Repositório RCAAP

This dissertation, part of the Master’s Course in Education, in the Education, Inclusion and Difference research line, of the Graduate Program in Education at the Universidade Federal de Santa Maria (UFSM) had as its general objective to know the aspects that motivate professional choice of academics fron the Special Education Teacher Training Course at a Public University of Rio Grande do Sul, who agreed to participate in the study. Data collection was performed by filling out a questionnaire using Google Forms, with qualitative analyses. It was possible to observe that diferente factors may be related to professional choice, from personal interests, proximity to people who have some type of disability, whether they are close or colleagues who have been through the Family, school or social circle. Another aspect related to the search for the course is the need to feel able to act in front of students with disabilities or some other specificity or characteristic that may interfere with learning. It is concluded that the processo of choosing a fivem professional training is variable, the factors that motivate this process are intervening, but the experiential contexto and the subject’s personality are highlighted.

Brazil currently produces around 460,000 tons of tobacco per year, ranking among the largest producers in the world. Since 1993, it has been the world's largest tobacco exporter, by volume. Tobacco cultivation is developed in more than 600 municipalities in the three states of the Southern Region. In rural areas alone, tobacco occupies more than 638,000 direct jobs — in addition, processing plants and cigarette factories employ more than 40,000 people. In this sense, a technically and economically viable alternative was sought for the use of tobacco seed for the production of aviation biofuel. So far there is no such use of seeds, which need to be removed through manual pruning. Mechanical technology is not available in the Brazilian market to assist agricultural producers in this arduous work, which is performed even in the traditional tobacco production crop. Several research projects are underway in several countries with the purpose of implementing the use of bioenergy in air transport. Aviation biokerosene is a fuel derived from renewable sources, and studies carried out show that it is feasible to obtain it from tobacco seed. The objective of this work is to develop equipment that cuts and collects the tobacco flower for further processing. Therefore, the fundamental characteristic of this equipment is the ability to cut and harvest only the plant's flowers, preserving the leaves, as they will regrowth, thus eliminating manual or chemical pruning used in the crop. The equipment allows the removal and collection of the upper part of the plant through a rotor mechanically driven by a hydraulic system. This system is mounted on a platform pulled by a micro tractor and which cuts the plant stalk and directs it towards the rear of the machine, depositing it on a mobile structure coupled to the machine, which allows for further processing. In tests carried out in the field, the equipment fulfilled the objective, having a very satisfactory result by simplifying and reducing the farmer's exposure time in the field, which is quite harmful to his health. This technology, when fully fulfilling its function, becomes viable for production by the metal-mechanical sector; there is, therefore, the possibility that it will be used in the development of a commercial product.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Introduction: the child and adolescent's illness due to cancer can be painful for both them and their family caregivers. The losses faced throughout the process of disease progression until death are related to their physical, emotional, cognitive, social and spiritual dimension. Thus, the construction of senses and meanings attributed to these losses by family caregivers is considered essential in the process of grief elaboration. Objectives: to understand the experience of bereaved family caregivers in the illness and in the terminality of life of children and adolescents who died of cancer; to understand the experience of bereavement of family caregivers of children and adolescents who died of cancer. Method: This is a descriptive and exploratory research with qualitative data analysis, guided by the Psychosocial Transition Theory, ethological theory of attachment and the Dual Grief Process Model. The data were analyzed using Inductive Thematic Analysis (ITA). The place of selection of participants was a treatment center for children and adolescents with cancer of a university hospital in southern Brazil. Data collection occurred between the months of August 2018 and February 2020, through semi-structured interviews. Eight family caregivers of children/adolescents who died from cancer participated in this study. The ethical aspects were respected according to resolution 466/12, with approval from the Research Ethics Committee of the Federal University of Santa Maria. Results: The results pointed out that the understanding of the family caregivers' experiences made it possible to constitute distinct meanings attributed to the temporality of the events. The memories trigger several behaviors and feelings which are experienced daily. In the experience of family caregivers in the illness, it was verified the grief experienced by the memory of the trajectory of the bad moments, the physical and emotional suffering the child and adolescent had since the first symptoms manifested, the late diagnosis, the changes and restrictions due to the treatment causing a significant negative impact on the child and adolescent. In the experience of life terminality, it was noticed several events that were considered difficult for the family caregivers, because, for them, the child and adolescent had physical, psychosocial and emotional suffering, which occurred with greater intensity in the advanced disease and at the time of death. And in the experience of grief of family caregivers, it was understood that the reactions of grief caused by the loss of the child and adolescent are proportional to the affective bond that the caregivers had with them, and such a rupture left a deep and irreparable pain. Final considerations: it was concluded that the experience of bereaved family caregivers in the illness and in the terminality of life and in the mourning of children and adolescents who died from cancer is a complex phenomenon that involves suffering, memories, and loss. The need for the implementation of palliative care from the moment of the diagnosis of cancer, whether curable or not, to the necessary accompaniment in the bereavement process was verified.

