http://hdl.handle.net/11624/144 2026-06-06T00:44:50Z http://hdl.handle.net/11624/4299 Title: Impactos ambientais em hospitais veterinário : proposta de organização de plano de gestão ambiental para procedimentos cirúrgicos por meio de ferramentas integradas. Authors: Iepsen, Sandra Elisia Lemões Abstract: Brazil is home to the third largest pet population in the world, reinforcing the importance of animal health care and the proper management of waste generated in Veterinary Hospitals (VH). This waste, classified as Healthcare Waste by RDC 222/2018, has particularities that demand specific approaches. This thesis aimed to develop a proposal for the elaboration of an Environmental Management Plan (EMP) focused on the surgical block of the VH, based on data from ovariohysterectomy (OVH), the procedure performed most frequently in 2024. The research was conducted through Method Triangulation Analysis: Systematic Literature Review (SLR) - Life Cycle Inventory Analysis (LCIA) - Management of Environmental Aspects and Impacts. The SLR identified flaws in the segregation, packaging, and disposal of waste, as well as a lack of professional training. Subsequently, an Integrative Review analyzed good environmental practices and tools, highlighting the absence of specific guidelines for VH. The Environmental Impact Assessment (EIA) pointed out the environmental impacts generated by the elective overhead and throat (OVH) surgical procedure, highlighting the use of disposable products and incineration as critical points. Based on these results, a proposal was structured for the development of an Management Environmental Plan (MEP) for the surgical block based on the elective OVH procedure. The proposal includes practical and sustainable measures for this procedure, promoting legal compliance, efficiency, and progress in the organization's sustainability. As a future study, it is recommended to deepen and expand the application of the methodology to other sectors of the hospital, strengthening sustainability throughout the veterinary hospital structure. 2026-01-01T00:00:00Z http://hdl.handle.net/11624/4298 Title: A terra educa : povos originários, interculturalidade e emergência climática. Authors: Wendland, Carine Josiéle Abstract: This project investigates the absence of land in education and proposes its emergence as an epistemic, spiritual, and political foundation based on the knowledge of the indigenous peoples of Abya Yala—land ripe in essence. For how can land - as body, territory, and educator - be understood as a reference for life and education, especially in contexts of climate, cultural, and existential crisis? The forest has been discovered through ecocide and destruction, factors that amplify the cultural complexes of Deep Brazil and extend to Deep America. The problem stems from the diagnosis that the modern educational system, heir to coloniality, has operated a symbolic and physical separation from the land, separating humans from nature. The justification is anchored in the urgency of rethinking education in the face of the climate emergency and the call of indigenous peoples. Inspired by Andean and Amerindian philosophy, this research proposes a biocentric education that places life at the center and recognizes the earth as life and not as a resource. The objective is to understand the wisdom of the earth from indigenous peoples, especially from Tekoá Jakupé Ambá and Mexican intercultural experiences; to investigate biocentric educational thinking with indigenous peoples in Abya Yala; and to recognize and value the voice of indigenous peoples in the face of the climate crisis. The project is built on dialogue between schools, villages, and universities in Brazil and Mexico, and is materialized in ethnography, rooted in four symbolic territories: the farm as academic training grounds, the mountain as a territory of Climate Justice, the river as Anahuac territory, and the village as Tekoá territory - expressions of the earth as an educator. Three of these come as the measure of a good Guarani land, the river that constitutes the veins of the earth comes as a way of connecting the territories and moving towards amplifying the perspective of the land without evil. Noteworthy considerations include the Circles of Culture as social technology; the strengthening of education for interculturality and original epistemologies in educational spaces; and the creation of links between ancestral practices and living pedagogies. Thus, the thesis project proposes an education that not only teaches, but cultivates, that takes off its shoes and relearns how to listen to the earth. 