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Avaliação da qualidade hidrogeomorfológica em cursos efêmeros tropicais: subsídios à renaturalização da bacia hidrográfica costeira da Lagoa Grande (Vila Velha-ES)
(Universidade Federal do Espírito Santo, 2026-02-25) Carvalho, Sidinei Marques de; Marchioro, Eberval; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Bricalli, Luiza Leonardi; https://orcid.org/; http://lattes.cnpq.br/; Ojeda, Alfredo Ollero; https://orcid.org/; http://lattes.cnpq.br/; Calegari, Salomão Silva; Ferrer, Daniel Ballarín
Human interventions and processes, primarily resulting from inadequate territorial management and increasing population density, have led to the suppression of important hydrogeomorphological processes and constitute a major cause of the degradation of the ecological status of fluvial systems at a global scale. This research analyses the integrity of the fluvial system of the Western Sub-basin of Lagoa Grande (SBOLG), located in the municipality of Vila Velha (Espírito Santo State, Brazil), under tropical climatic conditions. The selection of this sub-basin is justified by the intense territorial and environmental transformations that have occurred over recent decades. The analysis emphasises the relationship between geomorphological and hydrological processes, land cover and land use, and the functional performance of the fluvial system. The study aims to assess the hydrogeomorphological quality of the fluvial system and to identify the main natural and anthropogenic controls governing its hydrodynamics. The adopted methodology is based on a quali-quantitative approach and integrates systematic remote observation and fieldwork conducted under different meteorological conditions, cartographic analysis, morphometric assessment, an inventory of human interventions, and the application of the Hydrogeomorphological Index adapted for tropical ephemeral streams (IHG-Et). The dense drainage network was segmented into 16 reaches, and the IHG-Et parameters were applied on the basis of quality indicators obtained throughout the research process, grounded in specialised literature and under direct academic supervision. The results indicate that the overall hydrogeomorphological quality of the fluvial system is moderate, evidencing impairments in the longitudinal, vertical, lateral/transversal and temporal dimensions of fluvial connectivity associated with established human interventions and processes. Urbanisation, the removal of riparian and hillslope vegetation, channelisation, and the impoundment of hydro-sedimentary flows, among other pressures, have triggered the degradation of hydrogeomorphological functions and of the healthy ecological condition of riparian corridors. The adaptation of the IHG-E index to the IHG-Et proved to be promising in this initial application, indicating the need for its validation in other basins with ephemeral watercourses. Finally, the research provides technical support for territorial management and planning actions, as well as strategies aimed at enhancing ecosystem resilience and adaptation to extreme meteorological events
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O trabalho filosófico de ensinar, aprender e viver Direitos Humanos na escola e, além dela
(Universidade Federal do Espírito Santo, 2026-02-25) Dallabernardina, Shelton; Dallabernardina, Shelton; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Nunes, Antônio Vidal; https://orcid.org/; http://lattes.cnpq.br/; Bortoleto, Edivaldo José; https://orcid.org/; http://lattes.cnpq.br/; Sgarbi, Antonio Donizetti; https://orcid.org/; http://lattes.cnpq.br/
The humanistic education provided in basic education faces the challenge of students’ lack of interest in social issues, a disinterest that is generally linked to the absence of adequate systematization in the teaching of Human Rights within the school context. This study aimed to implement and evaluate a pedagogical intervention in Human Rights, grounded in John Dewey’s practical philosophy, with the purpose of promoting ethical reflection and humanization in high school philosophy classes. To this end, a theoretical-dialectical approach was adopted. The didactic intervention, carried out with high school students in the state of Espírito Santo, involved the application of diagnostic and evaluative questionnaires, the promotion of legislative pedagogical workshops, the presentation of video lessons, and the conduction of expository-dialogical classes. The procedures were documented for the development of an educational resource. Qualitative analysis of students’ activities and records revealed a considerable improvement in conceptual understanding and in the perception of the applicability of human rights in everyday life. The main outcome of the study was the creation of an educational booklet that compiles the pedagogical strategies and documented experiences, serving as a replicable teaching resource. It can be concluded that the intervention was successful in integrating Human Rights as a practical and cross-cutting theme in the teaching of philosophy, creating a space for reflective experiences. The booklet developed constitutes a practical contribution to teaching practice, strengthening the dissemination of active teaching methodologies in Human Rights in basic education.
