Repositório UFES

Bem vindo ao Repositório UFES!

Comunidades

Selecione uma comunidade para navegar por suas coleções

Agora exibindo 1 - 8 de 8

Artigos 203
Entidades 2431
Livros 344
Produção Científica 98
Produção científica e técnica da UFES, como Artigos, livros e capítulos, trabalhos apresentados em eventos, entrevistas, resenhas, traduções, patentes, cultivares, marcas, etc.
Teses e Dissertações 14283
Teses e dissertações depositadas no repositório da UFES
Trabalhos Acadêmicos 218
Trabalhos acadêmicos de conclusão de curso (TCC) de graduação e pós-graduação lato sensu
Trabalhos em Eventos 13
Triagem 392
Itens em analise e ou com alguma pendência

Submissões Recentes

Sobre o filósofo e a filosofia em Santo Tomás de Aquino: escritos da segunda regência parisiense (1268-1272)
(Universidade Federal do Espírito Santo, 2026-05-13) Lemke, Wilson Coimbra; Santos, Jorge Augusto da Silva; https://orcid.org/0000-0001-6111-1693; http://lattes.cnpq.br/3088783002373165; Ivanov, Andrey; https://orcid.org/0000-0001-6410-6347; http://lattes.cnpq.br/7802354222132674; Alves, Bernardo Veiga de Oliveira; https://orcid.org/0000-0002-4751-3458; http://lattes.cnpq.br/2069436231773661; Silva, Frederico Augusto Bonaldo; https://orcid.org/0000-0001-6060-0356; http://lattes.cnpq.br/9192546833731757; Gracioso, Joel; https://orcid.org/0000-0003-0002-9009; http://lattes.cnpq.br/6759445988301298
A doctor of philosophy must not only indicate the causes in each question, but also be able to teach, according to what Thomas Aquinas says in his commentary on Aristotle’s Metaphysics: “we call the wisest in all science the one who can point out the causes of anything questioned and, by this means, teach”. Therefore, the purpose of this work is to teach what belongs to the philosopher and to philosophy, according to two writings from Aquinas’s second regency in Paris (1268-1272), namely: the Second Part of the Summa Theologica and the beginning of the commentary on the Metaphysics. For, as he says in the aforementioned commentary, if a name is given to things, there can be a notion that explains the meaning of that name. Now, as is clear in the same work, this happens with the name “philosophy”, which becomes known through the name “wisdom”, and with the name “philosopher”, which is explained by the use of the expression “lover of wisdom”. Therefore, in order to extract the notion of these names, so as to explain their meaning, it is necessary to say: what do the names “wisdom” and “love” mean; how are they attributed to philosophy and to the philosopher, and how do they relate to the ethical notions of “virtue” and “passion”? But, since we must attain knowledge of wisdom and divine things from moral things, and arrive at knowledge of things that transcend imagination and require a robust intellect from things that require experience and a soul free from passions, so that, starting from the easier things, the exposition becomes more adequate, according to the order of learning indicated by Thomas in his commentary on Aristotle’s Ethics, we must, therefore, proceed from the meaning of “love” to the meaning of “wisdom.” Now, love, which moves the philosopher towards beloved wisdom, is a passion, which Thomas treats in the Summa Theologica, I-II, q. 26-28. But wisdom, which the philosopher loves for its own sake and not for anything else, is a virtue, which he discusses in his commentary on the Metaphysics, preface and book 1, lessons 1-3. Consequently, this work has two parts. The first deals with the lover who calls himself a “philosopher”, according to the treatise on love in the Summa. The second part deals with wisdom that calls itself “philosophy”, according to the commentary on the Metaphysics. Now, love is considered in the Summa by the method of composition; and wisdom is considered in the commentary on the Metaphysics by the method of resolution. Therefore, the method by which we must consider the lover of wisdom and beloved wisdom is twofold. And, from the Thomistic notions of love and wisdom, we can formulate a certain definition of philosophy, so that we conclude that the philosopher is he who knows all things, even difficult ones, by means of certainty and cause, seeking knowledge for its own sake, ordering and persuading others in the light of natural reason.
O capital e o corpo das mulheres: o trabalho reprodutivo como fundamento oculto do capitalismo
