https://tede.unioeste.br/handle/tede/519 2026-10-10T09:08:32Z https://tede.unioeste.br/handle/tede/8693 Title: (Des)construindo sentidos, escutando silenciamentos: os (não)ditos sobre os povos indígenas na coletânea de atividades de Língua Portuguesa “Educa Juntos vol. 2” Autor: Hernaski, Hellenn Primeiro orientador: Schröder, Luciane Thomé Abstract: La presente investigación tiene como objetivo analizar los efectos de sentido sobre los pueblos indígenas en la Colectânea de Actividades de Lengua Portuguesa – “Educa Juntos vol. 2” (Paraná, 2019). Se trata de un material distribuido por la Secretaría de Educación del Estado de Paraná (SEED) para clases del 1º año de la Educación Primaria. El análisis se fundamenta en los presupuestos teórico-metodológicos del Análisis del Discurso de línea francesa, especialmente a partir de los estudios de Michel Pêcheux (1995; 1997b; 2006) y de su principal exponente en Brasil, Eni Pulcinelli Orlandi (1996b; 2001a). Según esta teoría, se parte de la concepción de que el lenguaje es socioideológico, atravesado por las condiciones de su producción; el sentido no es transparente ni estable, sino producido históricamente en función de las formaciones discursivas que delimitan lo que puede o no ser dicho. La investigación dialoga también con los estudios de Ferreiro y Teberosky (1986), Freire (1967; 1987; 1989) y Soares (2004; 2010), autores que entienden el proceso de aprendizaje como un conjunto de interacciones significativas y prácticas sociales del lenguaje. El texto dialoga, además, con reflexiones de intelectuales indígenas contemporáneos como Krenak (2009) y Munduruku (2020a; 2020b), cuyas producciones contribuyen a problematizar representaciones históricamente cristalizadas sobre los pueblos indígenas. La investigación presta especial atención a los silenciamientos y borramientos identitarios, así como a la recurrente lógica de representación del indígena que, en el material analizado, es significado desde la mirada del otro (sujetos no indígenas). Así, la investigación busca evidenciar los efectos de sentido producidos por tales representaciones. Como resultado de este recorrido analítico, la unidad didáctica derivada del análisis procura tensionar estos discursos, propiciando reflexiones que permitan a los alumnos aproximarse a cuestiones más complejas, plurales y éticamente comprometidas con la historicidad, la cultura y las políticas de los pueblos indígenas en la contemporaneidad. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-07-21T00:00:00Z https://tede.unioeste.br/handle/tede/8692 Title: O GUIA QUE ESTAVA FALTANDO! Manualização, sentidos e silenciamentos sobre educação midiática Autor: Santos, Julliane Brita dos Primeiro orientador: Soares, Alexandre Sebastião Ferrari Abstract: This research investigates the discursive functioning of the designation media education in the Guia da Educação Midiática, a publication of the EducaMídia Program, linked to the Instituto Palavra Aberta. The central problem is to understand how this designation functions discursively in the Guide, considering the conditions of production that shape the discourse, the process of manualization constituting this didactic-media instrument, and the defining statements linked to it in the Guide. The general objective is to analyze the discursive functioning of the designation media education in the Guide. The specific objectives are: to observe the conditions of production of the Guide; to examine the functioning of manualization in the work; and to interrogate the obviousness effects of the definition of media education in the Guide. The analysis draws on the concepts and theoretical framework of Materialist Discourse Analysis developed by Michel Pêcheux and further elaborated by Eni Orlandi. The methodology adopts Verli Petri’s (2002) pendular movement, in which the researcher moves between theory, corpus and archive to construct the theoretical-analytical device. The corpus consists of the Guia da Educação Midiática and materialities related to its conditions of production, such as the websites of the Instituto Palavra Aberta and of the EducaMídia Program. The study also draws on Christian Puech’s (2018) concept of manualization to analyze the Guide as a linguistic instrument that stabilizes and institutionalizes knowledge about media education. The analysis starts from the premise that naming is a political gesture that carves up the real, producing regions of meaning and silencing others, and that to define is a way of seeking to stabilize concepts. The results identify four sites of signification in the Guide, namely: (1) the individualization of responsibility, placing responsibility for acquiring competences to navigate the information ecosystem on the individual; (2) the naturalization of media education as an unquestionable essence, by presenting it as a human right, a basic need and a prerequisite for citizenship; (3) the aversion to schools and to traditional education, positioning media education, in opposition, as more closely connected to the real world and the solution to an outdated school system; and (4) the silencing of ownership and control of the media, of media concentration, of the oligopoly of the platforms and of the public regulation of communication, precisely the themes that would affect those who finance the Guide. We identify a tension between different discursive formations that traverse the designation media education, oscillating between moral-religious, cultural-elitist and liberal-technicist perspectives, the latter being predominant in the Guide under analysis. The analysis shows that the defining statements about media education, as materialized in the Guide through processes of manualization, function as self-legitimation and as stabilization of knowledge aligned with the Brazilian National Common Curricular Base and produced by market agents, conferring on them effects of legitimacy and authority. We conclude that interrogating the meanings circulating around media education constitutes a form of media education itself, insofar as it denaturalizes what presents itself as obvious and makes explicit the power relations inscribed in language. