lattes.cnpq.br/1549002234135252; http://lattes.cnpq.br/0544842819862603
This master's dissertation, developed within the Graduate Program in Education (PPGE) at the Federal University of São Carlos (UFSCar), in the research line Teacher Education and Other Educational Agents, seeks to understand the meanings and experiences of an early childhood beginning teacher regarding the development of spatial sense in her pedagogical practices, considering the implications of her longitudinal participation in a collaborative study group. To this end, within the context of data production and based on a qualitative research approach, a narrative interview with a beginning teacher was analyzed, focusing on her experiences and relationship with Mathematics in Early Childhood Education during her first years of teaching. The narrative analysis was grounded in the six theoretical and methodological steps proposed by Fritz Schütze (2013), identifying categories related to initial teacher education, engagement in research contexts, participation in collaborative groups, and the construction of meanings concerning Mathematics and the development of spatial sense in Early Childhood Education. In addition to the narrative interview, the study involved participant observation conducted by the researcher within the collaborative group of which the interviewed teacher is a member. The analyses revealed that the participant's professional development occurs through continuous processes of reorganizing experience, integrating initial teacher education, engagement in research contexts, participation in collective learning spaces, and pedagogical practice. The findings indicate that the development of spatial sense plays a structuring role in the pedagogical practices developed with children, guiding the organization of spaces and time, interactions, and mathematical experiences in Early Childhood Education. Thus, this research contributes to discussions on the education of beginning teachers in the field of Mathematics Education by highlighting the importance of participation in collaborative and research-oriented contexts for the construction of more reflective and intentional pedagogical practices.
Educação Física Compartilhada: possibilidade para inclusão de estudantes com deficiências no contexto escolar
(Universidade Federal de São Carlos, 2024-06-26) Gatti, Melina Radaelli; Munster, Mey de Abreu Van; http://lattes.cnpq.br/7861049737421476; https://orcid.org/0000-0003-2943-5967; http://lattes.cnpq.br/7187512951398411; https://orcid.org/0000-0003-3379-8138; Souza, Joslei Viana de; Amorim, Minerva Leopoldina de Castro; Costa, Maria da Piedade Resende da; Campos, Juliane Aparecida de Paula Perez; http://lattes.cnpq.br/8737446468331264; http://lattes.cnpq.br/5598486262343287; http://lattes.cnpq.br/2791098416503955; http://lattes.cnpq.br/3169299095370522; https://orcid.org/0000-0002-8749-4415; https://orcid.org/0000-0002-5350-3563; https://orcid.org/0000-0002-7420-5602; https://orcid.org/0000-0003-0789-808X
The enrollment of students with disabilities in mainstream schools has progressively increased in recent years. From the perspective of inclusive education, school Physical Education has sought to ensure opportunities for effective participation for the target population of special education. However, there are still many challenges to the inclusion of students with disabilities in the school context, and as a consequence, a large portion remains “functionally” excluded. This has led to an interest in investigating Unified Physical Education and Cooperative Learning in order to develop a Shared Physical Education (SPE) program, which consists of an extracurricular and complementary Physical Education program carried out after school hours, based on principles such as cooperative learning, volunteerism, and peer tutoring strategies as possibilities for the inclusion of students with disabilities in the school context. Thus, the aim of this study was to design, implement, and evaluate a Shared Physical Education program, with a view to the inclusion of students with disabilities in the school context. Specifically, the study sought to analyze SPE as a possibility for the inclusion of students with disabilities in the school environment, and to examine this experience from the perspective of the participants involved, based on a collaborative culture (students, teachers, coordinators, and principals). The study was characterized as a quantitative-descriptive field research focused on program evaluation. Data collection was conducted in two municipal schools in a medium-sized city in the interior of the state of São Paulo, selected by convenience sampling. The participants were: 16 students with disabilities (SWD) from the 6th to the 9th grade; 16 students without disabilities (SND) from the 8th and 9th grades; Physical Education teachers who taught the students participating in the research (n = 3); Special Education Service (SES) teachers from the participating schools (n = 3); school coordinators (n = 2); and school principals (n = 2). The data collection instruments included initial and final semi-structured interviews with all participants; completion of measurement scales by students with and without disabilities during the implementation of the Unified Physical Education (UPE) program; and field diaries and an observation guide completed by the researcher during the program implementation. Data analysis was based on thematic analysis. The results were divided into three sections: Section I – descriptive aspects of the program, including recruitment, training, and implementation of the UPE program; Section II – evaluation of the UPE program based on the instruments used; and Section III – analysis of the interviews. It was observed that, in both schools, students without disabilities initially had difficulty providing the necessary assistance to students with disabilities due to a lack of proximity between students, the configuration of class structure and dynamics, and shyness in exposing themselves. Throughout the interventions, the bond between students increased: students without disabilities began to offer types of support in a more natural and appropriate manner, while students with disabilities started to request less assistance to perform activities. It is concluded that it was possible to design and implement the SPE program, and it was found that the program enhanced social skills and promoted positive transformations in interpersonal relationships, bringing benefits to the development and learning of all students, thus proving to be a promising inclusion strategy. However, challenges such as family involvement and the need for resources and school investment remain.
