https://tede.unioeste.br/handle/tede/542 2026-09-12T03:02:04Z 2026-09-12T03:02:04Z França, Luiz Fernando https://tede.unioeste.br/handle/tede/8650 2026-09-11T12:57:22Z 2026-07-14T00:00:00Z

Title: Aderência às práticas ESG em uma instituição pública de ensino superior: As lacunas entre as ações realizadas pela instituição e as percepções da comunidade acadêmica Autor: França, Luiz Fernando Primeiro orientador: Damke, Elói Junior Abstract: A growing body of research has focused on understanding how organizations implement environmental, social, and governance (ESG) management practices. However, investigations analyzing the proxies that comprise these practices and how they are perceived by stakeholders are still scarce. In this context, this study analyzes adherence to ESG practices in a federal educational institution, from the perspective of internal and external stakeholders, using the Foz do Iguaçu Campus of the Federal Institute of Paraná (IFPR) as a case study. The research adopts a qualitative, descriptive approach, using document analysis of Management Reports and the Sustainable Logistics Plan (PLS), semi-structured interviews, and observations conducted in the institutional environment. The data were analyzed using content analysis techniques, with the support of Atlas.ti software. The results indicate the existence of relevant actions aligned with ESG principles, especially in the environmental and social dimensions, such as energy efficiency initiatives, environmental preservation, inclusion, and extension projects. However, opportunities for improvement were identified related to the adequacy of the Sustainable Logistics Plan (PLS) and its respective reports, as well as waste management, strengthening communication channels, and increasing the ownership of institutional initiatives by different audiences. It is concluded that, despite the progress observed, there is a need to strengthen governance and stakeholder engagement in order to raise the level of institutional ESG maturity and expand the generation of public value aligned with the 2030 Agenda. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-07-14T00:00:00Z Rodrigues, Eliane Delgado https://tede.unioeste.br/handle/tede/8645 2026-09-10T12:54:01Z 2026-03-10T00:00:00Z

Title: Benchmarking na gestão de programas universitários de extensão para pessoas idosas: estudo sobre práticas sustentáveis em UNATIs do Paraná Autor: Rodrigues, Eliane Delgado Primeiro orientador: Oderich, Cecília Leão Abstract: Population aging is a growing reality in Brazil, requiring effective responses from public institutions, particularly in the field of education. Within this context, Universities Open to Older Adults (UNATIs) play a strategic role by promoting extension activities focused on inclusion, lifelong learning, and healthy aging. In the state of Paraná, this initiative has gained prominence, with consolidated experiences in several public universities, such as UNATI Foz, linked to UNIOESTE, which since 2008 has worked to articulate teaching, research, and extension. However, despite these advances, studies that systematize the management models adopted by these programs remain scarce. This research sought to fill this gap by analyzing management practices in UNATIs in Paraná through benchmarking, focusing on four dimensions: organizational structure, financial sustainability, integration with teaching and research, and evaluation mechanisms. The adopted approach is qualitative and descriptive in nature, based on data triangulation among semi-structured interviews with coordinators, participant observation, and document analysis.The results indicate that there is no single management model; rather, there are institutional arrangements adapted to the reality of each institution, in which the continuity of actions is strengthened by the permanent formalization of structures. The study culminated in the systematization of guidelines for good practices, recommending: institutionalization through senior-level resolutions and fixed organizational structures; shared and interdisciplinary management; territorial engagement and intersectoral partnerships; full integration into academic life; formalization of student representation; and the updating of nomenclature and legal alignment.The study concludes by affirming university extension as an indispensable movement for social transformation, consolidating it as a sustained public policy for citizenship and longevity. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-03-10T00:00:00Z Rodriguez, Karla Ghellere https://tede.unioeste.br/handle/tede/8597 2026-08-07T12:48:25Z 2026-04-07T00:00:00Z

