https://repositorio.ufu.br/handle/123456789/20038 Thu, 01 Oct 2026 22:05:07 GMT 2026-10-01T22:05:07Z https://repositorio.ufu.br/handle/123456789/50371 Title: Os desafios pessoais e as dificuldades estudantis compartilhadas por estudantes-trabalhadores e trabalhadores-estudantes no curso de Licenciatura em Química da Universidade Federal de Uberlândia Abstract: In Brazil, there is a significant number of students who need to work to support themselves and/or help their families with financial needs, thus creating two large groups: "working-studend" and "studying-worker". These individuals face several personal structural challenges, mainly related to balancing work and school demands, directly impacting their performance at work and in their studies, as well as their ability to remain in university and their physical and mental health. Thus, this research sought to identify and analyze the profiles, routines, and challenges faced and shared by working-studend and studying-worker in the Chemistry Graduation of Universidade Federal de Uberlândia, in order to enable reflective processes seeking possible improvements and adaptations for the Licentiate program in conjunction with management, coordination, and faculty. For this purpose, a qualitative and quantitative research was carried out, in which 15 (fifteen) students from the Chemistry Graduation course (night shift) participated in the data collection, answering the discursive and objective questions presented in the questionnaire sent via Google Forms. The analyses presented in this work were based on the responses provided by the participants, seeking to: ascertain similarities between the challenges faced by students in the course, understand the students' adapted routines to reconcile studies with work, provide information on means of transport and transfers, proposals for improving the course, among other issues. Thus, this research concluded that the reconciliation between work and study results in significant academic deprivation, with more than 80% of students unable to participate in scientific initiation programs, extension projects, and conferences. Furthermore, a deficit in institutional support was identified, especially regarding the incompatibility of tutoring and office hours. It is concluded that the retention and success of these working-studend and studying-worker depend on pedagogical flexibility and institutional policies that recognize the complexity of the routine of those who divide their time between the classroom and the job market. Fri, 13 Mar 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/50371 2026-03-13T00:00:00Z https://repositorio.ufu.br/handle/123456789/50370 Title: Micotoxinas em rações animais: fatores de contaminação e impactos na saúde animal Thu, 12 Mar 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/50370 2026-03-12T00:00:00Z https://repositorio.ufu.br/handle/123456789/50368 Title: A criação do jogo Perfil Periódico como proposta didática para o ensino da tabela periódica Abstract: Teaching chemistry poses a constant challenge, especially because it’s a science whose phenomena, for the most part, cannot be observed with the naked eye, and it’s often only introduced to students in the final stages of basic education. In this context, the intro duction to the Periodic Table often causes a sense of strangeness and often fails to spark students’ interest in the subject.Therefore, the creation of alternative methodologies that favor the understanding of this content becomes essential, considering that the Periodic Table constitutes the foundation of all chemistry studies. Among these methodologies, the use of educational and didactic games presents itself as an effective tool, capable of making the teaching process more playful, dynamic, interactive, and motivating. However, such resources need to be carefully planned and implemented to ensure their pedagogical objec tives are achieved. Based on this teaching challenge, a board game was developed, inspired by the game "Perfil"by Grow, called Perfil Periódico. The resource’s objective is to aid in learning about chemical elements, as well as their periodic and aperiodic properties. The game is structured around clue cards that stimulate students’ logical reasoning, allowing them to score points, advance, and compete with their peers, while fostering a spirit of healthy competition, playfulness, and the retention of the Periodic Table’s contents. Wed, 10 Sep 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/50368 2025-09-10T00:00:00Z https://repositorio.ufu.br/handle/123456789/50367 Title: As práticas ESG na indústria brasileira: uma análise do impacto social e ambiental na sociedade Abstract: In recent years, the ESG (Environmental, Social, and Governance) theme has become increasingly present in the corporate environment, as major investors seek companies that manage their environmental impacts in the areas they operate. In this scenario, investment in environmental practices is evident, increasing competitiveness among organizations, especially publicly traded ones, where such practices are disclosed to attract potential investors and recognition of achieved results. Thus, the theme in the corporate environment becomes an essential tool for optimizing the use of resources, whether water, energy, or even the disposal of waste generated by the organization. These practices drive organizational movement, initiating the construction of a culture of social, sustainable, and governance development, being an essential pillar for the success of enterprises in the medium and long term. This work addresses the intersection between the Sustainable Development Goals (SDGs), sustainability initiatives, and the role of ESG professionals (Environmental, Social, and Governance) and the potential for chemists in this area of expertise and the importance of disseminating the SDGs in society, highlighting their role in raising awareness of global challenges and promoting access to sustainable initiatives. Wed, 24 Apr 2024 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/50367 2024-04-24T00:00:00Z