https://tede.unioeste.br/handle/tede/460 Tue, 16 Jun 2026 10:10:17 GMT 2026-06-16T10:10:17Z https://tede.unioeste.br/handle/tede/8432 Title: Cultura científica e qualidade de vida no programa “Felicidade do idoso “ensinando ciência em espaços não formais Autor: Borchart, Saulo Augusto Primeiro orientador: Malacarne , Vilmar Abstract: This dissertation investigates the FeliCidade do Idoso Program, developed in Cascavel (Paraná, Brazil), as a public policy aimed at promoting active aging and citizenship, with an emphasis on the presence of scientific culture in non-formal educational spaces. The objective was to understand how the incorporation of science, in its various cultural manifestations, contributes to improving the quality of life of participating older adults and to the construction of more autonomous and conscious everyday practices. The methodology adopted followed a mixed-methods (qualitative– quantitative) approach. The WHOQOL-Bref questionnaire was administered to older adults attending the program, and semi-structured interviews were conducted with 15 professionals involved, including lecturers, workshop facilitators, and coordinators. Data analysis made it possible to observe how scientific knowledge is integrated into the educational, social, and health-related practices developed within the program, and how this integration impacts older adults’ perceptions of their own quality of life. The results indicate that the program promotes a concrete connection between science and the everyday lives of older adults through activities such as health lectures, nutrition workshops, guided physical exercise, cognitive games, and cultural experiences. These actions are carried out by professionals who act as mediators of scientific knowledge, translating concepts and practices in an accessible, contextualized manner adapted to the needs of this population. This dynamic constitutes a practice of disseminating scientific culture, as it helps older adults understand science as part of their lives and daily decision-making. The analysis of the interviews allowed the perceptions to be grouped into three categories: (1) bringing science education closer to everyday life; (2) scientific culture as a tool for autonomy; and (3) science as an instrument of social inclusion. It was observed that participating older adults demonstrate greater engagement in activities when they understand the practical usefulness of the knowledge conveyed, which fosters autonomy and physical, mental, and social well-being.It is concluded that the FeliCidade do Idoso Program represents an experience of articulation between science, culture, and public policies by transforming scientific knowledge into a tool for inclusion and the appreciation of older adults. The presence of scientific culture in a non-formal space proves to be relevant not only for the dissemination of knowledge, but also as a mechanism for strengthening citizenship, intergenerational interaction, and dignity in aging. It is therefore an effective, sustainable, and replicable model for integrating science into everyday life, with concrete impacts on the quality of life of the older population. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Thu, 26 Mar 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8432 2026-03-26T00:00:00Z https://tede.unioeste.br/handle/tede/8429 Title: A avaliação em matemática: da Reforma Francisco Campos à Lei de Diretrizes e Bases da Educação Nacional de 1996 Autor: Severo, Leonardo Primeiro orientador: Ribeiro, Dulcyene Maria Abstract: The teaching and learning process is rooted in the history of society itself, and the Brazilian context is no different. To understand this process, it it possible to examine the Brazilian education system and its historical construction. Mathematics assessment is linked to the pedagogical frameworks that guide educational systems, adopting different perspectives over time and serving the interests of Brazilian society across various historical periods. But how, has mathematics assessment been expressed throughout the history of the Brazilian school system? The general objective of this study was to analyze the approach given to assessment in mathematics teaching within the Brazilian educational context between the Francisco Campos Reform (1931) and the Law of Guidelines and Bases of National Education (LDB) of 1996, including the evaluative conceptions and practices expressed in the educational policies and curricular documents of the period. This study characterized as qualitative research, characterized as historical-bibliographic research. The theoretical framework was based on books, theses, dissertations and scientific articles published in journals or conference