Principais Coleções do Repositório
Submissões Recentes
Da experiência de satisfação à inscrição no simbólico: o conceito de desejo entre sigmund Freud e Jacques Lacan
(Universidade Federal de Lavras, 2025-03-27) Pedroso, Ariany Andriolo; Silveira, Léa Carneiro; Lucero, Ariana; Rodrigues, Malcom Guimarães
This research aims to understand why the notion of desire in Lacan requires a new conceptualization and to identify the foundations that justify this reformulation. Centered on
the primacy of language, the study focuses on the development that Lacan brings to the concept of unconscious, addressing the three registers of experience proposed by the psychoanalyst—Imaginary, Symbolic, and Real—as well as the distinction between need, demand, and desire, the latter being structured as an effect of symbolic lack. By emphasizing the impossibility of fulfilling desire, the research seeks to demonstrate how Lacan advances his approach to the concept of desire through the idea of a structural gap in language. The first chapter examines Freud’s definition of desire, highlighting its connection to the experience of satisfaction and the dynamics of the unconscious in his first theory of the psychic apparatus. The second chapter explores Lacan’s construction of the concept of desire, emphasizing the role of language and the differentiation between need, demand, and desire. The third chapter further distinguishes between the Freudian and Lacanian conceptions of unconscious, addressing symbolic castration, the paternal function, and the concepts of das Ding and object a, which are fundamental to understanding the continuous movement of desire in relation to fantasy.
Predição da textura do solo com sensores proximais e atributos de terreno com diferentes resoluções espaciais
(Universidade Federal de Lavras, 2025-02-17) Cadostin, Cameau; Silva, Sérgio Henrique Godinho; Silva, Bruno Montoani; Serafim, Milson Evaldo; Avanzi, Junior Cesar
Soil texture is a key factor influencing various aspects of the terrestrial environment, including fertility, water retention, and biodiversity. Understanding its distribution is therefore essential for sustainable agricultural land management. With the advent of proximal and remote sensing technologies, it has become possible to obtain detailed information about soil texture with greater efficiency. These technologies enable faster and more cost-effective soil analysis, optimizing analytical processes. In this context, the study initially evaluated the contribution of proximal and remote sensing data in predicting soil texture. To achieve this, 114 samples were collected from the surface and subsurface horizons of the Muquém Farm at UFLA. These samples were analyzed using the pipette method for granulometry, complemented by measurements from portable X-ray fluorescence spectrometry and magnetic susceptibility. Fifteen (15) terrain attributes were derived from Digital Terrain Models with a resolution of 12.5 m, using QGIS software. Prediction models were built using the Random Forest algorithm, demonstrating that integrating proximal sensor data with topographic information significantly improves the accuracy of soil property maps. Secondly, the study analyzed the impact of terrain attributes and parent material at different spatial resolutions on soil texture prediction at the UFLA campus. DTMs derived from contour lines at resolutions ranging from 1 m to 30 m, as well as data from the Alos Palsar and SRTM projects, were used to generate 15 terrain attributes. The models were trained using the Random Forest and SVM algorithms based on 232 soil samples. The analysis revealed that parent material was a determining factor in predicting sand, silt, and clay, followed by attributes such as Analytical Hillshading, LS-Factor, Channel Network Base Level, Multiresolution Index of Ridge Top Flatness, and Multiresolution Index of Valley Bottom Flatness. Additionally, DTMs with resolutions between 10 m and 20 m produced the most accurate models, confirming that higher resolutions (1m, 5m) do not necessarily guarantee better predictive performance. This study demonstrated that the combination of proximal sensing data, DTMs, and machine learning algorithms constitutes an effective approach for digital soil mapping, promoting sustainable management of soil resources.
Professores iniciantes do estado de Minas Gerais e as possibilidades de constituição de comunidades colaborativas de desenvolvimento profissional docente
(Universidade Federal de Lavras, 2023-02-28) Silva, Cleunice Cristina da; Martins, Francine de Paulo; Domingues, Patrícia Cristina de Carvalho; Oliveira, Maurício Silva de
The aim of this research was to investigate possible initiatives to welcome and support beginning teachers working in state schools in Minas Gerais, given that there are many reasons why professionals drop out and give up in their first years of teaching, such as the feeling of loneliness and not belonging, the lack of support associated with the precariousness and devaluation of their careers, and the challenges encountered during their initiation into teaching. A quantitative-qualitative, descriptive, and exploratory study was carried out using questionnaires sent to 46 Regional Teaching Superintendencies in Minas Gerais and interviews with 10 beginning teachers (9 contracted and 1 permanent) among those who answered the questionnaires. The study addressed the challenges faced by these teachers and explored how a collaborative learning community can contribute to the adaptation and development of these professionals during their professional integration. It also investigated the existence of strategies and initiatives for welcoming and providing emotional and professional support within the network, as well as the impact of the collaborative community on the professional success of novice teachers. It is hoped, therefore, that this research will effectively contribute to a change in professional reality, proposing the possibility of implementing a teaching-learning community from the perspective of professional development in an attempt to welcome and accompany teachers in their first years of teaching so that they can start their careers more lightly and with the prospect of professional continuity.
