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Item A pobreza como alvo na modernização da assistência social: estudo de caso da adoção do portal Meu INSS para o acesso ao BPC(Universidade Federal de Goiás, 2023-08-23) Costa, Caroline Levergger; Gonçalves Neto, João da Cruz; http://lattes.cnpq.br/6257334752072083; Gonçalves Neto, João da Cruz; Serau Junior, Marco Aurélio; Pagliaro, Heitor de CarvalhoThis dissertation analyzes the use of information and communication technologies for access to social rights, especially welfare rights, and deals specifically with how technology is being used to access the Continuous Cash Benefit. It aims to answer whether modernization has generated social progress or resulted in increased vulnerability of the recipients of this public policy. It also investigates whether the use of modernization may be occurring as a veiled fiscal adjustment measure, that is, not formally declared, to reduce access to the benefit. The methodological approach used was a literature review and a documentary analysis of secondary data and empirical research produced on the subject. The INSS DIGITAL program was evaluated based on five analysis criteria: greater coverage and possibility of service, simplification of processes and increased transparency, speed in responding to requests, quality of procedural analysis and fewer demands and savings to public coffers. It was observed that the difficulties in accessing rights, arising from modernization, do not simply stem from technology, but from the way it has been applied by States to mediate their relationship with the vulnerable population and that there are already proposals formulated so that this modernization is compatible with human rights. It was found that historical factors in the evolution of social assistance and the country's own characteristics, as well as the existence of a fiscal adjustment policy, influenced the way in which technologies were incorporated by the State in the provision of services to citizens. In the case of access to the Continuous Cash Benefit, it was found that the modernization of access, as it occurred, did not represent for the vulnerable population an expansion of rights or even an improvement of public service, but reproduced a barrier to be overcome by the citizen and acted as a factor of repression of administrative expenses (fiscal adjustment) even with the payment of benefits, which has grown more slowly since its implementation.Item O que fundamenta a proposta dos CEPIs em Goiás?(Universidade Federal de Goiás, 2023-05-22) Gontijo, Matheus Costa; Echeverría, Agustina Rosa; http://lattes.cnpq.br/5515276044247189; Echeverria, Agustina Rosa; Maciel, David; Echalar, Adda Daniela Lima Figueiredo; Adda Daniela Lima Figueiredo EchalarLa educación en tiempo integral ha avanzado significativamente en el Estado de Goiás con la implementación de los Centros de Enseñanza en Período Integral (CEPIs). La implementación de ese modelo está de acuerdo con los objetivos establecidos en el Plan Nacional de Educación (PNE) (BRASIL, 2014) y a los del Plano Estadual de Educación (PEE) (GOIÁS, 2015) que determinan la expansión de la enseñanza integral cuyo objetivo es “Ofrecer educación en tiempo integral en, como mínimo, 50 % (cincuenta por ciento) de las escuelas públicas, de forma a atender, pelo menos, 25 % (veinticinco por ciento) de los (as) alumnos (as)de la educación básica.” (BRASIL, 2014). En ese marco, el gobierno de Ronaldo Caiado (2019 -) ha invertido cada vez más en la implementación de esa modalidad de enseñanza. En este trabajo tuvimos el objetivo de elucidar lo que fundamenta la propuesta de los CEPIs en el Estado de Goiás por medio del análisis documental de su Programa y de documentos que referencian ese modelo educacional, así como los principales documentos que establecen las directrices para la educación en países de capitalismo dependiente. También apuntamos en la discusión, como esa propuesta y su fundamentación establecen el lugar de la Enseñanza de Ciencias dentro de su programa. Ese análisis partió de la óptica del materialismo histórico con foco en la influencia de los aparatos privados de hegemonía de la clase dominante en la educación pública a través de lo público no-estatal y su relación con el Estado y la sociedad civil, con el recorte de las tres últimas décadas, período marcado por el proceso conocido como empresariamiento de la educación. Discutimos la influencia de los sectores de la sociedad civil en la educación, entendida como estrategia para atender las demandas del capital y su reproducción a partir de la coerción y del consenso. En nuestra análisis concluimos que la propuesta de los CEPIs está alineada con las principales orientaciones internacionales de los organismos multilaterales y que, con el apoyo de los aparatos privados de hegemonía y de los intelectuales de la burguesía o cooptados por ella, esa propuesta profundiza la captura de la subjetividad de los sujetos por la lógica del mercado en el marco del neoliberalismo, configurándose como una