proceedings, such as studies by Barlow (2006), Dallabrida (2009, 2014), Fiorentini (1995), Hadji (1994), Luckesi (1999, 2002, 2021) and Valente (2008, 2012). The study discussed the Francisco Campos (1931) and Capanema (1942) Reforms, the Law of Guidelines and Bases of National Education (1961) and the Laws of Guidelines and Bases of Education (1971, 1996). For data production, a documentary analysis was performed. This analysis was based on the following categories: representations of mathematics assessment, evaluative practices and knowledge established over time in mathematics teaching. The results pointed to the materialization of a predominantly classificatory assessment, even if showing interest in formative aspects. Assessment is not merely a technical procedure; its materialization is a cultural and historical object. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Fri, 06 Mar 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8429 2026-03-06T00:00:00Z https://tede.unioeste.br/handle/tede/8421 Title: Entre Tecnologias Digitais e Transdisciplinaridade: O Ensino Híbrido como caminho para o sentido do aprender na Era Digital Autor: Mesquita, Sandra Valéria Dalbello de Primeiro orientador: Dal Molin, Beatriz Helena Abstract: Remote learning, driven by the Covid-19 pandemic, revealed the problem of technology use in education, resulting from the absence of effective changes in pedagogical strategies, beliefs, and attitudes within the school community. Therefore, this thesis focuses on the use of pedagogical approaches such as active methodologies (hybrid learning) and transdisciplinarity for teaching mediated by digital information and communication technologies. Understanding the meaning of learning from this perspective and in the present day constitutes a fundamental axis for defending the thesis that these approaches have the potential to foster innovative pedagogical practices, endowed with greater meaning and power to engage with reality and the environment in which the student is immersed. Thus, the investigation centered on answering the following question: what is the meaning of learning in the digital age? To this end, the general objective was to understand the meaning of learning from digital technologies, hybrid learning, and transdisciplinarity. Specifically, this research aims to contribute to teacher training in the identification, analysis, and application of meaningful and personalized pedagogical practices, grounded in the principles of blended learning and transdisciplinarity, with the goal of developing critical, autonomous students capable of navigating complex networks of knowledge; and to create assemblage on transdisciplinarity as an integrating axis and blended learning as a rhizomatic environment. This is a theoretical-conceptual research project, based on a critical literature review, drawing on authors such as Dal Molin, Pierre Lévy, Edgar Morin, Basarab Nicolescu, Hugo Assmann, Deleuze, and Guattari. The methodological approach prioritizes the articulation between concepts, avoiding a merely descriptive approach in favor of an interpretative and propositional reading. From this perspective, hybrid learning is configured as a space for the rhizomatic production of knowledge, and transdisciplinarity is assumed as an epistemological principle that transcends curricular integration, operating as an ethical-political gesture aimed at understanding the complexity of reality. It favors the articulation between scientific, cultural, social, and subjective knowledge, repositioning learning as an integral human experience. By relating concepts of transdisciplinarity, hybrid learning, and the rhizome, we find the possibility of presenting a teaching/learning approach capable of reconnecting knowledge that, connected with different areas, completes the human being and brings meaning to their actions and existence.; El aprendizaje remoto, impulsado por la pandemia de Covid-19, reveló la problemática del uso de las tecnologías en la educación, resultante de la ausencia de cambios efectivos en las estrategias pedagógicas, creencias y actitudes de la comunidad escolar. Por lo tanto, esta tesis se centra en el uso de enfoques pedagógicos como las metodologías activas (aprendizaje híbrido) y la transdisciplinariedad para la enseñanza mediada por las tecnologías digitales de la información y la comunicación. Comprender el significado del aprendizaje desde esta perspectiva y en la actualidad constituye un eje fundamental para defender la tesis de que estos enfoques tienen el potencial de fomentar prácticas pedagógicas innovadoras, dotadas de mayor significado y poder para involucrarse con la realidad y el entorno en el que está inmerso el estudiante. Por lo