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Submissões Recentes

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Cinquentei, e daí? mulheres após os 50 anos e suas estratégias de enfrentamento das barreiras de carreira
(Universidade Federal do Espírito Santo, 2025-12-12) Pereira, Neidy Aparecida Christo; Morais, César Augusto Tureta de ; https://orcid.org/0000-0003-0091-1114; http://lattes.cnpq.br/4001881609827116 ; https://orcid.org/0009-0007-4833-9707 ; http://lattes.cnpq.br/1177774227515798; Fantinel, Letícia Dias ; https://orcid.org/0000-0002-4589-6352; http://lattes.cnpq.br/8188708807795008; Rosa, Alexandre Reis ; https://orcid.org/0000-0003-0619-7433 ; http://lattes.cnpq.br/0211829376571921; Ferretti, Amanda Soares Zambelli ; https://orcid.org/0000-0002-5761-2206; http://lattes.cnpq.br/6583626540088997; Pires, Fernanda Mendes; https://orcid.org/0000-0002-1964-5357 ; http://lattes.cnpq.br/7750271444416727
This doctoral dissertation investigates how women aged 50 and over face career barriers and construct strategies of continuity and reinvention throughout their professional trajectories. Adopting a qualitative, interpretivist approach, the study analyzes 51 in-depth interviews, grounded in the protean career theory and in a critical articulation between gender and age. The findings indicate that the career trajectories of women aged 50+ are shaped by persistent tensions between agency and structure, expressed through ambivalences such as resistance and prudence, visibility and protection, self-care and symbolic penalization. The analytical categories — career barriers, coping strategies, and work–life balance — reveal that protean self-direction manifests as a situated, negotiated, and relational practice, deeply influenced by ongoing forms of sexism and ageism within organizational contexts. Participants reframe psychological success as a hybrid experience in which meaning, coherence, and purpose coexist with the need for minimal institutional recognition to sustain professional legitimacy and self-esteem. The main theoretical contribution of the study lies in the formulation of the concept of critical protean career, which reconceptualizes self-direction as a practice of political and emotional wisdom, exercised under symbolic and structural constraints. The dissertation also introduces ambivalence as a transversal explanatory category, demonstrating that the actions of mature women are continuously shaped by negotiations between freedom and constraint. Furthermore, it shows that coping strategies operate as relational orchestrations, combining individual resources (self-knowledge, continuous learning, and emotional management) with collective resources (sorority, networks, mentoring, and intergenerational alliances). By integrating situated agency, protean career theory, and the articulation between gender and age, this study expands the understanding of women’s careers in later adulthood and highlights the urgency of organizational policies aimed at combating ageism, recognizing productive longevity as a strategic asset, and fostering inclusive environments for women aged 50 and over.
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Alterações morfofuncionais de artérias intrapulmonares de ratos Wistar após intoxicação crônica por 60 dias ao cloreto de mercúrio
(Universidade Federal do Espírito Santo, 2025-10-09) Schereider, Ingridy Reinholz Grafites; Simões, Maylla Ronacher ; https://orcid.org/0000-0003-1395-3938; http://lattes.cnpq.br/1541901247205779 ; Vassallo, Dalton Valentim ; https://orcid.org/0000-0002-4463-4174; http://lattes.cnpq.br/7749285591179880; https://orcid.org/0000-0002-6379-4050 ; http://lattes.cnpq.br/4495382135988623; Santos, Leonardo dos ; https://orcid.org/0000000243406364; https://lattes.cnpq.br/4132087001362623; Fabiano Elias Xavier; https://orcid.org/0000-0003-2028-2562; http://lattes.cnpq.br/4166941401353957; Davel, Ana Paula ; https://orcid.org/0000-0002-9862-4262 ; http://lattes.cnpq.br/0575590472541198; Lopes, Andressa Bolsoni; https://orcid.org/0000000312445667 ; https://lattes.cnpq.br/0097480808041638
Mercury exposure is a significant public health concern due to its toxic potential in the human body, especially on the cardiovascular system. Its accumulation in the body induces oxidative stress, inflammation, and endothelial dysfunction in systemic arteries, contributing to the development of cardiovascular diseases. The close relationship between systemic and pulmonary circulation leads us to believe that the latter also suffers from the toxic effects of mercury. However, the consequences of HgCl₂ in the pulmonary arteries remain unclear. This study aimed to investigate the effects of mercury chloride (HgCl₂) exposure for 60 days on the small intrapulmonary arteries and hemodynamic parameters of male rats. The rats were exposed to HgCl₂ (1st dose, 4.6 μg/kg; subsequent daily doses, 0.07 μg/kg; intramuscular injection). The results revealed that intrapulmonary arteries from exposed rats exhibited reduced contractile responses to potassium chloride and the thromboxane A2 receptor agonist U46619, and arterial wall thinning, indicative of vascular hypotrophic remodeling. The impaired pulmonary vasoconstriction of the HgCl2 group was associated with increased nitric oxide (NO) and hydrogen peroxide (H₂O₂) levels. In addition, increased production of superoxide anion (O₂•-) and reduced superoxide dismutase (SOD) expressions. These findings suggest that chronic HgCl2 exposure induces pulmonary vascular dysfunctions, primarily through enhanced NO and ROS signaling as an adaptive mechanism against oxidative stress
