https://tede.unioeste.br/handle/tede/6317 2026-08-09T08:06:13Z 2026-08-09T08:06:13Z Demichelli, Fernanda Natalí https://tede.unioeste.br/handle/tede/8599 2026-08-07T19:58:02Z 2026-05-06T00:00:00Z

Title: Desafios, perspectivas e contradições de uma Universidade Pública Popular: uma análise sobre o processo de constituição da Universidade Federal da Fronteira Sul (UFFS) (2009-2024) Autor: Demichelli, Fernanda Natalí Primeiro orientador: Silva, João Carlos da Abstract: From a historical perspective, this thesis examines the establishment of the Federal University of the Southern Border (UFFS) in Laranjeiras do Sul, Paraná, as a potential model for a Popular University (PU), drawing parallels with European PUs and Latin American experiences. The discussions were based on the theoretical framework of Gramsci (1976, 2000, 2010a, 2010b), Saviani (2008, 2010, 2017), Pintassilgo (1998, 2006, 2014), and Paiva (1987). The study of UPs provides insight into their role in defending science, particularly during periods of polarization and denialism within a neoliberal context. The ideology of the UP emerged from social revolutions as counter hegemonic spaces of resistance to established power, as well as spaces of conflict between the working class and the bourgeoisie. Historical inquiry allowed for the reconstruction of the trajectory of Popular Universities in Europe and their influence on Latin American experiences, culminating in the Córdoba Reform (1918). In Brazil, the impact of this broad movement resurfaced—reinterpreted—in the university model advocated by the Pro-Federal University Movement (MPUF), a key player in the fight to establish UFFS. The creation of UFFS, resulting from the mobilization of social movements and civil society, incorporated historical principles of Popular Universities into its institutional project regarding regional development, the democratization of access, and social inclusion. Analysis of the Laranjeiras do Sul Campus's establishment revealed a counter-hegemonic higher education project—marked by struggles and contradictions and rooted in social activism—highlighting the pivotal role of social movements in championing a university committed to the working class. However, the research also concluded that these advances coexist with limits imposed on public universities embedded in capitalist society, keeping social participation, the valuing of university extension, and policies regarding access and retention for the working classes in a state of constant tension. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese

2026-05-06T00:00:00Z Silva, Luzia Alves https://tede.unioeste.br/handle/tede/8549 2026-07-27T12:15:35Z 2026-05-26T00:00:00Z

Title: Formação de professores na área da deficiência visual: determinações históricas e desafios contemporâneos. Autor: Silva, Luzia Alves Primeiro orientador: Tureck, Lucia Terezinha Zanato Abstract: The possibilities for learning and development are fully present in people with visual impairments, provided they engage in social contact and establish interactions mediated by language. In this context, the school serves as the legitimate and necessary space for the appropriation of scientific, philosophical, and artistic content in its most elaborate forms. Based on this understanding, the present research focuses on the comprehension of the determinants that explain the current situation in Brazil and the state of Paraná regarding the organization of teacher training policies for Specialized Educational Services (SES) in the field of visual impairment. These include the implementation of expedited and superficial initial and continuing education policies, the reduction of incentives for vertical qualification (graduate studies), the erosion of public education serving people with visual impairments, and the decrease in in-service training policies for practicing professionals, among others. The theme of this research is teacher training for the field of visual impairment, problematized through its historical determinants and grounded in Historical-Dialectical Materialism, seeking to consider the philosophical, sociological, economic, and political foundations intertwined in education. The methodology comprises a literature review and the analysis of historical sources, primarily of a documentary nature. The objective of the research is to analyze the historical trajectory of the education of people with visual impairments in Brazil and Paraná, aiming to identify the guiding principles of teacher training policies in the area and the limitations imposed on the schooling process of students with visual impairments. As a result, this study expects to contribute to the historical memory of Special Education by identifying its constitutive elements. Simultaneously, it aims to foster a necessary reflection on the theoretical methodological foundations that guide the scientific conception of the person with a disability and the relevance of specific content in the field of visual impairment as constitutive elements of human formation. Such elements must integrate teacher training policies for Inclusive Special Education to significantly qualify the pedagogical practices currently developed in classrooms with blind, low-vision, and deafblind individuals. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese

2026-05-26T00:00:00Z Torrentes, José Vinicius Gouveia https://tede.unioeste.br/handle/tede/8548 2026-07-27T11:58:47Z 2026-03-05T00:00:00Z

