DSpace Communidade:https://repositorio.ufms.br/handle/123456789/522026-06-09T03:52:04Z2026-06-09T03:52:04ZInfluência dos Parâmetros de Anodização no Crescimento de Nanotubos de TiO2 Visando Sua Aplicação na Fotodegradação de Contaminantes Orgânicoshttps://repositorio.ufms.br/handle/123456789/144082026-05-28T17:27:45Z2026-01-01T00:00:00ZTítulo: Influência dos Parâmetros de Anodização no Crescimento de Nanotubos de TiO2 Visando Sua Aplicação na Fotodegradação de Contaminantes Orgânicos
Abstract: Titanium dioxide (TiO2) is a semiconductor with a prominent position for various
applications, mainly due to its chemical stability, non-toxicity, biocompatibility, and
environmental friendliness. Among these applications, photocatalytic processes for the
degradation of organic compounds and energy storage through the production of green
hydrogen stand out. However, despite its promise, many research groups are still seeking
to optimize its properties in order to enhance the photocatalytic properties of TiO2 and
make its production method simple, inexpensive, and environmentally viable. In this
sense, scaling up materials from bulk to nanostructures represents a significant increase
in the photocatalytic efficiency of TiO2, as it provides more adsorption/reactive sites and
transport pathways. Within this context, this work presents a systematic study of the
growth mechanisms of titanium nanotubes (TNTs) using the anodic oxidation technique.
For this purpose, metallic titanium (Ti) plates were used as anodes and a metallic copper
(Cu) plate as cathodes. Ammonium fluoride (NH4F) solution was used as the electrolyte.
Voltages of 10V, 20V, and 30V were used, and anodizing times of 30 min, 60 min, and
120 min were applied. During electrocorrosion, the electrolyte was kept under magnetic
stirring and at room temperature by a water cooling system. The distance between the
electrodes was kept fixed at 0.5 cm in all electrocorrosions. Once the process was
finished, the samples were subjected to heat treatment in a tubular furnace for 2 hours at
450ºC, with a ramp of 5ºC/min, at ambient pressure. The properties of the non-woven
fabrics (NTF) were studied by X-ray diffraction, Raman scattering, and Scanning
Electron Microscopy. Finally, the photocatalytic properties of the TNTs were evaluated
by photodegradation tests of methylene blue dye using a UV light source, which showed
greater effectiveness in samples anodized for 60 min at 30 V.
Tipo: Dissertação2026-01-01T00:00:00ZEDUCAÇÃO AMBIENTAL, CURRÍCULO E FORMAÇÃO DOCENTE NA AMAZÔNIA SUL-OCIDENTALhttps://repositorio.ufms.br/handle/123456789/143812026-05-15T17:27:29Z2026-03-27T00:00:00ZTítulo: EDUCAÇÃO AMBIENTAL, CURRÍCULO E FORMAÇÃO DOCENTE NA AMAZÔNIA SUL-OCIDENTAL
Abstract: This research critically analyzed the integration of Environmental Education (EE) into the curriculum,
teacher education, and pedagogical practices of Basic Education in the municipality of Rolim de Moura, located
in the Southwestern Amazon. Grounded in the understanding of the socio-environmental crisis as an expression of a broader civilizational crisis, the study is based on the perspective of Critical Environmental Education, conceived as a continuous, territorialized, and emancipatory formative process, shaped by epistemological and political disputes within curricular policies and school institutions. The general objective was to examine how EE has been incorporated into both initial and continuing teacher education within the state school system of Rondônia, analyzing the articulation among curricular policies, the organization of teacher education programs, formative experiences, and pedagogical practices developed in state schools. The study advances the hypothesis that the epistemological fragility and marginalization of EE within teacher education curricula contribute to the reproduction of predominantly conservationist, fragmented, and decontextualized practices, thereby limiting the critical potential of schools in addressing Amazonian socio-environmental conflicts. Methodologically, this qualitative, exploratory, and interpretative research was structured into six articulated and multiscalar stages: (1) bibliometric analysis of Latin American scientific production on Environmental Education (2019–2023); (2) systematic review of Brazilian literature concerning the incorporation of EE into initial teacher education curricula (2015–2023); (3) analysis of doctoral theses defended in Brazil”s Northern Region (2019–2024); (4) documentary analysis of curricular matrices and Pedagogical Course Projects (PPCs) of teacher education programs offered in Rolim de Moura; (5) field research with 37 teachers from six state schools through semi-structured questionnaires; and (6) systematization of references and proposal of pathways for strengthening EE in the regional context. Data
were analyzed through Content Analysis, articulated with lexicometric procedures using IRAMUTEQ software.
