https://tede.unioeste.br/handle/tede/553 2026-11-06T16:06:22Z 2026-11-06T16:06:22Z Santos, Ana Claudia Antunes dos https://tede.unioeste.br/handle/tede/8717 2026-10-22T17:30:13Z 2026-05-11T00:00:00Z

Title: A pedagogia do projeto escolas públicas do campo multianos: mudanças e inovação Autor: Santos, Ana Claudia Antunes dos Primeiro orientador: Bonamigo, Carlos Antônio Abstract: This Master's Dissertation is part of the Graduate Program in Education – Master's Degree, at the Francisco Beltrão/PR campus of the State University of Western Paraná (UNIOESTE), within the concentration area of Education and the Research Line: Society, Knowledge, and Education. In recent years, Field Education has undergone several continuities and changes, which characterize its historicity of achievements and challenges in relation to public policies. Recently, in 2019, the Paraná State Department of Education (SEED/PR) released a Draft Resolution determining that public schools located in and for rural areas with fewer than 35 students enrolled in the final years of Elementary School should adopt a pedagogical organization based on a multi-grade structure. However, there was no adequate training process regarding this proposal for school administrators and educators. In view of this, in 2022 the project Public Field Multi-Grade Schools: Changes in Innovation, hereafter referred to as the Multi-Grade Project, was implemented by the State University of Western Paraná (UNIOESTE), Francisco Beltrão campus, through the University Without Borders Program (USF) of the State Secretariat for Science, Technology, and Higher Education (SETI). This is a pilot project that was implemented in five public multi-grade Field Education schools in the Southwestern region of Paraná. The general objective of this research is to analyze the pedagogy of the Multi-Grade Project, highlighting its potentialities and limitations, taking into account the principles of the Field Education modality, based on a qualitative analysis methodology grounded in documentary study of various sources. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-05-11T00:00:00Z Silvestro , Mariana Feldberg https://tede.unioeste.br/handle/tede/8710 2026-10-21T18:27:45Z 2026-07-03T00:00:00Z

Title: Probiotics for the treatment of food hypersensitivity in children and adolescents: a systematic review of randomized controlled trials Autor: Silvestro , Mariana Feldberg Primeiro orientador: Casaril, Kérley Braga Pereira Bento Abstract: A hipersensibilidade alimentar (HSA) constitui um importante problema de saúde pública, abrangendo condições imunomediadas, como as alergias alimentares, e manifestações não imunomediadas, frequentemente associadas a alterações da microbiota intestinal e da resposta imunológica. Em crianças – especialmente nos primeiros anos de vida – e adolescentes, a HSA pode comprometer o estado nutricional, a qualidade de vida e o desenvolvimento imunológico. Nesse contexto, os probióticos vêm sendo investigados como estratégia adjuvante no manejo dessas condições, devido ao seu potencial de modular a microbiota intestinal, fortalecer a barreira epitelial e regular a resposta imune. Entretanto, os resultados disponíveis na literatura permanecem heterogêneos quanto às cepas utilizadas, duração das intervenções e desfechos avaliados. Assim, a presente revisão sistemática teve como objetivo avaliar a eficácia e a segurança dos probióticos no tratamento da hipersensibilidade alimentar em crianças e adolescentes, com base em ensaios clínicos randomizados. A revisão foi conduzida conforme as diretrizes PRISMA 2020 e registrada na plataforma PROSPERO (CRD420251130783). As buscas foram realizadas nas bases MEDLINE (via PubMed), Embase, Scopus, Web of Science, LILACS, CINAHL e Cochrane Library, além da literatura cinzenta. O risco de viés foi avaliado pela ferramenta RoB 2, e a certeza da evidência pelo sistema GRADE. Foram identificados 3.063 estudos, dos quais 12 estudos independentes atenderam aos critérios de elegibilidade. A maioria dos estudos envolveu lactentes com alergia à proteína do leite de vaca, utilizando predominantemente cepas de Lactobacillus rhamnosus GG (LGG), além de formulações multicepas e Bifidobacterium lactis. Os resultados demonstraram melhora nos sintomas gastrointestinais, redução da gravidade das manifestações dermatológicas, modulação de marcadores imunológicos e possível aceleração da aquisição de tolerância alimentar, especialmente em estudos com LGG associado à fórmula extensamente hidrolisada. Alguns estudos também evidenciaram potencial efeito preventivo sobre manifestações da marcha atópica. De modo geral, os probióticos apresentaram perfil de segurança favorável, sem relato de eventos adversos graves. Contudo, observou-se importante heterogeneidade metodológica entre os estudos, além de limitações relacionadas ao tamanho amostral, variabilidade dos protocolos e curto período de seguimento em parte dos ensaios. A avaliação do risco de viés revelou predominância de estudos com “algumas preocupações”, e a certeza da evidência variou de moderada a muito baixa entre os desfechos analisados. Embora os resultados indiquem potencial benefício clínico e imunológico dos probióticos na HSA pediátrica, especialmente com o uso de LGG, as evidências ainda são insuficientes para recomendações universais. Dessa forma, novos ensaios clínicos randomizados, com maior rigor metodológico, padronização das intervenções e acompanhamento em longo prazo, são necessários para consolidar o papel dos probióticos no manejo da hipersensibilidade alimentar em crianças e adolescentes. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-07-03T00:00:00Z Taschim, Mateus da Silva https://tede.unioeste.br/handle/tede/8705 2026-10-19T18:43:04Z 2026-05-29T00:00:00Z

