https://repositorio.ufms.br/handle/123456789/52 Tue, 16 Jun 2026 01:34:35 GMT 2026-06-16T01:34:35Z https://repositorio.ufms.br/handle/123456789/14432 Título: (RE)EXISTIR, SUBVERTER E (DES)CONSTRUIR: A literatura afro-diaspórica como dispositivo de Formação Cultural Contextual e resistência Abstract: This doctoral dissertation, developed within the Research Group Formação e Cultura na Sociedade Contemporânea (EduForP/UFMS–CNPq), investigates Afro-diasporic literature as a field of formation, memory, and (re)existence. Grounded in Critical Theory and Decolonial Thought, it revisits the notion of Bildung (Adorno 1995; Horkheimer 1944; Marcuse 1973), understood as a Eurocentric formative ideal that, under the logic of instrumental reason, universalized a particular model of subject while producing racial, epistemic, and ontological exclusions. In response, the research proposes the concept of Cultural Contextual Formation (Formação Cultural Contextual – FCC), defined as an ethical, aesthetic, and political process of reconstructing humanity in contexts marked by colonial trauma and systemic racism. The FCC is structured upon the interrelation between body, ancestry, orality, and insurgent memory, promoting a form of learning based not on assimilation but on rootedness and critical listening. Drawing from thinkers such as Frantz Fanon (1952/2008), Lélia Gonzalez (1988), bell hooks (1994), Stuart Hall (1997), Catherine Walsh (2009), Achille Mbembe (2017), and Walter Mignolo (2003), this dissertation articulates a decolonial epistemological shift that conceives formation as an act of rehumanization and re-existence. Within this horizon, the study develops the Diasporic Psychic Dialectics (D.P.D.), a methodological approach that interweaves the psychic, political, and aesthetic dimensions of the Black experience. Inspired by Freud (1915; 1923), Fanon (1952/2008), and Kilomba (2008), the D.P.D. operates as a practice of listening and interpretation oriented toward symbolic elaboration of trauma and restitution of diasporic subjectivity. The work Plantation Memories (Kilomba 2008) occupies a methodological place of emergence in this construction, providing the epistemological ground for such practice of listening. The literary analyses focus on Beloved (Morrison 1987) and Torto Arado (Vieira Junior 2019), which, in different historical and aesthetic contexts, elaborate the pain and resistance of Black bodies, transforming literature into a territory of formation and symbolic healing. These narratives reveal that Afro-diasporic writing not only denounces the violences of modernity but also produces epistemologies rooted in ancestry and the circularity of time.The dissertation concludes that Cultural Contextual Formation, articulated with the methodological listening of the Diasporic Psychic Dialectics, offers the field of Education a new formative grammar: situated, insurgent, and reparative. By recognizing literature as a locus of thought, memory, and transformation, this study reaffirms the power of the word as a technology of rehumanization and a political practice of (re)existence. Tipo: Tese Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/14432 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/14408 Título: 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: Dissertação Thu, 01 Jan 2026 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/14408 2026-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/14381 Título: 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: Tese Fri, 27 Mar 2026 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/14381 2026-03-27T00:00:00Z https://repositorio.ufms.br/handle/123456789/14378 Título: 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: Dissertação Thu, 26 Feb 2026 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/14378 2026-02-26T00:00:00Z