https://tede.unioeste.br/handle/tede/507 2026-09-18T20:56:59Z https://tede.unioeste.br/handle/tede/8661 Title: Automação Para Uma Usina Solar Tipo Tracker de Um Eixo Autor: Ponte, Enerdan Fernando Dal Primeiro orientador: Santos, Reginaldo Ferreira Abstract: Electricity generation via photovoltaic systems which harness incident solar radiation on solar cells to produce electricity is expanding in Brazil. This growth is largely due to the country's location in the intertropical zone, where solar irradiation levels exceed those of European nations such as Spain, Germany, and France. The use of photovoltaic generation systems is also increasing in agricultural areas; many producers are shifting toward net metering or selling electricity to utility companies by installing solar power plants on their properties. However, electricity generation efficiency is limited by the capacity of individual photovoltaic modules, as the installations are fixed while the sun’s position shifts throughout the day. This study developed an automated tracking system specifically a single-axis Tracker to follow the sun's position. A comparison was conducted between the fixed system and the operating Tracker system; the results showed a cumulative generation advantage of R$ 296,091.43 over a 25-year period in favor of the Tracker-based plant. Based on these findings, the Levelized Cost of Energy (LCOE) was determined to be R$ 361.07, and the discounted payback period for the investment was calculated at six years. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese 2026-07-17T00:00:00Z https://tede.unioeste.br/handle/tede/8656 Title: A Resolução de Problemas na Formação Inicial do Professor de Matemática: Uma Revisão Sistemática da Literatura Autor: Carpenedo, Joice Marisa Vendruscolo Primeiro orientador: Bezerra, Renata Camacho Abstract: This dissertation, linked to the Mathematics Education research line and the "Interfaces in Mathematics Education" Research Group, addresses Problem Solving within the context of initial teacher education for mathematics teachers. It is a bibliographic study aimed at understanding how the methodological trend of Problem Solving is being addressed and/or implemented in Brazilian mathematics teacher education programs. To achieve this objective, a Systematic Literature Review was conducted to answer the guiding question: "How has the Problem Solving methodological trend been addressed and/or implemented within Brazilian mathematics teacher education programs?" The research is qualitative in nature, based on the interpretive analysis of existing academic works. Analysis of the data from the SLR corpus—comprising 70 academic studies—revealed various contexts of initial teacher education (such as specific courses, supervised internships, extension and training courses, and institutional programs like PIBID) where Problem Solving is either implemented or addressed. Furthermore, challenges and limitations were observed, such as student resistance to moving away from the traditional model, time constraints, and the difficulty of selecting appropriate problems to introduce mathematical content. The results demonstrate that Problem Solving is a promising approach in the context of initial teacher education, fostering a connection between theory and practice for future mathematics teachers. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-08-12T00:00:00Z https://tede.unioeste.br/handle/tede/8654 Title: Teoria da Aprendizagem Significativa Crítica: Correlações com a Alfabetização Científica e os aspectos didáticos da ação docente no Ensino de Química Autor: Bechlin, Kathia Regina Kunzler Primeiro orientador: Leite, Rosana Franzen Abstract: Scientific Literacy (SL) has established itself as an educational obejctive focused on teaching conceptual, material, epistemic, and social knowledge related to science. Developing SL constitutes an educational commitment to fostering independent thinking and promoting responsible social participation—indispensable aspects in a society increasingly shaped by scientific and technological knowledge. Promoting SL is linked to the intentionality of teaching practices, through which strategies are employed to advance the goal of scientific literacy. In this context, Critical Meaningful Learning Theory (CMLT) presents a theoretical framework with the potential to guide teachers in developing didactic strategies that foster Critical Meaningful Learning (CML), contributing to the formation of thoughtful individuals capable of attributing meaning to knowledge and using it to solve problems, as well as critically engaging with reality. This research aimed to understand SL from the perspective of CMLT, investigating the relationships with the teaching strategies used in the classroom practices of Chemistry teachers at the Federal Institute of Paraná (IFPR). The research questions guiding the study were: (i) “How can CMLT be used as a theoretical and methodological framework for pedagogical practices aimed at promoting SL in the classroom?”; and (ii) “To what extent do the teaching strategies employed by Chemistry teachers at the IFPR align with the principles of SL and CMLT?”