https://tede.unioeste.br/handle/tede/532 2026-10-10T17:25:18Z 2026-10-10T17:25:18Z Santos, Julliane Brita dos https://tede.unioeste.br/handle/tede/8692 2026-10-09T18:50:55Z 2026-08-31T00:00:00Z

Title: O GUIA QUE ESTAVA FALTANDO! Manualização, sentidos e silenciamentos sobre educação midiática Autor: Santos, Julliane Brita dos Primeiro orientador: Soares, Alexandre Sebastião Ferrari Abstract: This research investigates the discursive functioning of the designation media education in the Guia da Educação Midiática, a publication of the EducaMídia Program, linked to the Instituto Palavra Aberta. The central problem is to understand how this designation functions discursively in the Guide, considering the conditions of production that shape the discourse, the process of manualization constituting this didactic-media instrument, and the defining statements linked to it in the Guide. The general objective is to analyze the discursive functioning of the designation media education in the Guide. The specific objectives are: to observe the conditions of production of the Guide; to examine the functioning of manualization in the work; and to interrogate the obviousness effects of the definition of media education in the Guide. The analysis draws on the concepts and theoretical framework of Materialist Discourse Analysis developed by Michel Pêcheux and further elaborated by Eni Orlandi. The methodology adopts Verli Petri’s (2002) pendular movement, in which the researcher moves between theory, corpus and archive to construct the theoretical-analytical device. The corpus consists of the Guia da Educação Midiática and materialities related to its conditions of production, such as the websites of the Instituto Palavra Aberta and of the EducaMídia Program. The study also draws on Christian Puech’s (2018) concept of manualization to analyze the Guide as a linguistic instrument that stabilizes and institutionalizes knowledge about media education. The analysis starts from the premise that naming is a political gesture that carves up the real, producing regions of meaning and silencing others, and that to define is a way of seeking to stabilize concepts. The results identify four sites of signification in the Guide, namely: (1) the individualization of responsibility, placing responsibility for acquiring competences to navigate the information ecosystem on the individual; (2) the naturalization of media education as an unquestionable essence, by presenting it as a human right, a basic need and a prerequisite for citizenship; (3) the aversion to schools and to traditional education, positioning media education, in opposition, as more closely connected to the real world and the solution to an outdated school system; and (4) the silencing of ownership and control of the media, of media concentration, of the oligopoly of the platforms and of the public regulation of communication, precisely the themes that would affect those who finance the Guide. We identify a tension between different discursive formations that traverse the designation media education, oscillating between moral-religious, cultural-elitist and liberal-technicist perspectives, the latter being predominant in the Guide under analysis. The analysis shows that the defining statements about media education, as materialized in the Guide through processes of manualization, function as self-legitimation and as stabilization of knowledge aligned with the Brazilian National Common Curricular Base and produced by market agents, conferring on them effects of legitimacy and authority. We conclude that interrogating the meanings circulating around media education constitutes a form of media education itself, insofar as it denaturalizes what presents itself as obvious and makes explicit the power relations inscribed in language. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-08-31T00:00:00Z Souza, Maria Fernanda de https://tede.unioeste.br/handle/tede/8685 2026-10-06T18:48:07Z 2026-07-22T00:00:00Z

Title: Práticas Pedagógicas Emergentes em Escolas Bilíngues de Cascavel (PR) Autor: Souza, Maria Fernanda de Primeiro orientador: Schmitt, Larissa Giordani Abstract: This dissertation has been developed to investigate the teaching methodologies employed in prestigious schools that have self-identified as bilingual, with the purpose of analyzing how these pedagogical practices have been employed in a context marked by the expansion of elite bilingualism and by the absence of a national approved regulation. The main objective of this research is to analyze the pedagogical practices of three prestigious bilingual schools in Cascavel (PR), verifying to what extent these institutions approximate the guidelines established by CNE/CEB Opinion Number 02/2020, in a context of absence of approved national regulation. To this end, the study sought to identify the adopted methodologies, analyze the teacher training profile, verify compliance with the Opinion regarding workload and self-designation, investigate the approach to inclusion and cultural diversity, examine the assessment methods, and identify the challenges in implementing bilingual education. The theoretical framework has been constructed by articulating the historical-dialectical materialist perspective with the dialogic theory of language of the Bakhtin Circle (1981, 2014), Vygotsky’s socio-historical theory (2008), and contemporary studies on bilingual education in Brazil, especially the contributions of Megale (2018, 2019) and the dimensions of the bilingual subject proposed by Hamers and Blanc (2000). The study adopted a qualitative approach, framed by an interpretivist paradigm, with data collection carried out from December 2024 to March 2025, through semi-structured interviews with three coordinators and questionnaires administered to sixteen teachers. The data have been analyzed with emphasis on the declared methodologies, such as the CLIL approach and Immersion teaching, by comparing management discourse with teachers’ perceptions and normative requirements. The results have revealed a mismatch between the pedagogical practices observed and the guidelines of the Opinion, especially concerning the specific training and proof of proficiency of the teaching staff. Within this “lawless” context, the bilingual self designation has been interpreted as a complex phenomenon, influenced both by pedagogical projects and by the dynamics of a competitive market. The analysis has indicated that the investigated practices have been shaped by a tension between the normative ideal, institutional strategies, and the material conditions of the local context. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-07-22T00:00:00Z Ribeiro, Alexandre Verri https://tede.unioeste.br/handle/tede/8660 2026-09-17T19:43:51Z 2014-11-15T00:00:00Z