Esta investigación se desarrolló en el Programa de Posgrado en Educación, en la Línea de Investigación “Inclusão, Educação Especial e Diferença”, de la Universidade Federal de Santa Maria – RS, como parte de los estudios producidos dentro del Grupo de investigación “Diferença, Educação e Cultura – DEC/UFSM”, durante el periodo marcado por la Pandemia del Coronavirus. La presente investigación tuvo como objetivo comprender el sentido y el significado de la escuela para el alumno y la alumna que se inserta o regresa a este espacio en la edad adulta, a partir de la historia de vida de Maria, una mujer que ingresó por primera vez en la escuela a la edad de 69 años en busca del sueño de aprender a leer y a escribir. Bajola inspiración teórico-metodológica de estudios posestructuralistas en educación, la investigación asume como materialidad analítica la narrativa de Maria sobre su proceso escolarización y, también, el libro “Minhas palavras” producido por ella un año después de ingresar a la escuela. Al observar esta materialidad, considerando el objetivo propuesto, la investigación establece una alianza con Hannah Arendt, buscando pensar en cuánto llega a presentarse la escuela como una posibilidad de natalidad para los alumnos y las alumnas que regresan o ingresan a la escuela ya en la edad adulta. En otras palabras, el concepto de la filósofa resultó útil para pensar que, através de la escuela, puede ser posible un nacer para el mundo, a medida que este sujeto comienza a sentirse existente e incluido en él. En diálogo con esta discusión, Walter Kohan fue una fuente de inspiración para discutir cómo la escuela nos permite ser, mucho más allá del tiempo cronológico, sujetos infantes. Al trabajar en los materiales, también se identificaron cuestiones relacionadas con la desigualdad social, la desigualdad de género y las relaciones de la sociedad patriarcal, entendidas como esenciales para ser anunciadas y discutidas en los análisis. Estas cuestiones fueron significadas como pandemias duraderas (pandemias naturalizadas por la sociedad), percibidas entre las narrativas de Maria y entendidas como permanentes en la existencia de muchas otras Marias brasileñas (Marias estas traducidas integralmente por el colectivo de mujeres). Tales pandemias han demostrado ser determinantes en las elecciones o en la interdicción misma de los sueños de estas mujeres. Al concluir el trabajo, se presenta la finalización del texto y de la investigación, pero no de la escritura y de la voluntad de reflexión. Así, se optó por dejar pistas para seguir pensando en la educación y en la vida, desde otra mirada y de tantas otras formas posibles de hacer escuela, ya que no hay conclusiones cuando decidimos ser investigadores de vidas y de existencias.