. This research is qualitative in nature and employs a multi-methodological approach structured in a Multipaper presentation format. Thus, each section comprising the thesis document is organized as a complete, publishable article, with its own methodology, albeit integrated into the research context. Six articles are presented, four of which are theoretical in nature and two of which take an exploratory approach. In the first three articles, we seek to understand the baselines of SL and CMLT and establish connections with teaching strategies in Chemistry education. In the fourth article, we examine how CMLT can serve as a theoretical and methodological framework for implementing CML and SL in the classroom context. In the final two articles, we explore the extent to which the teaching strategies employed by Chemistry teachers align with the principles of SL and CMLT. As a result, we argue that CMLT is a theoretical and methodological framework consistent with teaching aimed at critical thinking, and that the Facilitating Principles of CML align with the guidelines of critical thinking, contributing to the development of teaching strategies consistent with an educational approach aimed at fostering critical thinkers capable of applying scientific knowledge in different contexts. Teaching strategies employed by Chemistry teachers show partial and heterogeneous convergence with SL and CML. Although similarities can be observed in contextualization and dialogue, development of actions favoring conceptual and material mastery of knowledge prevails, to the detriment of the epistemic and social dimensions. We recognize the need to develop training processes that foster the formation of reflective and critical teachers, knowledgeable about educational theories and methodological frameworks consistent with teaching objectives. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese 2026-07-01T00:00:00Z https://tede.unioeste.br/handle/tede/8652 Title: Distribuição de recursos da cota-parte do ICMS no estado do Paraná com foco na produção agropecuária e na qualidade da educação Autor: Vicente, Daniela Maria Grande Primeiro orientador: Johann, Jerry Adriani Abstract: Municipalities are federative entities whose share of tax revenues is an important element of local public management. Under the Tax on the Circulation of Goods and Services (ICMS), the Brazilian Federal Constitution requires that 25% of state tax revenue be transferred to municipalities. This portion corresponds to the municipal revenue-sharing quota, of which 35% is redistributed according to criteria defined by state legislation, with at least 10% allocated to educational indicators. In the state of Paraná, 8% of the municipal ICMS share is distributed proportionally to each municipality's Gross Value of Agricultural and Livestock Production (VBP) relative to the state total. In this context, formulating public policies to promote greater regional equity poses a challenge, particularly given the diversity and scale of agricultural and livestock production in Paraná. The traditional territorial segmentation into mesoregions and microregions does not necessarily ensure homogeneity in production patterns across municipalities. Therefore, the main objective of this thesis was to develop a methodology to characterize agricultural production across municipalities in the state of Paraná, aiming to form homogeneous groups according to their production patterns. Additionally, the research analyzes the distributive effects of introducing the ICMS Education criterion in the allocation of the municipal revenue-sharing quota, which assigns 10% of the resources based on the Paraná Education Quality Index (IQEP). The thesis is structured into two articles. The first article applies cluster analysis to form homogeneous groups of municipalities, based on the average percentage shares of the Gross Value of Production for 90 agricultural products included in the state agricultural production matrix during the period from 2019 to 2023. The clustering process was conducted in two stages. First, a hierarchical agglomerative method using Ward’s linkage criterion was applied to support the determination of the number of clusters and the estimation of initial centroids. Subsequently, this information was used as input for the K-means algorithm. The analysis identified nine groups of municipalities with similar production profiles. The results show that, on average, the 20 most relevant products account for approximately 90% of the Gross Value of Production within the clusters, indicating a high level of internal homogeneity in production composition. The second article evaluates the distributive effects of incorporating the IQEP into the Municipal Participation Index, the relative importance of each index component, and the short-term fiscal impacts on municipal revenues. The methodology combines descriptive statistics, nonparametric correlation estimates, and cluster analysis to classify municipalities into homogeneous groups according to educational performance, socioeconomic profile, and the size of municipal education systems. The results indicate that the redistribution resulting from the incorporation of the IQEP produced concentrated effects in a limited set of municipalities, without significantly altering, in aggregate terms, the relative participation of most municipalities in the ICMS revenue-sharing system. Furthermore, the findings show that the IQEP calculation methodology is strongly associated with the number of enrollments in municipal school systems. At the same time, educational performance and equity indicators exert only a marginal influence on the final index value. It is concluded that the Paraná ICMS Education model has limited redistributive capacity and a low potential to induce public policies that improve educational quality and equity, largely preserving the existing distributional logic. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese 2026-06-26T00:00:00Z