https://rd.uffs.edu.br/handle/prefix/23 2026-05-28T19:49:55Z https://rd.uffs.edu.br/handle/prefix/9335 Título: Práticas pedagógicas e o direito à educação: um estudo sobre a ressignificação dos programas educacionais no presídio estadual de Erechim-RS Autor(es): Cabreira, Ilka Quaresma Primeiro Orientador: Mohr , Naira Estela Roesler Abstract/Resumen: The research adresses education in the prison system based on an educational action developed at the State Prison of Erechim/RS through NEEJA : State Center for Education Renascer Youth and Adult Education. Its main objective was to analyze this educational experience, identifying possible contributions to the awareness-raising process and the rehabilitation of individuals. A qualitive approach was used with a bibliograpich and field study with educators, in addition to guidance documents provided by the management team of NEEJA. Three (03) interviews were conducted with teachers and the coordinator, in addition to the use of a field diary. The literature review supported the theoretical delimitation of mobilized concepts, discussing issues in the background such as the prison system, social inequality, violence, interviews, they were categorized into three axes: 1. Experience and beliefs of educators; 2. Organization and pedagogical aspects; 3. Challenges and potential of NEEJA Renascer. The research confirmed what other studies have already presented regarding the incarcerated population, generally composed of Black people and those from the outskirts. It also revealed that, although the education supply policy in imprisonment is provided for in legislativo, the imprisonment is provided for in legislation, the initiatives that ensure schooling are still timid. On the other hand, the research from the field provided optmistic signs present in the aspects of educators who work in the school, mainly in the aspects ofhumanization, development of critical thinking and possibilities for reintegrating people into the world of work. Instituição: Universidade Federal da Fronteira Sul Tipo: Monografia 2025-12-01T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9299 Título: Protótipo de reator eletroquímico para produção de biodiesel via energia fotovoltaica Autor(es): Rohling, Gabriel Felipe Primeiro Orientador: Soares, Letiére Cabreira Abstract/Resumen: The continuous increase in global energy demand has driven the search for renewable alternatives capable of replacing fossil fuels. In this study, a prototype electrochemical reactor powered by photovoltaic energy was developed for the production of biodiesel from sunflower oil, using 304 stainless steel electrodes. The system was designed to operate under mild conditions, with adjustable voltage (10-30 V) and different methanol/oil molar ratios (1:3, 1:9). The influence of these parameters on the physicochemical properties of biodiesel, such as acid value, ester content, yield, and density, was evaluated. The electrochemical process yielded more than 90% and ester contents greater than 96.5%, meeting ANP and EN 14214 standards. The acidity index decreased from 1.85 mg KOH.g⁻¹ in the starting oil to 0.18-0.54 mg KOH.g⁻¹ in the biodiesel, demonstrating the efficient conversion of free fatty acids. The density of the samples (881-889 kg.m⁻³) remained within the limits recommended by regulatory agencies. Statistical analysis (Welch's ANOVA) confirmed significant effects of molar ratio and potential difference on the final acidity of the biodiesel. The results demonstrate the technical feasibility of integrating photovoltaic energy and electrolysis for the sustainable synthesis of biodiesel, highlighting the potential of using low-cost materials and renewable energy sources for biofuel production. Instituição: Universidade Federal da Fronteira Sul Tipo: Artigo Cientifico 2025-11-21T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9298 Título: Unidade de ensino potencialmente significativa: um estudo do sol Autor(es): Michalski, Jovieli Carini Primeiro Orientador: Costa, Marcia da Abstract/Resumen: This study investigated the potentials and limitations of a Potentially Meaningful Teaching Unit (PMTU) on the Sun, designed to promote meaningful learning among high school students. Grounded in David Ausubel’s Theory of Meaningful Learning, the study aimed to analyze how the teaching proposal could contribute to the construction of meaning in Astronomy education. The proposed PMTU addressed concepts related to the structure, composition, and physical phenomena associated with the Sun, organized through initial problematizations, exploratory activities, and conceptual applications, with a focus on the progressive construction of knowledge. The proposal was evaluated by Basic Education and Higher Education teachers through a questionnaire, considering aspects such as clarity, applicability, relevance of the theme, and theoretical-methodological coherence. The results indicated that most evaluators considered the PMTU coherent, well organized, aligned with the Theory of Meaningful Learning (TML), and appropriate for high school education, highlighting the relevance and depth of the topic, as well as the gradual progression of learning. They also recognized the adequacy of the content and the effective articulation between physical concepts and solar phenomena. Suggestions for improvement included adjustments to activity duration, deeper exploration of specific concepts, inclusion of visual resources, the use of concept maps as assessment tools, adaptations of reading materials, and the proposal of creative activities such as digital simulations and investigative experiments, aiming at greater clarity, methodological diversity, and accessibility. It is concluded that the PMTU has the potential to promote meaningful learning, aligned with TML, through the sequential organization of content, the valorization of prior knowledge, and planned pedagogical mediation, being relevant and viable for Astronomy teaching in high school, with improvements capable of strengthening its applicability and didactic effectiveness. Instituição: Universidade Federal da Fronteira Sul Tipo: Monografia 2025-12-11T00:00:00Z https://rd.uffs.edu.br/handle/prefix/9297 Título: Contribuições do PIBID para a formação inicial de professores de física: uma análise a partir dos focos de aprendizagem docente Autor(es): Dlugokenski, Bruna Raquel Primeiro Orientador: Arrigo, Viviane Abstract/Resumen: Historically, initial teacher training courses have sought to overcome the gap between theory and practice. In this context, the Institutional Scholarship Program for Teaching Initiation (PIBID) presents itself as a formative space capable of bringing future teachers closer to the school reality and promoting teacher learning. Given this context, the objective was to identify the contributions of PIBID to the teacher learning of undergraduate physics students. The qualitative research was conducted with four scholarship recipients from an interdisciplinary subproject in Natural Sciences at a public university in Southwest Paraná. The transcription of semi-structured interviews conducted with the scholarship recipients after six months of activities in schools was analyzed using Discursive Textual Analysis (DTA), employing the Adapted Teacher Learning Strands (FAD’) as a priori categories. The results showed contributions from PIBID in the five focuses analyzed. In Strand 1 – Interest in Teaching, both expressions of motivation and episodes of frustration in the face of challenges experienced in schools were observed. In Strand 2 – Practical Knowledge of Teaching, learning emerged mainly related to classroom performance, understanding the school context, and recognizing one's own teaching profile. Strand 3 – Reflection on Teaching presented the highest number of records, revealing that the scholarship recipients critically reflected on problems faced in their classroom performance, on the role of the teacher, on student learning, and on the potential and limitations of Inquiry-Based Teaching. In Strand 4 – Teaching Community, the collective construction of knowledge and the feeling of belonging to the group were identified, mainly through dialogue between teachers and scholarship recipients. Finally, in Strand 5 – Teacher Identity, teacher identity indicates that it is developing during the professional trajectory of some scholarship recipients, while others indicate the contribution of PIBID to the understanding that they will not pursue a teaching career. It is concluded that PIBID contributed to the teacher learning of undergraduate students, providing concrete teaching experiences, engagement with the school reality, a space for critical and joint reflection, and strengthening the construction of professional identity. Instituição: Universidade Federal da Fronteira Sul Tipo: Monografia 2025-12-12T00:00:00Z