https://tede.unioeste.br/handle/tede/509 Mon, 06 Apr 2026 14:14:08 GMT 2026-04-06T14:14:08Z 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 https://tede.unioeste.br/handle/tede/8260 Title: Casas subterrâneas Kaingang na comunidade de Rio das Cobras sob uma perspectiva etnomatemática Autor: Silva, Mauro Rafael Primeiro orientador: Ribeiro, Dulcyene Maria Abstract: Searches carried out in different scientific dissemination databases show that there are studies on Kaingang culture, including some works related to the mathematics of this people. However, these studies generally address the numbering system they use and their craftsmanship. With the intention of broadening the understanding of the ethnomathematics practiced by this group and valuing Kaingang culture, we focused on one of their cultural practices, seeking to answer the following question: What knowledge is present in the construction of subterranean houses of the Kaingang Indigenous culture in the Rio das Cobras community? This qualitative investigation, conducted within the methodological framework of Oral History, aims to understand the traditional knowledge present in the construction of subterranean houses of the Kaingang people in the Rio das Cobras community, in Nova Laranjeiras – PR, Brazil. Data production was based on oral and written records (documents, photographs, etc.) and semi-structured interviews, recorded in audio and video with members of the community. The data were analyzed with reference to Oral History, seeking to understand the mathematical knowledge and practices within this culture. As results, the research revealed information about different types of houses: subterranean, gable-roofed, split-wood, and palm-leaf houses, each with distinct purposes. It also highlighted a variety of materials, processes, and techniques used in construction, as well as the methods for selecting and employing these materials. Such knowledge arises from lived experiences and practices, passed down from generation to generation. The study unveiled knowledge that goes far beyond housing construction, encompassing ways of organizing community life, experiences, relationships with nature and the environment, and concerns with cultural preservation and the future of the community. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Mon, 08 Sep 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8260 2025-09-08T00:00:00Z https://tede.unioeste.br/handle/tede/8259 Title: Avaliação da aprendizagem em matemática na Educação Infantil: um estudo de teses e dissertações nacionais Autor: Taques, Natalia Cristina Araujo Primeiro orientador: Ciani, Andréia Büttner Abstract: This dissertation discusses the assessment of learning in mathematics in Early Childhood Education, considering its relevance to the child's integral development and to the improvement of teaching practice. Therefore, the objective of this study is to analyze how the assessment of learning in mathematics in Early Childhood Education is being addressed through theses and dissertations. To this end, a state-of-the-art review was conducted, guided by the question: "What are the characteristics of the assessment of learning in mathematics in Early Childhood Education as expressed in theses and dissertations?". The Brazilian Digital Library of Theses and Dissertations (BDTD) and the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) were used to select the works, resulting in the inclusion of nine works, eight dissertations and one thesis, that met the established criteria. The methodology employed consisted of an in-depth analysis of selected works, which address topics such as assessment in the pedagogical routine, the historical-cultural theory, the use of digital games, assessment reports, and the construction of psychometric instruments. This research seeks to understand the transition from a predominantly classificatory assessment model to a diagnostic and formative approach. It is expected that the study will contribute to describing and characterizing the assessment of mathematics learning in early childhood education, providing support for improving pedagogical practice and advancing public policies in the field. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Tue, 11 Nov 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8259 2025-11-11T00:00:00Z