This work was developed within the Post Graduate Program in Education of the Federal University of Santa Maria, in the line of research of Special Education, Inclusion and difference. In this study, we investigate the development of the accessibility and permanence actions in the accessibility centers of the Brazilian federal universities in the light of government budget cuts in education, particularly the ones related to the programs Prouni, Reuni and Incluir. We consider the history of higher education in Brazil, the normative framework, and the relationship of special education inside higher education as theoretical framework in order to understand how the higher education process is being built as well as the role of public policy financing for inclusion as an important tool for permanency in higher education, with emphasis on the National Student Assistance Plan (PNAES). We also map scientific production under three main descriptors: “Higher Education Financing”, “Accessibility Center” and “Inclusion in Higher Education”. By means of the state of knowledge (MOROSINI, 2015), we observed that the majority of the analyzed works features inside knowledge about the inclusion process in the researched institutions but the financing of special education within the institutions is of little concern. In this work, a quantitative and qualitative methodological approach is conducted; at first, we perform a quantitative analysis of PNAES budgets within the universities, and thereafter we carry out a qualitative analysis using data collected from narrative interviews that were analyzed using the Content Analysis Technique of Bardin (2011). For this intent, we interviewed supervisors and personnel of Specialized Educational Services from three federal universities located in South Region of Brazil. The results indicate that Specialized Educational Services is not named as such in all institutions, but every institution organizes some sort of support to the students with an educational approach. Finally, we establish that the budget cuts resulted in consequences for the access and permanence measures, being one of the most affected measures the reduction in recruitment of scholarship students within the accessibility centers and in the purchase of accessible teaching material, facts that follow the promulgation of the Constitutional Amendment 95/2016, which hinders the recruitment of personnel to work on the necessities of students with disabilities, making the services provided by the universities precarious.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

The present study was developed in the Doctorate Course of the Programa de Pós-graduação em Educação (PPGE) of the Universidade Federal de Santa Maria (UFSM/RS), in the Research Line Public Educational Policies, Educational Practices and their interfaces (LP2), linked to the Elos research group. It presents a research about violence, how it manifests itself, its implications in the life stories of teachers and in the proposition and implementation of social public policies such as the right to education and learning, as well as the possibility of (re)thinking about Humanizing Education. The expression "violence" was adopted because it is a multidimensional social phenomenon (structural, direct, symbolic/cultural violence) in which the subject of the experience names and identifies the different forms of violence he/she suffered. The aim is to understand how the re-signified memories and life experiences, through the (auto)biographical narratives of four teachers who have lived through situations of violence in their personal, school, teacher-training and professional careers, can contribute to the (re)thinking about the construction of a humanizing education. The methodological path was developed from the qualitative approach, in the field of narrative research by the (auto)biographical method and biographical-narrative research. The instruments of knowledge construction were the oral (auto)biographical narratives, from the (auto)biographical narrative interviews; and the written ones, through the (auto)biographical narrative letters. The construction of the interpretative-comprehensive narrative analysis of the (auto)biographical narratives occurred from two paths: the first, reconstructing through the re-signified memories of the teachers' life stories and the identification of points of confluence; and the second, the composition of a narrative plot connecting the points of confluence by the bed of violence in favor of Humanizing Education. The methodological reference was based on: Abrahão (2003; 2005); Josso (2007; 2010a; 2010b; 2012; 2016); Bolívar (2002); Ricoeur (1991; 1994;1995; 2006a; 2007); among others. The theoretical framework was based on: Abramovay (2005); Galtung (2005); Candau (2000); Oliveira (2012); Dalla Corte (2017); Cunha (2019); Bordieu (1989); Chauí (1999; 2011; 2017); Benjamin (2013); Arendt (1994); Adorno (1995); Charlot (2002; 2020); Freire (1979a; 1979b; 1989; 1991; 1997; 2000a; 2000b; 2007); Henz and Toniolo, (2015); Abrahão, Cunha e Bôas (2018); among others. The thesis is defended that: "The re-signified memories and life experiences, through the (auto)biographical narratives of female teachers who have experienced situations of violence in their personal, school and/or teacher training trajectories and professional performance can contribute to (re)thinking the construction of a humanizing education". From the (auto)biographical narratives of our "co-authored collaborators" we conclude that violence negatively impacts the feeling, the learning, the physical and mental health, the self-image of the self and its relationship with the "other in us". The "being-with-the-world" that suffers violence can present socioemotional and attentional difficulties, compromising its learning. Not learning is a violation of their right to education and learning. This denounces a school contradiction in the face of violence in which the educational conditions themselves produce violence. The implementation of a Humanizing Education is intertwined with the constitution and the qualitative implementation of Social Public Policies such as Education that aim at reducing the multiple forms of inequalities such as socioeconomic, educational, and the risk of violence.