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Clivagem in vitro do gene COL1A1 por CRISPR/Cas9: fundamentos para a geração de modelos experimentais
(Universidade Federal do Espírito Santo, 2025-12-18) Melo, Daniel Moreira; Paula, Flavia de ; https://orcid.org/0000-0001-8679-2982; http://lattes.cnpq.br/7913201450663683; https://orcid.org/0009-0006-2579-1189 ; http://lattes.cnpq.br/4452821162268537; Santos, Eldamaria de Vargas Wolfgramm dos ; https://orcid.org/0000-0003-3815-0760; http://lattes.cnpq.br/4688343262832362; Nishimura, Agnes Lumi ; https://orcid.org/0000-0001-5295-797X; http://lattes.cnpq.br/4422870765994649
Gene editing mediated by the CRISPR/Cas9 system has become a central element of modern biotechnology, enabling genome modification in a rapid, accessible and highly precise manner. Among its applications, the generation of cellular models of genetic diseases is a key area, in which a critical step is the prior evaluation of the cleavage efficiency of Cas9/gRNA complexes before their use in living cells, functioning as an initial filter to select guide RNAs with higher functional potential. Among clinically relevant genes used as experimental models, COL1A1 stands out due to its essential role in type I collagen formation and because it harbors most of the mutations associated with Osteogenesis Imperfecta, a hereditary disease characterized by bone fragility and a broad clinical spectrum. The in vitro cleavage efficiency of the CRISPR/Cas9 system targeting the COL1A1 gene was investigated using DNA from five human cell lines of different origins. Guide RNAs were designed and selected based on computational predictions of efficiency and specificity, and the fragment corresponding to exon 2 and its respective guide RNA was used in the cleavage assays. The analyses revealed intermediate and consistent efficiencies among the tested cell lines, ranging from approximately 31% to 47%. The results demonstrate that the evaluated guide exhibits reproducible activity in different genomic contexts and support the use of this workflow as a preliminary step in the generation of genetically edited cellular models. Overall, the data reinforce the importance of in vitro validation prior to cellular editing and provide an experimental basis for future studies aimed at modeling COL1A1 mutations and investigating the molecular mechanisms of Osteogenesis Imperfecta.
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Mudanças climáticas e pegada ecológica: uma proposta de ensino investigativo
(Universidade Federal do Espírito Santo, 2025-12-18) Alves, Priscila Ruberti Berteli; Corte, Viviana Borges ; https://orcid.org/0000-0002-5488-6578 ; http://lattes.cnpq.br/3694434981958328; https://orcid.org/0009-0002-0855-2224 ; http://lattes.cnpq.br/4033788014397564; Barata, Diógina ; https://orcid.org/0000-0001-6093-9405; http://lattes.cnpq.br/2173274073008235; Araujo, Michell Pedruzzi Mendes ; https://orcid.org/0000-0003-4596-5386; http://lattes.cnpq.br/6141634183456644
The themes related to climate change are of great relevance considering their impact on society and biodiversity; however, their approach in high school is often restricted and does not provide students with a broader view of the subject, leading them to have difficulties in defining, identifying causes, and devising proposals for mitigating climate change, as confirmed in this research. The objective of this work was, through an Investigative Teaching Sequence, to develop in students a sense of belonging and understanding of their impact on the environment in which they live, directing their attention to natural conservation practices. The study is based on Freire's framework of problem-posing education focused on the formation of students' critical consciousness, articulated with the contributions of Carvalho and Sasseron on inquiry-based teaching and the promotion of scientific literacy. This is a qualitative-quantitative research, of the pedagogical intervention type with an investigative approach. Data categorization was done as proposed by Bardin using the "collection" procedure. A diagnostic questionnaire was applied to high school students in order to identify their prior knowledge, which guided the teacher in the process of constructing the concepts of climate change, global warming, and sustainability. The contextualization of the problem was done through a discussion circle focusing on the students' real and local context, and during the process, the guiding question arose that relates the influence that the student's daily behavior has on climate change. Considering the problem question, the students proposed hypotheses and verified them through research and by calculating their ecological footprint. They identified the electronic equipment they use most and calculated consumption so that they could perceive their real contribution to the energy expenditure of their home. At the end of the investigation process, the systematization took place through reflective reports and presentations of their results, refuting or proving their hypotheses. The data obtained show that the students' prior understanding of the topics of climate change and global warming was superficial. The use of an investigative approach increased student engagement, stimulated critical thinking about their daily attitudes and consumption, and reduced conceptual misconceptions related to sustainability. Thus, it is clear that the use of the ecological footprint as an investigative theme, articulated with the Freirean perspective of the practice of freedom, favored the construction of knowledge in a critical and contextualized way.
