https://tede.unioeste.br/handle/tede/558 2026-08-03T19:11:41Z 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 https://tede.unioeste.br/handle/tede/8511 Title: Da ponta do lápis às telas: a formação em leitura e escrita com plataformas na rede estadual paranaense Autor: André, Crislaine Primeiro orientador: Antônio, Clésio Acilino Abstract: This dissertation is the result of a master's research, from the Stricto Sensu Postgraduate Program in Education, at Unioeste, Francisco Beltrão campus – PR, integrated into the research line "Society, Knowledge and Education" and developed with the support of studies and participation in the Research Group "Representations, Spaces, Times and Languages in Educational Experiences" (RETLEE). The research aimed to investigate the interferences of the mandatory implementation of the digital platforms Redação Paraná and Leia Paraná in the pedagogical practices of Redação e Leitura teachers in the municipality of Francisco Beltrão, linked to the state education network. The discussion leveraged here proves relevant for the field of education studies, given the topicality of the theme and the scarcity of published research on this subject to date. In the conceptual domain, the research explores the discussion on technology and society, curriculum, platformization, digital literacy, educational policies, and teacher mediation. The qualitative work used semi-structured interviews with fourteen teachers, transcribed and submitted to data analysis using the IRaMuTeQ software. The statements of the interviewees also underwent discursive textual analysis, aiming at the production of new meanings and understanding of the phenomenon under analysis, through a cycle of deconstruction and reconstruction, resulting in a categorization into four classes: "The demand vs. reality", "Reading processes: between the library and the screen", "Text production processes: between the notebook and the keyboard" and "School organization and Training for platforms". Also, on the methodological level, the research is characterized as a collective case study, considering that the approach analyzes the same phenomenon in different school contexts. The results reveal tensions between the demands of educational policies and the realities experienced in the classroom, highlighting teacher overload, concern about the quality of reading on screens, the challenges of transitioning from manual to digital writing, and the lack of continuous training. The final considerations indicate that the platformization of education, without adequate infrastructure and support, aligns with market and neo-technicist interests, neglecting pedagogical autonomy and the quality of teaching.; Esta disertación es el resultado de una investigación de maestría, del Programa de Posgrado Stricto Sensu en Educación, de la Unioeste, campus de Francisco Beltrão – PR, integrada a la línea de investigación "Sociedad, Conocimiento y Educación" y desarrollada con el apoyo de los estudios y participación en el Grupo de Investigación "Representaciones, Espacios, Tiempos y Lenguajes en Experiencias Educativas" (RETLEE). La investigación tuvo como objetivo investigar las interferencias de la implementación obligatoria de las plataformas digitales Redação Paraná y Leia Paraná en las prácticas pedagógicas de profesores de Redacción y Lectura del municipio de Francisco Beltrão, vinculadas a la red estatal de educación. La discusión aquí planteada se muestra relevante para el campo de los estudios en educación, dada la actualidad del tema y la escasez de investigaciones publicadas sobre este asunto hasta el momento. En el dominio conceptual, la investigación explora la discusión sobre tecnología y sociedad, currículo, plataformización, alfabetización digital, políticas educativas y mediación docente. El trabajo, de enfoque cualitativo, utilizó entrevistas semiestructuradas con catorce docentes, transcritas y sometidas a análisis de datos mediante el software IRaMuTeQ. Las declaraciones de los entrevistados pasaron, además, por análisis textual discursivo, buscando la producción de nuevos sentidos y comprensión del fenómeno en análisis, a través de un ciclo de deconstrucción y reconstrucción, resultando en una categorización en cuatro clases: "La exigencia vs. la realidad", "Procesos de lectura: entre la biblioteca y la pantalla", "Procesos de producción textual: entre el cuaderno y el teclado" y "Organización escolar y Formación para plataformas". También, a nivel metodológico, la investigación se encuadra como un estudio de caso colectivo, considerando que el enfoque analiza el mismo fenómeno en diferentes contextos escolares. Los resultados revelan tensiones entre las exigencias de las políticas educativas y las realidades vividas en el aula, destacándose la sobrecarga docente, la preocupación por la calidad de la lectura en pantallas, los desafíos de la transición de la escritura manual a la digital y la carencia de formación continua. Las consideraciones finales señalan que la plataformización de la educación, sin la debida infraestructura y apoyo, se alinea con intereses mercadológicos y neotecnicistas, descuidando la autonomía pedagógica y la calidad de la enseñanza. