https://tede.unioeste.br/handle/tede/531 2026-10-04T00:29:42Z 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 https://tede.unioeste.br/handle/tede/8680 Title: Uma análise da concepção de conhecimento nas reformas curriculares a partir da BNCC (2017): aprofundamento do projeto de educação dos anos de 1990 Autor: Ribas, Mikely Vanessa Gonçalves Casanova Primeiro orientador: Sandri, Simone Abstract: We consider the tensions and disputes surrounding policies for Basic Education and the reforms undertaken in curricular frameworks following the approval of the National Common Curricular Base (BNCC, 2017) and Resolution CNE/CP No. 2, of December 22, 2017, in municipalities that have Municipal Education Systems. Within this context, we analyze the conception of knowledge presented by the curricular reforms of the Municipal Education Systems of Paraná, taking the municipality of São José dos Pinhais as a case study. As a selection criterion, we adopted curricular documents that explicitly identify a pedagogical trend as the guiding principle of the curriculum. Thus, through documentary research, we analyzed the Curricular Framework of São José dos Pinhais-PR (2020), as well as the National Common Curricular Base (BNCC, 2017) and Resolution CNE/CP No. 2/2017. Based on indications of a deepening of the curricular perspective of the 1990s and the changes proposed by the BNCC, we formulated the following research questions: What conception of knowledge guides the education of students in the early years of Elementary Education, based on the curricular reform guided by the BNCC (2017)? What are the implications of this conception of knowledge for the curricular reforms implemented by municipalities that have a municipal education system and a curricular proposal, specifically the Curricular Framework of the Municipal Education System of São José dos Pinhais-PR? The general objective is to analyze the conception of knowledge underlying the curricular reform for the early years of Elementary Education within the context of the revival of a competency-based curriculum, based on the guidelines established by the BNCC (2017). The specific objectives are: a) to characterize the configuration of the Brazilian State within the context of the development of the BNCC and, in this context, the conception of knowledge underlying curricular policy for Basic Education; b) to identify the conception of knowledge presented in the Curricular Framework of the Municipal Education System of São José dos Pinhais; and c) to analyze the conception of knowledge in the curricular proposal of the municipality of São José dos Pinhais, Paraná, in comparison with the curricular guidelines of the 1990s and the BNCC. This study is grounded in authors who discuss the relationship between the State, social policies and education, curriculum, and conceptions of knowledge, adopting a qualitative approach. In addition to documentary research, we conducted bibliographic research using databases such as the Digital Library of Theses and Dissertations, the CAPES Journal Portal, and SciELO. The results of this study demonstrate that the analyzed document aligns itself with the curricular structure of the BNCC, reproducing its standardized and fragmented format, while also deepening the perspectives of the curricular reforms of the 1990s by updating them according to new perspectives and responding to the goal of “educating individuals for the twenty-first century”. Accordingly, it presents a conception of knowledge characterized by a practical instrumental dimension, combined with an emotional-value dimension. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-07-01T00:00:00Z https://tede.unioeste.br/handle/tede/8678 Title: Da persistência do tecnicismo no ensino da arte: reflexões sobre arte e alienação na educação brasileira Autor: Costa, Kamila Hinselmann de Souza Da Primeiro orientador: Derisso, José Luis Abstract: This dissertation investigates the persistence of technicism in Art education in Brazilian basic education, understanding it as a historical expression of the determinations of the capitalist mode of production over public schools, rather than as a circumstantial pedagogical mistake. Its central objective is to analyze how technicism reconfigures itself historically without altering its structural function of subordinating human formation to the demands of capital reproduction. The research adopts historical dialectical materialism as its method and Historical-Critical Pedagogy (HCP) as its theoretical framework, based on bibliographic and documentary research covering works of Marxist thought, educational legislation, curricular guidelines and reports from international organizations. The first chapter grounds art as creative labor, articulates this foundation with HCP and traces three historical moments of Art education in Brazil, from the French Artistic Mission of 1816 to the polyvalence instituted by Law No. 5,692/1971, highlighting the persistent contradiction between legal advances and the concrete conditions of teacher education. The second chapter examines the new threats to Art education: the logic of measurable competencies disseminated by international organizations, the hollowing out of Art as classical knowledge in the National Common Curricular Base (BNCC), and the platformization of education in the state of Paraná as an expression of neotechnicism. The third chapter proposes omnilateral formation as a horizon, articulating the criterion of the classic, the distinction between creative and reiterative praxis, catharsis, and the five steps of the historical-critical method as guidance for Art education in public schools. The results indicate that HCP offers a consistent framework for the historical diagnosis of the problem and for proposing a pedagogical practice committed to omnilateral formation, affirming Art in public schools as a condition of human formation and a field of struggle for the democratization of the aesthetic heritage produced by humanity. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-05-30T00:00:00Z 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