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Escolarização de estudantes com deficiência visual : um estudo sobre o atendimento educacional especializado
(Universidade Federal do Espírito Santo, 2025-02-25) Macedo, Leoneida Ladeira Rodrigues; Jesus, Denise Meyrelles de
; https://orcid.org/0000-0001-7966-5424; http://lattes.cnpq.br/0848394898016789; https://orcid.org/0000-0002-1539-1900; http://lattes.cnpq.br/4167582574550539; Alves, Edson Pantaleão ; https://orcid.org/0000-0001-9460-9359; http://lattes.cnpq.br/2060844750389871; Bruno, Marilda Moraes Garcia ; https://orcid.org/0000-0002-1568-2185; http://lattes.cnpq.br/5161935888982986
This research analyzes the schooling of students with visual impairments in the municipality of Cariacica-ES, focusing on the relationship between teaching in the regular classroom and Specialized Educational Assistance. The objective was to understand, problematize, and collaborate with the schooling processes of these students by analyzing educational policies, pedagogical practices, challenges faced, and possibilities. Collaborative-critical action research was adopted as a methodology, allowing immersion into the educational practices of two municipal schools: one recognized as a center in the area of Visual Impairment, conducting extracurricular activities in the Multifunctional Resource Room, where it has all specialized support; and the other without physical infrastructure and specialized and accessible materials, but with more students with this condition. The investigation combined participant observations, individual interview-conversations, and collective formative conversations to understand how inclusion occurs in these schools. The results evidenced the absence of collaborative pedagogical planning, insufficient training of professionals for the appropriate use of accessibility resources and materials adapted to the needs of students with visual impairments. It was also found that there is no functional vision assessment to assist in defining pedagogical strategies, resulting in the inappropriate use of resources such as the Braille system and enlarged fonts, often applied indiscriminately. The research also problematizes the recent classification of monocular vision as a visual impairment, arguing that the clinical diagnosis alone should not determine referral to Specialized Educational Assistance, and it is necessary to consider the student's visual functionality in their learning context. Such factors once again place these students on the "invisible side," without the care of considering a "differentiated pedagogy" that goes beyond superficial adaptations and truly understands the specificities of the "concrete" student – one who has visual impairment and, beyond the right to schooling, needs specific resources and strategies to ensure their full participation in the educational environment. After all, inclusion cannot be just an abstract principle, but rather a practice that dialogues with the individual needs of these students, being participatory subjects in the educational process. The study also reinforces the importance of educational public policies with investment in public schools, in order to guarantee accessibility resources, conditions of access and permanence; as well as thinking about educational guidelines that assist in the implementation of collaborative teaching, which enables the active participation of students with visual impairments
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Simulação e estimação em um processo de hipertermia com nanofluidos utilizando redes neurais informadas por física e filtro de partículas
(Universidade Federal do Espírito Santo, 2025-02-26) Pedruzzi, Wancley Oinhos; Silva, Wellington Betencurte da ; https://orcid.org/0000-0003-2242-7825; http://lattes.cnpq.br/6900925458823632; Dutra, Julio Cesar Sampaio; https://orcid.org/0000-0001-6784-4150; http://lattes.cnpq.br/5331990513570911; https://orcid.org/0009-0008-5461-9075; http://lattes.cnpq.br/5567607430921292; Barañano, Audrei Gimenez ; https://orcid.org/0000-0002-0174-5202; http://lattes.cnpq.br/6155024776819193; Bermeo Varon, Leonardo Antonio ; https://orcid.org/0000-0002-8078-716X; http://lattes.cnpq.br/4417772166132737
Hyperthermia is a promising technique for cancer treatment, attracting significant interest from the scientific community. The use of metallic nanoparticles enables enhanced heat deposition in tumors when exposed to external energy sources, such as lasers. However, there are still challenges in accurately modeling heat transfer and estimating state variables, such as temperature and heat sources, during treatments. This study investigates the heating of a nanofluid in a simulated experiment, where a nanofluid containing palladium-ceria oxide (PdCeO2) nanoparticles is heated by a near-infrared diode laser. The study proposes and an alyzes two complementary models to describe the heating process. The first model describes heat transfer in a two-dimensional domain and employs Physics-Informed Neural Networks (PINNs) trained under different architectures, along with the finite volume method, using an implicit formulation for temporal interpolation and central differences for spatial gradients. The results are verified using COMSOL software and validated against experimental data, ensuring the accuracy of the approach. The second model represents the transient average temperature increase and combines a PINN with a particle filter for state estimation. The PINN solves the heat transfer model and acts as the state evolution model in the particle filter. Synthetic and real temperature measurements, obtained from nanofluid heating experiments, are used to solve the state estimation problem. The results demonstrate that the PINN-based approach accurately predicts various experimental conditions. Furthermore, the combination of PINNs and particle filters emerges as a promising tool for modeling and controlling thermal processes in biomedical applications, such as cancer thermotherapy
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Portaria nº 69/2023
(Universidade Federal do Espírito Santo, 12-05-2023) Reitoria
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Portaria nº 68/2023
(Universidade Federal do Espírito Santo, 11-05-2023) Reitoria
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Portaria nº 67/2023
(Universidade Federal do Espírito Santo, 27-03-2023) Reitoria