https://tede.unioeste.br/handle/tede/519 2026-08-06T05:20:33Z https://tede.unioeste.br/handle/tede/8581 Title: O anti-intelectualismo na escola pública no contexto neoliberal: uma análise do novo Ensino Médio. Autor: Lima, Carlos Henrique Lacerda de Primeiro orientador: Silva, João Carlos da Abstract: This dissertation analyzes how the New High School (NEM), by introducing training tracks and subjects such as the “Life Project,” reinforces a logic of individual responsibility and market-driven training to the detriment of reflective education that serves the interests of the working class. The research stems from the need to understand how discourses that devalue scientific knowledge and critical thinking are articulated with educational policies focused on technical and market-oriented training. The research problem consists of investigating which economic, social, political, cultural, and ideological factors have conditioned the spread of anti-intellectualism in public schools. The objective is to investigate how these factors sustain the advancement of anti-intellectualism in education. The methodology is bibliographic and documentary, emphasizing the analysis of classic and contemporary authors discussing education, intellectuality, ideology, and neoliberalism, in addition to the content provided by the State of Paraná to public school teachers for the “Life Project” component. The analysis of the state network’s teaching materials reveals the insertion of meritocracy, coaching, and self-management discourses, which replace systematized scientific knowledge with market language, emptying the school’s social function. Anti-intellectualism thrives in political and social environments and propagates under the aegis of capital and neoliberalism. Thus, it is necessary to resort to neoliberal classics and their theories and narratives about education within the public school scenario. It is essential to debate the way capital precaritizes the public school, rendering it reproductive and alienating. The New High School represents a training project aimed at market adaptation rather than critical and emancipatory education, deepening inequalities and weakening the intellectual perspective of training. As a counterpoint, the research presents Historical-Critical Pedagogy and the Unitary School as pathways to an education that is both intellectual and emancipatory, focused on the interests of the working class, which could cease the exploitation and inequalities perpetrated by neoliberal capitalism. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-05-29T00:00:00Z https://tede.unioeste.br/handle/tede/8573 Title: Escola e religião: um olhar sobre o papel da espiritualidade no Ensino Fundamental – Anos Finais. Autor: Silva, Marcos Soares da Primeiro orientador: Malacarne, Vilmar Abstract: This research analyzes the presence of Religious Education (RE) in the Final Years of Elementary Education in the state school system of Paraná. It is justified by debates surrounding its continued presence and its relationship with issues such as religious diversity, proselytism and secularism. RE has been present in Brazilian education since the colonial period, remaining predominantly confessional until the second half of the 20th century. With the 1988 Federal Constitution and the amendment to the Law of Guidelines and Bases of National Education (Law No. 9.394/1996), proselytism was prohibited and RE came to be understood as an integral part of the citizens’ basic education. Therefore, given the need to investigate the role of Religious Education in the Final Years of Elementary Education in the state of Paraná in promoting citizenship, this work aims to understand the extent to which this curricular component is relevant to citizens’ basic education and whether its continued presence in the curriculum is justified. To this end, the study proposes: to review and analyze the academic literature on the relevance of RE in Basic Education; to examine, through document analysis and interviews, the objectives of this curricular component in the State of Paraná and how it should be taught; and to investigate, also through interviews, how the subject is currently taught and what the educational background of the teachers responsible for it. The study is based on Viktor Frankl’s phenomenological anthropology, in which spirituality is understood as a constitutive dimension of the human being, oriented towards the search for meaning and self-transcendence, distinguishing itself from religiosity and institutionalized religion, being a relevant element for the integral formation of the subject. The methodology included document analysis and interviews with 70 students, 8 teachers, 9 pedagogical coordinators and a specialist from SEED/PR. Bardin’s (2021) Content Analysis was used to analyze the data, which were categorized into: Sociocultural Challenges, Religious and Cultural Diversity, Integral Education, Structural Limitations and Curricular Relevance. The results indicate that RE has followed historical transformations in Brazil and highlight challenges related to teacher training and religious pluralism. The interviews reveal its potential to promote ethical values and respect for diversity, but also highlight resistance associated with prejudice. Thus, RE, by addressing the religious phenomenon from a cultural and historical perspective, provides space for the development of students’ spirituality and, therefore, can contribute to civic and ethical education, grounded in pluralism, collaborative secularism and practices that value scientific knowledge and respect for differences. For this to occur, investments in continuing education, teaching materials and the valorization of the subject are necessary. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-03-13T00:00:00Z https://tede.unioeste.br/handle/tede/8572 Title: Plataforma Redação Paraná: Limitações, possibilidades e um protótipo complementar para o gênero resenha. Autor: Veronez, Fernanda Gregol Primeiro orientador: Torrentes, Greice Castela Abstract: En 2020, el gobierno del Estado de Paraná implementó en la red pública de enseñanza una plataforma digital destinada al mejoramiento de la producción textual: la Plataforma Redacción Paraná, que fue puesta a disposición de profesores y alumnos de los años finales de la Educación Básica y de la Educación Media, generando debates sobre el proceso de producción textual a través de esta herramienta. Ante este escenario y la necesidad de adaptación de la escuela ante la diversidad cultural y la multiplicidad de formas de lectura, escritura, información y comunicación en la sociedad contemporánea, formulamos dos preguntas orientadoras para nuestra investigación: 1) ¿Cuáles son las posibilidades y limitaciones de la Plataforma Redacción Paraná? 