Arte e educação: memorial de formação
(Universidade Federal de Lavras, 2025-04-08) Ribeiro, Armando Pereira; Barbosa, Vanderlei; Romero, Tania Regina de Souza; Eliezer, Cristina Rezende
This research is an investigation of my formative journey as a History teacher in the public elementary school system in the northeast of Minas Gerais state. As a Formative Memorial (FM), it was narrative, autobiographical, and qualitative in nature, with the aim of situating myself in the current moment of my career and at the same time constructing a projection of my future performance. Narrative in training contexts (the act of explaining learning processes to oneself and to others) allows for the understanding of the historicity of learning and enables self-regulation of learning methods in an emancipatory direction (Abrahao; Passegi, 2012). The question that guided the construction of the FM was: what is the relationship between art and education in my formative journey and in my professional practice? A theoretical review was carried out on the relationship between art and education with an emphasis on aesthetic experience as a moment of didactic activity. This review sought to support the concepts of education (Freire, 1996; Saviani, 2001), reading the world (Freire, 1996), ethics (Saviani, 2001) as founding moments of pedagogical activity in a school environment. In turn, the concepts of art (Fischer, 1987), aesthetics (Boal, 2009) and experience (Bondía, 2002) served as references for a definition of the concept of “aesthetic experience”. Using these theoretical references, I sought to present the aesthetic experience in the terms defined in this work and practiced throughout my professional activity as a moment that benefits the subjects to elaborate and enunciate readings of the world (Freire, 1996) that, in a dialogical situation (Freire, 1996), allow the construction of knowledge in an educational process that strengthens the autonomy (Freire, 1996; Saviani, 2001) of students and educators. As I sought a historical perspective on training, professional and pedagogical practice, the MF was constructed as an institutional, descriptive and reflective self-writing (Passegi, 2010), which sought to develop a critical reflection on the facts that marked my intellectual formation and my personal and professional trajectories. In this endeavor, two concepts were fundamental: “formative experiences” and “reference memories” (Josso, 2004).
O ensino de leitura literária : uma relação entre experiência e formação
(Universidade Federal de Lavras, 2025-02-19) Silva, Alessandra Marques Almeida e; Goulart, Ilsa do Carmo Vieira; Barbosa, Rodrigo Garcia; Penido, Luiz Henrique Carvalho
This research brings as its centrality the reflection on the teaching of literature in schools. It is based on the premise that the playful appropriation, direct contact and experience with the text are lost as students advance in the years of schooling. Thus, many arrive at the end of Basic Education without a literary background that bases their continuity outside the school environment. Thus, understanding that literary reading takes place in singularity, subjectivity,
and interiority in a process of crossing the text capable of providing a "way out of oneself" to confront what one was before this encounter (Goulart, 2023), the guiding question of the research is: how do students and teachers perceive the teaching of literature? What is proposed, as pedagogical practices, when thinking about the teaching of literature in the current school model, specifically, in the final years of Elementary School and High School? In this sense, this research aims to identify the perception of students and teachers about the teaching of literature in order to understand how it can be materialized from the perspective of literary experience. Thus, a field research with a qualitative and quantitative approach is proposed. As a data collection procedure, we initially opted for a bibliographic review based on theoretical discussions on the theme of literary reading and reading experience; with data collection from the application of questionnaires with 42 teachers and 52 students of Elementary School final years and High School who work in state schools located in a city in the northern region of Minas Gerais. The theoretical foundation is based on the studies of Benjamin (1987) and Larrosa (2002, 2015) on experience, Colomer (2007), Compagnon (1999; 2009), Cosson (2014), Cechinel (2018) and Goulart (2023) who discuss reading, literary reading and literal literacy. For data analysis, the "content analysis" proposed by Bardin (1997) will be used, followed by the three phases: pre-analysis, exploration of the material, treatment of the results, interpretation and inference. The results of the research indicate that the students' perceptions encompass dimensions between the reader and their relationships with reading, their relationship with teaching and their reading experiences. The teachers' perceptions point to two dimensions: one in relation to the teaching of literature and the other in relation to the teacher and his relationship with literary reading. As an educational product, it is proposed the elaboration of a Didactic Notebook, in order to offer proposals for work with literary reading