2026-01-01T00:00:00Z http://hdl.handle.net/11624/4295 Title: O impacto da covid-19 nas políticas públicas de educação dos anos iniciais do ensino fundamental em Pimenta Bueno/Rondônia. Authors: Rocha, Joceli Mota Correa da Abstract: ABSTRACT: During the years of 2020 and 2021, the world witnessed the disaster of the COVID-19 pandemic. The schools were closed due to social isolation recommendations, impacting in this way public education policies in the early years of the Elementary School. Remote teaching was a policy implemented by the Ministry of Education in response to the COVID-19 pandemic. With a focus on policies, this research has the general objective of analyzing how the impacts of COVID-19 on public education policies were perceived through the different institutional actors. The specific objectives: a) To review the state of the art in the national bibliography, the debate on disasters and responses in the educational sector, in the light of the arguments of Beck's Risk Society, its dialogue and interaction with Giddens and their reception in Brazil; b) Record and analyze based on primary sources the disaster that occurred during the epicenter of the COVID-19 pandemic, in which schools were closed and deprived children in the early years of primary school of their right to education; c) To question how social actors, representatives of institutions and those responsible for children experienced the disaster in education policies in Pimenta Bueno; d) To identify the specificities and territorial repercussions in the environment of the municipality of Pimenta Bueno during the COVID-19 pandemic, based on the discourse of the different institutional actors, policy makers for education in the Early Years. Given this reality, the main question of this research is: How are the impacts of COVID-19 perceived on public education policies in the municipality of Pimenta Bueno? This research is supported by studies of the social sciences and has as its methodological procedure the documentary analysis, descriptive qualitative research techniques, collection instruments, semi-structured interviews. In short, with secondary and primary information. The data collection was carried out in documents from federative, state and municipal entities, Transparency Portal of the Municipal Education Department, folder of the Municipal Department of Education of Pimenta Bueno. The Atlas ti-24 software was used as support for data processing. A content analysis was carried out through the triangulation between preliminary research, semi-structured interviews, documents and theoretical research with an emphasis on the sociology of the theory of risk society by Ulrich Beck and Anthony Giddens. The results of the analysis point to the expansion of Distance Education and the lack of technological infrastructure, the expansion of school inequalities and the exclusion of students in situations of economic vulnerability, the need for digital inclusion, teacher training, digital iliteracy, and the absence of public policies for the mental health of education workers. However, the results pointed out that the policies proposed for Education in the early years of Elementary School in the pandemic did not innovate in relation to what was already proposed. This context reinforces the interdependence between tisk and education, demonstrating how schools are directly affected by the crises that arise in a society marked by uncertainty and the search for more effective ways to manage and reduce these risks. 2024-01-01T00:00:00Z http://hdl.handle.net/11624/4294 Title: O duolingo como trilha de aprendizagem : uma análise sob a ótica da semântica de frames. Authors: Mendes, Carlos Augusto Pereira Abstract: This dissertation analyzes the Duolingo path through its units, lessons, and tasks from a Cognitive Linguistics perspective grounded in Frame Semantics, and multimodality studies. The general objective is to investigate how the application organizes and promotes meaning making in modern foreign language learning — specifically French — through the integrated orchestration of verbal language, images, sound, and interaction. Methodologically, the research adopts a qualitative and analytical-cognitive approach to map the mental operations and the organization of the corpus that comprises the digital interface. The analyses show that the platform's pedagogical process is not structured around abstract grammatical rules, but rather through the systematic activation of shared situational and sociocultural frames. The results indicate that meaning-making occurs through an integrated multimodal orchestration, highlighting the recurrent use of highly conventional metonymies and conceptual metaphors, particularly the updating of the metaphor LEARNING IS A JOURNEY into LEARNING IS A GAME. Furthermore, it was found that gamification plays a structuring role by articulating mechanisms of progress, reward, feedback, and repetition, configuring the superframes LEARNING and COMPETITION, and promoting learner self-regulation and sustained engagement. In conclusion, Duolingo can be understood as a multimodal learning ecology contributing to the theoretical and practical advancement of the field of Cognitive Linguistics applied to learning in digital mobile environments. 2026-01-01T00:00:00Z