The findings reveal that, despite the solid legal framework supporting Environmental Education in Brazil, its
institutionalization within teacher education and school curricula remains fragile. In the analyzed teacher education programs, EE appears peripherally and in a fragmented manner, frequently restricted to Biology and Geography programs and treated as a complementary component or diluted cross-cutting topic. The study identified low specific workload allocation, absence of consistent interdisciplinary integration, and limited problematization of Amazonian territorial conflicts. At the school level, pedagogical practices were predominantly conservationist and problem-solving oriented, centered on punctual actions (recycling campaigns, commemorative dates, awareness campaigns), with reduced curricular articulation and limited incorporation into Political-Pedagogical Projects. Teachers” conceptions fluctuated between naturalistic and moralizing perspectives, with less frequent critical approaches aimed at structural analysis of socio-environmental inequalities. These findings confirm the hypothesis that formative fragility directly impacts the quality and depth of pedagogical practices. Furthermore, the analysis of recent educational policies, particularly the National Common Curricular Base (BNCC) and the National Common Base for Teacher Education (BNC-Formação), indicates a movement toward curricular technicization and standardization, contributing to the dilution of EE as a structuring axis and reducing it to a transversal competency devoid of political and territorial density. In this context, transversality operates as a mechanism of thematic dispersion, weakening its transformative potential. The study concludes that overcoming this scenario requires the institutionalization of Environmental Education as a structuring, interdisciplinary, and territorialized axis within teacher education and basic education curricula, articulating universities, schools, and communities. It advocates for a critical educational praxis that recognizes educators as political subjects and the Amazonian territory as a formative space of resistance and knowledge production. The consolidation of EE in the Southwestern
Amazon demands integrated public policies, strengthened continuing education, and the valorization of
contextualized pedagogical practices capable of addressing the contradictions between agribusiness expansion, environmental degradation, and socio-environmental justice.
Tipo: Tese2026-03-27T00:00:00ZMagnetic Properties of the frustrated J1-J2 square lattice with Kondo interactionshttps://repositorio.ufms.br/handle/123456789/143782026-05-13T14:55:38Z2026-02-26T00:00:00ZTítulo: Magnetic Properties of the frustrated J1-J2 square lattice with Kondo interactions
Abstract: The magnetic and electronic properties of materials are governed by the complex interplay between localized exchange interactions and coupling with itinerant electrons. This work investigates the competition between magnetic frustration and the Kondo effect in a J1 − J2 square lattice. Magnetic frustration is introduced through competing nearest-neighbor (J1) and next-nearest-neighbor (J2) interactions. The Kondo effect, governed by the coupling JK, introduces a nonmagnetic screening mechanism via the formation of Kondo inglets. To solve the resulting Hamiltonian, we employ a rigorous Cluster Mean-Field (CMF) approximation coupled with exact diagonalization on a 4-site cluster. The methodology is validated by reproducing the known J1 − J2 phase diagram, which shows the suppression of the N´eel temperature (TN ) at the point of maximum frustration (J2/J1 ≈ 0.5). The results demonstrate that the introduction of JK further suppresses long-range magnetic order, promoting the formation of a Kondo singlet state, particularly in the highly frustrated regime. These findings characterize the quantum boundaries between magnetic and non-magnetic phases and provide a crucial foundation for mapping the full phase diagram across varying coupling strengths and electron densities.
Tipo: Dissertação2026-02-26T00:00:00ZUma sequência didática para o ensino de carboidratos e a construção de uma unidade curricular eletiva: Biomoléculas Ihttps://repositorio.ufms.br/handle/123456789/143762026-05-13T14:01:32Z2025-01-01T00:00:00ZTítulo: Uma sequência didática para o ensino de carboidratos e a construção de uma unidade curricular eletiva: Biomoléculas I
Abstract: In the curricular framework for the new High School (EM) adopted by the state of Mato Grosso
do Sul, which is based on the BNCC (National Common Curricular Base), the content related
to biomolecules is restricted to Biology classes, meaning that the necessary chemical focus is
lacking. This work proposes a didactic sequence (SD) on carbohydrates, based on
methodologies that can promote active participation from students and learning about the
organic functions present in these molecules, thus reinforcing the education in Organic
Chemistry (QO). This SD provides a detailed outline of the topics to be covered in each class,
as well as suggestions for methodologies to carry out these activities, designed to be applicable
by any public school teacher anywhere in the country using low-cost materials. Associated with
this SD, an Elective Curricular Unit (UC - elective) is proposed to integrate into the Catalog of
Curricular Units of SED - MS. The SD was developed to be applied in multiseriate classes,
which are part of the Formative Itineraries (IFs); however, this does not prevent its application
in serial classe as well. The proposed SD was structured based on the concepts of potentially
significant teaching units (UEPSs), such as Active Methodologies (MAs), project-based
learning (ABPj), seminar presentations, slides, construction of molecular models, discussions
on the topic, and the development of Concept Maps (MCs). Assessment is carried out through
presentations, slide construction, development of molecular models and concept maps, and this
work also includes a proposal for a mock exam with 25 multiple-choice questions, should the
teacher wish to apply it as a complementary form of assessment.
Tipo: Dissertação2025-01-01T00:00:00Z