https://tede.unioeste.br/handle/tede/535 2026-06-20T11:59:25Z 2026-06-20T11:59:25Z Laurindo, Pedro https://tede.unioeste.br/handle/tede/8472 2026-06-19T13:24:26Z 2026-03-26T00:00:00Z

Title: Análise do grau de maturidade das soft skills nas atividades de gestão do gerente de atendimento e operações de agência de uma cooperativa de crédito Autor: Laurindo, Pedro Primeiro orientador: Hansel, Tiago Fernando Abstract: This dissertation analyzed the maturity level of soft skills in the management activities of a branch customer service and operations manager at a credit cooperative, focusing on Sicredi Vanguarda PR/SP/RJ. The study assumes that, in a context of economic and technological transformations, behavioral competencies – such as communication, leadership, empathy, adaptability, and conflict resolution – are fundamental to managerial performance, complementing technical skills (hard skills). The research question proposed was: what is the maturity level of these behavioral skills (soft skills) in the performance of branch customer service and operations managers at a credit cooperative? To this end, the general objective defined was: to analyze the maturity level of soft skills in the management activities of a branch customer service and operations manager at a credit cooperative, and, specifically, to identify the competencies considered important in the literature, identify those required by the cooperative, analyze those effectively mobilized by the managers, and discuss the maturity level of the competencies. The justification for this study lies in the growing appreciation of soft skills in the job market, especially in cooperative organizations, whose principles of cooperation and humanized service demand managers with strong interpersonal skills. A lack of studies applied to credit cooperatives was observed, which lends theoretical and practical relevance to this investigation. Regarding methodology, the research was applied in nature, with a quantitative approach and descriptive character. A survey was conducted with 90 customer service and operations managers from the cooperative, using a structured questionnaire based on a 10-point scale, adapted from a validated instrument. The data were processed using the Statistical Package for the Social Sciences (PSPP) software, employing descriptive statistics (mean, median, mode, standard deviation, variance, and range) to analyze the 20 selected soft skills. The analysis of the results revealed that, in general, the soft skills presented a medium to high level of maturity among the managers. The competencies Punctuality, Teamwork, Empathy, and Proactivity obtained the highest average scores, indicating good consolidation. In contrast, Creativity, Entrepreneurship, and Emotional Intelligence presented the lowest average scores and the greatest dispersion, signaling critical areas that require development. The comparative analysis by state showed that Rio de Janeiro obtained the best performance, followed by São Paulo, while Paraná presented the greatest gaps, especially in creative and emotional competencies. Factors such as time in the role and team size also influenced perceptions of mastery. Furthermore, the research reinforced how important soft skills are for managerial effectiveness in the cooperative credit context, but highlighted disparities in the degree of maturity between competencies and states. Therefore, the implementation of customized development programs is recommended, focusing on the skills identified as weak (especially Creativity, Entrepreneurship, and Emotional Intelligence), and the adoption of competency-based management policies aligned with the organizational strategy. This study aims to contribute to the academic field by offering a specific empirical analysisof the sector and providing practical support for the training and continuous improvement of managers, aiming at improving individual and organizational performance. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-03-26T00:00:00Z Gomes, Guilherme Bachega https://tede.unioeste.br/handle/tede/8468 2026-06-17T13:50:31Z 2026-03-06T00:00:00Z

Title: Recomendação de quantificadores utilizando meta-aprendizado Autor: Gomes, Guilherme Bachega Primeiro orientador: Maletzke, André Gustavo Abstract: Metalearning based recommender systems have become an effective approach for the automatic selection of algorithms in machine learning tasks. This approach has been successfully employed in several studies to build recommenders across different domains. In the literature, there are works that investigate the recommendation of classifiers, hyperparameter configurations, and feature selection algorithms. Although a wide range of recommendation approaches has been proposed for classification problems, there is a lack of work in the context of quantification. Recently, quantification has attracted increasing interest in the machine learning community. Unlike classification, whose goal is to assign labels to unlabeled instances, quantification aims to estimate the class distribution in an unlabeled dataset. Several quantification methods have been proposed over the last years and, as in classification, there is no quantifier that consistently outperforms the others across all scenarios. Moreover, the empirical evaluation of quantifiers is particularly costly, as it requires generating multiple test sets with controlled prevalences. In this setting, determining the best quantifier for a given dataset is critical, yet labor-intensive when based on trial-and-error strategies. To address this gap, this work proposes the first meta-learning architecture for quantifier recommendation. The architecture models the relationship between dataset characteristics and quantifier performance to recommend a ranking of the most suitable quantifiers, without requiring trial-and-error experimentation. To evaluate the architecture, two quantifier recommendation strategies are developed. Experimental results demonstrate its effectiveness: under the best strategy, the system places the best-performing quantifier at the top of the recommended ranking in 91 out of 100 evaluated datasets. In addition, the ranking is directly explored in quantification tasks. When applying only the top-ranked quantifier, the method achieves performance comparable to the state-of-the-art DyS quantifier across the 100 datasets. On more complex datasets, performance remains stable and comparable to the best quantifier. Finally, combining the top quantifiers in the recommended ranking yields performance comparable to the state of the art over all datasets and superior performance when considering only the more complex datasets. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-03-06T00:00:00Z Azevedo, Brenna de Souza Orrico de https://tede.unioeste.br/handle/tede/8465 2026-06-16T12:30:03Z 2026-02-25T00:00:00Z

