Principais Coleções do Repositório
Submissões Recentes
Uma análise do contexto de criação do processo URCA: diversidade epistêmica e circulação transnacional
(Universidade Federal de Lavras, 2026-03-04) Pereira, Johnnie Richard; Bagdonas, Alexandre; Coelho, Alexander Brilhante; Gurgel, Ivã; Lago, Leonardo Gonçalves
This dissertation examines the historical episode surrounding the development of the URCA process, within the context of the collaboration between George Gamow and Mário Schenberg, situating it within the broader consolidation of theoretical models of stellar evolution and gravitational collapse in the first half of the twentieth century. The study investigates how this episode fits into the conceptual transformations that took place from the early 1900s to the mid-1940s, a period marked by the incorporation of nuclear physics, relativistic statistical mechanics, and new energy-transport mechanisms into theoretical astrophysics. Particular attention is devoted to the specific contribution of Mário Schenberg, a Brazilian physicist whose participation in the formulation of the neutrino energy-loss mechanism played a significant role in early attempts to explain the collapse of massive stars and the phenomena associated with supernovae. By reconstructing this collaboration historically, the dissertation analyzes how the interaction between Gamow—a Russian-born, American-based physicist working within hegemonic centers of international science—and Schenberg, whose scientific trajectory emerged from a peripheral context, contributes to a deeper understanding of how nationality, educational trajectories, and geopolitical positioning shaped both individual contributions and the collective dynamics of scientific knowledge production. Accordingly, the general objective of this research is to identify and analyze aspects of the Nature of Science (NoS) that emerge from this historical episode, with particular emphasis on epistemic pluralism, the international circulation of ideas, and the symbolic hierarchies operating within the scientific community. More specifically, the study examines how Schenberg’s participation in the development of the URCA process allows for a critical reassessment of conceptions that portray science as neutral, purely meritocratic, or guided exclusively by internal criteria of rationality. Methodologically, the dissertation employs a historical–epistemological analysis of secondary sources, including scientific articles and personal correspondence, in order to elucidate both the processes of theoretical construction and the social conditions that shaped this episode. The analysis demonstrates that the development of the URCA process involved the articulation of diverse styles of thought, heuristic resources, and cultural contexts, while simultaneously revealing mechanisms of exclusion, stereotypes, and hierarchies associated with the geographical origin and nationality of the scientists involved. It is therefore concluded that this episode constitutes a historically significant case not only for understanding stellar evolution, but also for recognizing Mário Schenberg’s contribution to the history of astrophysics, and for conceiving science as a collective, creative, and transnational practice, marked by tensions between epistemological universalism and geopolitical inequalities.
O laboratório invisível: desafios da prática experimental no ensino de ciências e biologia em uma escola do interior de São Paulo
(Universidade Federal de Lavras, 2026-05-16) Freitas, Alessandra Augusta de; Sousa, Jennifer Caroline de; Lima, Lilian Patrícia; Ribeiro, Alessandra de Oliveira
Didactic experimentation is recognized as a fundamental element in the process of constructing scientific knowledge, as highlighted by studies in the field of education. However, a gap can be observed between the discourse present in official documents which emphasize investigative methodologies and experimental practices and the school reality, which is predominantly characterized by expository and theoretical classes. Based on this premise, the present study aimed to investigate the frequency, conditions of implementation, and students’ perceptions regarding experimental activities in the school context. The research adopted a mixed-methods approach (quantitative and qualitative), with a descriptive and exploratory nature, and was conducted in a public state school located in the interior of São Paulo State, Brazil. Data collection was carried out through the administration of a structured questionnaire to students in the final years of elementary education and in high school. The results revealed a low Frequency or even absence of laboratory practices, with most students rarely participating in practical activities, despite demonstrating greater interest and improved understanding of content when such activities are implemented. Furthermore, it was found that many schools lack laboratory facilities, and even when adequate infrastructure is available, it is not effectively utilized. This situation constitutes what is referred to in this study as the “invisible laboratory.” These findings indicate the presence of limiting factors related to school management, teacher training, and curriculum organization, compounded by the current reduction in instructional hours for science subjects due to the implementation of the new high school model. It is concluded that the insufficient integration between theory and practice in science education undermines the teaching-learning process and, consequently, the quality of school scientific education. Therefore, it is necessary to rethink structural conditions as well as pedagogical and institutional strategies in order to effectively implement didactic experimentation in science teaching.