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-04-27T00:00:00Z https://tede.unioeste.br/handle/tede/8509 Title: Tecnologias educacionais digitais e o trabalho docente na educação básica: desafios na rede estadual de ensino do Paraná Autor: Miranda, Angélica Brites de Primeiro orientador: Portelinha, Ângela Maria Silveira Abstract: This study is affiliated with the Graduate Program in Education at the Universidade Estadual do Oeste do Paraná (Unioeste), within the research line Culture, Educational Processes, and Teacher Education, and to the research group Educação Superior, Formação e Trabalho Docente (GESFORT). This study examines digital educational technologies, with a particular focus on platformization and its implications for teaching work in the context of public policies.The general objective is to analyze the process of incorporating digital educational technologies into the public state school system of Paraná, Brazil, and to explore their implications for teaching work and teacher autonomy. The study addresses the following research question: how does the increasing use of digital educational technologies in the Paraná state public education system reconfigure teaching work and teacher autonomy? To this end, the specific objectives are: (i) to analyze the presence of digital educational technologies in Basic Education within the Plano Nacional de Educação (2014-2024) and the Base Nacional Comum Curricular (2017); (ii) to identify the educational platforms used by teachers in the Paraná state school system between 2021 and 2025; and (iii) to examine the nature of teaching work and the challenges posed by new forms of digital labor, with particular attention to the implications of the Registro de Classe Online (RCO) for teacher autonomy. The research adopts a bibliographic and documentary approach, based on literature that examines the relationship between work, education, and society from a critical-dialectical perspective. The analysis indicates that transformations resulting from the widespread incorporation of digital educational technologies are reflected in key normative documents of Brazilian education. Within the National Education Plan (2014-2024), five of the twenty established goals (5, 6, 7, 9, and 15) include strategies related to the use and implementation of educational technologies. Similarly, the National Common Curricular Base integrates technology transversally, with four of its ten general competencies directly related to computing and the use of Information and Communication Technologies (ICT). In light of these findings, thirteen digital educational platforms and sixteen applications were identified in the Paraná state school system. Given this range of tools, the study focuses on the Registro de Classe Online (RCO), an electronic system used to record attendance, instructional content/planning, and student assessments. The analysis shows that the intensive use of educational platforms and applications, particularly the RCO, tends to subordinate teachers’ work to pre-structured lessons defined by external authorities. This process reduces teachers to a predominantly technical role centered on content delivery, thereby weakening the authorial, relational, and critical dimensions of pedagogical practice. Furthermore, teachers are compelled to adhere to guidelines established by the Secretaria de Estado da Educação do Paraná, placing them within an educational model shaped by a technical-instrumental rationality aligned with market demands. This dynamic intensifies control over pedagogical work and results in the erosion of teacher autonomy. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-04-15T00:00:00Z https://tede.unioeste.br/handle/tede/8508 Title: Intencionalidade pedagógica dos professores com a plataforma quizizz no 9° ano do ensino fundamental Autor: Santos, Ketlin Thais Rodrigues dos Primeiro orientador: Francischett, Mafalda Nesi Abstract: This dissertation is the result of research conducted within the Master’s Degree Program in Education at the Graduate Program in Education of the Western Paraná State University (UNIOESTE), in the concentration area of Education and the research line Culture, Educational Processes, and Teacher Education. The main objective was to analyze the functioning and pedagogical intentionality involved in the use of the Quizizz digital platform in lower secondary education, considering its application in pedagogical activities developed by teachers. The study is situated within the debate on the integration of digital technologies in basic education. Methodologically, the research adopted a qualitative approach, guided by the historical dialectical materialist method, and was developed through a case study. Data were collected through questionnaires administered to 13 teachers responsible for 9th grade classes in the municipality of Coronel Vivida, Paraná State, Brazil. The results indicate that Quizizz is predominantly used as a supporting resource in gamified activities aimed at reviewing and reinforcing content previously taught in the classroom. However, such use is not always accompanied by specific pedagogical planning. In some cases, its use is imposed on teachers and students as a mandatory requirement, often involving content that has not yet been studied, which generates resistance and dissatisfaction among those involved. Furthermore, factors such as teachers’ lack of time for planning, difficulties in accessing the internet, and socioeconomic inequalities limit access to the platform. These findings reinforce the idea that the adoption of digital technologies alone does not guarantee improvements in the teaching and learning process. The use of Quizizz can contribute to the diversification of pedagogical practices and support the consolidation of learning, provided that it is associated with clear pedagogical intentionality and aligned with the actual conditions of the school, supported by effective policies aimed at assisting teachers. Therefore, the research reaffirms that the integration of digital technologies in education requires critical reflection, planning, and contextualization, avoiding superficial or imposed uses that fail to engage with students’ realities. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-03-30T00:00:00Z