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Submissões Recentes
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A dinâmica cosmológica do Modelo de Kantowski-Sach
(Universidade Federal do Espírito Santo, 2025-06-13) Silva, Breno Barreto da; Gonçalves, Sergio Vitorino de Borba; https://orcid.org/0000-0002-8570-9750; https://lattes.cnpq.br/4992784379693871; https://orcid.org/0000-0001-7346-0129; https://lattes.cnpq.br/8497753547288933; Spalenza, Wesley; https://orcid.org/0000-0001-9644-3938; https://lattes.cnpq.br/2687428810786056; Monerat, Germano Amaral; https://orcid.org/0000-0003-2536-1171; https://lattes.cnpq.br/5031014907752547; Belich Junior, Humberto; https://orcid.org/0000-0002-8795-1735; http://lattes.cnpq.br/; Alvarenga, Flávio Gimenes; https://orcid.org/0000-0002-7579-9561; https://lattes.cnpq.br/7169430092692431
In this thesis, we investigate the application of the homogeneous and anisotropic Kantowski-Sachs metric, characterized by two scale factors, in the construction of cosmological models alternative to the standard isotropic paradigm. To this end, we begin with a comprehensive review of the fundamentals of general relativity, relativistic hydrodynamics, and the Raychaudhuri equation, as well as an overview of the standard cosmological model, gathering the necessary elements for a consistent analysis of anisotropic scenarios. Initially, we revisit the original calculations of the Kantowski Sachs model, proposing a new graphical and interpretative approach to its dynamics. Subsequently, as an original contribution, we introduce a relation between the scale factors of the metric and obtain an exact solution of Einstein’s field equations, considering a general expression for the universe’s matter content, including the presence of a scalar f ield. We find that the presence of the scalar field leads to a significant decrease in energy density during the early stages, in a manner analogous to the inflationary process. Wealso determine the kinematic parameters associated with the model, such as the scalar expansion Θ, the shear σ, and the term RµνUµUν, related to the acceleration of the universe’s expansion. Finally, we analyze the evolutionary dynamics of the model through the Hubble, density, and deceleration parameters, aiming to understand the influence of anisotropy in a cosmological scenario with accelerated expansion.
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A prescrição das avaliações em larga escala nos cursos de formação de professores em matemática e línguas em instituições do Brasil, Chile, Colômbia e Uruguai
(Universidade Federal do Espírito Santo, 2026-02-25) Silva, Arthur Romagna da; Santos, Wagner dos; https://orcid.org/0000-0002-9216-7291; https://lattes.cnpq.br/9611663248753416; https://orcid.org/0000-0003-3686-2422; https://lattes.cnpq.br/7678881891893865; Venturin, Silvana; https://orcid.org/0000-0002-4960-2163; https://lattes.cnpq.br/1442579234138944; Soares, Denilson Junio Marques; https://orcid.org/0000-0003-3075-3532; https://lattes.cnpq.br/1813099481556666
Esta tesis analiza la prescripción de la evaluación educativa en los currículos de formación inicial docente de Matemáticas e Idiomas Oficiales en universidades latinoamericanas, con especial atención a las evaluaciones a gran escala. El estudio busca comprender cómo se aborda este tema en los currículos, en qué componentes curriculares se materializa y cuáles son las implicaciones de estos métodos de prescripción para la práctica profesional en educación básica y su relación con las políticas de evaluación vigentes en diferentes contextos nacionales. Metodológicamente, adopta un enfoque de investigación cualitativo, exploratorio y comparativo, basado en el análisis crítico documental de proyectos pedagógicos, planes de estudio, matrices curriculares y programas de cuatro instituciones: Universidad Federal de Espírito Santo (Ufes - Brasil), Universidad de Santiago de Chile (Usach - Chile), Universidad de Antioquia (UdeA - Colombia) y Universidad de la República (Udelar - Uruguay). El estudio también se basa en un mapeo de la producción académica internacional sobre evaluación a gran escala y formación docente, realizado con la ayuda del software Iramuteq. Los resultados destacan diferentes modos de prescribir la evaluación educativa en los currículos analizados, que abarcan desde su constitución como un campo específico del conocimiento en Usach y UdeA, su integración a componentes pedagógicos más amplios en Ufes y la ausencia de prescripción explícita en Udelar. El análisis comparativo indica que estos arreglos formativos se articulan con los distintos regímenes de evaluación educativa vigentes en los países investigados, produciendo implicaciones diferenciadas para el trabajo docente. Usach y Ufes tienen la evaluación como un contenido articulado con las políticas de evaluación, mientras que en UdeA y Udelar existe un desajuste entre los marcos legales sobre evaluación en los países y la ausencia de prescripción en los currículos de formación docente. Se concluye que la evaluación educativa ocupa un lugar relevante, aunque heterogéneo, en la formación inicial docente, contando con enfoques formativos que articulan dimensiones pedagógicas, institucionales y políticas de la evaluación en diversos contextos educativos.
