https://tede.unioeste.br/handle/tede/558 2026-10-25T19:50:28Z 2026-10-25T19:50:28Z 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 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 Bolgenhagen, Vanderlisse Ribeiro Alves https://tede.unioeste.br/handle/tede/8700 2026-10-15T18:04:32Z 2026-08-26T00:00:00Z

Title: O “tempo do conhecer” versus o “tempo do clique”: análise das vivências e compreensões dos estudantes sobre a plataformização da educação no Paraná Autor: Bolgenhagen, Vanderlisse Ribeiro Alves Primeiro orientador: Martins, Suely Aparecida Abstract: This master's dissertation, linked to the Graduate Program in Education (PPGEFB) at the State University of Western Paraná (UNIOESTE), under the research line "Society, Culture, and Education" and affiliated with the Society, Work, and Education Research Group (GESTE), investigates the phenomenon of the platformization of education in the state public school system of Paraná. The study focused on the Colégio Estadual Dr. Mário Augusto Teixeira de Freitas, located in Barracão – PR, and its general objective was to analyze how students at this specific institution perceive the interference of digital platforms in their formative process. As specific objectives, the investigation sought to: a) analyze the platformization process related to neoliberal policies and the corporatization of education in Paraná; b) describe the main platforms used in the state school system from 2020 to May 2026; c) describe how the students at the selected school understand the use of platforms for their own education; and d) analyze how high school students at this institution have experienced the daily use of these digital tools. The theoretical framework includes key authors such as Andrew Feenberg, Nick Srnicek, Renata Perez Barbosa, Natália Alves, Theresa Adrião, and Shoshana Zuboff. Methodologically, the investigation is characterized as a case study with a predominantly qualitative approach, utilizing focus groups with 14 high school students as the data collection technique. The empirical corpus was interpreted through Discursive Textual Analysis (DTA) from the perspective of Moraes and Galiazzi (2016). The results reveal that platformization establishes a model of surveillance capitalism, in which pedagogical autonomy is replaced by algorithmic control, gamification practices, and a relentless pursuit of statistical indexes stipulated by the State. The analysis of the students' testimonies highlights a scenario of institutional simulation: while the State displays technological innovation indicators through virtual dashboards, student demotivation is observed in daily school life, given that the learning process is marginalized in favor of the bureaucratic fulfillment of targets on screens. It is concluded that the system drains critical teaching, transforming the educational act into a mechanized task of feeding data into platforms, which evidences severe impacts on students' cognitive and attentional development, demanding an urgent recovery of pedagogical autonomy and integral human formation.; La presente disertación, vinculada al Programa de Posgrado en Educación — Maestría (PPGEFB) de la Universidad Estadual del Oeste del Paraná (UNIOESTE), en la Línea de Investigación "Sociedad, Cultura y Educación" y al Grupo de Investigación Sociedad, Trabajo y Educación (GESTE), investiga el fenómeno de la plataformización de la educación en la red pública estatal de Paraná. El estudio tomó como objeto el Colégio Estadual Dr. Mário Augusto Teixeira de Freitas, ubicado en Barracão – PR, y tuvo como objetivo general analizar la comprensión de los discentes de esta institución específica sobre la interferencia de las plataformas digitales en su proceso formativo. Como objetivos específicos, la investigación buscó: a) analizar el proceso de plataformización relacionado con las políticas neoliberales y la empresarialidad de la educación en Paraná; b) describir las principales plataformas utilizadas en la red estatal en el período de 2020 a mayo de 2026; c) describir cómo los estudiantes del colegio seleccionado comprenden el uso de plataformas para su propia formación; y d) analizar cómo estudiantes de educación media de esta institución han vivenciado el uso diario de estas herramientas digitales. La fundamentación teórica tiene entre sus principales autores a: Andrew Feenberg, Nick Srnicek, Renata Perez Barbosa, Natália Alves, Theresa Adrião y Shoshana Zuboff. Metodológicamente, la investigación se caracteriza como un estudio de caso, de enfoque predominantemente cualitativo, que utilizó como técnica de recolección de datos la realización de grupos focales con 14 estudiantes de Educación Media. El corpus empírico fue interpretado por medio del Análisis Textual Discursivo (ATD) bajo la perspectiva de Moraes y Galiazzi (2016). Los resultados revelan que la plataformización establece un modelo de capitalismo de vigilancia, en el cual la autonomía pedagógica es sustituida por el control algorítmico, por prácticas de gamificación y por la búsqueda incesante de índices estadísticos estipulados por el Estado. El análisis de los discursos evidencia un escenario de simulación institucional: mientras el Estado exhibe indicadores de innovación tecnológica a través de paneles virtuales, en el cotidiano escolar se constata la desmotivación discente, ya que el proceso de aprender se secundariza en favor del cumplimiento burocrático de metas en las pantallas. Se concluye que el sistema opera el vaciamiento de la enseñanza crítica, transformando el acto educativo en una tarea mecanizada de alimentación de datos en plataformas, evidenciando severos impactos en el desarrollo cognitivo y atencional de los estudiantes, lo que demanda la urgencia de recuperar la autonomía pedagógica y la formación integral humana. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-08-26T00:00:00Z Blasius, Jaini Carolaine https://tede.unioeste.br/handle/tede/8696 2026-10-14T11:33:40Z 2026-07-10T00:00:00Z