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-08-31T00:00:00Z https://tede.unioeste.br/handle/tede/8685 Title: Práticas Pedagógicas Emergentes em Escolas Bilíngues de Cascavel (PR) Autor: Souza, Maria Fernanda de Primeiro orientador: Schmitt, Larissa Giordani Abstract: This dissertation has been developed to investigate the teaching methodologies employed in prestigious schools that have self-identified as bilingual, with the purpose of analyzing how these pedagogical practices have been employed in a context marked by the expansion of elite bilingualism and by the absence of a national approved regulation. The main objective of this research is to analyze the pedagogical practices of three prestigious bilingual schools in Cascavel (PR), verifying to what extent these institutions approximate the guidelines established by CNE/CEB Opinion Number 02/2020, in a context of absence of approved national regulation. To this end, the study sought to identify the adopted methodologies, analyze the teacher training profile, verify compliance with the Opinion regarding workload and self-designation, investigate the approach to inclusion and cultural diversity, examine the assessment methods, and identify the challenges in implementing bilingual education. The theoretical framework has been constructed by articulating the historical-dialectical materialist perspective with the dialogic theory of language of the Bakhtin Circle (1981, 2014), Vygotsky’s socio-historical theory (2008), and contemporary studies on bilingual education in Brazil, especially the contributions of Megale (2018, 2019) and the dimensions of the bilingual subject proposed by Hamers and Blanc (2000). The study adopted a qualitative approach, framed by an interpretivist paradigm, with data collection carried out from December 2024 to March 2025, through semi-structured interviews with three coordinators and questionnaires administered to sixteen teachers. The data have been analyzed with emphasis on the declared methodologies, such as the CLIL approach and Immersion teaching, by comparing management discourse with teachers’ perceptions and normative requirements. The results have revealed a mismatch between the pedagogical practices observed and the guidelines of the Opinion, especially concerning the specific training and proof of proficiency of the teaching staff. Within this “lawless” context, the bilingual self designation has been interpreted as a complex phenomenon, influenced both by pedagogical projects and by the dynamics of a competitive market. The analysis has indicated that the investigated practices have been shaped by a tension between the normative ideal, institutional strategies, and the material conditions of the local context. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-07-22T00:00:00Z https://tede.unioeste.br/handle/tede/8681 Title: Política de avaliação da competência socioemocional em larga escala: Um projeto de didatização das emoções no contexto da escola pública brasileira Autor: Gaias, Rafaiane Oliveira Primeiro orientador: Sandri, Simone Abstract: The theme of this research concerns the theoretical and methodological foundations of socio-emotional competence in the large-scale assessment project proposed by the Ayrton Senna Institute. The general objective is to analyze the large-scale assessment project on socio-emotional competence proposed by the Ayrton Senna Institute for Brazilian public schools. The specific objectives are: a) Contextualize socio-emotional competence in its historical, economic, and political aspects; b) Identify elements of the large-scale assessment project for socio-emotional competences; c) Analyze the theoretical and methodological foundations of socio-emotional competence according to the large-scale assessment project. The research problem is: what are the theoretical and methodological foundations of socio-emotional competence and the large-scale assessment project proposed by the Ayrton Senna Institute for Brazilian public schools? The research is qualitative in approach, using documentary and bibliographic research. The discussion is based on primary sources produced by the Ayrton Senna Institute (ASI). The secondary sources consist of works addressing socio-emotional competence within the field of education; the theoretical analyses draw upon contributions from contemporary psychoanalytic authors, such as Dunker (2026), Safatle (2026), and Lajonquiére (1998), and from the field of psychology, including Patto (2022), among others. The results of this research show that the ASI initiative sought to construct an instrument capable of measuring socio-emotional competencies in large-scale contexts in Brazilian education. Based on the analyzed data, we affirm that the Senna Instrument has as its guiding principle the Big Five theory, which encompasses five major factors: extroversion, conscientiousness, openness to new experiences, agreeableness, and emotional stability (neuroticism), which contributed to the proposal for measuring socio-emotional competencies. The Instrument allows for the generation of reports with guiding results for the "tripod" of teacher-manager-network, with the intentional goal of socio-emotional development in schools. The unfolding of the research revealed that the Ayrton Senna Institute (ASI) advocates for full-time education for public school students using the discourse of "socio-emotional success." It suggests that the methodology to be used by teachers should be SAFE – sequential, active, focused, explicit. In this context, the results indicate a simplification of human complexity, in its subjective aspects, which we call the "didacticization of emotions". Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-06-30T00:00:00Z