https://tede.unioeste.br/handle/tede/521 2026-11-04T01:22:05Z 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/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 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