https://tede.unioeste.br/handle/tede/509 2026-09-11T19:01:54Z 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 https://tede.unioeste.br/handle/tede/8542 Title: Prova-Escrita-em-Fases: um instrumento de avaliação para estudar. Autor: Poloni, Deize Regina Primeiro orientador: Ciani, Andréia Büttner Abstract: This qualitative research will be situated within the context of formative assessment, aiming to identify students who may emerge from the application of the Phased Written Test in mathematics classes. The Phased Written Test is an assessment tool that allows students to revisit their written work throughout different phases, based on interventions made by teachers. The research was developed with an 8th-grade class from a public state school in Paraná and involved 30 students. In total, six phases of a test composed of ten questions were applied. The analysis of the students' written work revealed changes in the solutions and strategies used throughout the different phases, consistent with the instructions and interventions made in each phase, which were considered as planned for study. The subjects respected the individuality of each student and aimed to revisit and promote the understanding of the instructions and promote reflection on the relationship between the instructions, their work, and the mathematical content. The results indicate that the Phased Written Test can be a tool that facilitates learning and study, and provides the teacher with a more attentive view of their students' learning processes. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-03-09T00:00:00Z https://tede.unioeste.br/handle/tede/8532 Title: O ensino investigativo nas aulas de ciências: Reflexos na prática pedagógica de professores a partir da Implementação do referencial curricular em Toledo-PR Autor: Rigo, Rosimeri da Silva Conejo Primeiro orientador: Cunha, Marcia Borin da Abstract: Inquiry-based teaching, the subject of this research, constitutes a didactic approach that implies the active participation of students in the construction of scientific knowledge, favoring the development of critical thinking and autonomy. The research problem sought to answer: How do teachers in the municipal school system of Toledo-PR understand inquiry-based science teaching, and what are the potential and challenges for implementing it based on the Curriculum Framework? The general objective was to analyze the initial impacts of the implementation of the Framework in the municipal school system of Toledo-PR, focusing on science teaching from an inquiry perspective, identifying, based on the teachers' discourse, the potential and weaknesses for applying and implementing it. This is a qualitative and field research, which began with the sending (to the schools' email addresses) of a questionnaire via Google Forms to teachers who teach the Science curriculum component. Initially, the aim was to outline the general profile of this audience and obtain indicators about their participation in the elaboration of the municipality's Curriculum Framework. This questionnaire served as the basis for composing the research sample, which consisted of four teachers selected based on the following established criteria: teachers who the participants were science teachers with three to five years of experience in this curricular component. These teachers had worked with the subject before the implementation of the Curricular Framework, allowing them to be familiar with both the previous and current curricular documents, thus enabling them to establish connections between the proposed methodologies. Given the teachers acceptance and availability, the next stage of the research consisted of individual, face-to-face semi-structured interviews aimed at deepening the understanding of the challenges and possibilities encountered in teaching practice in relation to inquiry-based teaching. Data analysis was conducted from the perspective of Discourse Analysis (Bakhtin and his Circle). The results demonstrated that the teachers understand and value science teaching from an inquiry-based perspective, recognizing the importance of curiosity, questioning, and teacher mediation in this process. However, its implementation has been partial and strained, highlighting a the gap between what the Curriculum Framework envisions and what is actually practiced is significant. Among the main challenges, the pressures of external evaluations, such as the Basic Education Assessment System (SAEB), the overload due to teachers multi-skilling in the early years, and the limitation of material resources stood out. Despite these weaknesses, potential emerged related to valuing students' prior knowledge, understanding science as a process, and the presence of inquiry-based teaching as a guiding pedagogical horizon for practices. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-03-20T00:00:00Z