https://tede.unioeste.br/handle/tede/519 2026-06-15T18:24:30Z https://tede.unioeste.br/handle/tede/8421 Title: Entre Tecnologias Digitais e Transdisciplinaridade: O Ensino Híbrido como caminho para o sentido do aprender na Era Digital Autor: Mesquita, Sandra Valéria Dalbello de Primeiro orientador: Dal Molin, Beatriz Helena Abstract: Remote learning, driven by the Covid-19 pandemic, revealed the problem of technology use in education, resulting from the absence of effective changes in pedagogical strategies, beliefs, and attitudes within the school community. Therefore, this thesis focuses on the use of pedagogical approaches such as active methodologies (hybrid learning) and transdisciplinarity for teaching mediated by digital information and communication technologies. Understanding the meaning of learning from this perspective and in the present day constitutes a fundamental axis for defending the thesis that these approaches have the potential to foster innovative pedagogical practices, endowed with greater meaning and power to engage with reality and the environment in which the student is immersed. Thus, the investigation centered on answering the following question: what is the meaning of learning in the digital age? To this end, the general objective was to understand the meaning of learning from digital technologies, hybrid learning, and transdisciplinarity. Specifically, this research aims to contribute to teacher training in the identification, analysis, and application of meaningful and personalized pedagogical practices, grounded in the principles of blended learning and transdisciplinarity, with the goal of developing critical, autonomous students capable of navigating complex networks of knowledge; and to create assemblage on transdisciplinarity as an integrating axis and blended learning as a rhizomatic environment. This is a theoretical-conceptual research project, based on a critical literature review, drawing on authors such as Dal Molin, Pierre Lévy, Edgar Morin, Basarab Nicolescu, Hugo Assmann, Deleuze, and Guattari. The methodological approach prioritizes the articulation between concepts, avoiding a merely descriptive approach in favor of an interpretative and propositional reading. From this perspective, hybrid learning is configured as a space for the rhizomatic production of knowledge, and transdisciplinarity is assumed as an epistemological principle that transcends curricular integration, operating as an ethical-political gesture aimed at understanding the complexity of reality. It favors the articulation between scientific, cultural, social, and subjective knowledge, repositioning learning as an integral human experience. By relating concepts of transdisciplinarity, hybrid learning, and the rhizome, we find the possibility of presenting a teaching/learning approach capable of reconnecting knowledge that, connected with different areas, completes the human being and brings meaning to their actions and existence.; El aprendizaje remoto, impulsado por la pandemia de Covid-19, reveló la problemática del uso de las tecnologías en la educación, resultante de la ausencia de cambios efectivos en las estrategias pedagógicas, creencias y actitudes de la comunidad escolar. Por lo tanto, esta tesis se centra en el uso de enfoques pedagógicos como las metodologías activas (aprendizaje híbrido) y la transdisciplinariedad para la enseñanza mediada por las tecnologías digitales de la información y la comunicación. Comprender el significado del aprendizaje desde esta perspectiva y en la actualidad constituye un eje fundamental para defender la tesis de que estos enfoques tienen el potencial de fomentar prácticas pedagógicas innovadoras, dotadas de mayor significado y poder para involucrarse con la realidad y el entorno en el que está inmerso el estudiante. Por lo tanto, la investigación se centró en responder a la siguiente pregunta: ¿cuál es el significado del aprendizaje en la era digital? Para ello, el objetivo general fue comprender el significado del aprendizaje a partir de las tecnologías digitales, el aprendizaje híbrido y la transdisciplinariedad. Específicamente, esta investigación busca contribuir a la formación docente en la identificación, análisis y aplicación de prácticas pedagógicas significativas y personalizadas, basadas en los principios del aprendizaje combinado y la transdisciplinariedad, con el objetivo de desarrollar estudiantes críticos y autónomos capaces de navegar por redes complejas de conocimiento; y crear agenciamentos sobre la transdisciplinariedad como eje integrador y el aprendizaje combinado como entorno rizomático. Se trata de un proyecto de investigación teórico-conceptual, basado en una revisión crítica de la literatura, con autores como Dal Molin, Pierre Lévy, Edgar Morin, Basarab Nicolescu, Hugo Assmann, Deleuze y Guattari. El enfoque metodológico prioriza la articulación entre conceptos, evitando un enfoque meramente descriptivo en favor de una lectura interpretativa y proposicional. Desde esta perspectiva, el aprendizaje híbrido se configura como un espacio para la producción rizomática de conocimiento, y la transdisciplinariedad se asume como un principio epistemológico que trasciende la integración curricular, operando como un gesto ético-político dirigido a comprender la complejidad de la realidad. Favorece la articulación entre el conocimiento científico, cultural, social y subjetivo, reposicionando el aprendizaje como una experiencia humana integral. Al relacionar los conceptos de transdisciplinariedad, aprendizaje combinado y rizoma, encontramos la posibilidad de presentar un enfoque de enseñanza/aprendizaje capaz de reconectar conocimientos que, conectados con diferentes áreas, completan al ser humano y dan sentido a sus acciones y existencia. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese 2026-02-24T00:00:00Z https://tede.unioeste.br/handle/tede/8418 Title: Poética Brincantes: Intermidialidade e cultura popular na Arte Contemporânea brasileira Autor: Machado, Luiz Carlos Primeiro orientador: Silva, Acir Dias da Abstract: The concept of playful poetics articulates artistic practices that traverse languages, media, and supports, operating within the sphere of intermediality. According to Rajewsky (2012), intermediality is not restricted to a mere combination of media, but rather reveals zones of friction and contamination between different expressive forms. In this sense, works such as those of Manuel Messias and Arthur Bispo do Rosårio establish dialogues between writing, image, body, and ritual, constructing universes in which the popular and the marginalized emerge as aesthetic and political forces. Bakhtin's (1981) notion of carnivalization broadens this process, instituting inversion and laughter as creative forces. Furthermore, Lipovetsky and Serroy (2015), when reflecting on ritual artialization, help to understand how such practices reinscribe traditions and collective memories into contemporary artistic languages. Thus, playful poetics is configured as a space of intermedial crossings and cultural resistance, a gesture of reinvention that connects folk festivities, popular religiosity, and aesthetic experimentation. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese 2026-03-06T00:00:00Z https://tede.unioeste.br/handle/tede/8379 Title: Legitimidade em jogo: relacionamento não monogâmico e o sujeito lésbico em The L Word: Generation Q Autor: SERPA, Rafaela Viana Primeiro orientador: Soares, Alexandre Sebastião Ferrari Abstract: This research analyzes the displaced and/or reproduced meanings of non-monogamy in the series The L Word: Generation Q (2019-present), focusing on the characters Alice, Nat, and Gigi, from the perspective of the French Discourse Analysis. The study aims to understand how the discourses articulated by these three lesbian women align with the discursive formations that uphold monogamous and heteronormative relationships in cinematic media, while observing how these discursive practices produce meanings regarding the legitimacy of LGBTQIAPN+ relationships. The research is grounded in the concepts of discursive formation, ideology, and significant materiality to investigate how language not only represents but constitutes reality, shaping ways of relating. The analysis of discursive sequences reveals that the series initially appears to challenge heteronormative norms and explores non-monogamy, especially through the polyamorous relationship of the three characters. However, this trajectory is predominantly examined through Alice’s narrative, as she shifts from advocating for non-monogamy to reaffirming monogamy. Thus, beyond examining how lesbian women articulate non-monogamy, the research also investigates how these subjects are represented in cinematic media, with an emphasis on The L Word: Generation Q. Finally, the study discusses the role of media in reproducing hegemonic meanings and constructing gender and sexuality identities, highlighting the contradictions and limitations embedded in the discourse of representation. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2025-02-24T00:00:00Z https://tede.unioeste.br/handle/tede/8370 Title: Representações de vozes negras femininas em Carolina Maria de Jesus e Conceição Evaristo: PodCasts e a literatura em sala de aula Autor: BALBINOT, Evandro Primeiro orientador: Cortez, Mariana Abstract: This dissertation investigates the relevance of literary reading on social themes in high school, focusing on the representations of Black female voices in the works of Carolina Maria de Jesus and Conceição Evaristo. The research proposes the use of digital technologies, especially podcasts, as a pedagogical strategy for mediating literary discussions in the classroom, considering the recurring difficulties in student engagement with reading. It is based on the concept of literary literacy with works by Cosson (2021; 2020; 2014); Segabinazi; Cosson (2023); Souza; Cosson (2011); Milito; Dias (2019), and the need to expand the reading repertoire of students, encouraging and making visible Black women as authors in the canon worked on in school. Thus, the general objective of the study is to promote meaningful literary discussions with high school students, through works with Black female voices, mediated by new technologies. As specific objectives, it seeks to analyze the context of literature teaching in high school; discuss Black female authorship in school; present didactic proposals for teaching literature; describe the podcast as a pedagogical resource; develop a didactic unit for classroom application; and evaluate the students' evolution regarding participation in literary discussions. The research adopts a qualitative approach, of an ethnographic interpretative nature and applied character, using bibliographic research, document analysis and action research. The theoretical foundation is based on authors such as Candido (1988); Culler (1997; 1975), Cosson (2014; 2020; 2021); and Aguiar (1988). Furthermore, the didactic proposal was applied, and subsequently analyzed, to a sample of 150 first-year high school students from a public school in the municipality of Pato Branco, Paraná, between may and august 2025. The results showed that the application of the Didactic Unit with Aguiar's (1988) reception method allowed students to create podcasts as technological resources for the dissemination and teaching of literature reading, acquisition of knowledge about Black female voices and their literary works, and understanding of the importance of literature in its capacity to transform human beings. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-03-20T00:00:00Z