https://ri.ufs.br/jspui/handle/riufs/15029 2026-06-01T04:36:53Z 2026-06-01T04:36:53Z Santos, Tiago de Jesus https://ri.ufs.br/jspui/handle/riufs/25014 2026-05-27T12:00:04Z 2025-02-28T00:00:00Z

Título: Análise temporal do uso e cobertura das terras por atividade de mineração e modificação da paisagem no Parque Nacional Serra de Itabaiana – Parnasi e sua zona de amortecimento Autor(es): Santos, Tiago de Jesus Abstract: During the process of economic and territorial formation in Brazil, the exploitation of natural resources intensified, increasingly contributing to environmental degradation. The Serra de Itabaiana National Park (PARNASI) faces impacts from mineral resource exploitation, both within the park and in its buffer zone. This exploitation includes the extraction of sand, gravel, and clay, primarily intended for civil construction. The present study aims to analyze landscape changes in the Serra de Itabaiana National Park caused by mineral resource exploitation. To achieve this, the study sought to identify areas of mineral extraction, describe changes in the landscape, and discuss existing conflicts in PARNASI. In this way, this research contributes to the representation of land use and occupation within the park and its buffer zone, enabling an assessment of the current state of environmental protection in this Conservation Unit and, thus, supporting decision-making based on the research results. To achieve these objectives, a methodology based on Remote Sensing and Geoprocessing was used. This approach allowed for the analysis of landscape changes through a temporal and geosystemic perspective. Satellite images from 2005, 2015 and 2020 were used, and a supervised classification was performed to identify land use and occupation classes, as well as to quantify the affected areas. This analysis demonstrated how mining activity evolved after the creation of the Serra de Itabaiana National Park. Based on the data collected on the use and coverage of PARNASI, it was found that mining activity expanded in areas designated for this practice between 2007 and 2020, exerting pressure on the preservation of the park. This situation highlights the need for the implementation of a buffer zone that considers both the natural and social aspects of the Serra de Itabaiana National Park.

2025-02-28T00:00:00Z Bispo, Iére Barros https://ri.ufs.br/jspui/handle/riufs/25008 2026-05-20T13:48:27Z 2026-02-27T00:00:00Z

Título: Avaliação da memória de estresse em Aspidosperma pyrifolium Mart. & Zucc. através da hidratação descontínua de sementes e submissão de mudas ao déficit hídrico Autor(es): Bispo, Iére Barros

2026-02-27T00:00:00Z Aciele Oliveira, Nascimento https://ri.ufs.br/jspui/handle/riufs/25006 2026-05-19T12:11:32Z 2026-02-24T00:00:00Z

Título: Adaptação, validação e aplicação do questionário de avaliação do preparo de professores em relação a inclusão (CEFI-R) em licenciandos Autor(es): Aciele Oliveira, Nascimento Abstract: Variations in perceptions of inclusion across time and culture, coupled with the influence of teacher attitudes, directly impact the effectiveness of school inclusion and highlight the importance of psychometrically appropriate instruments to assess teachers' preparedness to meet the demands of inclusive education. Teachers who exhibit positive attitudes towards students with disabilities play a decisive role in educational change and are recognized as one of the most relevant elements for the success of inclusive education. However, negative teacher attitudes tend to result in unfavorable stances towards school inclusion. Therefore, this study aimed to adapt, validate, and apply the "Teacher Preparedness Assessment Questionnaire for Inclusion" (CEFI-R). The sample consisted of 453 undergraduate students from diferente courses at a higher education institution. Confirmatory factor analysis, composite reliability analysis, item response theory analysis, and latent profile analysis were performed. Of the 17 items comprising the adapted questionnaire, item 3: “We should place students with special educational needs in regular schools, even if we do not have adequate preparation.” and item 12: “The role of the support teacher is to work with the whole class.” showed unsatisfactory psychometric performance. Regarding the comparison between the groups of undergraduate students from the initial and final years of schooling, those from the initial years showed more favorable perceptions of inclusion in terms of making methodological adaptations and recognizing the importance of community participation in the inclusive context. Latent Profile Analysis revealed three distinct groups associated with different levels of inclusion: Partial inclusion, Low inclusiveness, and Highly inclusive. It is concluded that the adapted and validated questionnaire proved adequate for assessing undergraduate students' perceptions of teacher preparedness for inclusive education, with the exception of items 3 and 12, which showed unsatisfactory psychometric performance, such as factor loadings below the recommended level.

2026-02-24T00:00:00Z Santos, Simone https://ri.ufs.br/jspui/handle/riufs/25005 2026-05-18T14:40:16Z 2026-02-27T00:00:00Z

Título: PIBID : uma análise do seu potencial formativo para o desenvolvimento profissional de professores(as) do ensino superior das áreas de Ciências da Natureza Autor(es): Santos, Simone Abstract: The Institutional Scholarship Program for Teaching Initiation (PIBID) has been widely recognized as a Brazilian public policy aimed at enhancing teaching and learning processes in Basic Education, while also supporting pre-service teacher education and the continuing professional development of school-based supervisors. Despite its established contributions in these domains, limited attention has been given to its potential impact on the professional development of higher education faculty, particularly within the field of Natural Sciences. This study examines the formative potential of PIBID for university professors engaged in undergraduate teacher education programs in Chemistry, Physics, and Biological Sciences. A qualitative research design was employed, grounded in a systematic literature review conducted across major academic databases as such as CAPES, Oasisbr and ScieELO, and institutional repositories UFRN, UFPI, UFPE, UFPB, UFMA, UFC, UFBA, UFAL, UFS; in the Physics (DFCI), Biology (DBCI) and Chemistry (DQCI) departments of UFS at the Professor Alberto Carvalho campus; in addition to the Physics (DFI), Biology (DBI) and Chemistry (DQI) departments of UFS Professor José Aloísio de Campos campus. A total of twelve studies meeting the inclusion criteria were selected and analyzed through Bardin (2016) content analysis framework. The analytical categories were defined a priori, drawing on theoretical constructs of teacher knowledge as proposed by Pimenta (1999), Freire (2002), and Tardif (2014). The findings indicate that, although PIBID is not explicitly designed as a policy for higher education faculty development, it nonetheless promotes significant professional learning opportunities for teacher educators involved in mentoring pre-service teachers. Notable contributions include the (re)construction of experiential knowledge, the (re)construction of critical reflective practice, and the (re)construction of disciplinary, pedagogical, and curricular knowledge bases. Furthermore, participation in the program encourages the reconfiguration of conceptions related to teaching, research, and teacher education. At the same time, the analysis highlights structural and operational challenges that point to the need for program improvement.

2026-02-27T00:00:00Z