https://tede.unioeste.br/handle/tede/597 2026-06-16T06:18:38Z 2026-06-16T06:18:38Z Santos, Heloisa Ilkiu dos https://tede.unioeste.br/handle/tede/8444 2026-06-03T18:16:45Z 2026-02-24T00:00:00Z

Title: Mediação educativa em trilhas interpretativas no Parque Nacional do Iguaçu: um relato de experiência em Capanema-PR Autor: Santos, Heloisa Ilkiu dos Primeiro orientador: Nyamien, Francy Rodrigues da Guia Abstract: This dissertation, developed within the Graduate Program in Environmental Sciences at the State University of Western Paraná, analyzes the educational mediation experience carried out between 2019 and 2020 on interpretive trails in Iguaçu National Park, in the Capanema sector, Paraná, a municipality bordering the Conservation Unit. The study examines the pedagogical design of the educational actions in light of the Park Management Plan, considering challenges related to the understanding of public use regulations, risk perception in sensitive areas, and the strengthening of territorial belonging. A qualitative, descriptive-analytical approach was adopted, based on the systematization of experience, field records, participant observation, and critical reflection. The results indicate that the pedagogical cycle of preparing, experiencing, and socializing favored a broader understanding of the ecological processes of the Atlantic Forest, strengthened low-impact behaviors, and contributed to the internalization of conservation regulations and to the recognition of the Park as a collective heritage. It is concluded that educational mediation, when territorialized and articulated with environmental governance, constitutes a strategic instrument for qualifying public use and protecting the Outstanding Universal Value of Iguaçu National Park. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-02-24T00:00:00Z Rosa, Vanessa dos Santos https://tede.unioeste.br/handle/tede/8411 2026-05-11T18:21:16Z 2026-04-30T00:00:00Z

Title: Horta escolar e feira verde como mediação educativa e interdisciplinar no processo de aprendizagem de estudantes no ensino fundamental no município de Toledo/Pr Autor: Rosa, Vanessa dos Santos Primeiro orientador: Nyamien, Francy Rodrigues da Guia Abstract: This research aims to investigate the school garden and the Green Fair as pedagogical mediations in Environmental Education, articulating sustainability, interdisciplinarity, and inclusion in the teaching and learning process. The problem addressed in this study arises from the need to implement educational practices that integrate theory and practice, contributing to the formation of critical, reflective, and socio-environmentally responsible citizens. To this end, the research is grounded in current legislation and in the frameworks of Environmental Education, as well as in the National Common Curricular Base (BNCC), the Toledo Curricular Framework, and the Sustainable Development Goals (SDGs), in addition to engaging with authors who study this topic. As instruments for data collection, questionnaires were administered to 3rd-grade elementary school students (early years) and their families, along with field journals and the students’ participation in science fairs. Thus, the study is based on a qualitative and quantitative approach, with data obtained through participant observation, pedagogical records, and the analysis of activities carried out in the garden and at the fair as the main methodological procedures. The results show that, by planting, monitoring the growth of seedlings, using natural pesticides, harvesting, packaging, and selling food at the Green Fair, children developed competencies related to cooperation, entrepreneurship, and protagonism, in addition to understanding, in practice, interdisciplinary concepts from Mathematics, Science, Geography, History, Portuguese Language, and Religious Education. It was also observed that practices such as seedling production using eggshells, the use of natural pesticides inspired by indigenous culture, and the commercialization of products contributed to reducing plastic use, promoting conscious consumption, and valuing traditional knowledge. Another relevant result was the inclusion of students with Attention Deficit Hyperactivity Disorder (ADHD), who found in the garden and the fair a differentiated form of learning, achieving greater focus, concentration, and socio-emotional development. It is concluded that the school garden and the Green Fair constitute transformative pedagogical practices, capable of integrating theory and practice, tradition and innovation, science and culture. In addition to fostering meaningful learning, they strengthen environmental, ethical, and social values, bringing the school community closer to sustainability and reaffirming Environmental Education as a fundamental axis of citizenship education. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-04-30T00:00:00Z Fernandes, Nathália Maria Soares https://tede.unioeste.br/handle/tede/8362 2026-04-14T22:40:49Z 2026-03-05T00:00:00Z