2) ¿De qué manera un prototipo digital puede explorar los recursos de la plataforma y de otras herramientas en la enseñanza de la producción textual? En este contexto, elaboramos un cuestionario con el propósito de recopilar información sobre las opiniones, intereses y expectativas de los profesores de la red estatal en relación con la utilización de la Plataforma Redacción Paraná y el uso de tecnologías digitales en la enseñanza. Desde esta perspectiva, nuestro objetivo general es contribuir a la enseñanza de la Lengua Portuguesa en el desarrollo de la producción textual, mediante la creación de un prototipo didáctico que resignifique el proceso de producción textual. Este prototipo integrará el uso de Tecnologías Digitales de la Información y Comunicación (TDIC), con el fin de promover prácticas pedagógicas dinámicas e interactivas. En este contexto, la plataforma Redacción Paraná será incorporada como una etapa de este proceso, enriquecida por nuevas tecnologías, con el objetivo de mejorar las actividades de producción textual de los alumnos del 8º año de la Educación Básica. Frente a este objetivo general, enumeramos como objetivos específicos de nuestra investigación: a) Analizar el uso de la plataforma Redacción Paraná y de otros recursos tecnológicos en la producción textual, a través de un cuestionario aplicado a 31 profesores de Lengua Portuguesa de la red estatal de Paraná, para identificar limitaciones y posibilidades y mejorar las prácticas pedagógicas. b) Desarrollar y disponibilizar un prototipo digital para la producción textual, integrando tecnologías digitales, basándonos en la información obtenida en el cuestionario aplicado a los profesores. Con base en el análisis del cuestionario aplicado, llevamos a cabo un estudio sobre multiletramientos y la relación entre tecnología y producción textual. Posteriormente, elaboramos un prototipo de enseñanza titulado "Reseñas que saltan de la página", dirigido a profesores y alumnos del 8º año, compuesto por actividades que favorecen una actuación mediadora y posibilitan la participación activa de los alumnos en el proceso de producción de reseñas, abarcando las fases de planificación de la escritura, primera escritura, corrección textual, reescritura y divulgación. Esta investigación se enmarca en la perspectiva de la lingüística aplicada. Metodológicamente, adoptamos el enfoque cualitativo de la investigación-acción, caracterizado por su naturaleza social y empírica, centrada en la resolución colaborativa de un problema colectivo, en el cual el investigador participa de forma cooperativa. En cuanto al marco teórico, nos orientamos en la concepción de lenguaje como interacción, sustentada en presupuestos teóricos del Círculo de Bakhtin, así como en las obras de Geraldi (1984; 2013), Menegassi (2010; 2016) y Ohuschi; Menegassi (2006). En lo que respecta a la incorporación de la tecnología en la enseñanza de la producción textual y la elaboración del prototipo didáctico, utilizamos los estudios sobre la pedagogía de los multiletramientos de Rojo (2009; 2012; 2013; 2015), Kersch, Coscarelli (2016) y Cani (2016). Como base teórica para la corrección y reescritura, contamos con las investigaciones de Costa-Hübes (2012), Serafini (1989), Ruiz (2001), Gonçalves (2007; 2011; 2013), entre otros. La investigación reveló limitaciones y posibilidades de la Plataforma Redacción Paraná, verificando que esta se limita a la creación de redacciones tradicionales, sin soporte para textos multimodales y multisémicos, lo que impide a los alumnos explorar diferentes formas de comunicación que combinan elementos visuales y sonoros con el texto escrito. El prototipo elaborado en la investigación ejemplifica una posibilidad de propuesta que integra otras herramientas para complementar lo que la plataforma presenta para la producción textual de un género. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2024-09-04T00:00:00Z https://tede.unioeste.br/handle/tede/8565 Title: ENSINO DE LÍNGUA INGLESA ONLINE SÍNCRONO: PERCEPÇÕES DOS PROFESSORES SOBRE MÉTODOS E PROCEDIMENTOS À LUZ DO CEFR Autor: Dobler, Yasmim de Souza Santos Primeiro orientador: Schmitt, Larissa Giordani Abstract: This dissertation investigates the methods, procedures, and assessment practices in synchronous online English language teaching, analyzing their alignment with the Common European Framework of Reference for Languages (CEFR). Guided by the research question of how English language teachers working in synchronous online contexts perceive their teaching practices, this qualitative-interpretivist study explores the evolution of language teaching in virtual environments, especially after the COVID-19 Pandemic, and the increasing prominence of English as a Lingua Franca. An overview of the history and transformations in language teaching methodologies mediated by digital technologies is presented, from traditional to more innovative approaches, including the adoption of the post-method concept. The research examines teachers' perceptions of the effectiveness of online teaching, identifying challenges inherent to this modality, such as technical issues and maintaining student engagement. The pedagogical and technological strategies employed by teachers are detailed to optimize the teaching-learning process and the forms of progress assessment. In this sense, the main objective of the study is to analyze teachers’ perceptions of their methods, procedures, and assessment practices in synchronous online English language teaching. The methodology involved administering questionnaires to 42 English teachers with a degree in Literature/Linguistics and semi-structured interviews with 11 of them. The results reveal a group of experienced teachers, with extensive use of digital resources and self-authored materials, who personalize teaching. High familiarity and application of the CEFR were observed in activity planning, material selection, and learning assessment (with emphasis on formative assessment practices and active teacher mediation), with a predominant focus on basic and intermediate levels. The study concludes that, despite the identified challenges, the online modality is perceived as effective by most teachers, who adopt interactive and adaptive approaches to promote a dynamic and relevant learning environment. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-07-24T00:00:00Z