https://tede.unioeste.br/handle/tede/519 Tue, 29 Sep 2026 23:20:45 GMT 2026-09-29T23:20:45Z https://tede.unioeste.br/handle/tede/8660 Title: Constituição de enunciadores em redação de vestibulando indígena: pontos de vista na argumentação Autor: Ribeiro, Alexandre Verri Primeiro orientador: Sella, Aparecida Feola Abstract: This research brings together reflections and analyses on the category of enunciators as indicators of polyphony in utterances within Indigenous entrance exam essays. The investigation focuses on how the use of argumentative operators and polyphonic manifestations contributes to the characterization of argumentativeness and the signalling of points of view in texts produced within this context. In order to address this issue, the main goal set was to identify and interpret how certain argumentative operators indicate beliefs, points of view, and, consequently, enunciators in an essay by an Indigenous candidate taking the entrance exam at the Western Paraná State University (Unioeste), whose topic addresses land demarcation. To achieve the proposed goal, the study relies on the theoretical assumptions of Argumentative Semantics, drawing on contributions by Ducrot (1987, 1989), Guimarães (1992, 2001), and Koch (2002, 2003, 2011). Methodologically, it is characterized as analytical research with a qualitative approach. As a result of the investigative process, it was found that convincing argumentation is formed by linguistic markers that demonstrate polyphony as they introduce and articulate implicit and explicit voices to support the defended theses. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Sat, 15 Nov 2014 00:00:00 GMT https://tede.unioeste.br/handle/tede/8660 2014-11-15T00:00:00Z https://tede.unioeste.br/handle/tede/8653 Title: As vagas de emprego em Cascavel: o discurso do sujeito-trabalhador em funcionamento Autor: Santos, Victor Alves Lourenço Primeiro orientador: Garcia, Dantielli Assumpção Abstract: La dinámica actual del mercado laboral en Brasil es profundamente contradictoria, lo que queda en evidencia en Cascavel-PR. En la Agencia del Trabajador de la ciudad, la presencia constante de desempleados contrasta diariamente con la difusión de aproximadamente 1200 vacantes disponibles. Ante esto, esta disertación tiene como objetivo analizar los efectos de sentido en el discurso de seis sujetos-trabajadores, buscando revelar la tensión entre el imaginario de abundancia de oportunidades propagado por la ciudad y la realidad de la no obtención de empleo o de la sujeción a puestos precarizados. El estudio se fundamenta en el Análisis del Discurso (AD) de orientación francesa, basado en Michel Pêcheux y Eni Orlandi entre otros, que comprende el discurso como ideológico, descentrado e inscrito en la historia. El corpus está constituido por el recorte discursivo de seis entrevistas a trabajadores desempleados, abordados frente a la Agencia del Trabajador, un espacio que funciona como lugar simbólico de promesa estatal y de vulnerabilidad social. Las análisis señalan cómo el optimismo inicial de los trabajadores, alimentado por el discurso mediático e institucional, es confrontado por silenciamientos y frustraciones. Se evidencia el funcionamiento de la ideología y de la interpelación, que producen en el sujeto la ilusión de autoría sobre su decir, borrando las marcas de la precarización y la necesidad de dobles jornadas laborales para la supervivencia en el sistema capitalista. Se concluye que el discurso del trabajador no es libre, sino la materialización de un sujeto atravesado por la memoria y fracturado por la necesidad urgente de supervivencia. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Fri, 07 Aug 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8653 2026-08-07T00:00:00Z https://tede.unioeste.br/handle/tede/8620 Title: Educação em Tempo Integral no Colégio Estadual do Campo Chico Mendes - Ensino Infantil, Fundamental, Médio e Profissional – PR: Reflexões a partir da Pedagogia Histórico-Crítica Autor: Miranda, Adriane Doarte de Primeiro orientador: Orso, Paulino José Abstract: This research, situated within the field of History of Education, aims to understand how the process of Full-Time Education took place at Chico Mendes State School of the Countryside – Elementary, Secondary and Vocational Education – PR. To this end, we adopted Historical-Dialectical Materialism, characterized as an instrument for analyzing and reflecting on concrete, historical and material reality in its totality. Through bibliographic and documentary sources, we sought to answer the following guiding question: what