https://tede.unioeste.br/handle/tede/555 2026-10-14T17:00:04Z https://tede.unioeste.br/handle/tede/8696 Title: Entre educação do corpo e da vida: constituição subjetiva de policiais militares do 21.º Batalhão de Francisco Beltrão - PR Autor: Blasius, Jaini Carolaine Primeiro orientador: Maman, Daniela de Abstract: This study was part of the Society, Knowledge, and Education Research Track of the Graduate Program in Education at the State University of Western Paraná, Francisco Beltrão campus – PR, with the aim of investigating the interrelationships among historical, philosophical, sociological, political, and pedagogical dimensions in the training of military police officers, understood in its multidimensional nature, with a view to broadening the understanding of the set of variables that influence the formation of these professionals’ subjectivity. The study began with the following research question: How do the educational processes of the Military Police affect the formation of police officers’ subjectivity, particularly in aspects related to the internalization of institutional values and gender norms, and what impacts do these training processes have on professional identity, institutional practices, and the relationship with the community? The general objective was to understand how police officers internalize and incorporate institutional values and norms and how they analyze, interpret, and reframe these elements within the context of police training and the formation of subjectivity shaped by internal gender relations. To answer these questions, we employed qualitative empirical research, situated within a case study framework, which contributes to the mapping of training practices. This methodological approach involved literature reviews, document analysis, and semi-structured interviews, enabling an analysis of the educational processes that generate knowledge and raise questions about gender in professional public safety training programs. This research provided an opportunity to reflect on the impact of machismo on the formation of professional identities and institutional practices, seeking to highlight how internalized gender norms and values influence the production of subjectivities. Furthermore, it was possible to examine how such dynamics may affect the emotional well-being of police officers and the quality of their relationships and the services they provide to society, thereby contributing to the critical debate on training and work in public safety in contemporary Brazil and its social and institutional implications.; Esta investigación formó parte de la Línea de Investigación Sociedad, Conocimiento y Educación del Programa de Posgrado en Educación de la Universidad Estatal del Oeste de Paraná, campus de Francisco Beltrão (PR), con el objetivo de investigar las interrelaciones entre las dimensiones históricas, filosóficas, sociológicas, políticas y pedagógicas en la formación del policía militar, entendida en su carácter multidimensional, con vistas a ampliar la comprensión del conjunto de variables que influyen en la constitución de la subjetividad de este profesional. Se partió del siguiente problema de investigación: ¿De qué manera los procesos educativos de la Policía Militar afectan a la constitución de la subjetividad del agente, especialmente en los aspectos relacionados con la interiorización de los valores institucionales y las normas de género, y qué repercusiones tienen estas formaciones en la identidad profesional, en las prácticas institucionales y en la relación con la comunidad? El objetivo general fue comprender la forma en que los agentes de policía interiorizan e incorporan los valores y normas institucionales, y cómo analizan, interpretan y re-significan dichos elementos en el contexto de la formación policial y de la constitución subjetiva, atravesada por las relaciones de género en su interior. Para responder a estas preguntas, se recurrió a una investigación cualitativa empírica, enmarcada en el contexto de un estudio de caso, que contribuye a la cartografía de las prácticas formativas. Este enfoque metodológico incluyó una investigación bibliográfica y documental, así como entrevistas semiestructuradas, lo que permitió analizar los procesos educativos que generan conocimientos y plantean cuestiones sobre el género en la formación profesional en materia de seguridad pública. Esta investigación ha propiciado una reflexión sobre el impacto del machismo en la constitución de las identidades profesionales y en las prácticas institucionales, con el objetivo de poner de manifiesto cómo las normas y los valores de género interiorizados influyen en la construcción de las subjetividades. Además, se ha podido examinar cómo dichas dinámicas pueden repercutir en la salud emocional de los agentes de policía y en la calidad de las relaciones y de la atención prestada a la sociedad, contribuyendo al debate crítico sobre la formación y el trabajo en la seguridad pública en la Brasil contemporánea, así como a sus implicaciones sociales e institucionales. