https://tede.unioeste.br/handle/tede/519 2026-09-10T16:07:48Z 2026-09-10T16:07:48Z Miranda, Adriane Doarte de https://tede.unioeste.br/handle/tede/8620 2026-08-21T19:54:34Z 2026-04-13T00:00:00Z

Title: Educação em Tempo Integral no Colégio Estadual do Campo Chico Mendes - Ensino Infantil, Fundamental, Médio e Profissional – PR: Reflexões a partir da Pedagogia Histórico-Crítica Autor: Miranda, Adriane Doarte de Primeiro orientador: Orso, Paulino José Abstract: This research, situated within the field of History of Education, aims to understand how the process of Full-Time Education took place at Chico Mendes State School of the Countryside – Elementary, Secondary and Vocational Education – PR. To this end, we adopted Historical-Dialectical Materialism, characterized as an instrument for analyzing and reflecting on concrete, historical and material reality in its totality. Through bibliographic and documentary sources, we sought to answer the following guiding question: what are the limits and possibilities of implementing Full Time Education at Chico Mendes State School, given that it is a rural school located within an MST settlement? The specific objectives of the research include: recovering the history of the Landless Rural Workers' Movement (MST) and its intrinsic relationship with the municipality of Quedas do Iguaçu and Chico Mendes State School; contextualizing the foundations, principles and guidelines of Rural Education and Full-Time Education based on an analysis of their guiding documents and theoretical references; and analyzing the challenges, contradictions and teaching conceptions found in the organization of Chico Mendes State School within the context of the MST and Full-Time Education in rural areas. The research made it possible to revisit the historical process of the agrarian question in Brazil, in Paraná, and in Quedas do Iguaçu, as well as to examine the significance of Chico Mendes State School's historical trajectory and to reflect on the intended conception of Full-Time Education against the reality of its implementation. It was observed that Full-Time Education, as it appears in public policy discourse, is tied to an adaptive logic aimed at fitting students to the labor market. This orientation runs counter to the emancipatory perspective that views education as a means toward omnilateral human formation, tending instead to hollow out content, reproduce the social division of labor, and perpetuate historical inequalities. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-04-13T00:00:00Z Pereira, Pamera Francieli Corrêa https://tede.unioeste.br/handle/tede/8613 2026-08-18T19:17:51Z 2026-05-27T00:00:00Z

Title: O que podem as perguntas? Uma incursão por entre desterritorializações e reterritorializações no Livro das Perguntas, de Pablo Neruda Autor: Pereira, Pamera Francieli Corrêa Primeiro orientador: Molin, Beatriz Helena Dal Abstract: In this thesis – which is theoretical, problematizing, and rooted in poetic experimentation – I explore the power of the act of questioning as a force capable of shifting thought and producing new ways of understanding and experiencing the deterritorialization and reterritorialization of the self amidst the becomings of doctoral student, professional, and human being. I begin with the central inquiry driving this research: “What can questions do?” I take the Book of Questions (Neruda, 2008) as my corpus and seek to understand how the poetic inquiries within the work trigger movements of deterritorialization, opening up new territories of thought and meaning. My general objective is to investigate how Neruda’s questions provoke deterritorialization; rather than seeking conclusive answers, they establish paths of thought that incite shifts, multiplicities, and becomings, thereby empowering the experimentation of learning and creation. To support my investigation, I primarily draw upon the Philosophy of Difference developed by Gilles Deleuze and Félix Guattari; concepts such as rhizome, multiplicity, territory, deterritorialization, reterritorialization, lines of flight, and becoming form the theoretical axis guiding my readings and interpretations. My research employs a qualitative, bibliographic approach integrated with the process of cartography – understood here as a map in motion that tracks the encounters, affects, and forces emerging from contact with the corpus. Along this path, I map selected questions from the book, engage in a dialogue with Isidro Ferrer’s illustrations inspired by the work, and consider reading experiments that reveal how these inquiries mobilize imagination, sensibility, and thought. The affects generated by the power of the question created fissures of becoming within me. When embraced as a creative act, the question ceases to be a mere tool for seeking answers and begins to function as a device for shifting thought, instigating movements of deterritorialization that enhance the experience of reading, knowledge acquisition, and personal formation. To question is a way of existing poetically in the world, for the question opens paths where previously there were only certainties, generates unexpected encounters, and inaugurates uncharted territories of thought and sensibility. Thus, my thesis posits the question as an inventive force capable of mobilizing learning processes, stimulating the imagination, and instigating modes of becoming that keep thought in constant motion. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese

2026-05-27T00:00:00Z Scarabonatto, Ana Caroline Borssuk https://tede.unioeste.br/handle/tede/8602 2026-08-07T21:09:33Z 2026-04-17T00:00:00Z

Title: Uma imersão ao mundo criativo das crianças em diálogo com a literatura de Ruth Rocha Autor: Scarabonatto, Ana Caroline Borssuk Primeiro orientador: Alves, Lourdes Kaminski Abstract: This dissertation proposes to study the works A primavera da lagarta (2011) and Bom dia, todas as cores (2013), by the writer Ruth Rocha, considering the literary potential of these works to reflect on literary literacy and reading development from early childhood education. In his works, a commitment to literature, to the imaginary universe, and to the quality of illustrations stands out; his literature believes in the reader and, therefore, proposes challenges, without, however, neglecting to work with important content for human development, which can contribute to developing critical thinking and awakening to a more supportive and humanized life. The choice of Ruth Rocha's works is justified by the importance this author holds in the Brazilian children's literature scene. Although there is considerable research on her literary production, comparing these two works with the perspective of preparing children for reading from early childhood seems to require further study. The questions guiding this research are: a) Can access to children's literature from early childhood education contribute to a child's reading development process?; b) What is the importance of a literary reading mediator?; c) How does Ruth Rocha understand literary reading in childhood, and how does the illustration project for her works corroborate reading practices in early childhood education? Based on this, the objectives of this research are: a) To reflect on the process of children's reading development and the importance of a mediator of literary reading; b) To understand theoretical and methodological approaches to reading development in Early Childhood Education; c) To reflect on the importance of mediating literary reading for the development of reading skills in Early Childhood Education; d) To analyze how Ruth Rocha understands literary reading in childhood, considering themes, characters, plot, and illustrations in her works; e) To analyze how illustrations capture children's attention when reading children's literature books and how this experience contributes to the development of reading skills in Early Childhood Education. Regarding methodology, this is bibliographic research with a qualitative approach. For the development of the research, we sought theoretical-critical and methodological support in Regina Zilberman, Maria H. Martins, Michèle Petit, Rildo Cosson and in interviews and other written materials by the author herself. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-04-17T00:00:00Z Demichelli, Fernanda Natalí https://tede.unioeste.br/handle/tede/8599 2026-08-07T19:58:02Z 2026-05-06T00:00:00Z

Title: Desafios, perspectivas e contradições de uma Universidade Pública Popular: uma análise sobre o processo de constituição da Universidade Federal da Fronteira Sul (UFFS) (2009-2024) Autor: Demichelli, Fernanda Natalí Primeiro orientador: Silva, João Carlos da Abstract: From a historical perspective, this thesis examines the establishment of the Federal University of the Southern Border (UFFS) in Laranjeiras do Sul, Paraná, as a potential model for a Popular University (PU), drawing parallels with European PUs and Latin American experiences. The discussions were based on the theoretical framework of Gramsci (1976, 2000, 2010a, 2010b), Saviani (2008, 2010, 2017), Pintassilgo (1998, 2006, 2014), and Paiva (1987). The study of UPs provides insight into their role in defending science, particularly during periods of polarization and denialism within a neoliberal context. The ideology of the UP emerged from social revolutions as counter hegemonic spaces of resistance to established power, as well as spaces of conflict between the working class and the bourgeoisie. Historical inquiry allowed for the reconstruction of the trajectory of Popular Universities in Europe and their influence on Latin American experiences, culminating in the Córdoba Reform (1918). In Brazil, the impact of this broad movement resurfaced—reinterpreted—in the university model advocated by the Pro-Federal University Movement (MPUF), a key player in the fight to establish UFFS. The creation of UFFS, resulting from the mobilization of social movements and civil society, incorporated historical principles of Popular Universities into its institutional project regarding regional development, the democratization of access, and social inclusion. Analysis of the Laranjeiras do Sul Campus's establishment revealed a counter-hegemonic higher education project—marked by struggles and contradictions and rooted in social activism—highlighting the pivotal role of social movements in championing a university committed to the working class. However, the research also concluded that these advances coexist with limits imposed on public universities embedded in capitalist society, keeping social participation, the valuing of university extension, and policies regarding access and retention for the working classes in a state of constant tension. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese

2026-05-06T00:00:00Z