propuesta que 13 refuerza el mantenimiento y la reproducción del capitalismo y la subsunción de la educación a los idearios neoliberales de mercado.Item O ensino de matemática da escola família agrícola de Goiás (EFAGO): um estudo de caso na perspectiva dos alunos e da professora do terceiro ano do ensino médio(Universidade Federal de Goiás, 2023-12-15) Jesus, Carlos Augusto Cardoso de; Souza, Roberto Barcelos; http://lattes.cnpq.br/4853908842861334; Souza, Roberto Barcelos; Daude, Rodrigo Bastos; Pimenta, Adelino CandidoThis work aims to analyze the perceptions of a mathematics teacher and third year high school students about the sociocultural contributions of mathematics teaching at EFAGO, and how teaching is dialoguing with school documents. This concern arose from the perception of the peasants' need to use methodologies capable of promoting greater significance in their mathematical learning. For D'Ambrosio (1997) school education must combine theory and practice, therefore, teaching must have a deep connection with the sociocultural context of young people, mathematics resulting from this connection brings more meaning to students. Based on this objective, we question: does the teaching adopted at EFAGO dialogue with the sociocultural knowledge of the students and, consequently, makes the learning of mathematics meaningful? We understand this research as qualitative, being a case study. As data construction tools, we believe that the application of questionnaires and interviews, in addition to the construction of a field diary, enable data triangulation, which may increase the chances of success. To produce such contributions and reflections, we based ourselves on Begnami's (2019) theories on the pedagogy of alternation; mathematics teaching with Fiorentini (1995) and D'Ambrosio (1998), rural education with Caldart (2004), formal, non-formal and informal education with Gohn (2010).Item Formação etnomatemática no curso de educação intercultural da Universidade Federal de Goiás: reflexões de estudantes e egressos indígenas(Universidade Federal de Goiás, 2023-08-30) Lucas, Marcello; Ribeiro, José Pedro Machado; http://lattes.cnpq.br/1433861823493391; Ribeiro, José Pedro Machado; Baumann, Ana Paula Purcina; Souza, Roberto Barcelos; Nazareno, Elias; Ferreira, RogérioThe research described in this text aimed to scrutinize the reflections carried out by indigenous students and graduates mediated by higher education, the Intercultural Education course at the Federal University of Goiás, with the following investigative question: what are the reflections of indigenous students and graduates, based on the curricular mediation of the Intercultural Education course at the Federal University of Goiás, focusing on contextual themes that address non-indigenous mathematical knowledge? The theoretical framework for this research was based on Ethnomathematics, from the perspective of Decoloniality and Critical Interculturality, and adopted a qualitative research posture. The construction of data took place through dialogues with students in training and graduates of the Intercultural Education course who agreed to participate in the research. The organization of the data in units of meanings made it possible to carry out the analysis using the descriptive method, in the light of the chosen theoretical framework. The curricular mediation of the Intercultural Education course at the Federal University of Goiás raises different reflections from the indigenous participants of the research. The use they make of non-indigenous mathematics to validate indigenous ethnomathematics, a political-epistemic marking, and the use of nonindigenous knowledge as tools of struggle so that relations with non-indigenous people can be less unequal are some of of the reflections raised. Indigenous higher education can constitute a decolonial action. The way in which the Intercultural Education course at the Federal University of Goiás is structured creates favorable conditions for students to exercise decolonial actions of resistance and struggle, as well as propitiates the search for the resignification of the socio-political-economic-sItem Avaliações em larga escala implementadas pela SEDUC GO: ações pedagógicas e orientações técnicas que subsidiaram a produção dos instrumentos da avaliação de matemática(Universidade Federal de Goiás, 2021-11-25) Machado, Inácio de Araújo; Furtado, Wagner Wilson; http://lattes.cnpq.br/7242809620740722; Furtado, Wagner Wilson; Villas Boas, Benigna Maria de Freitas; Chaves, Sandramara MatiasThis work, entitled “Large-scale assessments implemented by Seduc GO: Pedagogical actions and technical guidelines that supported the production of Mathematics assessment instruments”, is linked to the research axis “Pedagogical practices for teaching and learning Science and Mathematics and the evaluation processes" referring to the research line "Teaching and Learning of Science and Mathematics" of the Graduate Program in Education in Science and Mathematics, at the Federal University of Goiás. It