https://tede.unioeste.br/handle/tede/535 2026-10-01T15:39:56Z https://tede.unioeste.br/handle/tede/8677 Title: Experiências de uma professora surda na UNILA: o ensino de Libras em contexto de pluralidade linguística Autor: Yatim, Nahla Primeiro orientador: André, Tamara Cardoso Abstract: Decree No. 5.626 of 2005, which regulated the 2002 law officializing the Brazilian Sign Language (Libras), mandated Libras as a required subject in teacher training, higher education teaching, and speech-language pathology programs, while making it an elective subject in other programs at the country's public and private higher education institutions. This research addresses the following question: what are the difficulties and advantages of teaching Libras in a classroom with students from various countries who speak different languages? The general objective is to examine the challenges encountered in teaching the subject as an additional language at UNILA by understanding how Libras instruction unfolds in classrooms with international students-particularly non-Portuguese speakers in order to offer curricular suggestions that contribute to greater efficiency in the teaching-learning process. To this end, the specific objectives include compiling a corpus of difficulties, possibilities, and teaching strategies regarding Libras as an additional language in multilingual and plurilingual contexts, as well as identifying gaps, specifically the absence of essential content-in the course syllabi. The study presents a first-person account of the author's teaching experience at UNILA and proposes a syllabus framework for Libras as an additional language in higher education. The study adopted an autobiographical narrative methodology, depicting the teaching-learning process for this subject at a university dedicated to the integration of students from various Latin American countries.; El Decreto n.º 5.626 de 2005, que reglamentó la ley de creación de la Lengua Brasileña de Señas (Libras), de 2002, estableció la asignatura de Libras como obligatoria en los programas de formación docente, en los cursos de formación del magisterio superior y en fonoaudiología, y como optativa en los demás programas existentes en las instituciones públicas y privadas de educación superior del país. La presente investigación parte de la siguiente pregunta: ¿cuáles son las dificultades y las ventajas de la enseñanza de Libras en el aula con estudiantes provenientes de distintos países y hablantes de diferentes lenguas? El objetivo general es problematizar los desafíos encontrados en la enseñanza de la asignatura como lengua adicional en la UNILA, a partir de la comprensión de cómo se desarrolla la enseñanza de Libras en el aula con estudiantes internacionales, especialmente aquellos que no hablan portugués, con el fin de presentar propuestas curriculares que contribuyan a una mayor eficacia en el proceso de enseñanzaaprendizaje. Para ello, los objetivos específicos son la construcción de un corpus sobre las dificultades, posibilidades y estrategias de enseñanza de la asignatura de Libras como lengua adicional en contextos multilingües y plurilingües, así como la identificación de las lagunas, especialmente la ausencia de contenidos esenciales, en los programas de la asignatura. Para ello, se presenta un relato de experiencia personal, en primera persona, en el ejercicio de la docencia en la UNILA, así como la propuesta de una base para un programa de la asignatura de Libras como lengua adicional en la educación superior. La metodología adoptada es la narrativa autobiográfica, que retrata el proceso de enseñanza aprendizaje de la asignatura en una universidad de integración, cuyos estudiantes provienen de diversos países de América Latina. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese 2026-06-09T00:00:00Z https://tede.unioeste.br/handle/tede/8663 Title: Avaliações diagnósticas em larga na Educação Infantil no município de Foz do Iguaçu - PR Autor: Azevedo, Dilane Cardoso de Primeiro orientador: Pires, Mateus Marchesan Abstract: Large-scale assessments are widely adopted and recognized by the global educational community; specifically in Brazil, their implementation began in the 1990s, coinciding with the growing influence of neoliberal policies in the field of education. Currently, key assessments in basic education include the Basic Education Assessment System (SAEB), the National Exam for the Certification of Competencies for Youth and Adults (ENCCEJA), and the National High School Exam (ENEM). Although these assessments are presented as tools designed to measure educational quality and inform public policy formulation, their expansion has sparked debate regarding their effects on the curriculum, teaching practice, and the teaching-learning process. In the municipality of Foz do Iguaçu (Paraná), the Municipal Department of Education introduced diagnostic assessments for "Infantil 4" and "Infantil 5" classes (early childhood education groups for 4- and 5-year-olds) in 2021, initially aiming to identify the impact of the COVID-19 pandemic on children's learning. However, these assessments began to take on characteristics typical of large-scale assessments, impacting pedagogical practice. In this context, this research aimed to analyze the implementation of diagnostic assessments in early childhood education—specifically for the "Infantil 4" and "Infantil 5" groups—in Foz do Iguaçu since 2021, seeking to understand their specific features and their impact on the organization of pedagogical work. The research is grounded in the premises of Historical-Cultural Psychology and critical discussions on educational assessment, drawing notably on the work of Vygotsky (1998, 2010, 2021), Facci (2004), Leontiev (2004), Daniels (1999), Lazaretti (2020), Morais and Malanchen (2025), Hadji (2001), Saviani (2020), and Luckesi (2011), among others. This is a qualitative study conducted through bibliographic and documentary research and a case study. Data were gathered via semi-structured interviews with early childhood education teachers from one Municipal Early Childhood Education Center (CMEI) in each of the municipality's twelve regions. The results demonstrate that the implementation of diagnostic assessments has brought early childhood education closer to the logic of large-scale assessments, impacting the organization of pedagogical work, the planning of teaching practices, and teacher autonomy.; Las evaluaciones a gran escala son ampliamente difundidas y reconocidas por la comunidad escolar global. Específicamente en Brasil, estas evaluaciones comenzaron a implementarse en la década de 1990, con la creciente influencia de las políticas neoliberales en el campo de la educación. Actualmente, entre las principales evaluaciones en la educación básica se encuentran: el Sistema Nacional de Evaluación (SAEB), el Examen Nacional para la Certificación de Competencias de Jóvenes y Adultos (ENCCEJA) y el Examen Nacional de Bachillerato (ENEM). Si bien estas evaluaciones se presentan como instrumentos diseñados para medir la calidad de la educación y apoyar la formulación de políticas públicas, su expansión ha generado debates sobre sus efectos en el currículo, la labor docente y los procesos de enseñanza y aprendizaje. En el municipio de Foz do Iguaçu (PR), la Secretaría Municipal de Educación implementó evaluaciones diagnósticas en 2021 para las clases de Kindergarten 4 y Kindergarten 5, inicialmente con el objetivo de identificar los impactos de la pandemia de Covid-19 en el aprendizaje de los niños. Sin embargo, estas evaluaciones han adquirido características propias de evaluaciones a gran escala, generando repercusiones en el trabajo pedagógico. En este contexto, esta investigación tuvo como objetivo analizar la implementación de evaluaciones diagnósticas en Educación Infantil, específicamente en las clases de Infantil 4 y Infantil 5, en el municipio de Foz do Iguaçu, desde 2021, buscando comprender sus especificidades e impactos en la organización del trabajo pedagógico. La investigación se fundamenta en los postulados de la Psicología Histórico-Cultural y en debates críticos sobre evaluación educativa, con énfasis en Vygotsky (1998, 2010, 2021), Facci (2004), Leontiev (2004), Daniels (1999), Lazaretti (2020), Morais y Malanchen (2025), Hadji (2001), Saviani (2020) y Luckesi (2011), entre otros autores. Se trata de un estudio de investigación cualitativa, desarrollado a través de investigación bibliográfica y documental, y un estudio de caso. Los datos se recopilaron mediante entrevistas semiestructuradas con docentes de educación infantil de un Centro Municipal de Educación Infantil (CMEI) en cada una de las doce regiones del municipio. Los resultados demuestran que la implementación de evaluaciones diagnósticas ha acercado la educación infantil a la lógica de las evaluaciones a gran escala, impactando la organización del trabajo pedagógico, la planificación de las prácticas docentes y la autonomía de los docentes. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-08-11T00:00:00Z https://tede.unioeste.br/handle/tede/8662 Title: Análise epidemiológica: ocorrência de doenças invasivas pelo Streptococcus pyogenes Autor: Araújo, Adriane Roberta Revolta de Primeiro orientador: Silva-Sobrinho, Reinaldo Antonio Abstract: Objective: To analyze the morbidity and mortality of invasive diseases caused by Streptococcus pyogenes in a trinational border municipality, estimating epidemiological indicators of hospitalization and lethality, characterizing the sociodemographic and clinical profile of the cases, and identifying factors associated with death. Methods: An epidemiological, descriptive, and cross-sectional study was conducted with 41 cases of invasive Streptococcus pyogenes diseases reported in Foz do Iguaçu, Paraná, Brazil, between 2023 and 2025. Sociodemographic and clinical characteristics and patient outcomes were analyzed using descriptive statistics, Chi-square test and multiple logistic regression. Results: Among the 41 cases analyzed, there was a predominance of females (56.1%), adults (53.7%) and residents of Brazil (92.7%). Skin and soft tissue infections accounted for the main infectious focus (39.0%), followed by pulmonary infections (26.8%). Among the patients, 26.8% had comorbidities and 29.3% died. The most frequent signs and symptoms were fever (81.8%), pain (48.5%), hyperemia/purpura/rash (45.5%) and edema (45.5%). The most used antimicrobials were clindamycin (59.4%) and ceftriaxone (50.0%). Lethality remained high and stable during the period analyzed, ranging from 27.3% to 30.4%, with no statistically significant difference between the years (p=0.9812). The logistic regression model did not identify a statistically significant association between death and the sociodemographic or clinical variables evaluated. Conclusions: Invasive diseases caused by S. pyogenes showed high lethality in the city studied, with a predominance of cases in adults, women, and individuals with skin and soft tissue involvement. Although no factors associated with death were identified, the results highlight the epidemiological relevance of these infections in the triple border region and reinforce the need to strengthen epidemiological surveillance, laboratory diagnostic capacity, and early recognition of severe cases. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-07-17T00:00:00Z https://tede.unioeste.br/handle/tede/8650 Title: Aderência às práticas ESG em uma instituição pública de ensino superior: As lacunas entre as ações realizadas pela instituição e as percepções da comunidade acadêmica Autor: França, Luiz Fernando Primeiro orientador: Damke, Elói Junior Abstract: A growing body of research has focused on understanding how organizations implement environmental, social, and governance (ESG) management practices. However, investigations analyzing the proxies that comprise these practices and how they are perceived by stakeholders are still scarce. In this context, this study analyzes adherence to ESG practices in a federal educational institution, from the perspective of internal and external stakeholders, using the Foz do Iguaçu Campus of the Federal Institute of Paraná (IFPR) as a case study. The research adopts a qualitative, descriptive approach, using document analysis of Management Reports and the Sustainable Logistics Plan (PLS), semi-structured interviews, and observations conducted in the institutional environment. The data were analyzed using content analysis techniques, with the support of Atlas.ti software. The results indicate the existence of relevant actions aligned with ESG principles, especially in the environmental and social dimensions, such as energy efficiency initiatives, environmental preservation, inclusion, and extension projects. However, opportunities for improvement were identified related to the adequacy of the Sustainable Logistics Plan (PLS) and its respective reports, as well as waste management, strengthening communication channels, and increasing the ownership of institutional initiatives by different audiences. It is concluded that, despite the progress observed, there is a need to strengthen governance and stakeholder engagement in order to raise the level of institutional ESG maturity and expand the generation of public value aligned with the 2030 Agenda. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-07-14T00:00:00Z