https://tede.unioeste.br/handle/tede/510 Thu, 13 Aug 2026 21:11:56 GMT 2026-08-13T21:11:56Z https://tede.unioeste.br/handle/tede/8559 Title: Entrelaçamentos históricos e narrativas da surdocegueira adquirida: estudo de caso e reflexões sobre atendimento educacional especializado no ensino superior Autor: Palavissini, Clarice Fabiano Costa Primeiro orientador: Justina, Lourdes Aparecida Della Abstract: This thesis, developed in a multi-paper format, investigates the inclusion of students with deafblindness in Brazilian higher education, bringing together historical, political, educational, and epistemological dimensions, emphasizing the pedagogical mediation processes as a strategic field for promoting accessibility and learning. The study begins with the issue of the limited implementation of inclusive education policies within the university context, particularly regarding support for students with complex disabilities, while considering the challenges of accessing scientific knowledge, technical-scientific language, and pedagogical practices in Science Education. This qualitative research combines an integrative literature review, documentary analysis, and a case study, seeking to understand how inclusion policies are implemented in everyday academic life. The study focuses on aspects related to teacher training, the organization of Specialized Educational Support (SES) in higher education, the use of Assistive Technology (AT), pedagogical mediation strategies, and institutional conditions regarding access, retention, and learning. The objective is to analyze the academic inclusion process of a student with deafblindness, based on experiences within the SES and the interfaces established with Science Education. The research examines the tensions between biomedical and social models of disability, discussing how certain conceptions of normality and academic productivity can reinforce processes of educational exclusion. A review of Brazilian academic literature from 2015 to 2025 highlights a scarcity of studies on deafblindness, as well as gaps in teacher training and the consolidation of inclusive practices aimed at higher education. An analysis of the regulatory framework points to the existence of consistent legal provisions, contrasting with weaknesses in the implementation of institutional accessibility policies and the consolidation of inclusive pedagogical practices that ensure students with deafblindness acquire scientific knowledge. This case study was conducted at a public university and is grounded in Historical-Cultural Theory (HCT), adopting a narrative inspired qualitative approach to analyze the experiences of lead instructors, support staff (monitors), and the SES´ teacher-researcher. The results demonstrate that inclusion is a dynamic, relational, and multidimensional process shaped by institutional, pedagogical, and attitudinal factors. The study identifies the coexistence of different conceptions of disability, leading to ambivalence in pedagogical practices, as well as persistent structural and attitudinal barriers that limit academic participation and access to scientific knowledge in university settings. Conversely, the study highlights successful pedagogical mediation experiences developed collaboratively among faculty, SES staff, and monitors; associated with the use of AT, tactile materials, curricular adaptations, and multisensory strategies that fostered the student's learning and participation in Science Education. It is concluded that inclusion goes beyond formal access to the university, and requires institutional, epistemological, and cultural reconfigurations, as well as ongoing policies for teacher training and accessibility. Thus, the successful retention of students with deafblindness in higher education depends on the establishment of support networks, curricular flexibility, and the central role of social mediation in the processes of learning and the acquisition of scientific knowledge. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese Mon, 27 Apr 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8559 2026-04-27T00:00:00Z https://tede.unioeste.br/handle/tede/8531 Title: Tendências freireanas nas pesquisas sobre formação permanente de docentes que ensinam Ciências Autor: Alonço, Mayra Primeiro orientador: Leite, Rosana Franzen Abstract: This doctoral dissertation stems from a previous study on Graduate Programs in Science and Mathematics Education in the state of Paraná, Brazil, which identified the predominance of research focused on teacher education and the need for greater theoretical depth in this field of investigation. Based on this context, the present study aimed to investigate research on the permanent education of Science teachers developed within graduate programs in Paraná, identifying the presence of Freirean principles and analyzing faculty advisors’ perceptions regarding the relevance of these contributions to teacher education and Science Education. The study is grounded in Paulo Freire’s theoretical assumptions, understanding permanent education as a continuous, historical, dialogical, critical, and transformative praxis-oriented process. From this perspective, teacher education goes beyond instrumental and technicist conceptions, assuming an ethical, political, and emancipatory character. In order to systematize the theoretical framework adopted in the analyses, a critical-emancipatory matrix was developed, primarily based on the works Pedagogy of the Oppressed, Pedagogy of Hope, and Pedagogy of Autonomy. This matrix articulates categories such as dialogue, critical consciousness, praxis, autonomy, hope, problem-posing engagement with reality, and human incompleteness with the permanent education of Science teachers. Organized in a multipaper format, the dissertation comprises four interconnected studies. The first examined the historical trajectory of teacher education and the relationships between Freirean thought and the constitution of permanent education. The second investigated the connections between Brazilian educational legislation and Freirean assumptions embedded in teacher education policies. The third mapped and analyzed theses and dissertations produced within Graduate Programs in Science Education in Paraná, focusing on studies related to teacher education. The fourth explored faculty advisors’ perceptions regarding permanent education and the contributions of Freirean thought to the field. Methodologically, the investigation is characterized as a mixed-methods study with an exploratory nature and a case study design. Graduate Programs in Science Education in the state of Paraná were identified, theses and dissertations related to teacher education were selected, and semi-structured interviews were conducted with faculty advisors. Data processing and analysis were carried out using IRAMUTEQ software and Discursive Textual Analysis, enabling the identification of lexical regularities, emerging categories, units of meaning, and interpretative understandings generated throughout the research process. The findings demonstrated that teacher education constitutes one of the main lines of investigation within the analyzed programs, indicating the consolidation of this theme in the field of Science Education. The academic works examined emphasize teaching practice, critical reflection on pedagogical action, research as a formative principle, and the school as a privileged space for professional development. The analyses also revealed the presence of Freirean principles in both the studies and the advisors’ perceptions, particularly regarding dialogue, the contextualization of knowledge, the appreciation of experiential knowledge, the articulation between theory and practice, teacher autonomy, and the ethical-politicalcommitment of education. However, the results indicate that Freirean thought is incorporated in different ways. In some studies, Paulo Freire’s assumptions constitute a structuring theoretical-methodological foundation; in others, they appear implicitly, partially, or are restricted to the discursive level, lacking consistent epistemological development. Tensions were also identified arising from the coexistence of different conceptions of teacher education, marked both by critical and emancipatory perspectives and by approaches linked to technical rationality, performativity, and managerial demands present in contemporary educational policies. Based on the interviews with faculty advisors, we recognized the relevance of Freirean contributions to Science teacher education, particularly because they foster educational processes grounded in critical reflection, dialogue, social transformation, and the collective construction of knowledge. Furthermore, the study problematized challenges related to the increasing demands of teaching work, academic productivity requirements, and the need to strengthen relationships between universities and basic education schools. We conclude that research on the permanent education of Science teachers in Paraná presents important connections with Freirean assumptions and contributes to strengthening critical perspectives in teacher education. Nevertheless, challenges remain regarding the theoretical deepening of these contributions and the consolidation of permanent education as an epistemological and political horizon within Science Education. As a contribution, this dissertation provides an analytical overview of academic production in Paraná, systematizes connections between Freirean thought and teacher education through a critical-emancipatory matrix, and reaffirms the contemporary relevance of Paulo Freire’s works for research, teacher education, and Science Education. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese Fri, 13 Mar 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8531 2026-03-13T00:00:00Z 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