This study aims to analyze how inserting educational robotics (ER) into the continuing education of teachers enhances the innovation of educational practices. For this, two training cycles were organized with teachers from the municipal public educational network of Cachoeira do Sul - Rio Grande do Sul - enrolled in the schools covered by the Connected Education Innovation Program. This is a qualitative action study whose delimitation, organization, and data analysis were mediated by three cartographic matrices: the Dialogical-Problematizing Matrix, the Thematic-Organizing Matrix, and the Thematic-Analytical Matrix. The data were produced by using lesson plans, participant observation, and semi-structured interviews. Then, three categories were organized for analysis and discussion: Teachers’ perception of Educational Technology: the Need for Technological- Pedagogical Fluency (TPF) in the Teaching-Learning Process”; “Educational Robotics: Challenges and Potentialities in the Teaching-Learning process in basic education”; and “Public Educational Policies: Innovate to Democratize Teaching- Learning.”In the course of the study, ethical issues were observed regarding the privacy of the collaborators who consented to their participation. The theoretical foundation is based on the studies of Papert (1985), Tripp (2005), César (2013), Mallmann (2015), and D’Abreu (2018), among others. In view of this, it is understood that ER, when used in continuing education programs, enhances the innovation of educational practices in primary education. The productions developed during the training and shared as Open Educational Resources mobilize innovative practices by enabling access and adaptations, thereby democratizing the teaching-learning process.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES

Type 2 DM is the most prevalent and is characterized by defects in secretion and peripheral insulin resistance, which determine oxidative stress (OS). Low level laser therapy (LLLT) is a non-pharmacological tool that has been used for the treatment of DM, by reducing OS and inflammatory activity and increasing antioxidant activity. Thus, the aim of the present study was to evaluate the effects of LLLT on OS in organs, skeletal musculature and serum of rats with DM. Thirty-one male Wistar rats were used, divided into two groups, with DM 2 induction and without DM 2 induction, considering diabetic animals with blood glucose equal to or greater than 200 mg/dL, then the rats were allocated into 4 subgroups: Group 1 - animals without DM 2 SHAM (C-SHAM), Group 2 - animals with DM 2 SHAM (C-DM), Group 3- animals without DM 2 with 21 J/cm2 laser (L-SHAM), Group 4- animals with DM 2 with 21 J/cm2 laser (L-DM). After DM 2 induction or not, the animals received LLLT 5 days/week for 6 weeks. The dose was irradiated at two points in the right gastrocnemius muscle. The laser used was a continuous wave diode InGaAlP type with an output power of 20 mW and a wavelength of 660 nm. The stitch size was 0.035 cm2, dose of 21 J/ cm2, time of 36 seconds in each stitch and continuous frequency. Twenty-four hours after the last day of intervention, the animals were anesthetized and euthanized. Heart, diaphragm, liver, right gastrocnemius, plasma, lungs, kidneys and soleus were collected, weighed and stored for further analysis. LLLT reduced plasma levels of TBARS in animals with DM 2. In the heart, diaphragm and gastrocnemius, LLLT increased NPSH levels in the DM 2 group. In the heart, diaphragm and plasma, the L-DM group increased SOD when compared to the C-DM group. The L-SHAM group increased SOD in the heart, diaphragm, gastrocnemius and kidneys when compared to the C-SHAM group. It is concluded that the 21 J/cm2 LLLT protocol, lasting 6 weeks, decreased the oxidant activity and increased the antioxidant and in rats with DM 2.

