https://tede.unioeste.br/handle/tede/509 Sat, 08 Aug 2026 08:32:29 GMT 2026-08-08T08:32:29Z https://tede.unioeste.br/handle/tede/8542 Title: Prova-Escrita-em-Fases: um instrumento de avaliação para estudar. Autor: Poloni, Deize Regina Primeiro orientador: Ciani, Andréia Büttner Abstract: This qualitative research will be situated within the context of formative assessment, aiming to identify students who may emerge from the application of the Phased Written Test in mathematics classes. The Phased Written Test is an assessment tool that allows students to revisit their written work throughout different phases, based on interventions made by teachers. The research was developed with an 8th-grade class from a public state school in Paraná and involved 30 students. In total, six phases of a test composed of ten questions were applied. The analysis of the students' written work revealed changes in the solutions and strategies used throughout the different phases, consistent with the instructions and interventions made in each phase, which were considered as planned for study. The subjects respected the individuality of each student and aimed to revisit and promote the understanding of the instructions and promote reflection on the relationship between the instructions, their work, and the mathematical content. The results indicate that the Phased Written Test can be a tool that facilitates learning and study, and provides the teacher with a more attentive view of their students' learning processes. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Mon, 09 Mar 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8542 2026-03-09T00:00:00Z https://tede.unioeste.br/handle/tede/8532 Title: O ensino investigativo nas aulas de ciências: Reflexos na prática pedagógica de professores a partir da Implementação do referencial curricular em Toledo-PR Autor: Rigo, Rosimeri da Silva Conejo Primeiro orientador: Cunha, Marcia Borin da Abstract: Inquiry-based teaching, the subject of this research, constitutes a didactic approach that implies the active participation of students in the construction of scientific knowledge, favoring the development of critical thinking and autonomy. The research problem sought to answer: How do teachers in the municipal school system of Toledo-PR understand inquiry-based science teaching, and what are the potential and challenges for implementing it based on the Curriculum Framework? The general objective was to analyze the initial impacts of the implementation of the Framework in the municipal school system of Toledo-PR, focusing on science teaching from an inquiry perspective, identifying, based on the teachers' discourse, the potential and weaknesses for applying and implementing it. This is a qualitative and field research, which began with the sending (to the schools' email addresses) of a questionnaire via Google Forms to teachers who teach the Science curriculum component. Initially, the aim was to outline the general profile of this audience and obtain indicators about their participation in the elaboration of the municipality's Curriculum Framework. This questionnaire served as the basis for composing the research sample, which consisted of four teachers selected based on the following established criteria: teachers who the participants were science teachers with three to five years of experience in this curricular component. These teachers had worked with the subject before the implementation of the Curricular Framework, allowing them to be familiar with both the previous and current curricular documents, thus enabling them to establish connections between the proposed methodologies. Given the teachers acceptance and availability, the next stage of the research consisted of individual, face-to-face semi-structured interviews aimed at deepening the understanding of the challenges and possibilities encountered in teaching practice in relation to inquiry-based teaching. Data analysis was conducted from the perspective of Discourse Analysis (Bakhtin and his Circle). The results demonstrated that the teachers understand and value science teaching from an inquiry-based perspective, recognizing the importance of curiosity, questioning, and teacher mediation in this process. However, its implementation has been partial and strained, highlighting a the gap between what the Curriculum Framework envisions and what is actually practiced is significant. Among the main challenges, the pressures of external evaluations, such as the Basic Education Assessment System (SAEB), the overload due to teachers multi-skilling in the early years, and the limitation of material resources stood out. Despite these weaknesses, potential emerged related to valuing students' prior knowledge, understanding science as a process, and the presence of inquiry-based teaching as a guiding pedagogical horizon for practices. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Fri, 20 Mar 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8532 2026-03-20T00:00:00Z https://tede.unioeste.br/handle/tede/8529 Title: Um jogo digital educacional para o ensino de sólidos geométricos e sua avaliação por futuros professores de matemática Autor: Casarotto, Victor Fernando Primeiro orientador: Boscarioli, Clodis Abstract: The increasing presence of digital technologies in students' daily lives has driven the search for pedagogical resources that make learning more dynamic and aligned with the competencies outlined by the Brazilian National Curriculum Base (BNCC), especially in mathematics education, where spatial geometry content often presents challenges related to visualization, engagement, and the predominance of traditional memorization-centered practices. In this context, digital games emerge as promising resources, as they