Principais Coleções do Repositório
Submissões Recentes
Materiais didáticos com foco interdisciplinar e formação continuada de professores de Ciências: um estudo sobre práticas e possibilidades
(Universidade Federal de Lavras, 2026-02-27) Rosa, Danilo Oliveira; Silva, Paulo Ricardo da; Pereira, Renata Reis; Ferraz, Vitor Gomes Lima
Since its mandatory inclusion in the Brazilian curriculum in the 1930s, Science has been conceived as an integrative subject. However, it still faces challenges related to school infrastructure, curricular changes, and shortcomings in teacher education. The fragmentation of knowledge in traditional disciplinary models hinders interdisciplinary approaches in Science Education (SE). In this context, Interdisciplinary-Focused Teaching Materials (IFTM) stand out as mediating tools, alongside the relevance of continuing education in promoting integrative practices. This study investigated IFTM potential for Science teacher education in the final years of Elementary Education. The objective was to understand how these teachers conceive and use IFTM, as well as the challenges and possibilities in teacher education. Adopting a qualitative approach, the methodology comprised two phases: first, interviews with municipal teachers in Lavras, Minas Gerais, regarding their practices and perceptions of interdisciplinarity; second, these teachers conducted critical-reflective evaluations of teaching materials using assessment forms to analyze pedagogical potential and limitations. Results indicate interest in approaches connecting content to students’ daily lives, but reveal constraints like lack of time, scarce collective planning, and insufficient institutional support. Despite high formal education levels, gaps persist in specific SE training for Elementary Education, compounded by teachers simultaneously handling other subjects. Findings reveal low authorship levels, conceptual fragilities, and limited student participation in material selection. Although recognized as relevant, interdisciplinarity remains occasional and mostly multidisciplinary. This dataset supported a continuing education course, the research’s educational resource, titled “Beyond the textbook: interdisciplinary teaching materials for Science Education”. Keywords: science education; elementary education; interdisciplinary teaching materials; continuing teacher education; pedagogical practices.
Diários de mestranda na construção da pesquisadora
(Universidade Federal de Lavras, 2026-02-24) Silva, Dandara Mesquita da; Romero, Tania Regina de Souza; Almeida, Patrícia Vasconcelos; Barcelos, Ana Maria Ferreira
The postgraduate environment offers possibilities to identify how the emotions shared by the academic community impact each of its members in particular ways (Mota, 2023; Sturmer, 2024; Wang, Yu & Jiang, 2024). From this perspective, this reflective research stems from my academic trajectory as a researcher in construction in the Graduate Program in Letters, continuing my research on emotional interactions and identity construction, which began during my undergraduate studies. The main objective of this study is to identify which emotions emerge from my reflective diaries, as well as the emotional and identity-related challenges present in this process of construction. Furthermore, the study seeks to discuss how these diaries contributed to the development of my identity as a researcher, based on the following research questions: (a) Which emotions emerge in the entries of my reflective diaries? (b) Which emotional and identity-related challenges were experienced throughout my trajectory as a researcher in the process of becoming? (c) How did the writing and rereading of my reflective diaries contribute to the elaboration of these emotions and to the construction of my identity as a researcher? To support the investigation, this study was based on the contributions of Vygotsky (2004, 2017), Bock, Furtado & Teixeira (2008), Abreu (2017), Ramos, Ferreira & Leal (2023), Ferreira, Finardi & Waterman (2023), and Barcelos (2024) in studies on emotions. Zabalza (2004), Dornelles & Irala (2013), Andrade & Almeida (2018), Romero (2020), and Barcelos (2020) support the research on identity construction and the contribution of narratives in this process. In this research, I adopt a qualitative approach (Paiva, 2019), in which excerpts from the 67 diaries written by me during my first year in the master’s program are analyzed, describing moments loaded with emotions, such as the strike period, classes, presentations at events, academic advising, among others. It is complemented by a linguistic analysis supported by Systemic Functional Linguistics (Fuzer & Cabral, 2014), based on the Appraisal system developed by Martin & White (2005). The results indicate the recurrence of emotions such as anxiety, fear, insecurity, satisfaction, and overcoming, expressed through linguistic resources that reveal my affective positioning as a master’s student in the face of academic challenges. It was also observed that the writing of the diaries not only allowed the recording of emotions but also acted as an instrument of self-reflection and reframing of lived experiences. The process of emotional literacy, understood as the ability to identify, understand, and deal with emotions (Barcelos, 2024), was positive for my construction as a researcher and Master in Letters, since emotions directly influenced my actions and my engagement during the course. Furthermore, the research proves to be promising in the field of Applied Linguistics, as it analyzes emotions in this space of academic interaction, their impact on identity construction, and the main triggers involved, promoting a reflective space at the university and anchoring interpretations in linguistic evidence through the Appraisal System. Keywords: emotions; identity construction; reflective diaries; appraisal.