aims to analyze systemic evaluations (Diagnostic Evaluation and the Directed Sample Evaluation) of Mathematics applied by the state network of Goiás in the 5th year of Elementary School I, 9th year of Elementary School II and in the 3rd year of High School from 2011 to 2018, in order to understand and record the relevant milestones which comprised (i) the process of implementing these assessments, (ii) the criteria used to structure them and (iii) the technical elements related to the theoretical-methodological foundation adopted by the team of designers. For this, based on the assumptions of qualitative research and the theoretical framework of classroom assessment, school assessment and systems assessment, we investigated Diagnostic Assessment (2011-2014) and Directed Sample Assessment (2015 – 2018), the general guidelines that were sent to the applicator teacher, the instruments to help correct the tests and the circular letters sent by the State Department of Education of Goiás, among others. The paths taken during the work favored us to reflect and understand the objectives and origins of these evaluations. In addition, through this research, we were able to identify characteristics and technical elements related to the Mathematics items that made up these assessments and understand their correction dynamics, through the instruments that were sent by the department for this purpose.Item Hortas escolares urbanas: da produção de alimentos ao ensino da sustentabilidade ambiental(Universidade Federal de Goiás, 2022-10-26) Melo, Tálita Nogueira Gonzaga; Hora, Karla Emmanuela Ribeiro; http://lattes.cnpq.br/6451685640638572; Hora, Karla Emmanuela Ribeiro; Echeverria, Agustina Rosa; Leandro, Wilson MozenaThe urban and peri-urban practice has been strengthened in multiples spaces of the cities, through multiple entry points, which range from self-consumption and food supplementation, alternative employment and income for vulnerable groups, solutions for environmentally resilient cities, to an opportunity to practice social and environmental education activities. Considering this last aspect, the theme of this research is the study of the use of urban school gardens as a pedagogical tool for environmental sustainability, integrated with the provision of healthy food in school environments and the challenges of the practice itself. Starting from the question of how urban school gardens are effective, we sought to discuss how they are appropriate in the teaching-learning activities about the environmental issues, analyzing the obstacles to their incorporation as a teaching tool. Likewise, we sought to understand how the food produced in the gardens is used in school meals and how maintenance activities are carried out. Methodologically, the research has a qualitative nature and is based on technical procedures of bibliographic, documental and participant observation research, semi-structured interviews and photographic records. As an analytical object, the research relies on the study of multiple cases of four school gardens implemented in the year 2021, in the cities of Anápolis, Catalão, Rio Verde and Ouvidor, in the State of Goiás. The results indicate that, although school gardens are difficult to maintain, they benefit school meals by offering quality food, in great variety and quantity. At the same time, they have potential uses as an educational tool in the development of education activities for the teaching of environmental sustainability.Item Discalculia: estado da arte em congressos de educação matemática(Universidade Federal de Goiás, 2023-08-29) Ribeiro, Hellen Marques Pinto; Alvarenga, Karly Barbosa; http://lattes.cnpq.br/8950541327384418; Alvarenga, Karly Barbosa; Lara, Isabel Cristina Machado de; Nery, Érica Santana SilveiraThis study has the main objective of mapping and analyzing articles related to Developmental Dyscalculia in national and international Mathematics Education events from 2006 to 2021. It is a qualitative study with numerical subsidies, bibliography of type of State of the Art. The mapping was carried out electronically in the databases of: Encontro Nacional de Educação Matemática, Seminário Internacional de Pesquisa em Educação Matemática, Associação Nacional de Pós-Graduação e Pesquisa em Educação, Encontro Nacional de Educação Matemática Inclusiva, Encontro Brasileiro de Estudantes de Pós-Graduação em Educação Matemática, Congresso Internacional de Educação Matemática and Reunión Latinoamericana de Matemática Educativa. The descriptors used were dyscalculia, disorder and learning difficulty in mathematics; as a result, a corpus with 22 articles was formed. A descriptive and interpretative analysis of the data was carried out, supported by Content Analysis, in order to learn about the mains concepts, ideas, gaps, trends and perspectives on the subject in question. Four emerging categories were established, which are: Research Methodology, Participants, Conceptualizations and Teaching. And from these, ten subcategories were elaborated namely: Theoretical