Estratégias de operacionalização de uma linha de cuidado para pessoas em uso de substâncias psicoativas no contexto da rede de atenção psicossocial
(Universidade Federal de São Carlos, 2025-10-30) Paula, Francisca Mechi Ribeiro dos Santos de; Luciana Nogueira Fioroni, Luciana Nogueira; http://lattes.cnpq.br/8086810053892035; https://lattes.cnpq.br/3123076889155958; Mariana Hasse , Mariana; Graciano Sodré, Graciano; http://lattes.cnpq.br/4986970372853513; http://lattes.cnpq.br/6780495629799281
This dialogical and interpretative study aimed to collectively construct strategies for the operationalization of a care pathway for people with harmful use of psychoactive substances. The research was conducted in a health region of the state of São Paulo, composed of six small municipalities (up to 70,000 inhabitants). It was developed in three stages: (i) data collection from the National Registry of Health Establishments and the Demographic Census to map the Psychosocial Care Network (RAPS) facilities and population by municipality; (ii) exploratory interviews with the Regional Health Department and local managers, carried out through an electronic form in five municipalities; (iii) six workshops with 17 professionals from the Unified Health System (SUS), including representatives from the Regional Health Department and participating municipalities, using elements of strategic health planning with a dialogical and reflective approach, in hybrid format (in-person and remote). Data were recorded manually, through audio recordings and photographic records, forming unique field diaries. The analysis of the first stage enabled the description and mapping of the local care network, while the analysis of interviews and workshops focused on two main axes: the group process developed in the workshops and the final product, represented by the agreed proposal of operational strategies for the care pathway targeting people with harmful use of psychoactive substances. The proposed care pathway considered the Psychosocial Care Model, the Harm Reduction approach, and especially the specificities of the municipalities, in which primary care (with multiprofessional teams) predominates, and 4 out of 6 municipalities only have CAPS I services. These factors posed challenges to structuring a singularized care pathway. The results highlighted the articulation between technical-scientific knowledge and collective production as a strategy to strengthen the intermunicipal network, in addition to incorporating best evidence in mental health related to management, training, and care in this context. Scenarios of institutional and structural violence reproduction were also identified, as well as weaknesses in psychosocial and interprofessional care, alongside the predominance of practices centered on medicalization and institutionalization through hospitalization—factors that reinforce user marginalization and vulnerability. As the final product of the workshops, a singularized proposal for the operationalization of the psychoactive substances care pathway was agreed upon, collectively constructed and oriented to the regional reality of small municipalities, culminating in the elaboration of two technical manuals with guidelines for its implementation. It can be concluded that the critical success factors lie in the collective and dialogical strategy for planning a singularized care pathway, in articulating care management with continuing education, in ensuring the technical-scientific validity of practices, and in assuming an emancipatory ethical-political guideline.