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Entre bilhetes, tabelas e araucárias: o licenciamento ambiental como processo diplomático entre coletivos humanos e não humanos
(Universidade Federal do Espírito Santo, 2025-01-01) Lins, Rebeca Mathias; Losekann, Cristiana; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; Creado, Eliana Santos Junqueira; https://orcid.org/; http://lattes.cnpq.br/; Fleury, Lorena; https://orcid.org/; http://lattes.cnpq.br/; Araújo, Suely Mara Vaz Guimarães de; https://orcid.org/; http://lattes.cnpq.br/; Bronz, Deborah ; https://orcid.org; http://lattes.cnpq.br/
Environmental licensing, as Brazil’s main instrument of environmental impact assessment (EIA), stands at the crossroads of development and socio-environmental protection. This research investigates the rare occurrence of license rejections by the Brazilian environment agency, Instituto Brasileiro do Meio Ambiente e dos Recursos Naturais Renováveis (IBAMA) and seeks to understand the role of the licensing process – beyond its binary outcomes – in shaping project viability. Adopting a mixed-methods approach, the study combines descriptive statistics of 2,181 licensing procedures (1988–2022) with document ethnography of two cases of preliminary license denial: the Pai Querê hydropower plant (RS/SC) and the Estaleiro EISA shipyard (AL). The theoretical framework draws on Bruno Latour and actor-network theory, exploring diplomacy between human and non-human collectives. Findings reveal that, although fewer than 1% of licenses were denied, licensing serves as a fertile arena for controversies, project modifications, and the strengthening of collectives. In Pai Querê, endangered species, NGOs, and the Public Prosecutor’s Office allied to block a strategic national project; in Estaleiro EISA, technical contestation of locational matrices led to relocating the project to protect mangroves. The study concludes that licensing not only legitimizes projects but also materializes socio-environmental and political disputes, offering a diplomatic space for non human representation and advancing reflections on the limits and potential of Brazil’s environmental policy.
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Hidrocarbonetos policíclicos aromáticos em sedimentos do estuário e região marinha adjacente à foz do Rio Doce: avanços com o uso da lógica fuzzy
(Universidade Federal do Espírito Santo, 2026-02-26) Zacché, Danillo Silva; Silva, Cesar Alexandro da; https://orcid.org/0000-0002-6827-9314; http://lattes.cnpq.br/6508276484992172; Rodrigues Neto, Renato; https://orcid.org/0000-0003-0803-4435; http://lattes.cnpq.br/1931267781220159; https://orcid.org/0000-0002-1878-7708; http://lattes.cnpq.br/7354826786831761; Alexandre, Marcelo da Rosa; https://orcid.org/; https://buscatextual.cnpq.br; Madureira, Luiz Augusto dos Santos; https://orcid.org/0000-0003-2446-8305; http://lattes.cnpq.br/4575013676379643; Filgueiras, Paulo Roberto; https://orcid.org/0000-0003-2617-1601; http://lattes.cnpq.br/1907915547207861; Moreira, Luana Santos; https://orcid.org/0000-0003-3603-9014; http://lattes.cnpq.br/3243655149800079
This study examines the application of fuzzy logic–based tools for the environmental monitoring of polycyclic aromatic hydrocarbons (PAHs) in sediments, highlighting their ability to address uncertainty and support gradual interpretations. Three main approaches were employed: fuzzy clustering, fuzzy synthetic evaluation, and fuzzy inference systems. Initially, fuzzy clustering was applied to identify the extent of contributions from the main PAH sources in sediments from the marine region adjacent to the mouth of the Doce River (Linhares, ES, Brazil), using samples collected between the summer of 2010 and the winter of 2011. This technique enabled the assessment of the relative importance of pollutant sources to the overall PAH pool, revealing clear seasonal variations. PAHs derived from biomass burning predominated during the summer, whereas compounds associated with fossil fuel combustion were more prevalent in the winter. Subsequently, fuzzy synthetic evaluation was employed to evaluate the ecological risk of PAHs in sediments from the Doce River estuary, considering periods before (2015) and after (2016) the impact of mine tailings released following the Fundão dam failure in Mariana, MG, Brazil. This approach allowed a gradual assessment of changes in sediment quality resulting from the disaster. It was observed that some compounds shifted from low to moderate ecological risk following the arrival of the tailings. Despite a significant increase in PAH concentrations after the event, the integrated analysis indicated that the overall risk of adverse effects associated with these compounds remained low. Finally, a new sediment quality index based on fuzzy logic was proposed, using a Mamdani-type fuzzy inference system. The aim was to integrate different sediment quality guidelines into a single, clearer, more robust, and reliable indicator. The application of this index to data from both the estuary and the adjacent marine region demonstrated that it reproduces the conclusions obtained from the other evaluated methodologies, but in a simpler, more objective, and comprehensive manner, taking into account priority PAHs. Overall, the study highlights the potential of fuzzy logic as an effective tool for environmental assessment.
