https://tede.unioeste.br/handle/tede/520 2026-09-12T02:08:21Z https://tede.unioeste.br/handle/tede/8620 Title: Educação em Tempo Integral no Colégio Estadual do Campo Chico Mendes - Ensino Infantil, Fundamental, Médio e Profissional – PR: Reflexões a partir da Pedagogia Histórico-Crítica Autor: Miranda, Adriane Doarte de Primeiro orientador: Orso, Paulino José Abstract: This research, situated within the field of History of Education, aims to understand how the process of Full-Time Education took place at Chico Mendes State School of the Countryside – Elementary, Secondary and Vocational Education – PR. To this end, we adopted Historical-Dialectical Materialism, characterized as an instrument for analyzing and reflecting on concrete, historical and material reality in its totality. Through bibliographic and documentary sources, we sought to answer the following guiding question: what are the limits and possibilities of implementing Full Time Education at Chico Mendes State School, given that it is a rural school located within an MST settlement? The specific objectives of the research include: recovering the history of the Landless Rural Workers' Movement (MST) and its intrinsic relationship with the municipality of Quedas do Iguaçu and Chico Mendes State School; contextualizing the foundations, principles and guidelines of Rural Education and Full-Time Education based on an analysis of their guiding documents and theoretical references; and analyzing the challenges, contradictions and teaching conceptions found in the organization of Chico Mendes State School within the context of the MST and Full-Time Education in rural areas. The research made it possible to revisit the historical process of the agrarian question in Brazil, in Paraná, and in Quedas do Iguaçu, as well as to examine the significance of Chico Mendes State School's historical trajectory and to reflect on the intended conception of Full-Time Education against the reality of its implementation. It was observed that Full-Time Education, as it appears in public policy discourse, is tied to an adaptive logic aimed at fitting students to the labor market. This orientation runs counter to the emancipatory perspective that views education as a means toward omnilateral human formation, tending instead to hollow out content, reproduce the social division of labor, and perpetuate historical inequalities. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-04-13T00:00:00Z https://tede.unioeste.br/handle/tede/8599 Title: Desafios, perspectivas e contradições de uma Universidade Pública Popular: uma análise sobre o processo de constituição da Universidade Federal da Fronteira Sul (UFFS) (2009-2024) Autor: Demichelli, Fernanda Natalí Primeiro orientador: Silva, João Carlos da Abstract: From a historical perspective, this thesis examines the establishment of the Federal University of the Southern Border (UFFS) in Laranjeiras do Sul, Paraná, as a potential model for a Popular University (PU), drawing parallels with European PUs and Latin American experiences. The discussions were based on the theoretical framework of Gramsci (1976, 2000, 2010a, 2010b), Saviani (2008, 2010, 2017), Pintassilgo (1998, 2006, 2014), and Paiva (1987). The study of UPs provides insight into their role in defending science, particularly during periods of polarization and denialism within a neoliberal context. The ideology of the UP emerged from social revolutions as counter hegemonic spaces of resistance to established power, as well as spaces of conflict between the working class and the bourgeoisie. Historical inquiry allowed for the reconstruction of the trajectory of Popular Universities in Europe and their influence on Latin American experiences, culminating in the Córdoba Reform (1918). In Brazil, the impact of this broad movement resurfaced—reinterpreted—in the university model advocated by the Pro-Federal University Movement (MPUF), a key player in the fight to establish UFFS. The creation of UFFS, resulting from the mobilization of social movements and civil society, incorporated historical principles of Popular Universities into its institutional project regarding regional development, the democratization of access, and social inclusion. Analysis of the Laranjeiras do Sul Campus's establishment revealed a counter-hegemonic higher education project—marked by struggles and contradictions and rooted in social activism—highlighting the pivotal role of social movements in championing a university committed to the working class. However, the research also concluded that these advances coexist with limits imposed on public universities embedded in capitalist society, keeping social participation, the valuing of university extension, and policies regarding access and retention for the working classes in a state of constant tension. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese 2026-05-06T00:00:00Z 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