https://repositorio.ufms.br/handle/123456789/8930 Wed, 15 Apr 2026 02:25:25 GMT 2026-04-15T02:25:25Z https://repositorio.ufms.br/handle/123456789/14304 Título: DO SÍTIO ARQUEOLÓGICO AO LABORATÓRIO: INVESTIGAÇÃO PRELIMINAR DOS PIGMENTOS DA PINTURA RUPESTRE DO SÍTIO ARQUEOLÓGICO CASA DO BARNEI – RIO VERDE de MATO GROSSO, MS Abstract: This study aimed to preliminarily investigate the chemical composition of the pigments present in these rock paintings from the Casa do Barnei Archaeological Site using X-ray Diffraction (XRD) and Gas Chromatography (GC) techniques. Tipo: Trabalho de Conclusão de Curso Thu, 01 Jan 2026 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/14304 2026-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/14098 Título: Desafios e perspectivas da presença indígena no Instituto de Química da UFMS Abstract: The study investigates the presence of Indigenous students in the Chemistry Institute at UFMS between 2022 and 2024, combining an analysis of Course Pedagogical Projects, institutional data, and theoretical discussions on diversity and affirmative policies. The context of Mato Grosso do Sul, a state with a significant Indigenous population, highlights the need for educational practices that are sensitive to cultural plurality. Despite advances resulting from the Quota Law and Law 11.645/2008, the findings show that Indigenous representation in Chemistry courses remains low, especially in graduate programs, and that curricular approaches to Indigenous themes are limited, appearing superficially or only in elective courses. The literature points to ongoing challenges in valuing traditional knowledge, addressing Eurocentric epistemological dominance, and promoting welcoming academic environments. Quantitative data reveal difficulties related to access and retention, reinforcing the need for stronger institutional support. The study also emphasizes that integrating Indigenous cultural practices—such as natural pigments, medicinal plants, fermentation, and clays—can enrich Chemistry teaching by promoting contextualized and intercultural learning. Based on this scenario, the work presents proposals such as creating support centers, expanding specific scholarships, offering continuous teacher training, strengthening extension projects, and implementing intercultural programs to foster academic belonging and recognize Indigenous students as active contributors to scientific production. The analysis shows the need to expand strategies that articulate inclusion, retention, and cultural appreciation, strengthening the connection between teaching, research, and outreach while promoting greater equity in the training of professionals in the field of Chemistry. Tipo: Trabalho de Conclusão de Curso Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/14098 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/14097 Título: Análises de publicações sobre o ensino e a aprendizagem em química de alunos com deficiência intelectual Abstract: Considering the importance of discussing inclusion in the school context, this study, based on a literature review using the databases Google Scholar, SciELO Brazil, the CAPES Journal Portal, and the USP Thesis and Dissertation Library, as well as the journal Química Nova, analyzed publications that address the teaching and learning of chemistry for students with intellectual disabilities. As a result of the analysis, a scarcity of publications on inclusive chemistry education was observed, especially those related to intellectual disability and the effects of academic and continuing education on the collaboration between lead teachers and support teachers. Tipo: Trabalho de Conclusão de Curso Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/14097 2025-01-01T00:00:00Z https://repositorio.ufms.br/handle/123456789/13637 Título: CONTRIBUIÇÕES DE UMA SEQUÊNCIA DE ENSINO INVESTIGATIVA SOBRE REAÇÕES QUÍMICAS EM SOLUÇÕES AQUOSAS Abstract: The study examined an investigative teaching sequence on aqueous chemical reactions with chemistry undergraduates at UFMS. Although conceptual difficulties persisted, the investigative approach fostered active participation and improved understanding, indicating that contextualized and well-mediated practices contribute to more meaningful learning. Tipo: Trabalho de Conclusão de Curso Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.ufms.br/handle/123456789/13637 2025-01-01T00:00:00Z