https://tede.unioeste.br/handle/tede/531 2026-06-16T21:53:39Z https://tede.unioeste.br/handle/tede/8357 Title: Conhecimento de professores de AEE do Ensino Fundamental I sobre o transtorno do espectro autista e a análise do comportamento aplicada Autor: JOHANN, Elisandra Marcia Primeiro orientador: Rodrigues, Maria Ester Abstract: In recent years, there has been a significant increase in the number of students with autism spectrum disorder (ASD) in regular schools. This increase has created challenges related to inclusion and the need for evidence-based teaching practices. Although Brazilian law guarantees the right to inclusive education, there are still gaps in teacher training, particularly regarding Specialized Educational Services (AEE). This study aims to understand AEE teachers' knowledge of ASD and Applied Behavior Analysis (ABA), a science recognized for promoting the academic, social, and communicative development of autistic students. This study is an integral part of the Psychology and Education Research Group's (GP.PSIE) efforts to investigate evidence-based pedagogical practices. The objective of this study was to analyze the knowledge that AEE teachers have about ASD and ABA, identify gaps in their training and practices, and suggest ways to improve the inclusion of autistic students in schools. The research adopted a qualitative methodological approach, descriptive in character. The qualitative dimension provided an understanding of the complexity of pedagogical practices in a real context and enabled the collection and analysis of numerical data on teachers' training and experience. Structured questionnaires covering categories related to ASD knowledge, basic ABA concept understanding, and evidence-based practice application were used. Data analysis involved comparative procedures that linked the findings with theoretical references in the field. The main results showed that most teachers had limited knowledge of ASD characteristics and ABA fundamentals. Many people associate behavior analysis with specific methods without recognizing its scientific and comprehensive nature. Our research revealed significant gaps in training, particularly regarding fundamental concepts such as positive reinforcement, contingency, and extinction. Conversely, some teachers reported practical experiences demonstrating spontaneous application of ABA principles, albeit without a systematic theoretical basis. The discussion highlights that the distance between scientific research and school practice limits the effectiveness of including autistic students. A lack of specific training and adequate resources hinders the implementation of evidence-based practices and contributes to the maintenance of intuitive or poorly grounded strategies. However, the findings suggest that teachers are open to training and greater dialogue among school teams if consistent continuing education programs tailored to multifunctional resource rooms and regular classrooms are offered with the support of a pedagogical support teacher (PAP). Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-02-03T00:00:00Z https://tede.unioeste.br/handle/tede/8342 Title: As Relações entre Pobreza e Aprendizagem nas Diretrizes do Banco Mundial: No Contexto da Pandemia e Pós-Pandemia (2020 2023) Autor: Brancalhão, Erica Costa Primeiro orientador: Zago, Ireni Marilene Abstract: This dissertation, affiliated with the research line Education, Social Policies and the State, of the Graduate Program at the Cascavel-PR Campus, has as its general objective to analyze, within the World Bank's guidelines, the relationships between poverty, learning crisis, and learning poverty during the pandemic and post-pandemic period (2020-2023). The investigation, qualitative in nature, relies on bibliographic and documentary research, involving the analysis of five official World Bank documents published between 2018 and 2024, which address the context of prolonged school closures during the pandemic and the socioeconomic crisis that intensified learning difficulties and social exclusion, especially for vulnerable populations. For the textual analysis of the World Bank's official documents, the IRAMUTEQ software was used, allowing for the identification of discursive patterns, recurring themes and structures, mapping the co-occurrence of terms and the centrality of the discourse around human capital formation. The results demonstrated that the World Bank conceives the learning crisis as a multifaceted phenomenon, combining low proficiency in reading and mathematics with social inequalities and systemic limitations in management, curriculum, and teacher training. The concept of learning poverty emerges as a key indicator of this crisis, functioning as a discursive operator that associates school exclusion with the inability to acquire minimum competencies. The documents converge in recommending integrated approaches, transitioning from school access to teaching quality, with emphasis on rigorous monitoring of results, equity, teacher development, and actions adapted to local contexts. It is concluded that the World Bank consolidates itself as a global architect in the fight against learning poverty, prioritizing metrics and scalable solutions. However, the research highlights that the concept operates as a discourse that legitimizes technical interventions and educational reforms aligned with the interests of capital, often disregarding the complexity and structural causes of poverty, which are inherent to the capitalist system. The effectiveness of its policies stumbles upon the tension between technical efficiency and the indispensable adaptation to local contexts. Addressing poverty, in its multidimensionality, therefore requires overcoming standardized solutions and considering the social, cultural, and historical specificities of each national reality. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2025-12-17T00:00:00Z https://tede.unioeste.br/handle/tede/8331 Title: Bullying Escolar e Comportamento Suicida na Adolescência: Uma Análise de Materiais Jornalísticos Autor: OLIVEIRA, Agda Fernanda Mendes da Silva Primeiro orientador: Schroeder, Tania Maria Rechia Abstract: The recurrence of practices involving humiliation, exclusion, or aggression can intensify psychological suffering and contribute to the development of mental illness. It is within this procedural and cumulative movement that bullying is inscribed, thus constituting a risk of suicidal behavior. Beyond the impacts on mental health, it is observed that the effects of bullying manifest themselves in the context of social relationships and in the school trajectory. These impacts impaired social interaction and school attendance, manifested by social withdrawal and learning difficulties. Considering these aspects, the object of this research is school bullying and suicidal behavior in adolescence, aiming to understand the social representations associated with these phenomena and highlighting the limitations of media discourses. These discourses are frequently permeated by reductionism or an emphasis on sensationalist aspects, which can influence both public perception and the formulation of educational policies aimed at preventing violence and suicide among adolescents. For the analysis of the collected data, we opted for content analysis. From a methodological point of view, this study employed a qualitative approach based on the content analysis of journalistic materials published between 2017 and 2025. The corpus consists of five cases selected according to previously defined criteria: bullying in a school context linked to attempted or completed suicide, originating from the news outlets Campo Grande News, Revista Piauí, R7, Brasil 247 and CGN. The results show that the place of suicide in journalistic narratives is determined not only by objective facts but also by the framing chosen by the media and the disputes over meaning surrounding each case. Depending on the context, the same phenomenon can be treated as an individual psychological problem, an institutional failure, an issue of peer violence, or a result of structural inequalities. It can be concluded that the media plays a significant role in constructing the meanings attributed to bullying and suicide, sometimes broadening their understanding as a social phenomenon and, at other times, reducing them to individual or circumstantial episodes. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-02-23T00:00:00Z https://tede.unioeste.br/handle/tede/8330 Title: O Movimento Todos Pela Educação e a proposta para o Novo Ensino Médio no Brasil Autor: MATOS, Juliana Almeida Primeiro orientador: Zanardini, Isaura Monica Souza Abstract: This dissertation examines how the Todos Pela Educação Movement (TPE) has acted in relation to the State, international organizations, and civil society to shape the policy agenda of the New Secondary Education reform (Novo Ensino Médio) in Brazil. It analyzes how the movement’s discourses, policy documents, and advocacy strategies have contributed to consolidating an educational agenda influenced by the private sector and the neoliberal political economy of education. The study seeks to understand TPE’s influence on the formulation and subsequent reformulation of secondary education policy in Brazil. Specifically, it aims to: (a) examine the historical and political conditions that led to the emergence of the Todos Pela Educação Movement; (b) map its role in shaping debates on educational policy, particularly those concerning secondary education; and (c) analyze technical documents produced by TPE addressing the restructuring of secondary education in order to identify the political project advanced and the intentions underlying its proposals. Methodologically, the research adopts a qualitative approach based on bibliographic and documentary analysis. It is grounded in the dialectical method and informed by a Gramscian theoretical framework. Critical Discourse Analysis (Fairclough, 2001) is employed to examine the primary sources, which include legislation related to the Secondary Education Reform—particularly Provisional Measure No. 746/2016 and Law No. 13,415/2017—as well as policy reports and technical notes produced by TPE and published on its institutional website. Secondary sources were identified through a systematic bibliographic review conducted in academic databases such as SciELO, the Brazilian Digital Library of Theses and Dissertations (BDTD), the Portuguese Open Access Scientific Repository (RCAAP), and the University of Campinas repository. The findings suggest that TPE has become one of the most influential private hegemonic actors in the Brazilian educational field. Through the production of policy knowledge, institutional advocacy, and discursive strategies, the movement advances a political project for secondary education reform aligned with the interests of dominant social groups. This project promotes a flexible curriculum aimed at adapting Brazilian youth to the demands of capitalist sociabilin a context of structural crisis. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2025-10-06T00:00:00Z