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Formação e experiência estética, artístico-cultural de docentes de educação física que atuam na educação infantil
(Universidade Federal do Espírito Santo, 2025-12-15) Pereira, Virgínia Miranda; Figueiredo, Zenolia Christina Campos; https://orcid.org/0000-0001-9637-4581 ; http://lattes.cnpq.br/3674967450536858; https://orcid.org/0000-0002-4464-0101 ; http://lattes.cnpq.br/5307062637307490; Vago , Tarcísio Mauro; https://orcid.org/0000-0001-5229-5582; http://lattes.cnpq.br/3671595343974895; Góes, Margarete Sacht ; https://orcid.org/0000-0002-7146-6022; http://lattes.cnpq.br/5504378088842871
The present work is the result of a qualitative research study, with theoretical-methodological and epistemological centrality in the scope of the biographical method, based on the use of biographical narrative approaches to life stories, in light of the contributions of Josso (2004; 2007; 2010a; 2010b), Dominicé (2010), Delory-Momberger (2012; 2016), Bolívar (2002), Goodson (2019), Nóvoa (1995; 1997; 2012; 2017; 2019), Passeggi (2011; 2016), Souza (2006; 2014), among others. The general objective is to investigate the processes of training physical education teachers for teaching in early childhood education, aiming to understand how they weave and give meaning to their educational actions, considering the formative experiences situated in the aesthetic, cultural, and socio-professional dimensions, based on their own narratives. To this end, as data generation instruments, we conducted narrative interviews with five physical education teachers who work in the early childhood education in the municipality of Vila Velha/ES. The theoretical framework used to guide the researched empirical field was developed taking into account the understanding that the process of becoming a physical education teacher of young children requires seeking other formative logics, with the contributions of Ayoub and Ehernberg, 2020; Figueiredo, 2004, 2010; Góes, 2021; Loponte, 2010, 2013, 2014, 2017; Loureiro, 2022; Ostetto, 2011; Ostetto and Silva, 2018; who, by broadly addressing the processes of training and constituting teachers, bring to the field the possibility of considering art, culture, and consequently, aesthetic experiences as fundamental and challenging elements of this process. Based on this formative perspective, we found in Larrosa, 2002, 2017, 2022; and Josso, 2010a, 2010b; subsidies to think the pair experience/meaning and elaborate reflections on the concept of experience, formative experience, as well as on the subject of experience and physical education teacher training. The analysis of the narratives of the "reference-recollections" of the collaborating teachers in this study was inspired by the comprehensive-interpretive analysis method advocated by Souza (2006; 2014). The analysis of the "reference-recollections" allowed us to identify some formative experiences based on the aesthetic and cultural dimensions of education; at other times, life events distanced themselves from the possibility of "having" and "making" experiences, some approaching anti-experience, entertainment, and automatism, when they undermine the possibilities of readings, reflection, listening to the ways of thinking of others and children. Thus, it was observed that the paths of becoming a teacher who works in children's education involve the interest in seeking changes and learning, in an internal and external movement, and that initial and continuing training agencies need to offer training opportunities that allow for the engendering of other corners of experience. Finally, the study highlighted the need to pay a little more attention to the aesthetic and cultural dimension of education, as we suppose that such experiences can contribute, to some extent, to reconsider, for example, the truths that individuals construct about the world and about things in the world, while the manifestations/expressions of Art, Culture, and aesthetic experiences can broaden the ways in which individuals think and connect to knowledge. This implies a greater openness and exposure of individuals to experiences, in order to construct thoughts that help them break with some formative models to which they are subjected throughout their life and training trajectory.