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Padrões de qualidade para a educação de estudantes com deficiência visual a partir de realidades escolares no município de Vitória/ES
(Universidade Federal do Espírito Santo, 2026-02-27) Lievore, Patrícia Teixeira Moschen; Melo, Douglas Christian Ferrari de; https://orcid.org/0000-0003-2761-0477; http://lattes.cnpq.br/4115960878343816; https://orcid.org/0000-0001-9759-5933; http://lattes.cnpq.br/6422332395152935; Copatti, Carina; https://orcid.org/0000-0003-0485-388X; http://lattes.cnpq.br/6743856187041578; Oliveira, Eduardo Augusto Moscon; https://orcid.org/0000-0001-9435-8967; http://lattes.cnpq.br/3246701331584528; Pessin, Gisele; https://orcid.org/0000-0003-0564-4537; http://lattes.cnpq.br/2705872050220019; Guimarães, Décio Nascimento; https://orcid.org/0000-0002-1496-5407; http://lattes.cnpq.br/5894160496434294
This thesis aims to propose essential standards of educational quality to ensure the right to learn for students with visual impairments, based on school realities in the municipality of Vitória, Espírito Santo, Brazil. The research adopts a qualitative approach, employing multiple case studies and document analysis, including focus groups with specialist teachers and school management teams, as well as semi structured interviews with students with visual impairments. The analysis of normative and institutional documents, together with the lived experiences of blind students and those with low vision, provides the foundation for constructing educational quality standards for this population. The theoretical framework draws on the contributions of Gramsci, Vygotsky, Poulantzas, and Saviani, understanding the quality of education as a historical and social construction, intrinsically linked to pedagogical practices, teacher education, and the role of the State. The findings reveal that ensuring the right to learn for students with visual impairments is not achieved solely through access to mainstream schooling, but through the effective implementation of a coordinated set of quality standards, including: (1) a standard of qualified teaching, involving specialized teachers who understand the specific needs of students with visual impairments, master accessible pedagogical resources, and work collaboratively; (2) a standard of accessible pedagogical resources, including the use of appropriate materials such as Braille books, audiobooks, screen-reading software, among others, ensuring access to curricular content; (3) a standard of initial and continuing teacher education, with ongoing professional development programs that equip teachers with the knowledge and skills required to teach students with visual impairments in an inclusive manner; (4) a standard for the organization of Specialized Educational Support (AEE), ensuring its integration with the mainstream curriculum and the guarantee of collaborative work; (5) a standard of architectural accessibility, involving adaptations to school facilities and furniture to ensure the full participation of students with visual impairments; (6) a standard of orientation and mobility, including programs that promote students’ autonomy through mobility training and the creation of accessible environments; (7) a standard for the promotion of student autonomy, ensuring that students with visual impairments become more independent in both the learning process and daily life; and (8) a standard of democratic school management and participation, promoting inclusion and active participation through collaboration among students, teachers, school leaders, and families. The analysis demonstrates that the quality of education depends on continuous investment in public educational policies, the adequacy of material and human resources, and the institutional accountability of the State to ensure the conditions necessary to guarantee the right to learn for students with visual impairments.