integrate playful elements, immediate feedback, and multiple languages, supporting the development of logical reasoning, spatial perception, and student motivation, as recent studies on the use of interactive resources in mathematics education indicate. Based on these potentialities, the educational game Hello Ball was developed, structured according to the principles of Didactic Informatics Engineering and its modeling for games, as well as guiding documents for educational game design, integrating plane and spatial geometry content in 12 thematic phases that combine the resolution of mathematical challenges with the mechanics of an Endless Runner. This research analyzes the contributions of Hello Ball to review and diagnostic assessment processes on geometric solids in high school, from the perspective of 23 future mathematics teachers participating in the PIBID program, who evaluated the game after individual practical experience. To this end, a qualitative and exploratory approach was adopted, using the MEEGA+ framework as a structured evaluation instrument for usability, engagement, player experience, and learning, complemented by discursive analyses of open-ended responses, which sought to capture the meanings, tensions, and pedagogical perceptions attributed to the game by the participants. The statistical results indicated that the game has good overall quality, highlighting its visual clarity, ease of learning the mechanics, relevance of the content, and perception of learning, although limitations also emerged related to usability, level of challenge, accessibility, and dependence on adequate school infrastructure. Qualitative analysis reinforced these findings by revealing meaning effects linked to playfulness, aesthetic pleasure, and educational relevance, as well as recurring tensions between the playful and pedagogical character, and challenges related to inclusion, personalization, and applicability in different school contexts. It is concluded that Hello Ball is a promising digital resource to support the learning of spatial geometry in review and diagnostic processes, by integrating visualization, engagement, and pedagogical intentionality; however, its effective adoption requires teacher mediation, technical adjustments, and attention to the actual infrastructure conditions present in Brazilian schools. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Thu, 19 Mar 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8529 2026-03-19T00:00:00Z https://tede.unioeste.br/handle/tede/8513 Title: Tecnologias Digitais sob perspectiva dos Princípios da TASC na Formação Inicial de Professores de Química das Universidades Públicas do Paraná Autor: Anschau, Yara Caroline Primeiro orientador: Beber, Silvia Zamberlan Costa Abstract: Digital Technologies (DT) are increasingly present in the school context, requiring teachers to use them in a critical, planned, and conscious manner, considering their pedagogical implications and possibilities in order to promote meaningful learning. The objective of this research is to identify, in the Pedagogical Course Projects (PCPs) of Chemistry Teacher Education programs at public universities in Paraná, how DT are related to initial teacher education, aiming at critical meaningful learning. Based on this objective, the research sought to answer the following question: How is teacher education focused on the use of DT characterized in the Pedagogical Course Projects of Chemistry Teacher Education programs at public universities in Paraná? This research adopts a qualitative, descriptive, bibliographic, and documentary approach, grounded in document analysis in order to expand scientific knowledge on the topic. The corpus of analysis consists of the PCPs of Chemistry Teacher Education programs offered by 14 public universities in the state of Paraná, including both state and federal institutions. Data analysis was carried out through an analytical framework based on the Theory of Critical Meaningful Learning (TCML), focusing on its 13 principles, and through the establishment of three analytical categories: Didactic Resources; Subject Formation; and Culturally and Socially Situated Subject. The results show that DT are addressed in the PCPs, especially within course subjects, predominantly as didactic resources, in dialogue with two principles of TCML: the decentralization of the textbook and the overcoming of the exclusive use of the chalkboard. In this regard, Federal Universities showed a greater approximation to the Didactic Resources category. In the Subject Formation category, a lower incidence was identified, although Federal Universities still stood out in this category. In the Culturally and Socially Situated Subject category, a divergent configuration was identified, with greater approximation and incidence among State Universities.We conclude that teacher education in Chemistry Teacher Education programs in the state of Paraná, when considering aspects and uses of DT in their PCPs, is still presented in a modest way. Although relationships between DT and the initial education of Chemistry teachers were identified, these technologies were characterized predominantly as didactic resources, thus approaching Category 1. Therefore, DT are still little used in Chemistry Teacher Education programs in Paraná for the purpose of promoting critical meaningful learning, as well as for their intentional pedagogical use aimed at fostering processes of problematization, dialogue, and the construction of knowledge contextualized to the individual’s reality — aspects that we consider essential to the process of initial teacher education. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Mon, 09 Mar 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8513 2026-03-09T00:00:00Z