https://tede.unioeste.br/handle/tede/509 2026-06-09T09:40:37Z https://tede.unioeste.br/handle/tede/8432 Title: Cultura científica e qualidade de vida no programa “Felicidade do idoso “ensinando ciência em espaços não formais Autor: Borchart, Saulo Augusto Primeiro orientador: Malacarne , Vilmar Abstract: This dissertation investigates the FeliCidade do Idoso Program, developed in Cascavel (Paraná, Brazil), as a public policy aimed at promoting active aging and citizenship, with an emphasis on the presence of scientific culture in non-formal educational spaces. The objective was to understand how the incorporation of science, in its various cultural manifestations, contributes to improving the quality of life of participating older adults and to the construction of more autonomous and conscious everyday practices. The methodology adopted followed a mixed-methods (qualitative– quantitative) approach. The WHOQOL-Bref questionnaire was administered to older adults attending the program, and semi-structured interviews were conducted with 15 professionals involved, including lecturers, workshop facilitators, and coordinators. Data analysis made it possible to observe how scientific knowledge is integrated into the educational, social, and health-related practices developed within the program, and how this integration impacts older adults’ perceptions of their own quality of life. The results indicate that the program promotes a concrete connection between science and the everyday lives of older adults through activities such as health lectures, nutrition workshops, guided physical exercise, cognitive games, and cultural experiences. These actions are carried out by professionals who act as mediators of scientific knowledge, translating concepts and practices in an accessible, contextualized manner adapted to the needs of this population. This dynamic constitutes a practice of disseminating scientific culture, as it helps older adults understand science as part of their lives and daily decision-making. The analysis of the interviews allowed the perceptions to be grouped into three categories: (1) bringing science education closer to everyday life; (2) scientific culture as a tool for autonomy; and (3) science as an instrument of social inclusion. It was observed that participating older adults demonstrate greater engagement in activities when they understand the practical usefulness of the knowledge conveyed, which fosters autonomy and physical, mental, and social well-being.It is concluded that the FeliCidade do Idoso Program represents an experience of articulation between science, culture, and public policies by transforming scientific knowledge into a tool for inclusion and the appreciation of older adults. The presence of scientific culture in a non-formal space proves to be relevant not only for the dissemination of knowledge, but also as a mechanism for strengthening citizenship, intergenerational interaction, and dignity in aging. It is therefore an effective, sustainable, and replicable model for integrating science into everyday life, with concrete impacts on the quality of life of the older population. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-03-26T00:00:00Z https://tede.unioeste.br/handle/tede/8429 Title: A avaliação em matemática: da Reforma Francisco Campos à Lei de Diretrizes e Bases da Educação Nacional de 1996 Autor: Severo, Leonardo Primeiro orientador: Ribeiro, Dulcyene Maria Abstract: The teaching and learning process is rooted in the history of society itself, and the Brazilian context is no different. To understand this process, it it possible to examine the Brazilian education system and its historical construction. Mathematics assessment is linked to the pedagogical frameworks that guide educational systems, adopting different perspectives over time and serving the interests of Brazilian society across various historical periods. But how, has mathematics assessment been expressed throughout the history of the Brazilian school system? The general objective of this study was to analyze the approach given to assessment in mathematics teaching within the Brazilian educational context between the Francisco Campos Reform (1931) and the Law of Guidelines and Bases of National Education (LDB) of 1996, including the evaluative conceptions and practices expressed in the educational policies and curricular documents of the period. This study characterized as qualitative research, characterized as historical-bibliographic research. The theoretical framework was based on books, theses, dissertations and scientific articles published in journals or conference proceedings, such as studies by Barlow (2006), Dallabrida (2009, 2014), Fiorentini (1995), Hadji (1994), Luckesi (1999, 2002, 2021) and Valente (2008, 2012). The study discussed the Francisco Campos (1931) and Capanema (1942) Reforms, the Law of Guidelines and Bases of National Education (1961) and the Laws of Guidelines and Bases of Education (1971, 1996). For data production, a documentary analysis was performed. This analysis was based on the following categories: representations of mathematics assessment, evaluative practices and knowledge established over time in mathematics teaching. The results pointed to the materialization of a predominantly classificatory assessment, even if showing interest in formative aspects. Assessment is not merely a technical procedure; its materialization is a cultural and historical object. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-03-06T00:00:00Z https://tede.unioeste.br/handle/tede/8339 Title: A contação de histórias como prática de divulgação científica: uma abordagem sobre o livro história pretinha das coisas – as descobertas de Orí Autor: de Oliveira Detz, Maysa Ainá Primeiro orientador: Fioresi, Claudia Almeida Abstract: Science, historically produced and validated through Eurocentric epistemologies, has excluded the knowledge of Indigenous peoples and Afro-Latin American communities. In this context, there is a need for more plural, affective, and accessible communicative practices capable of breaking with vertical models of knowledge production and dissemination. This research addresses the following problem: How can storytelling be mobilized as a decolonial Science Communication practice for children? Its general objective is to use storytelling as a Science Communication (SC) practice to address decolonial themes for young audiences, investigating the potential of storytelling as an SC strategy. The study used the book Pretinha das Coisas: As Descobertas de Orí (2022) by Bárbara Carine Soares Pinheiro as a resource for storytelling and as a means of constructing research data. The research aimed to enable the circulation of scientific knowledge through storytelling, explore the potential of storytelling as a tool to promote critical thinking in children from a decolonial perspective, and interpret the narrative constructions present in children’s retellings and drawings. Methodologically, this is a qualitative study with data analysis grounded in a Bakhtinian perspective of language. The investigation was conducted through a workshop within the extension project “Comquímica das Crianças” at the State University of Western Paraná (Unioeste), Toledo campus, where the story was told, followed by oral retelling activities carried out by the participating children. The participants were between five and seven years old and attended public and private elementary schools. Interactions were recorded in audio and video, followed by transcription and discourse analysis of the children’s statements. The results indicate that the children demonstrated familiarity with scientific terms, such as “microorganisms” and “chemical compounds,” and connected them with elements of the narrative, mobilizing prior knowledge acquired in school, media, and social contexts. The retellings also revealed the incorporation of diverse voices (polyphony), allowing the emergence of a vision of science closer to the children’s reality and affective experiences. This research demonstrates that storytelling is a powerful ally for childhood-focused Science Communication, especially when aligned with decolonial perspectives that value alternative epistemologies and historically marginalized subjects. By enabling the listening of children’s voices and re-signifying science as a plural and accessible practice, this study contributes to rethinking the ways scientific knowledge is produced and circulated in the field of Science Education. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2025-12-11T00:00:00Z https://tede.unioeste.br/handle/tede/8325 Title: A divulgação científica em formato de podcast: o que circula na plataforma spotify? Autor: Poletto, Aira Antunes Primeiro orientador: Fioresi, Claudia Almeida Abstract: This research investigates the circulation of scientific dissemination in podcast format on the Spotify platform, considering the growth of this media as a form of communication. Given the scarcity of studies on the topic, especially in Portuguese, the overall objective was to analyze the narratives and characteristics of the scientific dissemination podcasts available on the platform. As specific objectives, the research seeks to: characterize the podcasts, considering themes, language strategies, and formats used in the episodes and the producers involved; analyze the narratives and discursive resources mobilized in the episodes; explore how the analyzed podcasts can contribute in the context of Science Education. The results indicate that the characterization of science communication podcasts on Spotify reveals a diverse landscape in terms of formats, areas of knowledge, and types of authorship. The educational format was the most frequent (49 podcasts), followed by the multi-host show(23),demonstrating the variety of narrative strategies used to communicate science. Regarding the areas of knowledge, the Multidisciplinary category predominated, accounting for 40% of the sample, indicating a trend toward the integration of themes and a cross-cutting approach to knowledge. Other relevant fields included Health Sciences, Human Sciences, and Biological Sciences. In terms of authorship, most podcasts are independently produced (52), followed by productions from universities (38), which highlights both the strength of individual initiatives and the important role of academic institutions in science communication. The selection of representative episodes from nine different formats made it possible to observe how each model organizes scientific narratives and mobilizes discursive resources. Overall, the analyzed podcasts demonstrate multiple ways of textualizing science, combining information, storytelling, and engagement strategies that bring the public closer to scientific knowledge.rmation while also encouraging the strengthening of social practices and public policies. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2025-12-16T00:00:00Z