Contribuições do ensino de ciências por investigação para a análise das potencialidades, dos desafios e dos impactos da inteligência artificial no mundo contemporâneo
(Universidade Federal de Lavras, 2026-05-16) Souza, Vanessa Moura de; Sousa, Jennifer Caroline de; Carvalhaes, Sofia Domingues; Cunha, Fanley Bertoti da
The emergence of Artificial Intelligence (AI), catalyzed by the diffusion of generative systems since 2022, not only broadens debates about its potential and risks, but also constitutes a rupture that demands the structural reconfiguration of educational systems. This article, based on a literature review with content analysis, investigates how Inquiry-Based Science Education (IBSE) can contribute to the implications of AI in this new educational scenario. Articles published between 2022 and 2026 in qualified journals in the field of Science Education were analyzed, including articles and works recommended within the scope of academic supervision, as well as foundational theoretical references. The results indicate that: (1) Brazilian literature on AI and IBSE is incipient, with a scarcity of empirical studies; (2) AI can support investigative processes, but presents risks of technological dependence, conceptual inaccuracies, and the undermining of autonomy, which require intentionality in the design of inquiry-based instructional sequences and targeted teacher training; (3) Structural inequalities in Brazil make access to AI profoundly unequal; (4) It becomes evident that Inquiry-Based Science Education (IBSE) constitutes an approach of recognized pedagogical strength, offering a consistent pathway for the formation of individuals capable of understanding and intervening, in a responsible and reflective manner, in a reality increasingly mediated by AI-based systems. It also prepares them to address highly complex problems and to operate effectively in contexts characterized by rapid technological and professional change. Furthermore, this study contributes to the field by systematizing different AI-based technologies that can be incorporated into educational settings and by discussing their potential, limitations, and possibilities for integration. In doing so, it challenges utilitarian perspectives and highlights the need for these technologies to be incorporated as tools that support educational processes rather than as substitutes for pedagogical mediation and human interaction. It is concluded that the critical integration of AI into Science teaching requires teacher education oriented toward Scientific Literacy (understood as a critical and reflective engagement with science), clear pedagogical guidelines and public policies that ensure equitable access, the implementation of training strategies aligned with teachers’ professional routines and the institutional conditions necessary for its effective implementation in schools. In this context, the need for greater coherence between teacher education policies, assessment practices, and the organization of pedagogical work was highlighted, as evidenced by the contradiction between federal initiatives and the institutional conditions that hinder their implementation. Furthermore, it is argued that the current landscape demands an openness to everything that lies between, beyond, and across disciplines. A transdisciplinary approach within the context of IBSE can contribute to awakening the profound reflections required by this moment, broadening the perception of what lies behind this technology and its parallels and implications for human development.
Guia de orientações para o acolhimento de estudantes com deficiência visual na educação básica
(Universidade Federal de Lavras, 2026) Santos, Janecy Ferreira dos
Desafios da inclusão e do acolhimento educacional de estudantes com deficiência visual na educação básica na perspectiva dos sujeitos envolvidos no processo
(Universidade Federal de Lavras, 2026-05-29) Santos, Janecy Ferreira dos; Cabral, Giovanna Rodrigues; Santiago, Myllene Cristina; Libardi, Helena
This research, situated within the field of special education from an inclusive perspective, aimed to investigate the process of inclusion and welcoming practices of students with visual impairment in state schools under the Regional Superintendence of Education of Teófilo Otoni, from the perspective of school managers and basic education specialists involved in this process. The study is based on the assumption that such practices constitute a fundamental dimension for the realization of inclusion, as they involve listening, dialogue, and recognition of students’ singularities, contributing to their participation, permanence, and learning in the school environment. It is argued that inclusive education goes beyond mere access to school, requiring transformations in pedagogical practices and institutional organization. In this regard, welcoming is understood as a continuous practice and as a structural element of an inclusive school culture. From a methodological standpoint, this is a qualitative study of an exploratory and descriptive nature, supported by quantitative data. The field research was conducted in state schools, and data collection involved the application of electronic questionnaires. The analysis was carried out using the content analysis technique, according to Bardin, enabling the categorization and interpretation of data in dialogue with the adopted theoretical framework. The results showed that the welcoming of students with visual impairment is recognized by participants as a relevant practice, especially during initial stages of school integration. However, the findings indicate that these actions are still, in many cases, poorly systematized and often depend on individual initiatives by professionals, revealing weaknesses in institutional organization. Furthermore, significant challenges were identified regarding the continuing education of professionals, the availability of accessible pedagogical resources, and the lack of clear guidelines to support practice. These findings point to a mismatch between the normative advances in inclusive education and their effective implementation in everyday school practices. It is concluded that such practices should be understood as a continuous, intentional, and articulated process that requires institutional planning, investment in professional development, and a collective commitment to the construction of inclusive pedagogical practices. As a contribution, the study proposes the development of a Guidance Guide aimed at supporting schools in organizing more structured and effective actions, fostering the full inclusion of students with visual impairment.