Soil quality and crop yield responses to application methods and rates of coffee husk biochar
(Universidade Federal de Lavras, 2026-02-05) Melo, Maria Elisa Araujo; Melo, Leônidas Carrijo Azevedo; Avanzi, Junior Cesar; Carneiro, Jefferson Santana da Silva
The use of biochar as a soil amendment has been widely recognized as a promising strategy to improve soil physicochemical and biological attributes, particularly in tropical agricultural systems. Despite the reported benefits, important gaps remain regarding the definition of agronomically efficient application rates and placement strategies that maximize positive effects while minimizing risks associated with improper management, such as localized salinization and nutrient imbalances. In this context, this study aimed to evaluate the effects of coffee husk biochar rates, applied using different localized placement methods, on soil quality and grain yield of common bean and maize over three successive cropping cycles (bean–maize– bean) under field conditions. The experiment was conducted in a 5 x 2 factorial design with four replications, testing five biochar rates (0, 0.6, 0.9, 1.2, and 1.8 Mg ha⁻¹) applied either on the soil surface or incorporated into the planting furrow. The biochar was produced from coffee husk in an industrial pyrolysis reactor at 600 °C. Applications were performed before the first bean crop and reapplied before maize cultivation, whereas only residual effects were assessed in the second bean cycle. Throughout the experiment, soil chemical, physical, and biological attributes, plant nutritional status, and grain yield were evaluated. After the first bean crop, soil K availability increased significantly with increasing biochar rates, reflecting the high K content of the material and resulting in yield gains of up to 50%. In contrast, maize yield decreased linearly with increasing rates, reaching an approximate 25% reduction at the highest rate. This effect was predominantly attributed to excessive K accumulation in the soil, which likely induced salt stress and nutritional imbalances. Nevertheless, incorporated application outperformed surface application, resulting in higher soil pH, greater P availability, and higher maize yield. In the second bean crop, a positive residual effect of biochar was observed, with yield increases of up to 28%, associated with increased soil pH and P availability. These findings indicate that biochar acts gradually in the soil, promoting medium- to long-term effects related to slow nutrient release and enhanced ion exchange capacity. By the end of the study, a significant reduction in soil penetration resistance in the surface layer was observed, indicating improvement in soil physical quality. Overall, coffee husk biochar improved soil chemical, biological, and physical attributes and increased bean productivity in tropical agricultural systems. However, localized and successive applications require careful management of K content, crop type, and reapplication interval to avoid salt accumulation and nutrient imbalances. These findings highlight the importance of rational biochar use as a tool for sustainable soil management and enhanced agricultural productivity. Keywords: K dynamics; nutrient availability; residual effect; tropical agriculture; grain production.
Bioprospecção enzimática de fungos dos gêneros Aspergillus spp., Talaromyces spp. e Penicillium Spp. do bioma caatinga
(Universidade Federal de Lavras, 2026-02-12) Ferreira, Nicholas de Campos; Batista, Luis Roberto; Passamani, Fabiana Reinis Franca; Jesus, Josane Cardim de; Lima, Fabiana Regina
The Caatinga biome is an exclusively Brazilian semi-arid ecosystem characterized by extreme environmental conditions that favor the establishment of metabolically versatile and well-adapted microbial communities. Despite its ecological importance, the diversity of soil filamentous fungi in this biome remains poorly explored. Therefore, this study aimed to evaluate the diversity of filamentous fungi belonging to the genera Aspergillus, Penicillium, and Talaromyces in native and banana-cultivated soils from the Caatinga biome, as well as to investigate their biotechnological potential through chitinolytic activity. Ten soil samples were collected in Jaíba, Minas Gerais, Brazil, including five from native vegetation and five from banana cultivation areas. Fungal isolation was performed using serial dilution on DRBC and DG18 media, followed by morphological identification and functional screening. A total of 587 fungal isolates were obtained, of which 102 belonged to the target genera. Fungal density ranged from 2.64 to 4.14 log CFU/g, with no statistically significant difference between land-use systems (p > 0.05), although cultivated soil showed greater variability among sampling points. Chitinolytic activity varied widely among isolates, ranging from 0.043 to 0.140 U/mL, with significant differences between isolates (p < 0.001) and the formation of four distinct groups according to the Scott-Knott test. Isolates from native soil were more frequently associated with higher enzymatic activity groups, although highly active isolates were also detected in cultivated soil. This variability is associated with genetic diversity and differential regulation of chitinase- encoding genes. These findings demonstrate that Caatinga soils represent important reservoirs of filamentous fungi with relevant functional diversity, contributing to the understanding of microbial biodiversity in this biome and highlighting its potential as a source of biotechnological resources, in accordance with Sustainable Development Goal 15 (Life on Land). Keywords: biotechnological potential, chitinolytic activity; filamentous fungi; soil microbiota; tropical soils.
Participação das famílias na escola e a atuação da gestão democrática : contribuições a partir da análise de pesquisas acadêmicas
(Universidade Federal de Lavras, 2026-03-13) Barbosa, Ana Paula Cardoso de Souza; Arcas, Paulo Henrique; Borges, Regilson Maciel; Machado, Cristiane
Democratic management in schools has enabled effective adaptations to the new realities and challenges arising from political, social, and economic changes in Brazil in recent decades. Given this scenario, the present study is guided by the following research problem: how can democratic management assist in bringing family and school closer together? To answer this question, the research aims to improve the teaching-learning process and foster a more collaborative educational environment, seeking to identify and analyze the main challenges and potentials in family-school relations, as indicated in theses and dissertations published between 2000 and 2025. The theoretical framework is based on authors such as José Carlos Libâneo, Heloísa Lück, and Vitor Henrique Paro. The adopted methodology is qualitative research, with a literature review and content analysis, grounded in the studies of Laurence Bardin. The analytical corpus was constituted from academic productions gathered from the BDTD Theses and Dissertations Catalogs, with 38 studies selected. The results indicate that the active participation of the family in school life has a positive impact on students' academic performance. Furthermore, effective communication between school and family is essential to promote parents' engagement in educational activities. Support strategies, especially for families in vulnerable situations, are fundamental to strengthen the bond between the school and guardians. As an educational product of this Professional Master's research, a practical guide entitled Escola e família de mãos dadas: guia prático para gestores was developed. The material offers action strategies focused on welcoming and access, efficient communication, the resignification of family presence, and the strengthening of democratic management. The practical guide works as a compass for management self-knowledge and practical assistance, providing guidelines for the manager to act as a bridge in building a more participatory and collaborative school community. Keywords: democratic management; family participation; teacher training; bibliographic research.