TEDE Community:https://tede.unioeste.br/handle/tede/5212026-06-15T18:23:18Z2026-06-15T18:23:18ZEntre Tecnologias Digitais e Transdisciplinaridade: O Ensino Híbrido como caminho para o sentido do aprender na Era DigitalMesquita, Sandra Valéria Dalbello dehttps://tede.unioeste.br/handle/tede/84212026-05-15T19:12:04Z2026-02-24T00:00:00ZTitle: Entre Tecnologias Digitais e Transdisciplinaridade: O Ensino Híbrido como caminho para o sentido do aprender na Era Digital
Autor: Mesquita, Sandra Valéria Dalbello de
Primeiro orientador: Dal Molin, Beatriz Helena
Abstract: Remote learning, driven by the Covid-19 pandemic, revealed the problem of
technology use in education, resulting from the absence of effective changes in
pedagogical strategies, beliefs, and attitudes within the school community.
Therefore, this thesis focuses on the use of pedagogical approaches such as
active methodologies (hybrid learning) and transdisciplinarity for teaching
mediated by digital information and communication technologies. Understanding
the meaning of learning from this perspective and in the present day constitutes a
fundamental axis for defending the thesis that these approaches have the potential
to foster innovative pedagogical practices, endowed with greater meaning and
power to engage with reality and the environment in which the student is
immersed. Thus, the investigation centered on answering the following question:
what is the meaning of learning in the digital age? To this end, the general
objective was to understand the meaning of learning from digital technologies,
hybrid learning, and transdisciplinarity. Specifically, this research aims to
contribute to teacher training in the identification, analysis, and application of
meaningful and personalized pedagogical practices, grounded in the principles of
blended learning and transdisciplinarity, with the goal of developing critical,
autonomous students capable of navigating complex networks of knowledge; and
to create assemblage on transdisciplinarity as an integrating axis and blended
learning as a rhizomatic environment. This is a theoretical-conceptual research
project, based on a critical literature review, drawing on authors such as Dal Molin,
Pierre Lévy, Edgar Morin, Basarab Nicolescu, Hugo Assmann, Deleuze, and
Guattari. The methodological approach prioritizes the articulation between
concepts, avoiding a merely descriptive approach in favor of an interpretative and
propositional reading. From this perspective, hybrid learning is configured as a
space for the rhizomatic production of knowledge, and transdisciplinarity is
assumed as an epistemological principle that transcends curricular integration,
operating as an ethical-political gesture aimed at understanding the complexity of
reality. It favors the articulation between scientific, cultural, social, and subjective
knowledge, repositioning learning as an integral human experience. By relating
concepts of transdisciplinarity, hybrid learning, and the rhizome, we find the
possibility of presenting a teaching/learning approach capable of reconnecting
knowledge that, connected with different areas, completes the human being and
brings meaning to their actions and existence.; El aprendizaje remoto, impulsado por la pandemia de Covid-19, reveló la
problemática del uso de las tecnologías en la educación, resultante de la ausencia
de cambios efectivos en las estrategias pedagógicas, creencias y actitudes de la
comunidad escolar. Por lo tanto, esta tesis se centra en el uso de enfoques
pedagógicos como las metodologías activas (aprendizaje híbrido) y la
transdisciplinariedad para la enseñanza mediada por las tecnologías digitales de
la información y la comunicación. Comprender el significado del aprendizaje
desde esta perspectiva y en la actualidad constituye un eje fundamental para