(Universidade Federal do Espírito Santo, 2026-03-30) Garcia, Camila Guimarães; Dias, Maria Cristina Longo Cardoso; https://orcid.org/0000-0003-1007-2449; http://lattes.cnpq.br/8581414763000546; Ramos, Silvana de Souza; https://orcid.org/0000-0002-9112-1814; http://lattes.cnpq.br/5970688893696378; Tidre, Polyana Cristina; https://orcid.org/0000-0003-0144-2284; http://lattes.cnpq.br/6732167054105229
This dissertation examines the origins of capitalism from the perspective of Silvia Federici, who understands it as a counterrevolution carried out by the ruling classes to restrain the achievements of the working classes. It argues that the historical process of the witch hunts in Europe, as well as the deepening of inequalities of sex, race, and class, constitutes a central element in the formation of the capitalist mode of production. It further contends that the consolidation of this mode of production entailed the establishment of a new sexual division of labor, grounded in the control and disciplining of women’s bodies and in the devaluation of unpaid reproductive labor, which is fundamental to the reproduction of labor power. In dialogue with other Marxist feminist philosophers, this dissertation defends the centrality of reproductive labor to the functioning of capitalism, highlighting the theoretical controversies surrounding its recognition as productive labor and the question of the production of surplus value. It also emphasizes the importance of Black feminism—particularly the contributions of Lélia Gonzalez, Sueli Carneiro, and Angela Davis—in demonstrating that the exploitation of reproductive labor is historically shaped by racism, producing specific forms of subordination of Black women. Finally, the study presents a brief analysis of the Brazilian historical and legislative context, emphasizing the role of the state in reproducing inequalities and identifying care policy as a strategic arena of social and political struggle.
Ingestão de microplásticos por pequenos cetáceos na região do Banco dos Abrolhos, Brasil
(Universidade Federal do Espírito Santo, 2026-03-26) Soares, Joice de Souza; Sá, Fabian; https://orcid.org/0000-0003-3964-5685; http://lattes.cnpq.br/9329106914297651; Farro, Ana Paula Cazerta; https://orcid.org/0000-0002-3536-1653; http://lattes.cnpq.br/0283101629974718; Costa, Mercia Barcellos da; https://orcid.org/0000-0001-5029-8384; http://lattes.cnpq.br/5149413563390151; Carvalho, Vitor Luz; https://orcid.org/0000-0001-6765-0559; http://lattes.cnpq.br/3766149507091217
Plastic pollution is a global threat. Microplastics (< 5 mm) can be primary, manufactured as raw materials, or secondary, resulting from the degradation of larger plastics. Among various problems, microplastics easily enter the food chain of being incorporated by biota. Because they occupy the top of the food chain and are sensitive to environmental changes, cetaceans are considered sentinels. With the aim of evaluating microplastic ingestion in stranded odontocetes in the Southwest Atlantic Ocean, individuals were sampled from northern coast of Espírito Santo to the extreme south coast of Bahia, between 2023 and 2025. For this, stomach contents were collected from 50 individuals of the species Sotalia guianensis (N=36), Pontoporia blainvillei (N=11), Steno bredanensis (N=2), and Stenella clymene (N=1). Microplastics were extracted following an organic digestion protocol with KOH. The microplastics found were visualized under a stereomicroscope and classified according to shape, color and size. Procedural blanks were performed to control contamination. Of the individuals analyzed, 92% (n=46) ingested microplastics, totaling 483 particles. The most common shape was fiber, the most abundant color was blue, and most were smaller than 0.5 mm. The results show the consumption of microplastics by almost all specimens analyzed, including a calf of P. blainvillei. Therefore, this is the first study to report the presence of microplastics in S. bredanensis. The predominance of blue fibers suggests a strong influence from sources such as synthetic fabrics and fishing nets, and despite the existence of several protected areas and low population density in coastal cities, the region is exposed to microplastics. The results reinforce that the transfer of microplastics occurs through food, including through breastfeeding. In conclusion, microplastic ingestion was common among the studied odontocete cetaceans in the region, highlighting yet another threat to the species and the need for attention to the Abrolhos region, which is one of the areas with the greatest marine biodiversity in the South Atlantic Ocean.
O Programa de Pós-Graduação em Letras da Universidade Federal do Espírito Santo (1994-2024) : história, impacto e pesquisas em curso