Title: Entre educação do corpo e da vida: constituição subjetiva de policiais militares do 21.º Batalhão de Francisco Beltrão - PR Autor: Blasius, Jaini Carolaine Primeiro orientador: Maman, Daniela de Abstract: This study was part of the Society, Knowledge, and Education Research Track of the Graduate Program in Education at the State University of Western Paraná, Francisco Beltrão campus – PR, with the aim of investigating the interrelationships among historical, philosophical, sociological, political, and pedagogical dimensions in the training of military police officers, understood in its multidimensional nature, with a view to broadening the understanding of the set of variables that influence the formation of these professionals’ subjectivity. The study began with the following research question: How do the educational processes of the Military Police affect the formation of police officers’ subjectivity, particularly in aspects related to the internalization of institutional values and gender norms, and what impacts do these training processes have on professional identity, institutional practices, and the relationship with the community? The general objective was to understand how police officers internalize and incorporate institutional values and norms and how they analyze, interpret, and reframe these elements within the context of police training and the formation of subjectivity shaped by internal gender relations. To answer these questions, we employed qualitative empirical research, situated within a case study framework, which contributes to the mapping of training practices. This methodological approach involved literature reviews, document analysis, and semi-structured interviews, enabling an analysis of the educational processes that generate knowledge and raise questions about gender in professional public safety training programs. This research provided an opportunity to reflect on the impact of machismo on the formation of professional identities and institutional practices, seeking to highlight how internalized gender norms and values influence the production of subjectivities. Furthermore, it was possible to examine how such dynamics may affect the emotional well-being of police officers and the quality of their relationships and the services they provide to society, thereby contributing to the critical debate on training and work in public safety in contemporary Brazil and its social and institutional implications.; Esta investigación formó parte de la Línea de Investigación Sociedad, Conocimiento y Educación del Programa de Posgrado en Educación de la Universidad Estatal del Oeste de Paraná, campus de Francisco Beltrão (PR), con el objetivo de investigar las interrelaciones entre las dimensiones históricas, filosóficas, sociológicas, políticas y pedagógicas en la formación del policía militar, entendida en su carácter multidimensional, con vistas a ampliar la comprensión del conjunto de variables que influyen en la constitución de la subjetividad de este profesional. Se partió del siguiente problema de investigación: ¿De qué manera los procesos educativos de la Policía Militar afectan a la constitución de la subjetividad del agente, especialmente en los aspectos relacionados con la interiorización de los valores institucionales y las normas de género, y qué repercusiones tienen estas formaciones en la identidad profesional, en las prácticas institucionales y en la relación con la comunidad? El objetivo general fue comprender la forma en que los agentes de policía interiorizan e incorporan los valores y normas institucionales, y cómo analizan, interpretan y re-significan dichos elementos en el contexto de la formación policial y de la constitución subjetiva, atravesada por las relaciones de género en su interior. Para responder a estas preguntas, se recurrió a una investigación cualitativa empírica, enmarcada en el contexto de un estudio de caso, que contribuye a la cartografía de las prácticas formativas. Este enfoque metodológico incluyó una investigación bibliográfica y documental, así como entrevistas semiestructuradas, lo que permitió analizar los procesos educativos que generan conocimientos y plantean cuestiones sobre el género en la formación profesional en materia de seguridad pública. Esta investigación ha propiciado una reflexión sobre el impacto del machismo en la constitución de las identidades profesionales y en las prácticas institucionales, con el objetivo de poner de manifiesto cómo las normas y los valores de género interiorizados influyen en la construcción de las subjetividades. Además, se ha podido examinar cómo dichas dinámicas pueden repercutir en la salud emocional de los agentes de policía y en la calidad de las relaciones y de la atención prestada a la sociedad, contribuyendo al debate crítico sobre la formación y el trabajo en la seguridad pública en la Brasil contemporánea, así como a sus implicaciones sociales e institucionales. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-07-10T00:00:00Z