Title: Formação continuada de professores no Paraná: análise do programa formadores em ação Autor: Taschim, Mateus da Silva Primeiro orientador: Sbardelotto, Vanice Schossler Abstract: Continuing teacher education has become one of the central pillars of Brazilian educational policies in recent decades, particularly in the context of the expansion of neoliberal rationality and the managerial approach to teaching work. This dissertation, affiliated with the research line Culture, Educational Processes, and Teacher Education of the Graduate Program in Education at Western Paraná State University (UNIOESTE), focuses on the Formadores em Ação Program (PFA), a continuing teacher education policy implemented by the Paraná State Department of Education (SEED/PR). The study aims to analyze the Formadores em Ação Program as a continuing education policy within the Paraná state education system and to understand its implications for teaching work based on the perceptions of participating teachers. It seeks to understand how this policy is experienced within the school context and how teachers perceive the professional development activities carried out within the program. The research adopts a qualitative case study approach and was conducted with teachers from Cândido Portinari Civic-Military State School, in Ampére, Paraná, who participated in the program in 2024. Data were collected through questionnaires and analyzed using Content Analysis, as proposed by Bardin (2016). The methodological framework is based on Yin (2001), considering the case study an appropriate strategy for understanding the phenomenon within its real-life context. The documentary analysis encompasses resolutions and public notices issued by SEED/PR, as well as critical theoretical references in the fields of education and teaching work. The results indicate that the Formadores em Ação Program presents limitations and contradictions as a continuing teacher education policy, revealing tensions between the discourse of teacher appreciation and the actual working and professional development conditions experienced by teachers, thereby contributing to the critical debate on teacher education policies within the educational context of Paraná. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-05-29T00:00:00Z Santos, Guilherme Mallmann dos https://tede.unioeste.br/handle/tede/8704 2026-10-16T21:13:09Z 2026-06-25T00:00:00Z

Title: Hegemonias, instituições e diplomatas: o Brasil entre EUA e China (2010–2020) Autor: Santos, Guilherme Mallmann dos Primeiro orientador: Sampaio, Fernando dos Santos Abstract: This study investigates, from a historical-institutional and analytical perspective, the evolution of Brazil’s Ministry of Foreign Affairs (MRE), focusing on Brazil’s bilateral relations with the United States and China from 2010 to 2020. The work examines the main administrative and institutional reforms that have consolidated the Ministry in its current form, emphasizing the bureaucratic, cultural, and normative dimensions of Brazilian diplomacy. The central argument demonstrates the planning capacity and unity of action that enabled the MRE to reconcile Brazil’s traditional diplomatic identity with a constant process of functional adaptation to the directions indicated by domestic politics and the external context at each historical moment. The study draws on classical literature of Brazilian foreign policy, official governmental sources, and institutional documentation to demonstrate the correlation between the Ministry’s consolidated internal culture and the consistency of Brazil’s foreign relations. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-06-25T00:00:00Z