(2026) Silva, Arlene Batista da; Salgueiro, Maria Amélia Dalvi ; https://orcid.org/0000-0001-8153-5776; https://orcid.org/0000-0002-8729-2338; http://lattes.cnpq.br/2371977118070548; http://lattes.cnpq.br/9399371418356916
This book stems from the celebrations marking the 30th anniversary of the Graduate Program in Letters (PPGL) at the Federal University of Espírito Santo (Ufes) and the 25th anniversary of its recognition by the Coordination for the Improvement of Higher Education Personnel (Capes). The volume brings together reflections arising from three initiatives developed throughout 2024: the institutional research project entitled The Graduate Program in Letters (1994–2024) at the Federal University of Espírito Santo: historical constitution, academic-scientific and sociocultural impacts, and developmental trends; the course Literature and Teaching, offered during the first semester of 2024; and the XXVI Congress of Literary Studies. The chapters examine the historical trajectory of the PPGL, its contributions to the education of researchers and teachers, its academic-scientific and sociocultural impacts, and its future development perspectives. The book represents an important record of the Program's institutional memory and provides valuable contributions to discussions on graduate education in Letters, knowledge production, and teacher education in Brazil.
Avaliação educacional na América do Sul: institucionalização e usos do questionário contextual do Pisa 2022 pelas escolas participantes
(Universidade Federal do Espírito Santo, 2026-04-27) Soares, Talita Emídio Andrade; Santos, Wagner dos; https://orcid.org/0000-0002-9216-7291; http://lattes.cnpq.br/9611663248753416; Coelho, Geide Rosa; https://orcid.org/0000-0001-5358-9742; http://lattes.cnpq.br/6143294915531803; Delboni, Tânia Mara Zanotti Guerra Frizzera; https://orcid.org/0000-0003-3950-0427; http://lattes.cnpq.br/3008422505347658; Matos, Daniel Abud Seabra; https://orcid.org/0000-0001-7955-4302; Muñoz, Daniel Eduardo Ríos; https://orcid.org/0000-0001-6226-4499; http://lattes.cnpq.br/4441047211735667
This dissertation investigates how large-scale external assessment becomes institutionalized and translated into school practice in the South American countries participating in PISA 2022—Argentina, Brazil, Chile, Colombia, Peru, and Uruguay—highlighting the distinct political cultures of educational regulation that shape both the frequency of application and the purposes attributed to the use of standardized tests. Recognizing that the literature has predominantly focused on performance-centered analyses, this study shifts attention to the contextual questionnaires of the program, particularly those administered to schools, in order to understand how these instruments are mobilized within institutional daily practices. An exploratory quantitative approach was adopted, grounded in the evidential paradigm and the concept of political culture. The items concerning external assessment as a measure to guarantee educational quality (SC037Q02), the frequency with which students are subjected to this instrument (SC034), and the purposes (SC035) of the school questionnaire were analyzed using descriptive statistics, the Chi-Square Test of Independence, Cramér’s V coefficient, and Adjusted Standardized Residuals analysis. The findings reveal statistically significant differences among countries both in the regularity of application of assessment instruments and in the purposes attributed to standardized tests. The most pronounced distinctions were found in purposes related to institutional monitoring, curricular improvement, guidance of student learning, and performance comparison. These results indicate that regional variation does not lie in the mere existence of external assessment systems, but rather in the intensity and centrality they assume within school management practices. Based on the findings, countries were grouped into three institutionalization profiles: high use (Brazil, Chile, and Colombia), intermediate use (Argentina and Peru), and low use (Uruguay). The dissertation argues that the diffusion of evaluative models promoted by the OECD does not automatically produce uniformity of practices; instead, it triggers differentiated processes of appropriation, reinterpretation, and resistance. Thus, external assessment in South America emerges as a plural phenomenon, mediated by historical trajectories, institutional arrangements, and national political cultures, thereby challenging the center-periphery logic in global educational governance.