https://tede.unioeste.br/handle/tede/460 2026-10-10T08:45:58Z https://tede.unioeste.br/handle/tede/8693 Title: (Des)construindo sentidos, escutando silenciamentos: os (não)ditos sobre os povos indígenas na coletânea de atividades de Língua Portuguesa “Educa Juntos vol. 2” Autor: Hernaski, Hellenn Primeiro orientador: Schröder, Luciane Thomé Abstract: La presente investigación tiene como objetivo analizar los efectos de sentido sobre los pueblos indígenas en la Colectânea de Actividades de Lengua Portuguesa – “Educa Juntos vol. 2” (Paraná, 2019). Se trata de un material distribuido por la Secretaría de Educación del Estado de Paraná (SEED) para clases del 1º año de la Educación Primaria. El análisis se fundamenta en los presupuestos teórico-metodológicos del Análisis del Discurso de línea francesa, especialmente a partir de los estudios de Michel Pêcheux (1995; 1997b; 2006) y de su principal exponente en Brasil, Eni Pulcinelli Orlandi (1996b; 2001a). Según esta teoría, se parte de la concepción de que el lenguaje es socioideológico, atravesado por las condiciones de su producción; el sentido no es transparente ni estable, sino producido históricamente en función de las formaciones discursivas que delimitan lo que puede o no ser dicho. La investigación dialoga también con los estudios de Ferreiro y Teberosky (1986), Freire (1967; 1987; 1989) y Soares (2004; 2010), autores que entienden el proceso de aprendizaje como un conjunto de interacciones significativas y prácticas sociales del lenguaje. El texto dialoga, además, con reflexiones de intelectuales indígenas contemporáneos como Krenak (2009) y Munduruku (2020a; 2020b), cuyas producciones contribuyen a problematizar representaciones históricamente cristalizadas sobre los pueblos indígenas. La investigación presta especial atención a los silenciamientos y borramientos identitarios, así como a la recurrente lógica de representación del indígena que, en el material analizado, es significado desde la mirada del otro (sujetos no indígenas). Así, la investigación busca evidenciar los efectos de sentido producidos por tales representaciones. Como resultado de este recorrido analítico, la unidad didáctica derivada del análisis procura tensionar estos discursos, propiciando reflexiones que permitan a los alumnos aproximarse a cuestiones más complejas, plurales y éticamente comprometidas con la historicidad, la cultura y las políticas de los pueblos indígenas en la contemporaneidad. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-07-21T00:00:00Z https://tede.unioeste.br/handle/tede/8692 Title: O GUIA QUE ESTAVA FALTANDO! Manualização, sentidos e silenciamentos sobre educação midiática Autor: Santos, Julliane Brita dos Primeiro orientador: Soares, Alexandre Sebastião Ferrari Abstract: This research investigates the discursive functioning of the designation media education in the Guia da Educação Midiática, a publication of the EducaMídia Program, linked to the Instituto Palavra Aberta. The central problem is to understand how this designation functions discursively in the Guide, considering the conditions of production that shape the discourse, the process of manualization constituting this didactic-media instrument, and the defining statements linked to it in the Guide. The general objective is to analyze the discursive functioning of the designation media education in the Guide. The specific objectives are: to observe the conditions of production of the Guide; to examine the functioning of manualization in the work; and to interrogate the obviousness effects of the definition of media education in the Guide. The analysis draws on the concepts and theoretical framework of Materialist Discourse Analysis developed by Michel Pêcheux and further elaborated by Eni Orlandi. The methodology adopts Verli Petri’s (2002) pendular movement, in which the researcher moves between theory, corpus and archive to construct the theoretical-analytical device. The corpus consists of the Guia da Educação Midiática and materialities related to its conditions of production, such as the websites of the Instituto Palavra Aberta and of the EducaMídia Program. The study also draws on Christian Puech’s (2018) concept of manualization to analyze the Guide as a linguistic instrument that stabilizes and institutionalizes knowledge about media education. The analysis starts from the premise that naming is a political gesture that carves up the real, producing regions of meaning and silencing others, and that to define is a way of seeking to stabilize concepts. The results identify four sites of signification in the Guide, namely: (1) the individualization of responsibility, placing responsibility for acquiring competences to navigate the information ecosystem on the individual; (2) the naturalization of media education as an unquestionable essence, by presenting it as a human right, a basic need and a prerequisite for citizenship; (3) the aversion to schools and to traditional education, positioning media education, in opposition, as more closely connected to the real world and the solution to an outdated school system; and (4) the silencing of ownership and control of the media, of media concentration, of the oligopoly of the platforms and of the public regulation of communication, precisely the themes that would affect those who finance the Guide. We identify a tension between different discursive formations that traverse the designation media education, oscillating between moral-religious, cultural-elitist and liberal-technicist perspectives, the latter being predominant in the Guide under analysis. The analysis shows that the defining statements about media education, as materialized in the Guide through processes of manualization, function as self-legitimation and as stabilization of knowledge aligned with the Brazilian National Common Curricular Base and produced by market agents, conferring on them effects of legitimacy and authority. We conclude that interrogating the meanings circulating around media education constitutes a form of media education itself, insofar as it denaturalizes what presents itself as obvious and makes explicit the power relations inscribed in language. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-08-31T00:00:00Z https://tede.unioeste.br/handle/tede/8689 Title: O ensino de ciências nas comunidades indígenas: um olhar para a legislação educacional – o alcoolismo em foco Autor: Nascimento, Nilson Ribeiro do Primeiro orientador: Carvalho, Marco Antonio Batista Abstract: The present dissertation addresses the theme “Science Education in Indigenous Communities: An Examination of Educational Legislation – Alcoholism in Focus”, and arises from a personal and professional concern regarding recurring situations of social and health vulnerability observed among Indigenous peoples, particularly those related to the abusive consumption of alcoholic beverages. The study aims to analyze how Science education in Indigenous schools directly or indirectly incorporates actions and content aimed at raising awareness about alcohol use, in light of Brazilian educational legislation, identifying its potentialities and limitations in promoting health, culture, and Indigenous autonomy. To this end, understanding the social and cultural relationship between Indigenous peoples and alcohol; comprehending the harmful effects of alcohol on these populations and its relationship with their cultural contexts; and analyzing how Science education can serve as a tool for awareness and prevention of alcoholism within Indigenous communities becomes essential for grasping these nuances. The research adopts a qualitative approach, exploratory and descriptive in nature, supported by the content analysis methodology proposed by Laurence Bardin (1977) for the interpretation of data obtained through bibliographic and documentary research. Primary sources included the 1988 Federal Constitution, the National Education Guidelines and Framework Law (Law No. 9,394/1996), the Statute of the Indian (Law No. 6,001/1973), the National Curriculum Framework for Indigenous Schools, the National Curriculum Guidelines (DCNs), and the Brazilian Common National Curriculum (BNCC). Theses, dissertations, and scientific articles discussing the relationship between alcoholism, Indigenous culture, and science education were also consulted. The analysis revealed that, although Brazilian educational legislation recognizes the right of Indigenous peoples to differentiated, bilingual, and intercultural education, public policies remain incipient regarding the systematic inclusion of content related to the prevention of abusive alcohol use. It was found that Science education has great potential to articulate traditional knowledge and scientific understanding, fostering critical reflection on the social, cultural, and biological impacts of alcoholism. Thus, it is concluded that Science education, when conducted interculturally and in a contextualized manner, can constitute an important instrument of social transformation, contributing to the strengthening of cultural identity, the promotion of health, and the appreciation of life in Indigenous communities. The research therefore reinforces the importance of a scientific education committed to the sociocultural reality of Indigenous peoples and to the development of school practices that integrate education, culture, and health as inseparable dimensions of human formation. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-08-27T00:00:00Z https://tede.unioeste.br/handle/tede/8687 Title: Comparação de sistemas rotatórios e manuais na instrumentação dos canais mésio-vestibular e disto-vestibular de segundos molares decíduos superiores: análise por microtomografia computadorizada Autor: Singer, Paulo Henrique Primeiro orientador: Hoshi, Adriano Tomio Abstract: Introduction: Maintaining primary teeth in functional condition until their natural shedding is essential for proper oral development in children. Pulpectomy is a widely recommended treatment option in cases of irreversible pulp damage resulting from extensive carious lesions or dental trauma. However, the complex anatomy of the root canals of primary teeth, especially the upper second molars, poses a significant clinical challenge during the endodontic instrumentation phase. Objectives: To compare the effects of different endodontic instrumentation systems—rotary and manual—on the mesio-buccal and disto-buccal canals of artificial upper deciduous second molars, using computed microtomography analysis. Methodology: Thirty-six artificial teeth were used, divided into three experimental groups (n=12), according to the system employed: Sequence Baby File NiTi (BF), ProDesign Logic 2 (LOGIC), and K-type manual files (MANUAL). After determining the working length, the specimens were instrumented following the manufacturers’ recommendations and subjected to computed microtomography before and after biomechanical preparation. Changes in root canal volume in the cervical, middle, and apical thirds were evaluated, as well as the loss of dentin wall thickness. The data were subjected to statistical analysis, considering a significance level of 5%. Results: the results demonstrated that all systems caused changes in the internal anatomy of the root canals, with differences in the pattern of volumetric increase and dentin wear among the groups. The BF and MANUAL systems exhibited greater volumetric changes in specific regions of the canals, while the LOGIC system demonstrated more homogeneous and conservative behavior. Regardless of the system used, greater wear was observed in the apical third of the mesio-buccal canal, indicating greater structural vulnerability in this region. Conclusion: All systems evaluated are capable of performing biomechanical preparation of root canals in deciduous teeth; however, significant differences exist regarding the preservation of remaining dentin structure, reinforcing the need for careful selection. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-07-06T00:00:00Z