defender la tesis de que estos enfoques tienen el potencial de fomentar prácticas
pedagógicas innovadoras, dotadas de mayor significado y poder para involucrarse
con la realidad y el entorno en el que está inmerso el estudiante. Por lo tanto, la
investigación se centró en responder a la siguiente pregunta: ¿cuál es el
significado del aprendizaje en la era digital? Para ello, el objetivo general fue
comprender el significado del aprendizaje a partir de las tecnologías digitales, el
aprendizaje híbrido y la transdisciplinariedad. Específicamente, esta investigación
busca contribuir a la formación docente en la identificación, análisis y aplicación
de prácticas pedagógicas significativas y personalizadas, basadas en los
principios del aprendizaje combinado y la transdisciplinariedad, con el objetivo de
desarrollar estudiantes críticos y autónomos capaces de navegar por redes
complejas de conocimiento; y crear agenciamentos sobre la transdisciplinariedad
como eje integrador y el aprendizaje combinado como entorno rizomático. Se trata
de un proyecto de investigación teórico-conceptual, basado en una revisión crítica
de la literatura, con autores como Dal Molin, Pierre Lévy, Edgar Morin, Basarab
Nicolescu, Hugo Assmann, Deleuze y Guattari. El enfoque metodológico prioriza
la articulación entre conceptos, evitando un enfoque meramente descriptivo en
favor de una lectura interpretativa y proposicional. Desde esta perspectiva, el
aprendizaje híbrido se configura como un espacio para la producción rizomática
de conocimiento, y la transdisciplinariedad se asume como un principio
epistemológico que trasciende la integración curricular, operando como un gesto
ético-político dirigido a comprender la complejidad de la realidad. Favorece la
articulación entre el conocimiento científico, cultural, social y subjetivo,
reposicionando el aprendizaje como una experiencia humana integral. Al
relacionar los conceptos de transdisciplinariedad, aprendizaje combinado y
rizoma, encontramos la posibilidad de presentar un enfoque de
enseñanza/aprendizaje capaz de reconectar conocimientos que, conectados con
diferentes áreas, completan al ser humano y dan sentido a sus acciones y
existencia.
Publisher: Universidade Estadual do Oeste do Paraná
Tipo do documento: Tese2026-02-24T00:00:00ZPoética Brincantes: Intermidialidade e cultura popular na Arte Contemporânea brasileiraMachado, Luiz Carloshttps://tede.unioeste.br/handle/tede/84182026-05-14T14:59:59Z2026-03-06T00:00:00ZTitle: Poética Brincantes: Intermidialidade e cultura popular na Arte Contemporânea brasileira
Autor: Machado, Luiz Carlos
Primeiro orientador: Silva, Acir Dias da
Abstract: The concept of playful poetics articulates artistic practices that traverse languages, media, and supports, operating within the sphere of intermediality. According to Rajewsky (2012), intermediality is not restricted to a mere combination of media, but rather reveals zones of friction and contamination between different expressive forms. In this sense, works such as those of Manuel Messias and Arthur Bispo do Rosårio establish dialogues between writing, image, body, and ritual, constructing universes in which the popular and the marginalized emerge as aesthetic and political forces. Bakhtin's (1981) notion of carnivalization broadens this process, instituting inversion and laughter as creative forces. Furthermore, Lipovetsky and Serroy (2015), when reflecting on ritual artialization, help to understand how such practices reinscribe traditions and collective memories into contemporary artistic languages. Thus, playful poetics is configured as a space of intermedial crossings and cultural resistance, a gesture of reinvention that connects folk festivities, popular religiosity, and aesthetic experimentation.