Title: Charge, educação e Democracia: Uma análise histórica do discurso Autor: Torrentes, José Vinicius Gouveia Primeiro orientador: Favoreto, Aparecida Abstract: This study critically analyzes the electronic cartoons published on the IstoÉ magazine website, specifically within the article “Bolsonaro’s censored political cartoons”. Grounded in Content Analysis, the theoretical framework draws on Bardin (2011), Franco (2005), Minayo (2014), and Bauer (2002) to examine linguistic and discursive aspects, understanding content as an element embedded in social practices, education, and democracy. Methodologically, the paper first outlines a historical overview of political cartoons, positions them as informative tools, discusses the intersection between political debate and democracy, and ultimately analyzes the selected corpus. This corpus is justified by the centrality of the contemporary Brazilian democratic debate and the effectiveness of cartoons as instruments of pedagogical and political mediation. This research investigates how these visual artifacts shape public opinion regarding political processes and distinct conceptions of democracy. Furthermore, it examines current representations of democracy in Brazil, recognizing how cartoons foster stereotypes, construct imagery, and disseminate political debates along with their ideological nuances. The findings reveal themes and aspects tightly linked to democratic struggles, confirming the thesis that these cartoons denounce a democracy at risk while reflecting their authors' specific ideological conceptions of democracy. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese

2026-03-05T00:00:00Z Oliveira, Eliane dos Santos Macedo https://tede.unioeste.br/handle/tede/8312 2026-03-16T17:08:02Z 2025-12-05T00:00:00Z

Title: DO PRESENTE ESTENDIDO AO FUTURO INCERTO: UM ESTUDO FENOMENOLÓGICO-FORMISTA DOS IMAGINÁRIOS DE PROJETO DE VIDA NO ENSINO MÉDIO Autor: Oliveira, Eliane dos Santos Macedo Primeiro orientador: Schröder, Tania Maria Rechia Abstract: The present thesis investigated the future imaginaries and life projects of high school students from a public school located in the interior of Paraná, considering the dynamics of postmodern society. It also analyzed the normative documents of the Curricular Component “Projeto de Vida” (Life Project) of the state education network, seeking to understand its orientations, purposes, and implications in the formative process of young people. It begins with the observation that Brazilian high school education has historically faced learning gaps and high dropout and failure rates. In this context, reforms such as Law Nº. 13,415/2017 and Law Nº. 14,945/2024 reinforced Life Projects as a curricular axis, justifying their inclusion as a response to the demands for autonomy, resilience, and adaptability. The central research problem was to determine whether the curriculum did or did not engage with youth imaginaries, whether there were gaps between the temporalities prescribed by the school and those experienced by the students, and what the implications of this process were for the construction of their life projects. The overall objective was to understand how young people structured their projects and imagined the future, analyzing whether the curricular component contributed to this process or functioned primarily as a mechanism for shaping human capital. Specifically, the study sought to identify the content outlined in the Life Project syllabi, analyze its alignment with students’ expectations, and identify the existence of pedagogical practices that corresponded to students’ choices. The research was theoretically and methodologically grounded in the phenomenology of Maurice Merleau-Ponty and the “formist phenomenology” of Michel Maffesoli. Qualitative data were collected through seven focus group sessions held between August and November 2023, involving twenty students from a state school. During these sessions, projective techniques of association, construction, and expression were applied as complementary instruments. In addition, official documents related to the Life Project curricular component for the 1st and 2nd years of high school from 2022 to 2023 were analyzed. The resulting corpus underwent two analytical stages: an ideographic analysis, identifying units of meaning, and a nomothetic analysis, articulating recurring convergences. The findings showed that students held dreams and expectations for the future related to academic achievement, professional stability, and social recognition, while also revealing uncertainty, hesitation, and a sense of urgency in the present. The study found that the Life Project curriculum did not engage with the fluid temporalities of youth and instead prioritized competencies oriented toward the labor market, emphasizing adaptability, creativity, and entrepreneurship. It uncovered a mismatch between the prescribed curriculum and the future imaginaries expressed by students. By emphasizing preparation for work and social productivity, the Life Project reproduced historical intentions of Brazilian education aimed at aligning youth with the demands of their time. The main contribution xii of this study was to show that, despite these prescriptions, young people build plural, fragmented, and evolving projects, revealing the creative power of their imaginaries and their resistance to linear models. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese

2025-12-05T00:00:00Z