https://tede.unioeste.br/handle/tede/509 Thu, 21 May 2026 16:47:19 GMT 2026-05-21T16:47:19Z 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/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/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