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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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; Onofre , Marcia Regina; Albuquerque, Simone Santos de; http://lattes.cnpq.br/7176529351192598; http://lattes.cnpq.br/3982004408663917; https://orcid.org/0000-0002-5467-185X; https://orcid.org/0000-0002-1111-464X
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.
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; Torres, Juliana Rezende; http://lattes.cnpq.br/3083345943491817; https://orcid.org/0000-0002-4598-6702; http://lattes.cnpq.br/6267440614385448; https://orcid.org/0009-0008-8267-8937; Castellani Filho, Lino; Prado, Edna Cristina do; Borges, Clayton Cesar de Oliveira; Bravo, Daniela Gaete Sewaybricker; http://lattes.cnpq.br/9594368005634895; http://lattes.cnpq.br/8158728896858544; http://lattes.cnpq.br/6603300368484454; http://lattes.cnpq.br/0012269449134102; https://orcid.org/0000-0003-1022-3489; https://orcid.org/0000-0001-8226-2466; https://orcid.org/0000-0002-4383-1192; https://orcid.org/0000-0003-4047-1993
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.
Estudo do comportamento mecânico e formação de fases em aços 316l modificados com boro fabricados por manufatura aditiva
(Universidade Federal de São Carlos, 2026-07-31) Lima, Luiz Henrique Quinquiolo Ribeiro de; Otani, Lucas Barcelos; http://lattes.cnpq.br/2519980413159984; Gargarella, Piter; http://lattes.cnpq.br/4641435644243916; http://lattes.cnpq.br/5389817072062602; https://orcid.org/0000-0002-9789-6530; Bolfarini, Claudemiro; Figueira, Gustavo; http://lattes.cnpq.br/9231627080617037; http://lattes.cnpq.br/2329692381880140
The addition of boron to steels has been identified as a promising strategy for promoting microstructural refinement and increasing mechanical strength, particularly in materials produced by laser powder bed fusion (LPBF). However, the mechanisms responsible for these modifications are not yet fully understood. In this context, the present work investigated the effect of boron addition on alloys based on AISI 316L stainless steel produced by LPBF, comparing commercial 316L with the modified Mo3 and Mo4 alloys, both containing 0.75 wt.% boron and different molybdenum contents of 3.0 and 4.0 wt.%, respectively. Initially, the processing parameters were optimized using a Box-Behnken experimental design, resulting in the selection of 300 W laser power, 250 mm/s scanning speed, 70 µm hatch spacing, and 30 µm layer thickness. The alloys were characterized by scanning electron microscopy (SEM), electron backscatter diffraction (EBSD), X-ray diffraction (XRD), and transmission electron microscopy (TEM). Additionally, the effect of cooling rate on microstructural evolution was evaluated by casting the alloys in a stepped mold, using different mold sections to obtain distinct cooling conditions during solidification. The cast samples were characterized by SEM, XRD, and hardness testing. The results showed that boron addition promoted grain refinement, reduced crystallographic texture intensity, and increased hardness and mechanical strength. The Mo4 alloy exhibited residual ferrite and Cr- and Mo-rich precipitates, with the Mo₃B₂ and Cr₂B phases identified by TEM. In the cast alloys, a reduction in cooling rate promoted an increase in interdendritic spacing and greater ferrite retention. The modified alloys achieved ultimate tensile strengths above 1000 MPa, mainly associated with microstructural refinement and boride formation.
Rastreamento da escoliose idiopática da coluna vertebral em escolares do município de São Carlos – SP
(Universidade Federal de São Carlos, 2026-07-03) Chiari, Giovani Terruggi; Tomaeli, Stephanya Covas da Silva; http://lattes.cnpq.br/5106127124303560; 0000-0002-4073-643X; http://lattes.cnpq.br/1792997322236358
Introduction: Adolescent idiopathic scoliosis (AIS) is a three-dimensional deformity of the spine characterized by lateral vertebral inclination in the frontal plane, rotation in the horizontal plane, and posterior flexion in the sagittal plane. This condition may lead to future health problems, such as low back pain and cardiorespiratory dysfunction. Screening programs are highly recommended and should be routinely incorporated into school-based physical examinations for early detection of the condition, with the aim of preventing or minimizing severe deformities. Objective: To estimate the prevalence of adolescent idiopathic scoliosis in São Carlos, São Paulo, Brazil. Materials and Methods: This was a cross-sectional observational study. Volunteers aged 10 to 18 years, of both sexes, enrolled in schools in São Carlos, São Paulo, Brazil, were recruited. Participants underwent postural assessment, including the Adams forward bend test combined with scoliometer measurement of the angle of trunk rotation (ATR), as well as spinal mobility tests and assessment of low back pain risk. Results: A total of 275 school students were evaluated, of whom 17 (6.2%) showed findings indicative of AIS (ATR ≥7°), while 26 (9.5%) were classified as suspected cases (ATR between 5° and 7°). A significant association was observed between findings indicative of AIS and classification as being at moderate/high risk for low back pain (p=0.0005), as well as reduced spinal mobility during right lateral flexion (p=0.0052). Conclusion: The prevalence of AIS observed among school students in São Carlos was 6.2%, with additional students identified as having findings suggestive of the condition. The association between findings indicative of AIS, a higher risk of low back pain, and reduced lateral spinal mobility reinforces the clinical relevance of these findings. Considering that postural changes during growth may negatively affect musculoskeletal function and quality of life, these findings reinforce the importance of early screening and follow-up in the school setting, which may facilitate identification, monitoring, and the implementation of preventive and therapeutic measures when necessary.
A aplicação da biblioterapia para crianças no ambiente da biblioteca pública: relato de experiência de estágio na Biblioteca Municipal de Ibaté
(Universidade Federal de São Carlos, 2023-09-01) Lumini, Lara; Gracioso, Luciana de Souza; http://lattes.cnpq.br/4898201916360294
Bibliotherapy is a broad concept that combines subjects such as therapy and books. There is a wide range of possibilities for therapeutic activities involving books, stories, and even poetry to support people who are experiencing difficult situations and seeking an alternative form of assistance to address their problems. The concept of Bibliotherapy is associated with therapeutic practices and with the understanding that reading can reinforce the idea that no one is alone, particularly when individuals identify with characters or other people facing similar challenges. This study aimed to analyze the impact of Bibliotherapy in a public library setting attended by children seeking refuge from their daily routines and the demands of school life. The methodology was structured in three stages. Stage 1 consisted of conducting bibliographic research on the concept of Bibliotherapy, Social Librarianship, and studies concerning school-age children. Stage 2 involved documentary research on statistics related to the use of the collection of the Ibaté Municipal Library. Stage 3 consisted of developing and conducting bibliotherapeutic sessions with first-grade elementary school children at the Ibaté Municipal Public Library. The analysis showed that the children who participated in the bibliotherapeutic activities appreciated being listened to and sharing their personal experiences in a safe environment whose purpose was to provide support, understanding, and assistance in recognizing and interpreting their emotions. In addition to creating a sense of comfort among participants, Bibliotherapy may also have a remedial effect, since sharing concerns, fears, insecurities, and personal experiences can help individuals understand that they are not alone and that others may identify with the same feelings of distress.