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-07-10T00:00:00Z https://tede.unioeste.br/handle/tede/8586 Title: “Laços de afetos”: cartografias do cuidar e educar em diário de bordo Autor: Valdameri, Tainara Oliveira Primeiro orientador: Maman, Daniela de Abstract: This study aims to understand the relevance of affect and affectivity within the context of early childhood education, reflecting on how these dimensions permeate the relationships between teachers and infants and play a role in the processes of subjective formation and learning. The research was conducted within the Graduate Program in Education (master’s level) at the State University of Western Paraná (UNIOESTE), Francisco Beltrão Campus, under the "Society, Knowledge, and Education" research line. The choice of the topic—affectivity in the relationships between teachers and infants in early childhood education—emerged from the researcher's personal and professional experiences in the field of psychology. These experiences were inspired by the works of Baruch Spinoza (2007) regarding the power of affects; Deleuze and Guattari (1995) and Rolnik (2018) regarding subjectivation processes as rhizomatic movements; and grounded in Emmi Pikler’s (2011) educational approach to healthy development, which emphasizes free movement, autonomy, and affective bonds as central pillars. These experiences fostered a more attentive perspective on the relationships and affects involved, reinforcing their importance within the educational environment. The research is guided by the following question: how do the interpersonal relationships formed in the early childhood education environment—particularly those based on affectivity, a welcoming atmosphere, and respect for individuality—contribute to the processes of teaching and learning, development, and the subjective formation of both infants and teachers? In light of this, the study seeks to understand how nursery teachers perceive and experience affectivity during daily interactions with infants; to analyze pedagogical practices that foster the creation of affective bonds and welcoming environments within the nursery routine; and to observe how gestures, touch, gazes, and emotional expressions manifest and mediate the relationships between adults and infants at the institution under study. Methodologically, we adopted a qualitative case study approach, combining a literature review with empirical data collection. The research setting was an infant classroom at a Municipal Early Childhood Education Center (CMEI), selected due to its location between the city center and outlying neighborhoods—a position that allows for engagement with diverse socioeconomic realities, lifestyles, and family structures. Through this methodology, we aim to understand the effects and potential of affectivity within educational relationships and the subjective experiences of both infants and teachers. This study seeks to raise awareness among professionals and educational institutions regarding the importance of affective encounters in the school environment, recognizing them as fundamental elements of the early childhood educational experience. By highlighting the influence of affect and affectivity on human development and pedagogical relationships, the study aims to foster educational practices that are more welcoming, sensitive, and attentive to the unique characteristics of the individuals involved. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-06-26T00:00:00Z https://tede.unioeste.br/handle/tede/8584 Title: A saúde mental do docente: cultura e práticas de cuidado Autor: Antonioli, Andressa Primeiro orientador: Gagliotto , Giseli Monteiro Abstract: This dissertation is the result of a master’s research project from the Graduate Program in Education (PPGEFB) at the State University of Western Paraná (UNIOESTE), Francisco Beltrão campus, in the research line: “Culture, Educational Processes and Teacher Training.” It is a bibliographic study that investigates concepts from the thought of authors in the field of education and psychoanalysis, from a historical perspective, concerning the theme of mental health in education, with a focus on teachers. Based on a theoretical analysis of contributions from thinkers in the areas of education, psychology, psychoanalysis, and mental health, the work explores the construction of subjectivity and the history of mental health in Brazil. In addition, it addresses education and teachers’ mental health, as well as care practices. Thus, the initial methodological step was a theoretical-bibliographic review, involving consultation of publications in the fields of education, mental health, and psychoanalysis, in the BDTDs (Brazilian Digital Library of Theses and Dissertations). Research was also found in CAPES Journal Portal. The study employs content analysis to examine the trajectory of mental health in education, the care practices available in public higher education institutions, as well as the main complaints related to mental health presented by teachers. Our research object, mental health in education, is framed within the method of historical-dialectical materialism to elucidate the characteristics of the historical context of teachers’ mental health, from the perspective of the scientific knowledge of psychoanalytic theory and its contributions to education. Finally, the analysis of these concepts and contexts, through a Marxist philosophical approach and psychoanalytic contributions, makes it possible to understand the current form of teacher malaise and to evaluate the existing care practices in educational institutions, aiming to expand and improve their scope whithin education.; Esta disertación es resultado de una investigación de maestría del Programa de Maestría en Educación (PPGEFB) de la Universidad Estatal del Oeste de Paraná (UNIOESTE), campus Francisco Beltrão-PR, en la línea de investigación: “Cultura, Procesos Educativos y Formación de Profesores”. Se trata de una investigación bibliográfica que indaga conceptos del pensamiento de autores del área de la educación y del psicoanálisis, desde una perspectiva histórica, acerca del tema de la salud mental en la educación, con una mirada dirigida a los docentes. A partir de un análisis teórico de las contribuciones de pensadores de las áreas de la educación, psicología, psicoanálisis y salud mental. El trabajo explora la construcción de la subjetividad de los sujetos, la historia de la salud mental en Brasil. Además, aborda la educación y la salud mental de los docentes, así como prácticas de cuidado. Así, el paso metodológico inicial se dio a partir de una revisión teórico-bibliográfica, realizando consultas a producciones en el área de la educación, la salud mental y el psicoanálisis, en las BDTD (Biblioteca Digital Brasileña de Tesis y Disertaciones). También se encontraron investigaciones en el Portal de Periódicos de CAPES. El estudio recurre al análisis de contenido para examinar la trayectoria de la salud mental en la educación, las prácticas de cuidado disponibles en las universidades públicas de educación superior, así como las principales quejas relacionadas con la salud mental presentadas por los docentes. Nuestro objeto de investigación, la salud mental en la educación, se circunscribe al método del materialismo histórico-dialéctico para dilucidar las características del contexto histórico de la salud mental de los docentes, bajo la perspectiva de los conocimientos científicos de la teoría psicoanalítica y sus contribuciones a la educación. Por último, el análisis de estos conceptos y contextos, mediante un enfoque filosófico marxista y aportes psicoanalíticos, permite comprender el nombre del malestar docente y evaluar las prácticas de cuidado existentes en las instituciones educativas, com el fin de ampliar y mejorar su alcance en la educación. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-04-30T00:00:00Z https://tede.unioeste.br/handle/tede/8521 Title: O processo de elaboração das diretrizes curriculares nacionais para formação de professores (2002-2024): implicações para a reformulação dos cursos de pedagogia Autor: Rajewski , Francieli Aparecida de Cristo Claro Primeiro orientador: Portelinha, Ângela Maria Silveira Abstract: This dissertation is part of Research Line I – Culture, Educational Processes, and Teacher Education – within the Graduate Program in Education (PPGE) at the State University of Western Paraná (Unioeste), Francisco Beltrão campus, and is aligned with the activities of the Research Group on Higher Education, Teacher Education, and Work (GESFORT), which examines policies and processes related to teacher preparation. The general aim was to analyze the process of developing the National Curriculum Guidelines for Teacher Education (DCNFPs) between 2002 and 2024, as well as their implications for the reformulation of Pedagogy programs. The central research question was: How did the process of developing the DCNFPs unfold between 2002 and 2024, and what were its implications for the reformulation of Pedagogy programs? To address this, the study pursued three specific objectives: to identify the extent to which the principles and orientations of the 2002 DCNFPs were incorporated into the 2006 National Curriculum Guidelines for Pedagogy Programs (DCNCPs); to analyze which principles and conceptions from the 2006 DCNCPs were subsumed into the 2015 DCNFPs; to examine the mobilization of educators advocating for the repeal of the 2019 DCNFPs and the immediate reinstatement of the 2015 guidelines, with a focus on continuities, ruptures, and tensions in current teacher education policy and its implications for Pedagogy programs. The research adopted a qualitative approach, based on bibliographic and documentary analysis, developed from a critical-dialectical perspective. The sources consisted of official documents from the Brazilian government, available on the Ministry of Education (MEC) website, particularly resolutions and opinions issued by the National Education Council (CNE) concerning teacher education policies during the period studied. The data were organized and discussed across three chapters. The first examined the socio-historical movement that led to the drafting of the DCNFPs (Resolution CNE/CP No. 1/2002) and the DCNCPs for undergraduate Pedagogy programs (Resolution CNE/CP No. 1/2006), considering the political, economic, and social conditions shaping these processes. The second chapter analyzed the drafting of Resolution CNE/CP No. 2/2015, comparing it with the 2006 guidelines. The third chapter contextualized the drafting of Resolutions CNE/CP No. 2/2019 and No. 4/2024, as well as the mobilization of educators defending the repeal of the 2019 resolution and the reinstatement of the 2015 guidelines. The study concludes that the current 2024 DCNFPs do not grant centrality to Pedagogy programs, nor do they recognize them as a field of Educational Science. Instead, they restrict their scope to the preparation of teachers for Early Childhood Education and the initial years of Elementary Education. The adaptation of programs to Resolution CNE/CP No. 4/2024 is likely to require curricular revisions that may result in the loss of historical and formative specificities of Pedagogy, whose field of practice encompasses both school and non-school contexts. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-05-19T00:00:00Z