https://tede.unioeste.br/handle/tede/582 2026-10-15T01:10:49Z https://tede.unioeste.br/handle/tede/8697 Title: Tipos de tempo atmosférico e bioclimatologia humana: aplicações para o ensino fundamental em uma escola rural Autor: Ulkoski, Dirce Sandra Vorpagel Primeiro orientador: Limberger, Leila Abstract: This study investigated the relationship between meteorological conditions and the teaching-learning process in a rural municipal school in the municipality of Marechal Cândido Rondon, Paraná. The research was based on the premise that atmospheric elements and meteorological variations may influence individuals’ health and wellbeing, affecting their ability to concentrate and their academic performance. Questionnaires were administered to both students and teachers in order to understand how they perceive the relationship between weather conditions and learning. The collected data were tabulated using Microsoft Excel software, and the results were organized into graphs. It was found that most students recognize the impact of weather conditions on health, well-being, and academic life. The results indicate a preference for cloudy days and mild temperatures. High temperatures were associated with restlessness and difficulty concentrating during classes; on the other hand, students perceived low temperatures as contributing to difficulties in content comprehension. The analysis also unanimously showed that high temperatures negatively affect outdoor school activities. Regarding the results obtained from the questionnaires administered to teachers, it became evident that they unanimously recognize the influence of atmospheric conditions on students’ teaching and learning processes. According to these respondents, temperature variations and the proximity of rainfall events affect students’ behavior, causing agitation, restlessness, and even emotional reactions such as fear or distress. In response, teachers adopt flexible and supportive pedagogical practices aimed at maintaining students’ emotional balance. To complement the interview results, the “Weather Poster” methodology was developed, in which the teacher/researcher recorded the daily meteorological conditions and the students’ overall behavior. The results indicate an association between days with lower temperatures and more participatory behavior. Conversely, days with higher temperatures were associated with agitation. These findings highlight the importance of considering the physical and climatic environment in educational institutions. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-05-29T00:00:00Z https://tede.unioeste.br/handle/tede/8691 Title: Geotecnologias no ensino de Geografia: práticas e percepções docentes nos 4º e 5º anos da rede municipal de Marechal Cândido Rondon-PR Autor: Markus, Daniete Elisa Eninger Primeiro orientador: Cunha, José Edézio da Abstract: This study examines the use of geotechnologies as a teaching tool in geography classes for the early years of primary education in the municipality of Marechal Cândido Rondon, Paraná. It was developed within the "Dynamics and Environmental Management in Subtropical Zones" research area of the Graduate Program in Geography at the State University of Western Paraná (UNIOESTE), Marechal Cândido Rondon Campus. This research aims to investigate the adoption of geotechnologies in the fourth and fifth grades of the 18 municipal schools in Marechal Cândido Rondon between 2024 and 2026, seeking to gain a deeper understanding of how they are utilized and the challenges limiting their more effective integration. The rapid adoption of digital technologies in schools and shifting student interests necessitate the adoption of new methodologies; thus, this study explores methodological alternatives suited to this context. Through a systematic literature review, the work analyzes the use of geotechnologies—such as Google Maps, Google Earth, digital cartography, and interactive maps—in geography classes, as well as teachers' perceptions regarding proposed practices and pedagogical potential. The theoretical framework encompasses concepts such as geoprocessing, geographic information systems (GIS), remote sensing, and geolocation, considering their pedagogical relevance and the specific characteristics of geography education in the early years. The study employs a qualitative design with descriptive and exploratory characteristics, integrating a literature review with data collection via an electronic questionnaire administered to teachers in the municipal school system. The total number of teachers who responded to the survey constitutes a representative sample for the study. This methodological approach enabled the identification and analysis of teachers' perceptions regarding the potential use of geotechnologies within their respective schools, providing an in-depth understanding of their views on the feasibility and applicability of these technological tools in their specific educational contexts. Subsequently, data were collected on the geotechnological practices adopted by these teachers as methodological aids. The results include a positive assessment of geotechnology use, the systematization of activities gathered from teachers, the identification of best practices, the formulation of proposals based on these suggestions, an understanding of pedagogical relevance, contributions to the theoretical framework, and guidelines for future implementation—all offering valuable insights for enhancing the integration of geotechnologies into geography education. However, the research also revealed significant challenges faced by teachers, most notably a lack of specific training and adequate preparation for using these technologies, as well as a limited range of equipment necessary for their effective classroom implementation. The use of geotechnologies in schools has generally been sporadic and unsystematic, often restricted to the digital interactive whiteboard—a fixed, teacher-centered tool that limits activities designed to foster student autonomy and active engagement. This setup can hinder collaborative practices, the development of inquiry skills, and the exploratory use of tools by students, although—despite these obstacles—it does not entirely prevent the execution of certain tasks. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-06-30T00:00:00Z https://tede.unioeste.br/handle/tede/8637 Title: Precariedade do trabalho e migração: uma análise a partir da integração de migrantes paraguaios em Mercedes/PR (2020-2026) Autor: Probst, Daiane Tais Primeiro orientador: Campos, Bruno Ferreira Abstract: This dissertation aims to analyze the contradictions present in the integration of the migrant population in the municipality of Mercedes (PR), located on the border between Brazil and Paraguay, taking labor as the central analytical category. The research is guided by the problem of understanding how the municipality manages migration and cross-border labor relations, and to what extent this management contributes to reproducing or challenging the socioeconomic inequalities characteristic of capitalism in border areas. Methodologically, a qualitative approach is adopted, grounded in historical-dialectical materialism, based on bibliographic review, document analysis, field observation, and semi-structured interviews conducted with migrants, employers, public authorities, and institutional agents. The results show that migration to Mercedes is directly associated with material living conditions, being primarily motivated by the search for employment, better wages, and access to basic public services such as health and education. It is observed that migrants are predominantly inserted into lowskilled sectors, such as construction, agro-industry, clothing manufacturing, and services, characterized by low wages, informality, and job instability. The interviews reveal that, although labor enables permanence in the territory, it occurs under conditions marked by precariousness and subordination, evidencing a form of subordinate integration into the local labor market. At the same time, access to universal public policies contributes to the reproduction of life, albeit in a limited manner and not specifically structured for the migrant population. The analysis also demonstrates that municipal public management operates in a fragmented and reactive way, without the consolidation of specific policies aimed at migrants, reinforcing their condition of institutional invisibility. In this context, cross-border governance appears as a secondary element, marked by structural limitations and low effectiveness in promoting social integration. It is concluded that labor simultaneously constitutes a means of integration and a mechanism for reproducing inequalities, revealing that the migrant presence in Mercedes (PR) is embedded in the structural contradictions of capitalism in border territories, where possibilities for permanence coexist with limits to full social integration Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-06-03T00:00:00Z https://tede.unioeste.br/handle/tede/8605 Title: O acolhimento das crianças migrantes haitianas nos Centros Municipais de Educação Infantil em Toledo - PR Autor: Kern, Aionã Vieira do Prado Primeiro orientador: Campos, Bruno Ferreira Abstract: This dissertation investigates the welcoming process of Haitian migrant children in the Municipal Centers for Early Childhood Education (CMEIs) in Toledo, Paraná. Given the significant increase in international migratory flows to Brazil, and specifically to Western Paraná, this research examines to what extent educational institutions are prepared for the integration of this population. The study adopts a qualitative, exploratory approach structured in three stages: a literature review; an analysis of data from official sources such as IBGE and INEP; and field research conducted through semi-structured interviews with public administrators, educators, and Haitian families. The selection of the schools for the field study was based on the areas with the highest concentration of Haitian children enrollments in the municipality. The results demonstrate that, although access to education is guaranteed, effective welcoming is hindered by a "normative vacuum" and a lack of specific institutional guidelines, which delegates the individual responsibility for managing intercultural complexities to educators. It was identified that the language barrier constitutes the most immediate obstacle, hindering the bond between school and family and full curricular integration. On the other hand, the teachers' affectivity and the children's rapid adaptation emerge as facilitators of the process. The analysis also shows that the distribution of migrants in Toledo - PR is concentrated in areas near industrial hubs, generating specific demands for the CMEIs in these regions. It is concluded that, despite the municipality's progress in seeking improvements, it is still necessary to advance in continuing education policies and pedagogical practices that do not merely "treat everyone as equals," but instead recognize and value different cultural identities within the school environment, requiring the implementation of structured public policies. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação 2026-06-10T00:00:00Z