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Superendimento do servidor público: uma investigação sobre a existência de ações de prevenção e tratamento na Universidade Federal do Espírito Santo (Ufes)
(Universidade Federal do Espírito Santo, 2026-03-05) Constancio, Deborah Zandormingo; Zaganelli, Margareth Vetis; https://orcid.org/0000-0002-8405-1838; https://lattes.cnpq.br/3009983939185029; https://orcid.org/0009-0007-7231-9036; https://lattes.cnpq.br/3344634100445977; Nogueira Júnior, Dario de Azevedo ; https://orcid.org/0000-0002-1123-3614; https://lattes.cnpq.br/3458386576554425; Silva, Armando Manuel Barreiros Malheiro da; https://orcid.org/0000-0003-0491-3758; https://lattes.cnpq.br/3383819339962955; Fabriz, Daury Cesar; https://orcid.org/0000-0002-3781-5890; https://lattes.cnpq.br/7280691457104972
This qualitative study aimed to analyze the existence of institutional actions focused on the prevention and/or treatment of over-indebtedness among employees of the Federal University of Espírito Santo (Ufes). Between 2020 and 2025, it was identified that, out of a total of 4,417 active employees, 2,032 had at least one record of a payroll-deducted loan, a finding that highlights the relevance of the issue within the institutional context. The specific objectives included analyzing the People Development Plan (PDP), examining institutional training platforms, such as Moocqueca, the courses offered by SEAD/Ufes, and the AVA/PROGEP platform; as well as investigating extension initiatives promoted by PROEX related to this issue. The study was grounded in documentary and institutional analysis, focusing on understanding the complexity of over-indebtedness within the university context and identifying the practices developed to address it. The results indicate that the university develops initiatives aimed at financial education, including training activities, workshops, and individual assistance. However, the scope of these initiatives proves limited when compared to the magnitude of indebtedness identified among employees. It is important to note that the analyzed data refer exclusively to payroll-deducted loans and do not encompass other forms of indebtedness, such as those resulting from online gambling, which suggests that the actual extent of the problem may be even greater. It was also observed that the number of training opportunities, available vacancies, and individual consultations conducted throughout 2025 demonstrates a relevant institutional effort; nevertheless, it remains quantitatively modest in relation to the number of employees with active payroll-deducted loans. Furthermore, although institutional support mechanisms exist, no structured, specific, and interdisciplinary actions exclusively directed toward over-indebtedness were identified. It is concluded that Ufes develops relevant initiatives in the field of financial education and employee support; however, it needs to expand and consolidate more systematic, integrated, and proportionate institutional policies in response to the magnitude of the identified problem. In this context, the technical product proposes the implementation of several actions coordinated by an Institutional Center for the Prevention and Management of Over-Indebtedness, to be established, with the aim of expanding and systematizing institutional strategies for the prevention and management of over-indebtedness
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Análise da qualidade vocal do personagem Merlina no filme 'a Família Addams
(Universidade Federal do Espírito Santo, 2026-01-26) Zapa, Maria Victoria Gonzaléz; Meireles, Alexsandro Rodrigues ; https://orcid.org/0000-0003-1901-9329; https://lattes.cnpq.br/9913871449747690; https://orcid.org/0009-0001-8266-3611; https://lattes.cnpq.br/8649856537247864; Chaves, Raquel Gomes ; https://orcid.org/0000-0002-6310-0194; https://lattes.cnpq.br/2546227696082610; Medeiros, Beatriz Raposo de ; https://orcid.org/0000-0001-8298-0070; https://lattes.cnpq.br/7013910296934558