Research, Practical Research, Teaching Perception, Tracking, Psychopedagogical Interventions, Conceptual Discussions, Inclusive Discourses, Cognitive Perceptions, Teaching Strategies and Diagnostic Strategies. For the theoretical basics Kosc’s work was used. The mapped publications are, for the most part, theoretical studies related to concepts and definitions inherent to the disorder itself, cognitive and inclusive perceptions, and the analysis of other scientific productions. Those of a practical nature refer to Field Research and Case Studies. The investigations showed that, after individual psychopedagogical interventions, students with this type of disorder showed advances in learning. The analysis showed that there is a need for more research, mainly empirical, as well as on brain functioning, diagnostic strategies and learning. Furthermore, the Developmental Dyscalculia can have consequences on the individual’s personal and professional life, and studies from this perspective are still incipient, requiring further in-depth and discernment. Thus, this State of the Art contributed to understanding aspects peculiar to this topic and made it possible to indicate directions and delimitations for future research.Item Um estudo sobre a abordagem de limite de funções em livros de cálculo diferencial e integral(Universidade Federal de Goiás, 2023-08-31) Santos, Leniedson Guedes dos; Silva, Geci José Pereira da; http://lattes.cnpq.br/9174074436425246; Alvarenga, Karly Barbosa; http://lattes.cnpq.br/8950541327384418; Alvarenga, Karly Barbosa; Ferreira, Joubert Lima; Rabelo, Mauro Luiz; Domingos, António Manuel Dias; Caicedo Roque, AlejandroBooks play a fundamental role as teaching instruments, which makes them important objects of study for researchers seeking to understand learning difficulties, especially with regard to Mathematics in higher education, a topic in which this type of research learning is still scarce. With a focus on teaching, this bibliographical work, of an explanatory and qualitative nature, aims to investigate the way in which the Differential and Integral Calculus books authored by Louis Leithold (1994), Hamilton Luiz Guidorizzi (2001) and James Stewart (2013) addresses the definition of the limit of functions of a variable. To achieve this objective, the methodological research framework of Depth Hermeneutics – HP, proposed by Jonh B. Thompson, was mobilized with the intention of answering the following questions: what types of semiotic representation records are it possible to identify these works and how Can they influence the teaching of function limits? What socio-historical aspects of the production of these books influenced the author in choosing a certain approach? Conceiving the book as a symbolic form, the phases that represent the HP were articulated: the socio-historical analysis, where this information was collected about the authors' biography, the evaluation of the preface and changes in the other editions, actions referenced by the Historical Analysis of Mathematics Books by Gert Schubring and the study of Editorial Paratexts by Gerrard Genette; formal analysis, in which the types of representations of limits and functions that appear in books were identified, as well as their transformations, through event activities, categorization and the construction of inventories, in the light of the Theory of Representation Records Semiotics - TRRS by Raymond Duval; and the interpretation/reinterpretation in which a creative synthesis of meanings on the works studied was constructed. The results demonstrated that, in the three books, there is a predominance of the algebraic register over the others and the absence of exercises proposed between registers, which, according to the TRRS, can make teaching the concept of limit difficult. Individually, influences from the Modern Mathematics Movement, the Bourbakist school and the Calculus Reforms were identified in the writing of these books.Item Ensino médio integrado, a nossa escola do trabalho: repensando a formação dos jovens brasileiros a partir dos fundamentos da pedagogia soviética e as interfaces curriculares das ciências da natureza(Universidade Federal de Goiás, 2023-10-05) Silva, Ariana Cárita de Assis Marinho; Echeverría, Agustina Rosa; http://lattes.cnpq.br/5515276044247189; Echeverría, Agustina Rosa; Gonçalves, Leandro Sartori; Costa, Lorenna Silva Oliveira; Silva, Marcelo Lira; Ramos, Marise NogueiraEducation has always been and will remain invariably associated with the ongoing corporate project. Human formation is part of a whole called society and not a cool entity with unrestricted transformative potential. The change of concrete conditions goes through the transformation of this whole, also modifying the educational processes. In Brazilian class society, sustained by dependent capitalism, working-class education has historically constituted a dual system, where knowledge and advancement in studies are restricted to those belonging to the dominant class, leaving young people from the exploited