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Campus Goiás (CG) 0
Região Metropolitana de Goiânia (RMG) 12661
Campus Samambaia, Campus Colemar Natal e Silva, Campus Aparecida de Goiânia.

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O teor testemunhal nas distopias O Conto Da Aia e Os Testamentos, de Margaret Atwood
(Universidade Federal de Goiás, 2025-09-30) Carvalho , Kely Silva de; Paula, Marcelo Ferraz de; http://lattes.cnpq.br/0511967639373534; Paula, Marcelo Ferraz de; Trefzger, Fabíola Simão Padilha; Brito, Tarsilla Couto de
In this research, I analyze the novels The Handmaid’s Tale (1984) and The Testaments (2019) by Canadian writer Margaret Atwood, interpreting and emphasizing the characteristics that place these works within the dystopian tradition of literary production through the lens of gender studies and testimony. To this end, I investigate the testimonial dimension present in these dystopias, examining how fictional narratives articulate discursive strategies associated with testimony in contexts of authoritarian regimes, challenging the boundary between fiction and fact, and highlighting the mutual influence between history and literary writing. The essay is based on the hypothesis that, although situated within the realm of dystopian fiction, these works incorporate structural elements of testimony, revealing a tension between individual memory, truth, and narrative. To ground the discussion, I draw on theoretical references concerning testimony, history, and dystopia, such as Tom Moylan (2000), Lyman Tower Sargent (1994), Ildney Cavalcanti (2003), and Raffaella Baccolini (2003), among others who study utopian/dystopian narratives, as well as scholars such as Shoshana Felman and Dori Laub (1992), Fredric Jameson (2019), Sarmento-Pantoja, and Márcio Seligmann-Silva (2003), who examine memory and testimony. This research, of bibliographical nature, presents an interpretative analysis of the works, considering both form and content and investigating the construction of narrative voices, emphasizing fragmentation, subjectivity, and the absence of guarantees of authenticity as central features of testimonial discourse in fiction. In The Handmaid’s Tale, Offred’s narrative exposes the experience of violence and the deprivation of rights through a voice that seeks, in the act of narration, to resist erasure and the annulment of her subjectivity. In The Testaments, testimony unfolds through multiple perspectives, problematizing the relationship between truth, fiction, and memory in the historical reconstruction of Gilead. Thus, I argue that by incorporating elements of testimonial literature, Atwood’s dystopias not only represent extreme experiences but also question the limits of narrative in the face of violence and oppression, establishing a critical space for reflecting on the ethical responsibilities of literature and memory.
Desigualdade de Adams do tipo Adimurthi-Druet em todo o espaço Rn
(Universidade Federal de Goiás, 2025-11-27) Rocha, Fábio Sodré; Macedo, Abiel Costa; http://lattes.cnpq.br/6413790814030608; Macedo, Abiel Costa; Oliveira, José Francisco Alves de; Melo Júnior, José Carlos de Albuquerque; Severo, Uberlandio Batista; Ubilla López, Pedro Eduardo
Let Wm, n m (R n ) with 1 ≤ m < n be the standard higher order derivative Sobolev space in the critical exponential growth threshold. We investigate a new Adams-Adimurthi-Druet type inequality on the whole space R n which is strongly influenced by the vanishing phenomenon. Specifically, we prove sup u∈Wm, n m (Rn) ∥∇mu∥ n m n m +∥u∥ n m n m ≤1 Rn Φ   β   1 +α∥u∥ n m n m 1−γα∥u∥ n m n m   m n−m |u| n n−m   dx < +∞, where 0 ≤ α < 1, 0 < γ < 1 α − 1 for α > 0, ∇mu is the m-th order gradient for u, 0 ≤ β ≤ β0, with β0 being the Adams critical constant, and Φ(t) = et −∑ jm,n−2 j=0 t j j! with jm,n = min{j ∈ N : j ≥ n/m}. In addition, we prove that the constant β0 is sharp. In the subcritical case β < β0, we investigate both the existence and non-existence of extremal functions for the case n = 2m. In the critical case β = β0, attainability is established for n = 4 and m = 2. Our approach relies on blow-up analysis, together with a truncation method recently introduced by DelaTorre-Mancini [16], and incorporates ideas from Chen-Lu-Zhu [10], who studied the critical Adams inequality in R 4 . Moreover, we generalize these attainability results to arbitrary even dimensions by combining blow-up techniques with a suitable polyharmonic truncation and the construction of refined test functions, in the spirit of [11].
Novas faces do desmatamento no Estado de Goiás
(Universidade Federal de Goiás, 2025-11-25) Teixeira, Lana Mara Silva; Silva, Elaine Barbosa da; http://lattes.cnpq.br/0056241036193048; Miziara, Fausto; http://lattes.cnpq.br/3275079358565458; Silva, Elaine Barbosa da; Ferreira, Nilson Clementino; Ribeiro, Noely Vicente
Embargado
A robótica educacional como apoio à prática docente em matemática: um mapeamento teórico
(Universidade Federal de Goiás, 2025-12-19) Pereira, Marcos Antonio Alvarenga; Faria, Elisabeth Cristina de; http://lattes.cnpq.br/5007480938176936; Faria, Elisabeth Cristina de; Souza, Marcelo Almeida de; Vieira, Vanda Domingos
This study presents the use of Educational Robotics as a support tool for teaching practice in Mathematics education. It investigates the potential of Educational Robotics to overcome barriers in the learning of abstract mathematical concepts, often associated with a lack of practical contextualization. The general objective of this work is to identify ways to introduce Educational Robotics into Mathematics classes to assist teachers in teaching abstract content, addressing the central question of how Educational Robotics supports teachers in the teachinglearning process. The methodology employed is characterized as bibliographic research, developed under the modality of Theoretical Mapping, according to the procedures of Biembengut (2008). The theoretical framework articulates Libâneo’s (2013) discussions on the redefinition of the teaching role and the guidelines of the National Common Curricular Base (BNCC), which encourage Computational Thinking and the use of digital technologies in Mathematics teaching. The results of Theoretical Mapping, which analyzed twelve works (10 master's theses and two articles), indicate that, although the potential of Educational Robotics is recognized, most research focuses on the student as the protagonist. Thus, a significant gap was identified in studies and materials aimed directly at teacher support, specifically regarding planning and pedagogical mediation. In view of the identified gap, this dissertation proposes, as an educational product, a Didactic Sequence. This proposal is aligned with the BNCC and structured as a practical guide to assist the teacher in using Educational Robotics for the modeling and visualization of abstract mathematical concepts. It is concluded that Educational Robotics constitutes a viable pedagogical tool and that the developed product seeks to address the scarcity of direct support materials for teachers, facilitating the integration of this technology into pedagogical practice.
Perfil dos pacientes submetidos a aplicação de injeção intravítrea de anti-VEGF no Centro de Referência em Oftalmologia do Hospital das Clínicas da Universidade Federal de Goiás entre novembro de 2017 e janeiro de 2021
(Universidade Federal de Goiás, 2025-09-24) Ximenes, Rodrigo Álvares Salum; Isaac, David Leonardo Cruvinel; http://lattes.cnpq.br/5474072354473614; Isaac, David Leonardo Cruvinel; Ávila, Marcos Pereira de; Mendonça, Luísa Salles de Moura
Embargado