Title: Narrativas maternas e o acolhimento de crianças autistas no cotidiano escolar: um olhar decolonial sobre a inclusão Autor: Azevedo, Brenna de Souza Orrico de Primeiro orientador: Santos, Maria Elena Pires Abstract: Esta tesi de maestría busca reflexionar sobre las experiencias de inclusión de niños con Trastorno del Espectro Autista (TEA) en la escuela primaria, desde primero hasta quinto grado, desde la perspectiva de sus madres. La investigación, de naturaleza cualitativa e interpretativa, exploró las percepciones sobre la acogida escolar, las prácticas pedagógicas adoptadas y los desafíos y avances enfrentados en la vida diaria de la inclusión. Los datos, recopilados a través de cuestionarios con 31 madres de niños con TEA y entrevistas grupales con 9 madres de niños con TEA, revelan un escenario multifacético. Entre los aspectos positivos se incluyen el esfuerzo de algunos profesionales por adaptar las actividades y la acogida inicial en ciertas escuelas. Sin embargo, se identificaron brechas significativas, como la falta de maestros especializados para atender las necesidades de estos niños, aulas superpobladas, la ausencia de capacitación adecuada para los profesionales, la dificultad para adaptar los materiales y las estrategias pedagógicas a las necesidades individuales y la excesiva burocracia que impide la implementación de acciones de inclusión. La investigación subraya la necesidad de cumplir con las leyes, invertir más en políticas públicas, contar con profesionales especializados, ofrecer formación continua, recursos adaptados y una colaboración más eficaz entre la escuela, la familia y las terapias para lograr la plena inclusión; factores esenciales para que los niños con TEA puedan disfrutar de sus derechos como sujetos de derecho y recibir una educación acorde a sus necesidades durante la infancia. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-02-25T00:00:00Z Silva, Erony Simões da https://tede.unioeste.br/handle/tede/8459 2026-06-15T11:08:21Z 2026-03-06T00:00:00Z

Title: Análise de erros em situações problemas: um estudo nos anos iniciais Autor: Silva, Erony Simões da Primeiro orientador: Silva, Luciana Del Castanhel Peron da Abstract: The teaching of mathematics in the early years of elementary school has been a constant subject of academic research, due to its complexity and the various difficulties presented by students. The basic operations of addition, subtraction, multiplication, and division constitute the theoretical basis of several objects of knowledge, and it is fundamental that students understand their properties and applications in problem situations, consolidating this knowledge by the end of the early years. This study focused on the approach to addition and subtraction operations in problem situations, considering learning through the didactic strategy of error analysis. In this context, the following was investigated: what are the errors presented by students in the early years of elementary school in solving problem situations involving addition and subtraction, identified from error analysis? The general objective of the study was to identify and categorize the errors presented by 5th-grade elementary school students in solving problem situations involving addition and subtraction. The research was characterized as a qualitative field study, encompassing the implementation of the research instrument (consisting of ten (10) problem situations involving the concepts of addition and subtraction), participatory observations by the researcher, and interviews with the participating students. The study was conducted at the Arlindo Gouveia Municipal School, in Ramilândia, and involved sixteen (16) 5th-grade students from the full-time program. After the implementation of the research instrument and its correction by the researcher, interviews were conducted, during which reflections, confirmations, and/or refutations of the hypotheses raised by the researcher during the correction took place. The data obtained from the problem-solving protocols and interview transcripts were analyzed from the perspective of content analysis. Error analysis proved to be an appropriate resource for identifying the difficulties faced by the students, allowing the recognition of gaps in conceptual understanding and the use of inadequate problemsolving strategies. By categorizing the errors, the study is considered to contribute to understanding the students' difficulties, identifying that they are concentrated in additions with carrying and subtractions with borrowing and identifying the appropriate operation for each problem situation.; La enseñanza de las matemáticas en los primeros años de primaria ha sido un tema constante de investigación académica debido a su complejidad y a las diversas dificultades que presentan los estudiantes. Las operaciones básicas de suma, resta, multiplicación y división constituyen la base teórica de diversos objetos de conocimiento, y es fundamental que los estudiantes comprendan sus propiedades y aplicaciones en situaciones problemáticas, consolidando este conocimiento al final de la primera infancia. Este estudio se centró en el abordaje de las operaciones de suma y resta en situaciones problemáticas, considerando el aprendizaje mediante la estrategia didáctica del análisis de errores. En este contexto, se investigó: ¿cuáles son los errores que presentan los estudiantes de los primeros años de primaria al resolver situaciones problemáticas de suma y resta, identificados a partir del análisis de errores? El objetivo general del estudio fue identificar y categorizar los errores que presentan los estudiantes de 5.º grado de primaria al resolver situaciones problemáticas de suma y resta. La investigación se caracterizó como un estudio de campo cualitativo, que abarcó la aplicación del instrumento de investigación (compuesto por diez (10) situaciones problemáticas que involucran los conceptos de suma y resta), observaciones participativas por parte del investigador y entrevistas con los estudiantes participantes. El estudio se realizó en la Escuela Municipal Arlindo Gouveia, en Ramilândia, e involucró a dieciséis (16) estudiantes de 5.º grado del programa de tiempo completo. Después de la implementación del instrumento de investigación y su corrección por parte del investigador, se realizaron entrevistas, durante las cuales se reflexionó, confirmó y/o refutaron las hipótesis planteadas por el investigador durante la corrección. Los datos obtenidos de los protocolos de resolución de problemas y las transcripciones de las entrevistas se analizaron desde la perspectiva del análisis de contenido. El análisis de errores demostró ser un recurso apropiado para identificar las dificultades que enfrentan los estudiantes, permitiendo el reconocimiento de lagunas en la comprensión conceptual y el uso de estrategias inadecuadas de resolución de problemas. Al categorizar los errores, se considera que el estudio contribuye a comprender las dificultades de los estudiantes, identificando que se concentran en las sumas con acarreo y las restas con préstamo e identificar la operación adecuada para cada situación problemática. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-03-06T00:00:00Z