With the due importance that knowledge has for people and organizations, it is essential to ensure that it is not lost or wasted within the work environment, with the departure of positions, professors teaching outside their area of specialization, etc. Since the occurrence of this waste or loss, it results in negative consequences for the organization. Thus, this study addressed the Lean management philosophy as a means to avoid such occurrences, as one of the waste it aims to reduce is the waste of knowledge itself, together with the interconnection of Soft Lean practices, which are related to people management practices. In this context, this study aims to evaluate the relationship of Soft Lean practices with the waste of knowledge in HEI. In seeking to achieve the objectives, as methodological means, the research was classified as descriptive and predominantly quantitative, with a survey, applied to servers and employees of public, private and community HEIs in the state of Rio Grande do Sul, the private and community were only for statistical comparisons, the main focus is public HEIs. The questionnaire was applied online, resulting in 837 respondents who were part of the final sample. As main results, it was identified that private and community HEIs had higher averages for factors related to Soft Lean practices. In public HEIs, in turn, a higher incidence of knowledge wastage was identified. Also, it was identified that Soft Lean practices and the loss or waste of knowledge have significant predominantly negative correlations with each other, so that "management leadership" with the "loss of tacit knowledge" and "continuous improvement" with the “loss of tacit knowledge”, resulted in the highest correlations, significant and negative, presented in the analyses. Among the Soft Lean practice factors, “management leadership” had the highest negative correlation with the loss or waste of knowledge, while “employees/servers involvement” was the least correlated factor. As contributions, this research brings important considerations and guidelines for managers who seek to reduce the waste of knowledge within HEIs. The study has some limitations, such as the online application of questionnaires, a gap in the literature to be investigated and deepened on the waste of knowledge in HEI, among others. As suggestions for future research, the use of other methods to apply the research, different statistical tests and the use of other practices related to the Lean philosophy are indicated.

This thesis aims to analyze the relationship of some variables with the performance of EaD/IFFAR students in Professional Education. As research methodology, was used to search action within the school environment, with the aid of statistical methods for analyzing the results. Based on the analysis of the EaD/IFFAR (2015) student profile survey, carried out in the initial studies in 2018, the main variables that will be part of the study are mapped. In the 1st Cycle (Diagnostic Action Survey 2018/2019), through the collection of data carried out by questionnaire and administrative reports of Moodle, graphs, data table and descriptive measures of the variables are elaborated that will serve as base for the next cycles of the research. In the 2nd Cycle (Discipline Intervention 2020), the researcher teacher, together with the full professor of the discipline, participates in the pedagogical actions in the discipline Environment in EaD in Moodle, participating in actions related to the structuring of the discipline, preparation of teaching material, study activities and evaluation. Thus, relevant observations and reflections are made regarding the process of interaction, interactivity, problematization and collaboration of students. At the 3rd cycle (Definition Structural Model 2020/2021), through a new data collection carried out through questionnaires and administrative reports of Moodle, carried out the preparation of charts and tables of data. The variables to be analyzed are mapped through the use of Exploratory Factor Analysis (EFA), where several actions related to the variables are carried out: Student Assignments, Teacher Assignments, Infrastructure, Student Quality of Life and Performance. As the final purpose of this thesis research, a Structural Model is elaborated that illustrates the relationships of these study variables with the performance of the EaD/IFFAR Student, using the computational application PLS-SEM. The research was based on the theoretical assumptions of Vigostky, through the social-interactionist theory and Paulo Freire through the dialogical-problematic conception, in addition to public policies for Professional and Technological Education (EPT). Thus, it is concluded that the confirmation of the research hypothesis which relates the Student's Attributions with their Performance in EaD/IFFAR, in addition to having a direct and positive relationship, registered the highest explanation coefficient indexes, also containing the highest index in the model, being ranked with the highest search effect and significantly.