tanto, la investigación se centró en responder a la siguiente pregunta: ¿cuál es el significado del aprendizaje en la era digital? Para ello, el objetivo general fue comprender el significado del aprendizaje a partir de las tecnologías digitales, el aprendizaje híbrido y la transdisciplinariedad. Específicamente, esta investigación busca contribuir a la formación docente en la identificación, análisis y aplicación de prácticas pedagógicas significativas y personalizadas, basadas en los principios del aprendizaje combinado y la transdisciplinariedad, con el objetivo de desarrollar estudiantes críticos y autónomos capaces de navegar por redes complejas de conocimiento; y crear agenciamentos sobre la transdisciplinariedad como eje integrador y el aprendizaje combinado como entorno rizomático. Se trata de un proyecto de investigación teórico-conceptual, basado en una revisión crítica de la literatura, con autores como Dal Molin, Pierre Lévy, Edgar Morin, Basarab Nicolescu, Hugo Assmann, Deleuze y Guattari. El enfoque metodológico prioriza la articulación entre conceptos, evitando un enfoque meramente descriptivo en favor de una lectura interpretativa y proposicional. Desde esta perspectiva, el aprendizaje híbrido se configura como un espacio para la producción rizomática de conocimiento, y la transdisciplinariedad se asume como un principio epistemológico que trasciende la integración curricular, operando como un gesto ético-político dirigido a comprender la complejidad de la realidad. Favorece la articulación entre el conocimiento científico, cultural, social y subjetivo, reposicionando el aprendizaje como una experiencia humana integral. Al relacionar los conceptos de transdisciplinariedad, aprendizaje combinado y rizoma, encontramos la posibilidad de presentar un enfoque de enseñanza/aprendizaje capaz de reconectar conocimientos que, conectados con diferentes áreas, completan al ser humano y dan sentido a sus acciones y existencia. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese Tue, 24 Feb 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8421 2026-02-24T00:00:00Z https://tede.unioeste.br/handle/tede/8419 Title: Repercussões mentais e físicas em idosos após internação na Unidade de terapia intensiva por COVID-19 Autor: Ibrahim, Saluhu Primeiro orientador: Rodrigues, Rosa Maria Abstract: The Covid-19 virus is highly contagious and easily penetrates the airways, initially attacking the lungs and spreading to other organs, with a high potential to cause damage and death. Common symptoms include headaches, sore throats, flu-like symptoms, fever, cough, fatigue, dyspnea, tiredness, loss of taste, nasal congestion, nasal discharge, nausea and vomiting, and digestive problems such as diarrhea. Furthermore, it has the potential to cross the blood-brain barrier, leading to neural disturbances that can persist for days, weeks, months, or even longer, resulting in various problems such as depression, anxiety, forgetfulness, and insomnia. The elderly are the most affected due to immunodeficiency and chronic conditions. The objective of this study was to understand the perception of elderly individuals admitted to the Intensive Care Unit due to Covid-19 infection regarding the mental and physical repercussions after infection. Methodology: This is an exploratory, descriptive, and field study with a qualitative approach, conducted with elderly individuals who were admitted to the Intensive Care Unit of a university hospital located in the western region of Paraná. Data was retrieved from the electronic medical records of elderly individuals diagnosed with and admitted to the Intensive Care Unit due to Covid-19. Semi- structured interviews were conducted, recorded with an MP3 player, validated by the participants, transcribed, and analyzed using Bardin's method. Results: The study included 11 participants aged between 64 and 80 years. The findings indicated that the majority of the elderly were female (54.54%), aged between 70 and 80 years (63.64%), white (54.55%), married (45.45%), with completed primary education (90.90%), retired, and with an income equivalent to one minimum wage (90.90%). All participants reported some type of impairment resulting from Covid-19, with varying impacts, some presenting more pronounced consequences in the mental sphere, while others had more significant repercussions in the physical aspect. Final considerations: The study evidenced psychological, emotional and physical changes caused by Covid-19. Therefore, it is imperative to direct specialized attention to this population to mitigate the long-term consequences. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Tue, 10 Mar 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8419 2026-03-10T00:00:00Z