https://tede.unioeste.br/handle/tede/508 Sat, 18 Apr 2026 16:56:23 GMT 2026-04-18T16:56:23Z https://tede.unioeste.br/handle/tede/8339 Title: A contação de histórias como prática de divulgação científica: uma abordagem sobre o livro história pretinha das coisas – as descobertas de Orí Autor: de Oliveira Detz, Maysa Ainá Primeiro orientador: Fioresi, Claudia Almeida Abstract: Science, historically produced and validated through Eurocentric epistemologies, has excluded the knowledge of Indigenous peoples and Afro-Latin American communities. In this context, there is a need for more plural, affective, and accessible communicative practices capable of breaking with vertical models of knowledge production and dissemination. This research addresses the following problem: How can storytelling be mobilized as a decolonial Science Communication practice for children? Its general objective is to use storytelling as a Science Communication (SC) practice to address decolonial themes for young audiences, investigating the potential of storytelling as an SC strategy. The study used the book Pretinha das Coisas: As Descobertas de Orí (2022) by Bárbara Carine Soares Pinheiro as a resource for storytelling and as a means of constructing research data. The research aimed to enable the circulation of scientific knowledge through storytelling, explore the potential of storytelling as a tool to promote critical thinking in children from a decolonial perspective, and interpret the narrative constructions present in children’s retellings and drawings. Methodologically, this is a qualitative study with data analysis grounded in a Bakhtinian perspective of language. The investigation was conducted through a workshop within the extension project “Comquímica das Crianças” at the State University of Western Paraná (Unioeste), Toledo campus, where the story was told, followed by oral retelling activities carried out by the participating children. The participants were between five and seven years old and attended public and private elementary schools. Interactions were recorded in audio and video, followed by transcription and discourse analysis of the children’s statements. The results indicate that the children demonstrated familiarity with scientific terms, such as “microorganisms” and “chemical compounds,” and connected them with elements of the narrative, mobilizing prior knowledge acquired in school, media, and social contexts. The retellings also revealed the incorporation of diverse voices (polyphony), allowing the emergence of a vision of science closer to the children’s reality and affective experiences. This research demonstrates that storytelling is a powerful ally for childhood-focused Science Communication, especially when aligned with decolonial perspectives that value alternative epistemologies and historically marginalized subjects. By enabling the listening of children’s voices and re-signifying science as a plural and accessible practice, this study contributes to rethinking the ways scientific knowledge is produced and circulated in the field of Science Education. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Thu, 11 Dec 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8339 2025-12-11T00:00:00Z https://tede.unioeste.br/handle/tede/8326 Title: Entre desafios e potencialidades: processos formativos em proposição e resolução de problemas abertos de matemática como espaços de desenvolvimento da criatividade docente Autor: Oliveira, Hênio Delfino Ferreira de Primeiro orientador: Boscarioli, Clodis Abstract: This thesis investigates how creative approaches, embodied in the Proposition and Resolution of Open Problems, foster the development of teachers’ creativity in professional development processes with mathematics teachers. Grounded in a theoretical framework that integrates cognitive and sociocultural perspectives on creativity, the study adopts the Four-C Model of Creativity (Kaufman & Beghetto, 2009), which expands the concept beyond extraordinary achievements and recognizes creative manifestations in everyday school contexts. The research also draws on Guilford’s (1950) notion of divergent thinking, emphasizing the skills of fluency, flexibility, originality, and elaboration. Methodologically, this qualitative study is based on the analysis of three editions of an original continuing education program (Brazil/2024, Argentina/2024, and Brazil/2025), which incorporated reflective, guided, and autonomous practices in both virtual and face-to-face settings. The activities involved proposing and solving open-ended mathematical problems connected to real and simulated teaching and learning situations. Throughout this process, creative approaches emerged, characterized by elements such as contextualization, student authorship, the use of images and narratives, diversity of strategies, visualization and modeling, variations, and argumentation, elements that enrich the concept of “creative approaches” as a formative outcome. The qualitative analysis, informed by Bardin’s (2016) content analysis and Braun and Clarke’s (2006) thematic analysis, revealed that open-ended problems enhance divergent thinking, promoting multiple forms of creative engagement and the development of more innovative pedagogical practices. The findings indicate shifts in participants’ understandings of creativity, highlighting its relevance as a central organizing principle of Mathematics teaching. The study also shows that designing and solving open-ended problems serves as a powerful strategy for fostering teacher creativity, supporting authorship, critical reflection, and professional autonomy. By recognizing teachers as creative agents, this research establishes connections among teacher creativity, open-ended problems, and transformative pedagogical practices, contributing to the advancement of a more creative, contextualized, and collaborative Mathematics Education. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese Thu, 18 Dec 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8326 2025-12-18T00:00:00Z https://tede.unioeste.br/handle/tede/8325 Title: A divulgação científica em formato de podcast: o que circula na plataforma spotify? Autor: Poletto, Aira Antunes Primeiro orientador: Fioresi, Claudia Almeida Abstract: This research investigates the circulation of scientific dissemination in podcast format on the Spotify platform, considering the growth of this media as a form of communication. Given the scarcity of studies on the topic, especially in Portuguese, the overall objective was to analyze the narratives and characteristics of the scientific dissemination podcasts available on the platform. As specific objectives, the research seeks to: characterize the podcasts, considering themes, language strategies, and formats used in the episodes and the producers involved; analyze the narratives and discursive resources mobilized in the episodes; explore how the analyzed podcasts can contribute in the context of Science Education. The results indicate that the characterization of science communication podcasts on Spotify reveals a diverse landscape in terms of formats, areas of knowledge, and types of authorship. The educational format was the most frequent (49 podcasts), followed by the multi-host show(23),demonstrating the variety of narrative strategies used to communicate science. Regarding the areas of knowledge, the Multidisciplinary category predominated, accounting for 40% of the sample, indicating a trend toward the integration of themes and a cross-cutting approach to knowledge. Other relevant fields included Health Sciences, Human Sciences, and Biological Sciences. In terms of authorship, most podcasts are independently produced (52), followed by productions from universities (38), which highlights both the strength of individual initiatives and the important role of academic institutions in science communication. The selection of representative episodes from nine different formats made it possible to observe how each model organizes scientific narratives and mobilizes discursive resources. Overall, the analyzed podcasts demonstrate multiple ways of textualizing science, combining information, storytelling, and engagement strategies that bring the public closer to scientific knowledge.rmation while also encouraging the strengthening of social practices and public policies. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Tue, 16 Dec 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8325 2025-12-16T00:00:00Z https://tede.unioeste.br/handle/tede/8298 Title: Livro Didático e o ensino de Ciências: a integração das Tecnologias Digitais nos anos iniciais do Ensino Fundamental Autor: Molossi, Aline Primeiro orientador: Strieder, Dulce Maria Abstract: This study examined how digital technologies have been incorporated into science education in early elementary school years in Cascavel, Paraná. The study examined scientific literature, the content of the adopted science textbook for grades four and five, and the perceptions of educational administrators to identify possible convergences and divergences between these dimensions. Using a qualitative approach, this investigation combined bibliographic research, a review of the literature, documentary analysis of legislation and textbooks, and semi-structured interviews with two municipal administrators. The data were interpreted using content analysis, in dialogue with the epistemology of Álvaro Vieira Pinto, and integrated through triangulation methods. The results showed that references to digital technologies in documents and textbooks are mostly complementary. The interviews revealed significant investments as well as challenges concerning teacher training in science and pedagogical monitoring. Therefore, it can be concluded that integrating digital technologies into science education is a multifaceted process influenced by pedagogical mediations, structural and training conditions related to teaching, infrastructure and school organization, access conditions, repertoires, and the learning needs of early elementary school students. The challenges involved extend beyond equipment availability to encompass conceptual dimensions, revealing advances and weaknesses and pointing to the need for further studies on the pedagogical use of digital technologies in science education during the early elementary years. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Wed, 11 Feb 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8298 2026-02-11T00:00:00Z