This study investigates the vocal quality of the character Merlina in the film The Addams Family (2019), in its Latin American Spanish dubbed version. The objective is to analyze, via acoustic phonetics, the parametric variations between the character's "Regular Voice" and "Raven Voice." Using the VoiceSauce software, thirteen acoustic parameters were extracted from a speech corpus of the film and subjected to paired t tests and ANOVA. The results indicate that the distinction between these facets occurs at the glottal source, rather than at the articulatory level (F1/F2). The "Raven Voice" differs significantly by exhibiting greater energy (intensity), a lower harmonics-to-noise ratio (HNR) at low frequencies, and a narrowing of the first formant bandwidth (B1). It is concluded that, while the "Regular Voice" consists of a typical modal phonation, the "Raven Voice" is configured as a Harsh Whispery Voice adjustment, characterized by the paradox of increased adductive tension combined with a greater escape of turbulent air.
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Políticas de formação continuada de professores e preparação para avaliações em larga escala na rede estadual
(Universidade Federal do Espírito Santo, 2026-02-24) Lopes, Ian Puppin; Santos, Wagner dos; https://orcid.org/0000-0002-9216-7291; https://lattes.cnpq.br/9611663248753416; https://orcid.org/0009-0008-6846-9186; https://lattes.cnpq.br/6099572572769846; Venturin, Silvana; https://orcid.org/0000-0002-4960-2163; https://lattes.cnpq.br/1442579234138944; Soares, Denilson Junio Marques; https://orcid.org/0000-0003-3075-3532; https://lattes.cnpq.br/1813099481556666
The overall objective of this dissertation is to analyze the continuing education courses prescribed for professionals at the State Department of Education (Sedu) and to understand how these courses have addressed large-scale assessments. The specific objectives are: a) to map the academic production that discusses continuing education courses for teachers aimed at large-scale assessments in order to highlight what has been debated on the subject; b) to analyze which continuing education courses for teachers have been offered by Sedu, how frequently they occur, and what topics have been addressed in these spaces; c) to discuss how large-scale assessments have become a central element in the content of continuing education courses for education professionals at Sedu. It is characterized as qualitative research, based on critical-documentary analysis. The sources for Chapter 2 consisted of articles published in journals, and those for Chapters 3 and 4 consisted of documents produced within Sedu, especially by the Center for the Training of Education Professionals (Cefope). For data analysis, the software programs Gephi 0.9.2 and Iramuteq were used. The results indicated, in Chapter 1, the researcher's personal trajectory, as well as the organization of the work. Chapter 2, based on a systematic literature review of the Web of Science, Scopus, and SciELO databases, indicated the existence of 19 articles published between 2005 and 2025 that address continuing teacher education courses in conjunction with large-scale assessments. Chapter 3 highlighted the prescription of 211 continuing education courses for teachers within the scope of Sedu/Cefope, between the years 2013 and 2025, involving themes such as: recomposition of learning and by curricular components; educational technologies, digital culture and innovation; inclusive education, diversity and human rights; integral education, Life Project and Living School; socio-emotional education, health, values and cross-cutting themes; curriculum and assessment; seminars and events. Chapter 4 discussed the 24 continuing education courses prescribed for education professionals linked to Sedu that specifically addressed assessments, involving the appropriation, analysis, and management of the results of large-scale assessments. It concluded that the modalities of these courses underwent modifications, initially with in-person events, migrating to blended learning and distance education formats.