Title: Constituição de enunciadores em redação de vestibulando indígena: pontos de vista na argumentação Autor: Ribeiro, Alexandre Verri Primeiro orientador: Sella, Aparecida Feola Abstract: This research brings together reflections and analyses on the category of enunciators as indicators of polyphony in utterances within Indigenous entrance exam essays. The investigation focuses on how the use of argumentative operators and polyphonic manifestations contributes to the characterization of argumentativeness and the signalling of points of view in texts produced within this context. In order to address this issue, the main goal set was to identify and interpret how certain argumentative operators indicate beliefs, points of view, and, consequently, enunciators in an essay by an Indigenous candidate taking the entrance exam at the Western Paraná State University (Unioeste), whose topic addresses land demarcation. To achieve the proposed goal, the study relies on the theoretical assumptions of Argumentative Semantics, drawing on contributions by Ducrot (1987, 1989), Guimarães (1992, 2001), and Koch (2002, 2003, 2011). Methodologically, it is characterized as analytical research with a qualitative approach. As a result of the investigative process, it was found that convincing argumentation is formed by linguistic markers that demonstrate polyphony as they introduce and articulate implicit and explicit voices to support the defended theses. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2014-11-15T00:00:00Z Santos, Victor Alves Lourenço https://tede.unioeste.br/handle/tede/8653 2026-09-14T19:23:20Z 2026-08-07T00:00:00Z

Title: As vagas de emprego em Cascavel: o discurso do sujeito-trabalhador em funcionamento Autor: Santos, Victor Alves Lourenço Primeiro orientador: Garcia, Dantielli Assumpção Abstract: La dinámica actual del mercado laboral en Brasil es profundamente contradictoria, lo que queda en evidencia en Cascavel-PR. En la Agencia del Trabajador de la ciudad, la presencia constante de desempleados contrasta diariamente con la difusión de aproximadamente 1200 vacantes disponibles. Ante esto, esta disertación tiene como objetivo analizar los efectos de sentido en el discurso de seis sujetos-trabajadores, buscando revelar la tensión entre el imaginario de abundancia de oportunidades propagado por la ciudad y la realidad de la no obtención de empleo o de la sujeción a puestos precarizados. El estudio se fundamenta en el Análisis del Discurso (AD) de orientación francesa, basado en Michel Pêcheux y Eni Orlandi entre otros, que comprende el discurso como ideológico, descentrado e inscrito en la historia. El corpus está constituido por el recorte discursivo de seis entrevistas a trabajadores desempleados, abordados frente a la Agencia del Trabajador, un espacio que funciona como lugar simbólico de promesa estatal y de vulnerabilidad social. Las análisis señalan cómo el optimismo inicial de los trabajadores, alimentado por el discurso mediático e institucional, es confrontado por silenciamientos y frustraciones. Se evidencia el funcionamiento de la ideología y de la interpelación, que producen en el sujeto la ilusión de autoría sobre su decir, borrando las marcas de la precarización y la necesidad de dobles jornadas laborales para la supervivencia en el sistema capitalista. Se concluye que el discurso del trabajador no es libre, sino la materialización de un sujeto atravesado por la memoria y fracturado por la necesidad urgente de supervivencia. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-08-07T00:00:00Z