Salas de leitura como ecossistemas de inovação: a gestão da Informação e do conhecimento e o papel do professor articulador na era digital
(Universidade Federal de São Carlos, 2026-04-30) Mella, Ailton Luiz de; Faria, Leandro Innocentini Lopes de; http://lattes.cnpq.br/0767710394930118; https://orcid.org/0000-0002-8369-1315; Hoffmann, Wanda Aparecida Machado; http://lattes.cnpq.br/7609135667093837; https://orcid.org/0000-0002-1359-1802; https://lattes.cnpq.br/9469530312112570; https://orcid.org/0009-0002-3793-8468; Costa, Luzia Sigoli Fernandes; http://lattes.cnpq.br/8110248272001369; https://orcid.org/0000-0001-8530-4000
This research employs a critical-interpretive perspective to analyze "Reading Rooms" within the São Paulo state school system as innovation ecosystems. Drawing upon the theoretical frameworks of information management and information literacy, the study examines the pivotal role of the Articulating Professor in the digital age. The primary objective is to discuss the extent to which these environments and professionals can integrate public policies, digital technologies, collections, and pedagogical practices to foster student authorship and digital citizenship. Methodologically, the study adopts a qualitative, bibliographic approach based on a systematic literature review spanning the years 2015 to 2025. This is complemented by a documentary analysis of national and state-level regulatory theoretical frameworks concerning school libraries and Reading Rooms. The research corpus was assembled through comprehensive searches in national and international databases, followed by rigorous screening, eligibility assessment, and thematic content analysis. The findings demonstrate, first, that Reading Rooms have solidified their position as strategic hubs for mediation and the democratization of information access, despite being hindered by disparities in infrastructure, teacher training, and curricular integration. Second, the results indicate that the mere presence of digital technologies does not inherently guarantee pedagogical innovation; success depends on informational curation, the systematic documentation of practices, the sharing of experiences, and the institutionalization of routines for producing pedagogical knowledge. Third, the study reveals that the Articulating Professor tends to assume leadership in Information and Knowledge Management processes within the school, although frequently without sufficient institutional support or robust continued education policies. As a theoretical-analytical synthesis, the research proposes the Integrated Knowledge Management Model for Reading Rooms (MIGCSL). This framework organizes axes, processes, roles, and indicators to guide future diagnostics, planning, and research on these environments as ecosystems of educational innovation. The study concludes that strengthening Reading Rooms as informational and learning ecosystems requires the alignment of legal theoretical frameworks, infrastructure investment, the professional valuation of the Articulating Professor, and Knowledge Management strategies focused on equity and quality in basic education.
Alianças contingentes: identidade, ressentimento e redistribuição no movimento LGBTQIA+
(Universidade Federal de São Carlos, 2026-06-11) Couto, Guilherme Pessatti do; Sanchez, Fábio José Bechara; http://lattes.cnpq.br/6423443695464907; http://lattes.cnpq.br/0522025448915690; Leite Júnior, Jorge; Facchini, Regina; http://lattes.cnpq.br/7253561448346772; http://lattes.cnpq.br/6504716405484255
This dissertation investigates how the LGBTQIA+ Movement constitutes itself as a collective political subject in the context of the reopening of institutional channels for participation during the third government of Luiz Inácio Lula da Silva. The analysis takes as its empirical object the 4th National Conference on the Rights of LGBTQIA+ People, encompassing its state (São Paulo) and national stages, and combines participant observation with documentary analysis of the proposals approved throughout the conference process. The study is organized around three analytical axes: the forms of political articulation among the different subjects within the movement; the demands directed toward the State; and the internal dynamics of conflict and coalition. The first chapter examines identity as a theoretical problem, drawing on queer theory, debates on identitarianism, and the historical formation of the movement’s subjects. The second chapter analyzes conflicts observed in the field, with emphasis on the expansion of subjects named by the movement, disputes surrounding intersectionality as a political grammar, and resentment as a structuring affect of internal relations, especially between gay men and other political subjects. The third chapter examines the proposals produced at the Conference, mapping demands related to institutional advocacy, labor, education, combating violence, social protection, and health, as well as the tensions and consensuses involved in constructing a common agenda. The findings indicate that the identity politics of the LGBTQIA+ Movement cannot be reduced to a fragmentary dynamic; rather, it constitutes a field of disputes in which demands for recognition and redistribution are articulated in contingent ways. The notion of contingent alliances is proposed to describe coalitions formed not from a pre-existing shared identity, but from situated negotiation among differences and the perception of partially convergent interests. By historicizing the movement’s internal tensions and analyzing how resentment simultaneously fractures and fuels political mobilization, the research contributes to questioning interpretations that associate identity politics with the fragmentation of the progressive political field.