Publisher: Universidade Estadual do Oeste do Paraná
Tipo do documento: Tese2026-03-06T00:00:00ZLegitimidade em jogo: relacionamento não monogâmico e o sujeito lésbico em The L Word: Generation QSERPA, Rafaela Vianahttps://tede.unioeste.br/handle/tede/83792026-04-22T16:14:28Z2025-02-24T00:00:00ZTitle: Legitimidade em jogo: relacionamento não monogâmico e o sujeito lésbico em The L Word: Generation Q
Autor: SERPA, Rafaela Viana
Primeiro orientador: Soares, Alexandre Sebastião Ferrari
Abstract: This research analyzes the displaced and/or reproduced meanings of non-monogamy in the
series The L Word: Generation Q (2019-present), focusing on the characters Alice, Nat, and
Gigi, from the perspective of the French Discourse Analysis. The study aims to understand
how the discourses articulated by these three lesbian women align with the discursive
formations that uphold monogamous and heteronormative relationships in cinematic media,
while observing how these discursive practices produce meanings regarding the legitimacy of
LGBTQIAPN+ relationships. The research is grounded in the concepts of discursive
formation, ideology, and significant materiality to investigate how language not only
represents but constitutes reality, shaping ways of relating. The analysis of discursive
sequences reveals that the series initially appears to challenge heteronormative norms and
explores non-monogamy, especially through the polyamorous relationship of the three
characters. However, this trajectory is predominantly examined through Alice’s narrative, as
she shifts from advocating for non-monogamy to reaffirming monogamy. Thus, beyond
examining how lesbian women articulate non-monogamy, the research also investigates how
these subjects are represented in cinematic media, with an emphasis on The L Word:
Generation Q. Finally, the study discusses the role of media in reproducing hegemonic
meanings and constructing gender and sexuality identities, highlighting the contradictions
and limitations embedded in the discourse of representation.
Publisher: Universidade Estadual do Oeste do Paraná
Tipo do documento: Dissertação2025-02-24T00:00:00ZEntre o trauma e a escrita: resistência e autoria feminina nas obras de Claudia Lage e Ana KifferALIPIO, Bruna Laurahttps://tede.unioeste.br/handle/tede/83462026-04-13T17:22:31Z2026-03-25T00:00:00ZTitle: Entre o trauma e a escrita: resistência e autoria feminina nas obras de Claudia Lage e Ana Kiffer
Autor: ALIPIO, Bruna Laura
Primeiro orientador: Santos, Maricélia Nunes dos
Abstract: Contemporary Brazilian women’s writing has established itself as a field of narrative dispute,
especially when it challenges official ways of recording the past and of instituting regimes of
remembrance and silencing. In this context, this research undertakes a comparative study of
the novels On the wall of our house (2024), by Ana Kiffer, and The endless body (2019), by
Claudia Lage, investigating how these works elaborate experiences marked by historical
traumas and gender-based violence through narrative strategies that articulate memory,
trauma, investigation, and writing. The central aim is to understand how the narrative voices
construct quests — for traces, documents, gaps, and remnants — that confront official history
and its mechanisms of erasure, bringing forth forms of remembrance that resist factual
linearity and interpretive closure. The focus of this study therefore falls on experiences
intrinsically related to the feminine — highlighting the marks of gender violence, silencing,
and the inscription of trauma in the body and in language — observed in the formal and
ethical choices of narration. This is a qualitative, interpretive, bibliographic study, based on
the reading and analysis of the corpus in dialogue with the theoretical framework presented.
Concepts of history, trauma, and memory draw on studies by Seligmann-Silva (2000; 2022),
Halbwachs (2023), and Figueiredo (2024; 2025) to discuss modes of narration, the tensions
between remembrance and forgetting, and the ethical implications of saying. Drawing on
readings such as Rago (2013), Zolin (2009), Xavier (2019), and Woolf (2022), the study
sought to understand contemporary women’s writing as it constructs the narrative account as
an ethical space for reflecting on experience and the past. In light of this, with theoretical
contributions from Barthes (2017), Vecchi and Di Eugenio (2020), Cury and Padilha (2024),
Fiuza (2014), among others, the final section sought to identify how the two authors mobilize
metalanguage in their works as a mean of reflecting on and rearticulating the traumatic past.
The hypothesis advanced is that, by shifting the center of narration toward historically
marginalized experiences, these novels reconfigure the archive and expand the possibilities
for articulating the past, turning writing into a critical practice of resistance and a reopening of
memory.
Publisher: Universidade Estadual do Oeste do Paraná
Tipo do documento: Dissertação2026-03-25T00:00:00Z