https://tede.unioeste.br/handle/tede/519 2026-11-04T19:48:47Z https://tede.unioeste.br/handle/tede/8728 Title: Contribuições da formação continuada de professores fundamentada na teoria histórico-cultural e na teoria da atividade para o processo de ensino-aprendizagem das operações elementares de matemática Autor: Teixeira, Andrise Primeiro orientador: Szymanski, Maria Lidia Sica Abstract: Historically, the training of mathematics teachers to work in the early years of primary school has been inadequate, due to a lack of emphasis on specific content during initial teacher training, and the pressure exerted by external assessments that reduce teaching to mechanized practices. This qualitative study investigated whether continuing professional development grounded in research and training and based on historical-cultural theory (HCT) and activity theory (AT) could enable teachers to develop an understanding of the essential theoretical and methodological concepts for teaching elementary mathematical operations. The study was conducted at a municipal school in Cascavel, Paraná, with 13 female early years teachers participating. As an initial assessment, a mathematical pedagogical test was administered to students in Years 3 to 5 of primary school. The students were divided into groups of eight for individual monitoring to take the test, which lasted one class period for each group. Each group of students took the test three times. The results revealed that 85% of students were behind in their mastery of mathematical content. The test data was compared with the teachers' information about mastery of mathematical content. This comparison yielded essential data for organizing professional development sessions that provided spaces for collective reflection and facilitated the acquisition of new mathematical content, diverse methodologies, and teaching resources. The research methodology involved making classroom observations from Years 3 to 5, which were recorded in a logbook. Teachers were also asked to complete questionnaires, and open-ended interviews were conducted when necessary. Professional development sessions combined theoretical study, collective lesson plan development, and analysis of teachers' methodological practices. Sharing and revising lesson plans based on students' needs increased teachers' awareness of the importance of intentional planning and pedagogical mediation. Despite these advances, the process faced challenges. The main constraints were limited time and the teachers’ heavy workload. Some participants still expected prescriptive training. However, the majority viewed the exchange of experiences integrating theory and practice positively. It was observed that arithmetic operations were taught in a fragmented way that disregarded place value. Rote memorization and pressure to achieve results on external assessments were predominant. The study concluded that training grounded in HCT and AT contributes to meaningful practices, enhances human development, and enriches the mathematics teaching and learning process in the early grades, even if it does not immediately resolve the gaps in initial teacher education. It is believed that studying, collectively planning, and collaborating empower teachers to become active participants in their own professional development. This approach moves beyond traditional models that focus on transmitting mechanized and decontextualized techniques.; La formación de los profesores de matemáticas para impartir clases en los primeros cursos de educación primaria presenta debilidades históricas, derivadas de la escasa atención prestada a los contenidos específicos durante la formación inicial del docente y de las presiones ejercidas por las evaluaciones externas, que reducen la enseñanza a prácticas mecanizadas. Esta investigación cualitativa analizó cómo una formación continua basada en la perspectiva de la investigación-formación y fundamentada en la teoría histórico-cultural (THC) y en la teoría de la actividad (TA) puede permitir a los docentes apropiarse teórica y metodológicamente de los conceptos esenciales para el proceso de enseñanza-aprendizaje de las operaciones elementales de las matemáticas. El estudio se llevó a cabo en una escuela municipal de Cascavel (estado de Paraná), en el que participaron trece profesoras de los primeros cursos de primaria. Como diagnóstico inicial, se aplicó una prueba pedagógica de matemáticas a los alumnos de 3.º a 5.º curso de primaria. Los alumnos se dividieron en grupos de ocho, con seguimiento individual, para realizar la prueba, que tuvo una duración de una hora lectiva para cada aplicación. Fueron necesarias tres aplicaciones con cada grupo de alumnos. Los resultados de las pruebas revelaron que el 85 % de los alumnos presentaba un retraso en la asimilación de los contenidos matemáticos. Se compararon los datos obtenidos en las pruebas con la información facilitada por las profesoras sobre el dominio de los contenidos matemáticos, lo que proporcionó los datos esenciales para organizar las sesiones formativas. Estas sesiones se configuraron como un espacio de reflexión colectiva que permitió la asimilación de nuevos contenidos matemáticos, metodologías diversificadas y recursos didácticos. La metodología de la investigación incluyó observaciones en clases de 3.º a 5.