classes with access to training for alienated work. Even in this context dominated by power relations, emancipatory educational tactics emanate from the contradictory dynamics of the capitalist world, among them Integrated Secondary Education (EMI), a curricular model present in the Federal Institutes of Education, Science and Technology. However, in the face of attacks and counter-reforms in education intensified after the 2016 Coup, the EMI demands means for its resistance and objectification. And for the purpose of this strengthening, through a bibliographical study, we seek in the Soviet Work School, a proposal based on Marxian polytechnics, principles and potential foundations for the resistance process of the EMI in Brazil. We are guided, therefore, by the following question: What principles and foundations of Soviet Pedagogy (PS), idealized in the period from 1917 to 1930, can be rescued as references for the strengthening of the Integrated Curriculum in the EMI, historical and contradictory form in the name of the dispute for a Polytechnic Human Formation in Brazil? In the perspective of answering this question, this research was based and organized by the general objective of making a study of the movement from the Curriculum with a centrality in the Natural Sciences (singular) to Human Formation (universal) with the mediation (particular) of PS and the EMI. After a historically referenced analysis, the topicality of PS proved to be a central element in this process of objectifying the integrated curriculum in Brazil, enhancing both curricular integration and aspects of polytechnics in EMI, overcoming the disciplinary and fragmented nature of training with end in itself or training for alienated work. Finally, we understand that in the war for the education of the working class, the strategy of integral, omnilateral or polytechnic human formation relies on the expressive tactics of the Soviet Work School, which we have appropriated for the strengthening of our Work School.Item Estudos sobre a participação guiada no ensino de química para alunos com deficiência visual(Universidade Federal de Goiás, 2023-11-29) Silva, Renata de Moraes e; Benite, Claudio Roberto Machado; http://lattes.cnpq.br/9059906601238363; Benite, Claudio Roberto Machado; Mesquita, Nyuara Araújo da Silva; Silva, Juvan Pereira daThe text presented is the report of a master's degree research linked to the Science and Mathematics Teaching and Learning line (Axis - Science and Mathematics Teaching and Inclusive Education) of the Postgraduate Program in Science and Mathematics Education. The research aims to reflect on the contributions of experimentation through guided participation (PG) in the process of teaching and learning Chemistry for students with visual impairments (VI). Rogoff's (1998) guided participation was used as a theoretical framework, whose analysis considers how individuals, groups or communities transform as they together constitute and are constituted by a sociocultural activity. The entire analysis is based on Historical-Cultural Theory, focusing on mediation for the social construction of knowledge. As a methodological path, participatory research sought contributions in order to develop new strategies for teaching students with visual impairments. This study was carried out in partnership with the Pedagogical Support Center for Assistance to People with Visual Impairment (CAP/CEBRAV), in Goiânia. Eight pedagogical interventions (PI) were carried out that covered the contents of Chemical Kinetics. The planning of the experiments was designed to use the students' other senses: touch, smell, hearing and taste as a means of observing the experiment, so that they could participate in an autonomous and independent way. One of the IPs carried out was the “Production of scented cinnamon oil”, which allowed us to have a discussion covering social issues relating to the history of the spice and environmental discussions involving pharmaceutical and herbal formulations. The results reveal that in PG, learning occurred with familiarization with techniques and manipulation of equipment, through participation in practical activities and teacher mediation, dialoguing with the experimentation with an investigative bias by Carvalho (2021) which provided autonomy in carrying out the experiment. Therefore, the use of experimentation with an investigative bias mediated by the PG, favored the appropriation of knowledge and the development of skills to reduce the barriers that prevent these students from participating in experimental classes, resulting in their autonomy. In this way, the use of guided participation in DV classes guides a Chemistry teaching proposal that provides new possibilities for the more autonomous participation of these students, contributing to the teaching-learning process.Item Formação de professores de Ciências Biológicas em universidades brasileiras: perspectivas curriculares para as tecnologias digitais de informação e comunicação(Universidade Federal de Goiás, 2023-09-12) Silva, Thálita