are the limits and possibilities of implementing Full Time Education at Chico Mendes State School, given that it is a rural school located within an MST settlement? The specific objectives of the research include: recovering the history of the Landless Rural Workers' Movement (MST) and its intrinsic relationship with the municipality of Quedas do Iguaçu and Chico Mendes State School; contextualizing the foundations, principles and guidelines of Rural Education and Full-Time Education based on an analysis of their guiding documents and theoretical references; and analyzing the challenges, contradictions and teaching conceptions found in the organization of Chico Mendes State School within the context of the MST and Full-Time Education in rural areas. The research made it possible to revisit the historical process of the agrarian question in Brazil, in Paraná, and in Quedas do Iguaçu, as well as to examine the significance of Chico Mendes State School's historical trajectory and to reflect on the intended conception of Full-Time Education against the reality of its implementation. It was observed that Full-Time Education, as it appears in public policy discourse, is tied to an adaptive logic aimed at fitting students to the labor market. This orientation runs counter to the emancipatory perspective that views education as a means toward omnilateral human formation, tending instead to hollow out content, reproduce the social division of labor, and perpetuate historical inequalities. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Mon, 13 Apr 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8620 2026-04-13T00:00:00Z https://tede.unioeste.br/handle/tede/8613 Title: O que podem as perguntas? Uma incursão por entre desterritorializações e reterritorializações no Livro das Perguntas, de Pablo Neruda Autor: Pereira, Pamera Francieli Corrêa Primeiro orientador: Molin, Beatriz Helena Dal Abstract: In this thesis – which is theoretical, problematizing, and rooted in poetic experimentation – I explore the power of the act of questioning as a force capable of shifting thought and producing new ways of understanding and experiencing the deterritorialization and reterritorialization of the self amidst the becomings of doctoral student, professional, and human being. I begin with the central inquiry driving this research: “What can questions do?” I take the Book of Questions (Neruda, 2008) as my corpus and seek to understand how the poetic inquiries within the work trigger movements of deterritorialization, opening up new territories of thought and meaning. My general objective is to investigate how Neruda’s questions provoke deterritorialization; rather than seeking conclusive answers, they establish paths of thought that incite shifts, multiplicities, and becomings, thereby empowering the experimentation of learning and creation. To support my investigation, I primarily draw upon the Philosophy of Difference developed by Gilles Deleuze and Félix Guattari; concepts such as rhizome, multiplicity, territory, deterritorialization, reterritorialization, lines of flight, and becoming form the theoretical axis guiding my readings and interpretations. My research employs a qualitative, bibliographic approach integrated with the process of cartography – understood here as a map in motion that tracks the encounters, affects, and forces emerging from contact with the corpus. Along this path, I map selected questions from the book, engage in a dialogue with Isidro Ferrer’s illustrations inspired by the work, and consider reading experiments that reveal how these inquiries mobilize imagination, sensibility, and thought. The affects generated by the power of the question created fissures of becoming within me. When embraced as a creative act, the question ceases to be a mere tool for seeking answers and begins to function as a device for shifting thought, instigating movements of deterritorialization that enhance the experience of reading, knowledge acquisition, and personal formation. To question is a way of existing poetically in the world, for the question opens paths where previously there were only certainties, generates unexpected encounters, and inaugurates uncharted territories of thought and sensibility. Thus, my thesis posits the question as an inventive force capable of mobilizing learning processes, stimulating the imagination, and instigating modes of becoming that keep thought in constant motion. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese Wed, 27 May 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8613 2026-05-27T00:00:00Z