Title: Sustentabilidade nas compras públicas: pressões institucionais e estratégias para a implementação em instituições federais de ensino superior Autor: Rodriguez, Karla Ghellere Primeiro orientador: Santos, Manoela Silveira dos Abstract: The enactment of Law No. 14,133/2021 consolidated the obligation to adopt sustainable criteria in public procurement in Brazil, assigning Federal Higher Education Institutions (IFES) a strategic role in promoting responsible consumption patterns. This dissertation aimed to analyze how the institutional context influences the adoption of strategies for implementing sustainable public procurement (SPP) in these institutions. The research, of a qualitative and exploratory nature, was structured into three interconnected articles. The first article, a systematic literature review, identified consolidated environmental, social, and economic criteria, as well as recurring strategies such as training, clear definition of criteria, and the use of certifications. The second article, through a multiple case study conducted in federal universities in the state of Paraná, identified the predominance of coercive pressures and revealed that organizational responses vary between acquiescence and compromise, depending on internal factors such as technical capacity, staff availability, and institutional support. The third article, a case study at the Federal University of Latin American Integration, enabled the proposal of an integrated strategic model structured around four dimensions: knowledge and training, regulatory instruments and guidelines, document formalization, and monitoring. The results indicate that the existence of legal frameworks alone does not guarantee the effective implementation of SPP, which depends on a process of institutionalization that integrates norms, organizational capacities, technical planning, and oversight of contract execution. From a practical perspective, the dissertation provides support for translating the requirements of Law No. 14,133/2021 into effective administrative routines by proposing a strategic model focused on developing technical capacities, operationalizing regulatory guidelines, improving document formalization, and strengthening contract execution monitoring. Additionally, it suggests tools such as internal operational guides, databases of sustainable criteria, and binding checklists, aiming to strengthen governance in sustainable procurement within IFES. From a theoretical perspective, the study contributes to Institutional Theory by demonstrating that the institutionalization of sustainable public procurement does not occur automatically as a result of regulatory advancement but is mediated by organizational conditions that influence how institutional pressures are interpreted and operationalized within IFES. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-04-07T00:00:00Z Butzen, Lúcia Renata da Silva https://tede.unioeste.br/handle/tede/8528 2026-07-20T11:59:57Z 2026-06-16T00:00:00Z

Title: Realidade Virtual e ensino de Geografia: uma investigação experimental com alunos do Ensino Fundamental I Autor: Butzen, Lúcia Renata da Silva Primeiro orientador: Silva, Willian Francisco da Abstract: The incorporation of Digital Information and Communication Technologies (DICTs) into the educational context has expanded the possibilities for instructional mediation, particularly in the teaching of content that requires spatial visualization and contextualization. Among these technologies, Virtual Reality (VR) stands out, as it enables immersive experiences capable of bringing students closer to phenomena that are hardly accessible within the traditional school environment. In Geography education, this discussion becomes especially relevant due to the abstract nature of certain contents and the need for strategies that promote spatial understanding in the early years of Elementary Education. In this context, the present study is delimited to the analysis of the use of VR as a resource for instructional mediation in the teaching of Geography to 5th-grade students in public schools within the municipal education system of Foz do Iguaçu. The general objective of the study was to examine the influence of VR usage on the academic performance of 5th-grade students in Geography learning. To this end, the research adopted a quantitative approach, with an experimental design characterized as between-subjects in Experiment 1 and a longitudinal follow-up design, specifically within-subjects, in Experiment 2. The participants were students from municipal public schools in Foz do Iguaçu, organized into a control group and a treatment group. The control group attended a dialogic expository class without immersive technological support, whereas the treatment group participated in a similar class associated with the use of a 360º VR video, viewed through a low-cost smartphone-based device. Learning outcomes were measured through assessment instruments applied after the interventions, in addition to a perception questionnaire administered to the treatment group. Data were analyzed using descriptive statistics and non-parametric statistical tests. The results of Experiment 1 revealed a statistically significant difference between the control and treatment groups, indicating an association between improved student performance and the VR-based intervention. In Experiment 2, descriptive results indicated the maintenance of central tendency measures and stability in the performance of the treatment group over the analyzed period, suggesting evidence of learning retention. Furthermore, students reported high levels of satisfaction, attention, and interest in repeating the immersive experience. The findings indicate that VR, when integrated into pedagogical planning and supported by effective teacher mediation, can serve as a relevant instructional tool for Geography education, fostering more contextualized, interactive, and visually meaningful learning experiences. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-06-16T00:00:00Z