Maria Francisco da; Mesquita, Nyuara Araújo da Silva; http://lattes.cnpq.br/6971106875143413; Mesquita, Nyuara Araújo da Silva; Mendes, Michel; Vilela, Marcos Vinícius Ferreira; Moraes, Fernando Aparecido de; Comarú, Michele WaltzThe present scientific research investigates how the insertion of Digital Technologies of Information and Communication (TDIC) has been constituted as a formative element in the Licentiate courses in Science/Biology of the main Brazilian Federal Universities, approaching in what perspective this insertion takes place (dominant /emergent). We used qualitative research and multiple case studies as a methodological approach and document analysis as a data collection instrument. In line with the qualitative approach, our analytical approach to data processing will be Discursive Textual Analysis (DTA). As key elements to carry out our analysis, the Pedagogical Course Projects (PPC) of 26 Biological Sciences courses offered by Federal Universities in the five regions of the country were used: North, Northeast, Southeast, South and Midwest and the legal documents that guide teacher training in Brazil, such as the National Education Guidelines and Bases Law 9394/96, the Teacher Training Resolutions (from 2002, 2015 and 2019) and Resolution No. Biological Sciences courses. The analyzes were carried out highlighting: the institution of origin of the course, the name of the course, the year of creation of the course, the year of approval of the PPC, the pedagogical subjects, the non-pedagogical subjects that include digital technologies, the workloads (theoretical and practical) and the menus of these disciplines. The analysis carried out demonstrated the variety of organization of Pedagogical Course Projects that bring the pedagogical disciplines that will be offered in professional teacher training, as well as the discrepant amount of pedagogical disciplines offered to course participants. We also observed the small number of subjects that address TDIC in these curricula. This demonstrates that the insertion of TDIC is not a significant element in the pedagogical proposals for the training of Biological Sciences teachers. We also noticed that some documents point to the overcoming of the merely technical character of the use of digital technologies in the teaching-learning process anchored in the dominant paradigmatic view. Therefore, it is necessary to incorporate technical and pedagogical aspects in teacher training so that it can be reflected in the pedagogical and curricular practice in the classroom.Item Morfodinâmica e hidro-geomorfologia do médio rio Araguaia: investigação dos padrões e dos controles físicos e sua relevância para a análise ambiental(Universidade Federal de Goiás, 2023-08-25) Suizu, Taina Medeiros; Bayer, Maximiliano; http://lattes.cnpq.br/4552593148328465; Latrubesse, Edgardo Manuel; http://lattes.cnpq.br/7008643054366282; Latrubesse, Edgardo Manuel; Filizola Junior, Naziano Pantoja; Zancopé, Márcio Henrique de Campos; Ferreira, Manuel Eduardo; Faria, Karla Maria Silva deThe Araguaia River represents the last and most important free-flowing river located in the Cerrado-Amazon ecotone. The increasing human influence on this river system poses an imminent threat to the valuable ecosystem services it provides. Therefore, it is essential to produce knowledge about the physical structure and functioning of this river, which serves as a basis for a significant portion of the biome's biodiversity. This thesis contributes to the fields of Geomorphology and Hydrology of large tropical rivers, bringing new discoveries that enrich the existing body of research on the Araguaia system. In the first paper, we conducted an assessment of the planform morphology changes in the upper-middle course between 2001 and 2018, expanding the temporal data series on the evolution of macroforms to a 53-year period. We found that the current transition phase of the river, characterized by the contraction of the channel's active zone and the partial loss of braiding due to a higher representativeness of the islands, is likely related to changes in the hydro-sedimentary regime over the last two decades. Based on a set of channel and floodplain geomorphological variables, in the second paper we developed a methodology to subdivide the middle Araguaia into 19 distinct reaches (R1-R19), which were further clustered into five major segments (SI-SV). We found that changes in valley gradient have a significant influence on the morphology of SI, SIII, and SIV, while the inflow of important tributaries and the nature of the valley floor are the main controlling factors for the fluvial style in SII and SV, respectively. This large-scale planimetric characterization of the river's middle course complements previous geomorphic studies, providing insights into the morphological diversity and sensitivity of each segment to environmental changes. In the third paper, we present a new approach to the existing classifications in the literature of flood events in the middle Araguaia. Small-scale