https://tede.unioeste.br/handle/tede/507 Fri, 19 Jun 2026 12:32:41 GMT 2026-06-19T12:32:41Z 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/8415 Title: Letramento em saúde e educação integral em sexualidade: percepções e desafios de professores em formação continuada Autor: Simch, Francielle Brustolin de Lima Primeiro orientador: Meglhioratti, Fernanda Aparecida Abstract: Health Literacy (HL) serves as a tool for critically interpreting the world and exercising citizenship. However, the effective application of this concept in Science Teaching, especially in the field of human sexuality, still faces biological reductionism and a lack of spaces for teacher reflection. This research aimed to investigate HL and its articulation with Science Teaching, from the perspective of teachers participating in a continuing education course focused on Comprehensive Sexuality Education (CSE). The specific objectives sought to: 1) associate the skills proposed by the National Common Curricular Base (BNCC) with HL and the Social Determinants of Health (SDH); 2) identify the articulation between HL and teaching within an extension activity; 3) analyze teacher perception regarding HL and sexuality; and 4) understand the implications of the training for pedagogical practice. This is a qualitative research study involving eight elementary school teachers. Data were collected through a didactic sequence across four meetings, using focus groups, questionnaires, problem-solving situations, interviews, field diaries, and materials produced by the teachers. The data analysis followed Bardin’s Content Analysis. The results revealed that, in the BNCC, determinants such as economic and biological aspects are emphatic, while themes such as labor, respect for human diversity, support networks, and basic sanitation are incipient. It was identified that, although the teachers possess basic health knowledge, they feel unprepared to address the topic. Challenges to CSE include a lack of dialogue between family, school, and society, as well as religious and cultural barriers. Throughout the training, SDH were correlated, enabling a broader view of health. After six months, the participants demonstrated SDH knowledge that was articulated and applied to their daily routines, associating HL with autonomy in self-care, the right to health, and citizenship. It is concluded that continuing education, systematized under the principles of HL, provided essential subsidies to qualify teaching practice in Basic Education. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese Fri, 06 Feb 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8415 2026-02-06T00:00:00Z https://tede.unioeste.br/handle/tede/8383 Title: O uso da calculadora na Educação Básica: (re)significações das concepções do professor de matemática a partir de uma formação continuada Autor: PIANO, Cátia Primeiro orientador: Bezerra, Renata Camacho Abstract: This doctoral thesis was developed within the Graduate Program in Science Education and Mathematics Education (PPGECEM) at the State University of Western Paraná (UNIOESTE), in the Mathematics Education research line, and is affiliated with the Research Group Interfaces in Mathematics Education (GPIEM), within the Teacher Education research strand. Calculators are currently tools available in a wide range of models, offering a large number of functions and easy access, as they are also available as applications on smartphones, tablets, and computers. However, through a Systematic Literature Review (SLR), we identified that their use in mathematics teaching is not a consensus among Brazilian teachers and, among other findings, we observed indications of a gap in teacher education regarding the use of calculators in the classroom. Thus, in this doctoral research, we sought to answer the following question: How can an in-service teacher education program, designed based on a didactic sequence involving the use of calculators, contribute to the (re)signification of mathematics teachers’ conceptions regarding the use of calculators in the classroom? This study is characterized as qualitative research involving a field study with pedagogical intervention, carried out through the implementation of an in-service teacher education program for teachers who teach mathematics in Basic Education. Data was produced through questionnaires, field notes, audio and video recordings, and the development of didactic sequences. The teacher education program was structured around a didactic sequence that integrates the use of calculators into the teaching of Arithmetic Progressions (AP) and Geometric Progressions (GP), with the calculator used as a tool to support the identification of mathematical patterns and the construction of algebraic formulas for the general term of both AP and GP. During the program, participating teachers designed and implemented their own didactic sequences and shared the experiences they encountered in their teaching practice. For data analysis, based on the literature and on the data produced, we defined four conceptions regarding the use of calculators in mathematics classes. Through Content Analysis, we found that: (a) the three participating teachers showed evidence of the four conceptions concerning the use of calculators and of their (re)signification throughout the teacher education program; and (b) the in-service teacher education program conducted within the school environment, with the support of the researcher, promoted (re)significations in the conceptions and teaching practices of the participating teachers regarding the use of calculators in mathematics classes in Basic Education. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese Wed, 04 Mar 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8383 2026-03-04T00:00:00Z