https://tede.unioeste.br/handle/tede/508 2026-09-30T14:52:10Z 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/8641 Title: A validação de uma WebQuest de temática multicultural e intercultural como processo teórico-metodológico na pesquisa em educação em ciências Autor: Oliveira, Luana Gabriele Lima de Primeiro orientador: Beber, Silvia Zamberlan Costa Abstract: Cultural diversity has always been present in societies, but it is in contemporary times that it has gained greater prominence in the educational field. In this context, Multicultural and Intercultural Science Education is configured as an approach that values different knowledge and identities, challenging homogeneous views of science and culture. In light of these assumptions, we developed a WebQuest as a theoretical methodological resource aimed at undergraduate students in Pedagogy, with the objective of articulating theory and practice in the mobilization of multicultural and intercultural principles in science teaching in the early years. The investigation, with a qualitative approach, focused on the elaboration and validation of this WebQuest, in order to ensure theoretical solidity, methodological coherence, and pedagogical relevance. The process was organized in stages that included initial construction, validation of the structure and content, re-elaboration, and empirical validation with participants, culminating in its final version. The data analysis was developed in light of the adopted theoretical framework and the contributions of experts, allowing for the problematization of potentialities and limitations. In this context, the research aims to validate a WebQuest as a theoretical-methodological process for promoting Multicultural and Intercultural Science Education in the initial training of educators, articulating theory and practice in the training of professionals sensitive to cultural diversity. With these purposes, we seek to answer the following guiding questions: “What is revealed in the totality of the WebQuest as a theoretical-methodological research resource in a qualitative investigation in the field of teacher training for science education?”; “How does the WebQuest enhance the problematization of sociocultural issues in science education, favoring the construction of critical and contextualized teaching in the initial training of educators?”; and “To what extent does the validation process of the WebQuest ensure its consistency as a theoretical methodological resource for qualitative research in the field of teacher training in science?”. The main results indicate that the WebQuest presents theoretical relevance in relation to the assumptions of Multicultural and Intercultural Science Education, structural clarity, and formative potential for articulating scientific knowledge and sociocultural issues in the school context. The contributions of the experts promoted adjustments to the WebQuest. Furthermore, empirical validation contributed significantly to the improvement of the WebQuest, by highlighting its applicability and pedagogical coherence. We conclude that the WebQuest is a promising theoretical methodological resource for the initial training of educators, by incorporating cultural diversity into science teaching. We also highlight the relevance of the validation process, which is still little explored in science education research. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-03-05T00:00:00Z https://tede.unioeste.br/handle/tede/8622 Title: Relações dialógicas estabelecidas por crianças na Educação Infantil na resolução de situações-problema abertas de estruturas aditivas e multiplicativas Autor: Seibt, Mayara Teixeira da Silva Primeiro orientador: Nogueira, Clélia Maria Ignatius Abstract: Early Childhood Education constitutes the first stage of Basic Education and serves as the foundation for subsequent stages of schooling. It encompasses the earliest phases of life – early childhood and childhood – which are crucial periods for a child's cognitive, social, and emotional development. From a very early age, children engage with scientific knowledge, such as mathematics, through playful experiences and interactions. This study is grounded in the theory of Dialogic Learning, which advocates the creation of dialogic and inclusive environments to foster holistic development. It is guided by the following research question: "What notions of additive and multiplicative structures are mobilized through the dialogic relationships established while children in the 'Infantil V' group (the final year of Early Childhood Education) solve open-ended problem situations?". The general objective is to analyze how the dialogic relationships established among children in the 'Infantil V' class during the resolution of open-ended problem situations influence their understanding of additive and multiplicative structures. This qualitative field study was conducted at a municipal school in western Paraná. Data collection involved video and audio recordings and written records obtained using the observation protocol in Appendix D. Data analysis was performed using content analysis – specifically thematic analysis, as proposed by Minayo (2007)—and was informed by Díez-Palomar’s (2017) classification, which distinguishes between "dialogic conversations" and "non-dialogic conversations". The study found that dialogic interactions were crucial for solving the open-ended problem situations and showed that the children engaged in dialogic conversations, using valid arguments to justify their answers and strategies; however, non-dialogic interactions – characterized by attempts to impose ideas – also occurred. In other words, the dynamics established within the interactive groups proved conducive both to the sharing of ideas, hypotheses, imaginative concepts, and strategies among peers and to the emergence of potential power imbalances that could lead to the imposition of ideas. In this regard, mediation proved essential to ensuring egalitarian dialogue among participants. The study concluded that implementing open-ended problem situations through a playful, contextualized approach fostered the children's use of additive and multiplicative structures. The findings aim to provide theoretical and methodological insights to enhance pedagogical practices in Early Childhood Education, prioritizing dialogue, interaction, and the construction of mathematical concepts. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-05-21T00:00:00Z