º de primaria, registradas en un diario de campo, y cuestionarios aplicados a las profesoras, complementados con entrevistas abiertas cuando fue necesario. Las sesiones formativas combinaron el estudio teórico, la elaboración colectiva de planes de clase y el análisis de las prácticas metodológicas adoptadas por las docentes. La puesta en común de los planes de clase y su reelaboración a partir de las necesidades reales del alumnado generaron un movimiento entre el profesorado hacia la toma de conciencia sobre la importancia de la planificación intencional y la mediación pedagógica. A pesar de los avances, el proceso se enfrentó a dificultades. La escasez de tiempo, unida a la carga horaria del trabajo docente, fue el principal factor limitante. Algunas participantes seguían esperando formaciones prescriptivas. Sin embargo, la mayoría valoró positivamente el intercambio de experiencias y la pertinencia de las propuestas que integran teoría y práctica. Se constató que la enseñanza de las operaciones estaba fragmentada, no tenía en cuenta el valor posicional y se basaba en la memorización y la presión por obtener resultados en las evaluaciones externas. Se concluyó que las formaciones basadas en la THC y la TA, aunque no resuelven de inmediato las carencias de la formación inicial, contribuyen a prácticas significativas, amplían el desarrollo humano y enriquecen el proceso de enseñanza y aprendizaje de las matemáticas en los primeros cursos. Se cree que el estudio, la planificación colectiva y el trabajo en equipo fortalecen al profesor como sujeto activo de su propia formación, superando los modelos tradicionales centrados en la transmisión de técnicas mecanizadas y descontextualizadas. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese 2026-10-27T00:00:00Z https://tede.unioeste.br/handle/tede/8719 Title: Pensamento Computacional implícito no Ensino de Língua Inglesa por Tarefas e Aprendizagem Baseada em Projetos no Ensino Médio Autor: Lins, Thais Mazotti Primeiro orientador: Torrentes, Greice Castela Abstract: English language teaching is often associated with instructional models centered on the transmission of grammatical content, which is not always related to students’ everyday lives. This approach may hinder their active involvement in the learning process. In this regard, Project-Based Learning and Task-Based Language Teaching offer possibilities for promoting students’ participation in knowledge construction and problem-solving. This research addresses the following question: How does the collaborative design and playing of board games, integrated with Project-Based Learning and Task-Based Language Teaching, implicitly mobilize Computational Thinking skills and relate to the organization of thought and engagement of high school students? To answer this question, the general objective was to analyze the implicit mobilization of Computational Thinking skills during the collaborative design and playing of board games in an English language teaching proposal grounded in Project-Based Learning and Task-Based Language Teaching, considering how these skills manifest themselves in the organization of thought and student engagement. The specific objectives were to identify and categorize the Computational Thinking skills implicitly mobilized during the collaborative design and playing of the board games and to analyze this mobilization in relation to student engagement and the communicative use of English. The thesis argues that an English language teaching proposal based on a project designed around pedagogical challenges can contribute to student engagement and the mobilization of cognitive processes related to analytical thinking and Computational Thinking skills, promoting the communicative and contextualized use of the language. To investigate this question, a descriptive and interpretive qualitative case study was conducted with a third-year high school class during English lessons at an educational institution in Foz do Iguaçu, Paraná, Brazil. The pedagogical proposal was structured around collaborative educational challenges involving the design and playing of board games in groups. The games focused on tourism in the tri-border region and addressed the grammatical topic Simple Past. Data collection included two questionnaires, one administered after the board games had been designed and another after students had played games created by their classmates, as well as the teacher-researcher’s field diary and materials produced by the students, including game boards, rulebooks, and cards. The analysis identified the mobilization of skills associated with Computational Thinking — decomposition, pattern recognition, abstraction, and algorithms — during the design and playing of the games, while also providing insights into how these skills related to the use of English in contextualized interactions. The results indicate manifestations of engagement, active participation, cooperation, and student agency, as well as the use of English in communicative situations related to the proposal. The evidence suggests that integrating Computational Thinking, linguistic knowledge, and hands-on learning activities can contribute to the organization of thought, decision-making, and the functional use of English. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese 2026-09-24T00:00:00Z https://tede.unioeste.br/handle/tede/8709 Title: Programas de bem-estar mental para professores: uma revisão de literatura Autor: Santos, Gabriele de Souza Góes Nascimento dos Primeiro orientador: Rodrigues, Maria Ester Abstract: Teachers’ mental health has become an increasingly relevant concern in the educational field due to the growing prevalence of stress, anxiety, depression, and burnout associated with the demands and working conditions of teaching. This scenario reinforces the need to systematize and critically analyze programs and interventions reported in the literature to promote well-being and prevent mental health problems, considering both indicators of psychological distress and protective resources and socio-emotional competencies involved in teaching practice. Therefore, this study aimed to examine national and international programs designed to promote teachers’ mental health, comparing their theoretical foundations, characteristics, assessed indicators, and outcomes. Methodologically, this research consists of an integrative literature review with a qualitative approach and a descriptive, comparative, and interpretative purpose. Searches were conducted in national and international databases (ERIC, Scopus, PsycInfo, and SciELO), using descriptors in English, Portuguese, and Spanish combined with Boolean operators, and applying publication year filters (2021–2025) and previously defined inclusion and exclusion criteria. After screening titles, abstracts, and keywords, followed by full-text reading and duplicate removal, the final corpus comprised nine studies. The results indicated a diversity of interventions aimed at teachers’ mental health, with a predominance of approaches based on mindfulness, self-compassion/compassion, cognitive-behavioral therapy, yoga, and the development of socio-emotional competencies, as well as technology mediated proposals. Regarding assessment strategies, most studies relied on psychological scales and questionnaires to measure indicators such as psychological well-being, perceived stress, anxiety and depression symptoms, burnout, resilience, emotional regulation, self-efficacy, and job satisfaction. Overall, the studies reported positive effects of the interventions on the assessed indicators, particularly reductions in stress and burnout and the strengthening of protective resources, although variations were observed in study designs, samples, instruments, and program delivery formats. It is concluded that the analyzed interventions represent promising strategies to strengthen teacher well-being and promote mental health in educational contexts. However, the reviewed literature remains predominantly oriented toward the development of individual resources, indicating the need to expand research and policies that more consistently incorporate institutional, organizational, and structural dimensions related to teaching work, in order to address contextual determinants of professional distress and support sustainable conditions for teacher care and professional recognition. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-08-05T00:00:00Z https://tede.unioeste.br/handle/tede/8695 Title: Perspectivas contracoloniais em AmarElo: as obras poéticas de Emicida Autor: Alves, Lidiane Cossetin Primeiro orientador: Alves, Lourdes Kaminski Abstract: Esta investigación enfoca una lectura analítica de las composiciones poéticas de la obra AmarElo (2019), de Emicida, considerando que se destacan de sus producciones artísticas y culturales, poéticas que presentan formulaciones propias de una opción decolonial en el contexto de los estudios literarios y artísticos de la contemporaneidad. El estudio considera las canciones en sus dimensiones poéticas y estéticas, corpus analizado a la luz de la Literatura Comparada y de las teorías Poscoloniales, específicamente por medio de la decolonización epistémica y del antirracismo brasileño. La lectura analítica de la poética de Emicida fue fundamentada en las contribuciones de la intelectualidad negra brasileña, tomando como base formulaciones conceptuales de la ancestralidad, negritud, comunidad, entre otros. Así, la pregunta que orienta la investigación es: “¿cómo se desarrollan en los poemas de AmarElo los movimientos de resistencia contrahegemónicos de la lírica subalternizada?”. Para tanto, se realizó un levantamiento de las canciones del referido álbum, em el cual fue posible leer formulaciones sobre las siguientes categorías: resistencias y contrahegemonías; comprehensiones de si y alteridad; diversidades; denuncias y compromisos sociales; y ancestralidades. El estudio de las canciones y de la producción literaria del autor puede expandir nuestras comprehensiones sobre las relaciones entre arte y sociedad, literatura y humanidades, literatura y pensamiento crítico, canción y poesía, poesía y pensamiento crítico, sobremodo si analizadas en las perspectivas de los estudios comparados y de los aportes críticos de las teorías Poscoloniales y Decoloniales. La lectura analítica del corpus de la investigación apunta para la comprehensión de una poética decolonial, antirracista y emancipatoria de sujetos subalternizados que, en el pasaje de la canción a la poética, de la canción a la literatura, de sentido de presencia a la lírica subalternizada, revela un ejercicio crítico y creativo, capaz de reivindicar espacios, voces, corporeidades y existencias humanas, en el sentido de reconocimiento, alteridad y emancipación de sujetos subalternizados. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese 2026-07-13T00:00:00Z