Title: Importância das leis periurbanas no crescimento ordenado das cidades: estudo de caso em Curitiba/PR Autor: Fernandes, Nathália Maria Soares Primeiro orientador: Sebastien, Nyamien Yahaut Abstract: Contemporary urban expansion has progressively shifted the growth of Brazilian cities toward territories located at the interfaces between consolidated urban areas and remaining rural spaces, forming the so-called peri-urban zones. These territories are characterized by high socio-spatial heterogeneity, overlapping land uses, and institutional fragility, becoming central spaces for understanding recent urbanization dynamics and the challenges faced by urban planning. In this context, this dissertation analyzes the process of formation and consolidation of peri-urban zones in Curitiba, investigating the relationship between urban expansion, land irregularity, urban legislation, and the socio-environmental impacts resulting from this process. The specific objectives are to understand the recent process of peri-urbanization and its vectors of territorial expansion; to analyze social vulnerabilities and socio-environmental impacts in peri-urban areas; to conduct a comparative territorial analysis of urban expansion in representative areas of the municipality; to examine the role of land regularization in urban inclusion and in the persistence of socio-environmental fragilities; to analyze institutional challenges in the management of peri-urban areas; and to discuss the limits of the current urban planning model and the need for specific instruments for the sustainable regulation of urban expansion. The research is based on the hypothesis that, despite the municipality’s recognized tradition in urban planning, the city’s recent expansion has occurred in a diffuse manner and frequently outside the scope of traditional territorial planning instruments, resulting in the consolidation of territories marked by infrastructural precariousness, environmental vulnerability, and land tenure insecurity. The investigation is supported by bibliographic and documentary review, analysis of the legal frameworks of Brazilian territorial planning, study of Curitiba’s urban evolution, and examination of institutional data and reports concerning land occupation dynamics and the socio-environmental conditions of peripheral and peri-urban areas. The results indicate that peri-urban zones constitute the main frontier of urban expansion, concentrating conflicts between city growth, environmental preservation, and the guarantee of the right to housing. It is observed that state action occurs predominantly in a reactive manner, through land regularization processes and regulatory adjustments implemented after occupations have consolidated, without fully addressing the structural causes of precarious urbanization. Furthermore, the occupation of environmentally sensitive areas increases hydrological risks and compromises water sources and natural systems essential to urban balance. It is concluded that overcoming these challenges depends on recognizing peri-urban zones as strategic spaces for the future of cities, requiring integrated public policies and regulatory instruments capable of anticipating occupation processes and articulating urban planning, housing policies, and environmental protection. The research reaffirms that understanding and planning urban fringes constitute a fundamental condition for building more inclusive, environmentally sustainable, and socially just cities. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-03-05T00:00:00Z Renosto, Emanuelli https://tede.unioeste.br/handle/tede/8266 2026-02-25T20:02:29Z 2026-02-13T00:00:00Z

Title: Aprender e preservar: educação ambiental na primeira infância em Toledo - PR Autor: Renosto, Emanuelli Primeiro orientador: Sanches, Paulo Vanderlei Abstract: Early Childhood Education represents a fundamental stage for children’s integral development and for the initial construction of values related to environmental care. This study analyzed pedagogical practices aimed at integral development—understood in its cognitive, motor, social, and emotional dimensions—and at environmental awareness among children aged 1 to 2 years old enrolled in Infant Level 1 at a Municipal Early Childhood Education Center in the municipality of Toledo, Paraná, Brazil. The relevance of this research lies in the need to integrate playful and sustainable practices into early childhood education from the earliest years, strengthening environmental education within the school context. The objective was to understand how playful and sustainable educational practices contribute to children’s integral development and to the early formation of attitudes related to environmental care within the educational environment. The research adopted a mixed-methods approach and involved 46 children from morning, afternoon, and full-time classes during the years 2024 and 2025. Pedagogical activities included the exploration of reusable materials, such as bottles, containers, and caps, as well as seedling planting, fostering gross and fine motor coordination, logical reasoning, creativity, social interaction, and autonomy. Data collection was carried out through direct observations, photographic records, and questionnaires administered to teachers and caregivers. Triangulated data analysis revealed advances in social engagement, autonomy, and initial understanding of concepts related to environmental care within the context of the pedagogical practices developed. The results indicate that practices grounded in play and material reuse enhance integral development in early childhood and contribute to the construction of sustainable values and attitudes. It is concluded that the intentional integration of sustainable pedagogical practices into the early childhood curriculum promotes meaningful learning, strengthens environmental awareness in the school setting, and supports children’s cognitive, motor, social, and emotional development from the earliest years of life. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação

2026-02-13T00:00:00Z