floods (types B and D2) exhibit distinct attenuation patterns associated with the occurrence of drier years (D2). The attenuation of intermediate-scale floods (types C and D1) and large-scale floods (type A) is influenced by the magnitude of maximum flows at the upstream river gauge station, with no statistical significance for the influence of tributaries on peak changes. Flood hydrograph properties were found to respond to the regional geomorphological organization of the system. When considering the segments proposed in the second paper, we observed that the nature of the valley floor plays a central role in the efficient transport of floods in SI, SIV, and SV. The wide and complex floodplain in SII significantly influences the storage capacity, allowing for gradual dissipation of floodwater excess and peak attenuation. Water diversion to the old system (Rio Javaés) exhibited unique transfer patterns under different flow conditions, resulting in overall annual losses and gains in SIII. The methodologies and disciplinary knowledge produced in this thesis can support future interdisciplinary work and investigations in the context of environmental sciences.Item Disputa pela terra em Moçambique - caso do distrito de Marracuene(Universidade Federal de Goiás, 2024-01-29) Yung, Telma Leo; Salomão, Alda Isabel Anibal; Miziara, Fausto; http://lattes.cnpq.br/3275079358565458; Miziara, Fausto; Hora, Karla Emmanuela Ribeiro; Campos, Ricardo Luiz Sapia deThe research was carried out within the scope of the Graduate Program in Environmental Sciences, with the aim of investigating land access and tenure in the Marracuene District, Mozambique. The main focus is to identify the main factors that cause land disputes in the study area, with an emphasis on the point of view of traditional producers. The increase in the demand for land in the district is driven by several factors, such as the geographical proximity to Maputo city, the "Maputo Ring Road", the Bridge over the Incomati River that connects Macaneta and the holding of the "Maputo International Fair - FACIM". In addition, the purpose of housing and investments in sectors such as trade, agriculture and tourism also contribute to the pressure on land. The combination of these factors contributes to an increase in demand for land in the district, generating pressure on land, boosting the economic, social and environmental development of the region. To investigate this, the study adopted mixed research procedure techniques, relying on field observations, questionnaires and interviews. Based on data collected in the field and information provided by the Serviço Distrital de Planeamento e Infra - Estruturas (SDPI), we identified four communities facing disputes over land, involving different actors, being: (1) Marracuene Vista Company, Traditional Leaders and the neighborhood Mapulango; (2) Community of Eduardo Mondlane I and Regulus Magaia; (3) Guava Peasant Association and the Korean Mission; (4) Community of the neighborhood of Zintava and Sr. Milton Torre de Vale and Fundo para o Fomento e Habitação (F.F.H). To resolve these disputes, the parties involved are invited to participate in conciliation processes, mediated by the Land Chiefs, with the assistance of the Regulus. In some cases, the block chief and Neighborhood Secretary may also be involved, depending on the nature of the conflict or dispute. In situations considered difficult to resolve, cases related to land disputes in Marracuene can be referred to higher instances, such as the 2nd and 1st levels, including at the locality level, the Administrative Post and, finally, the District Administration. The Dispute Resolution Committee, present at the SDPI (Serviço Distrital de Planeamento e Infra- Estruturas), also plays an important role in the mediation and arbitration process. These higher authorities are called upon to seek more comprehensive and complex solutions, in order to achieve a fair and adequate resolution to land disputes or conflicts. The district of Marracuene is going through a period of expansion marked by the transition from an agrarian base to latent urban growth, dissociated from the industrialization process. This transition highlights urbanization associated with commercialization, reflected in the increase in land prices and the boost in the tourism sector. However, this process has been accompanied by the destruction of agrarian and peasant life, resulting in a totalizing social dynamic of urban society and the perception among interviewees reveals concerns about the loss of agricultural land, resettlement without adequate compensation and corruption in the bodies of dispute resolution. With all this, these interests often trigger territorial disputes and environmental degradation. The necessary approach must reconcile socioeconomic development with environmental preservation and social justice, requiring the effective implementation of public policies and the protection of the rights of local communities to ensure fair and sustainable land management.