https://tede.unioeste.br/handle/tede/520 Tue, 03 Feb 2026 21:37:01 GMT 2026-02-03T21:37:01Z https://tede.unioeste.br/handle/tede/8204 Title: PROUNI: Democratização do acesso ao ensino superior ou estímulo a expansão das instituições de ensino superior privadas? Autor: Vasconcelos, Juliana Padilha de Primeiro orientador: Reis, Luiz fernando Abstract: This dissertation has as its research object the University for All Program (PROUNI), specifically between the years 2005 and 2020. The central objective of this research is to carry out an analysis of the program's data within the mentioned period and based on this analysis, seek to understand the beneficiaries, with the following central question: Did PROUNI democratize access to higher education or stimulate the expansion of private higher education institutions? To this end, during the research we will analyze the program since its creation through a Provisional Measure and its changes over the years, after which we will demonstrate, through the data collected, offered by the government, the number of scholarships offered, specifying by modality, race , gender, region and type of scholarship, we will also bring the twenty courses with the highest number of scholarships offered per five-year period (2005, 2010, 2015 and 2020) and finally we will demonstrate the government's tax expenditure on the program, considering that its existence is through tax exemptions granted to private higher education institutions, that is, we will verify in practice during the research how much public coffers effectively stopped making profits to maintain the program. Starting from the presentation of the data, we can then analyze the whole and seek understanding for all those benefiting from the program, whether they are scholarship holders or institutions. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Wed, 06 Aug 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8204 2025-08-06T00:00:00Z https://tede.unioeste.br/handle/tede/8155 Title: Relações da gestão escolar com resultados de rendimento aferidos pela avaliação em larga escala em colégios do estado do Paraná (2017 a 2021) Autor: Soligo, Marinez Gasparin Primeiro orientador: Estrada, Adrian Alvarez Abstract: The contexto of educational policies brings numerous debates to the Brazilian education scenario. Among these are school management and large-scale assessments. Both topics are amplified within the contexto of state reform and neoliberalismo. The research presentes as a problem the extent to which the characterisitics of manegement and influenc school performace as measured by the SAEB exam. The general objective was to analyze how the contextual características of manegement and manegers impact school performace as measeured by the SAEB exam. Adopting a mixed-methods approach, combining statistical modeling, literature review, and a comparative framework, the research draws on date from INEP databases, specifically contextual questionnaires completed by principals from sixty eight public schools located in municipalities of Paraná with fewer than 5,000 inhabitants. All selected schools had only one ninth-grade class in the final years of elementary education and publicly available IDEB results for the 2017, 2019, and 2021 cycles. The overarching objective was to examine the extent to which contextual factors related to school management influence student achievement in SAEB. The qualitative component involved in-depth case analysis and a critical discussion of the research subject. The initial hypothesis posited that participatory and democratic management practices positively affect academic performance. Findings indicate a significant association between contextual variables and student outcomes, supporting the initial premise. However, challenges in accessing, processing, and interpreting certain datasets limited the scope of the analysis, due to changes in the format and number of questions and information being masked for date protection. Results suggest that management stability, prior teaching experience, and exclusive dedication to the school board are generally linked to higher scores. Notably, permanence in office, more than total years of experience, appears to foster the consolidation of effective pedagogical practices and institutional strengthening. The study concludes that democratic, participatory school management committed to pedagogical processes is a key factor in enhancing learning outcomes, especially when supported by shared governance, administrative stability, and coordinated actions between schools and their communities. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese Tue, 16 Sep 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8155 2025-09-16T00:00:00Z https://tede.unioeste.br/handle/tede/8133 Title: POLÍTICA PARA ALFABETIZAÇÃO A PARTIR DA PEDAGOGIA ESTRUTURADA: UMA ANÁLISE DAS DIRETRIZES DO BANCO MUNDIAL Autor: Almeida, Suzana Benetti Primeiro orientador: Sandri, Simone Abstract: The present dissertation, developed within the Postgraduate Program in Education of the State University of Western Paraná – campus of Cascavel, Paraná, Brazil, in the area of concentration “Society, Education, State”, Research Line “Education, Social Policies and State”, addresses the literacy policy arising from Structured Pedagogy, present in the guidelines of the World Bank and in the actions of Private Devices of Hegemony, Instituto Ayrton Senna and Instituto Alfa e Beto. The justification for the theme is based on the fact that this financial institution and Brazilian Private Hegemonic Apparatus are references in the guidelines for Brazilian policies. It departs from the following research problem: What are the guidelines for literacy from the Structured Pedagogy, according to the guidelines of the World Bank and actions of the Private Devices of Hegemony, Ayrton Senna Institute and Instituto Alfa e Beto? The general objective is to analyze the guidelines for literacy from the Structured Pedagogy, according to the guidelines of the World Bank and actions of the Private Devices of Hegemony, Ayrton Senna Institute and Instituto Alfa e Beto. The specific objectives are: a) identify the foundations of Structured Pedagogy adopted as reference by the World Bank; b) to explain the literacy policy and actions based on the World Bank guidelines; c) relate the foundations of Structured Pedagogy and its conception of literacy with the literacy programs implemented by the Private Devices of Hegemony in the Brazilian context. The research adopts a qualitative approach, through documentary and bibliographic research. The analysis is empirically based on the documents and reports of the World Bank and APHs, Instituto Ayrton Senna and Instituto Alfa e Beto. The results of this research show that the guidelines of the World Bank and APHs, IAS and IAB for the literacy policy of peripheral countries are consistent in their orientation toward pedagogical alignment: curriculum, teaching materials, assessments and teacher training, elements that make up the PE. As a result of these ideas, a conception of "structured literacy" is elaborated, which, although claiming to be based on more up-to-date scientific theories about literacy, in practice restricts the language to the code, the role of the student to a passive receiver and the teacher to a mere executor of tasks. In conclusion, it is a results-oriented policy in large-scale evaluations and aimed at controlling the historically built cultural knowledge in humanity as a whole, to be taught from the context of literacy. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Mon, 14 Jul 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8133 2025-07-14T00:00:00Z https://tede.unioeste.br/handle/tede/8132 Title: Saúde mental e docência no ensino superior: vozes de uma universidade pública do estado do Paraná Autor: Soares, Nandra Soares Primeiro orientador: Rossetro, Elisabeth Abstract: Mental health has historically permeated many discussions, especially in the 21st century, following the psychiatric reform promoted in the 1960s and 70s. This moment was decisive for the dimensional change in understanding mental health. However, despite a premise focused on the biopsychosocial aspects of mental health, there is still a hegemonic position of individualization and biological determinism in the current capitalist context, which does not take into account the social, political, economic, and cultural aspects that, when associated with the uniqueness of the individual, constitute the issues related to psychological suffering. Over the last few decades, university teachers have been experiencing the impacts of the transformations occurring in society and in the university within their work activities. Thus, the objective was to investigate the relationship between work and the mental health of teachers at UNIOESTE, and to understand the risk factors for "suffering" in this work context. This research was anchored in the theoretical framework of Historical-Cultural Psychology by Lev Semionovich Vygotsky (1896-1934) and authors who align with this perspective, and it uses the historical-dialectical materialist method of Karl Marx (1818- 1883) for the analysis and interpretation of the results. Firstly, a theoretical/bibliographic research was conducted in scientific databases, followed by a quantitative and qualitative field study with 201 teachers. In the qualitative stage, 9 teachers who showed the highest risk indices were selected. Statistical techniques and content analysis were used to understand the data collected through standardized scales and semi-structured interviews. The quantitative results demonstrated that teachers are at "critical" and "severe" risk for psychological distress, primarily related to factors of Work Organization and Conditions, Socio-Professional Relationships, Affective Cost, Cognitive Demands, and Physical Damage. Based on the teachers' narratives, four core themes and eight emerging categories were identified. The teachers reported that the precariousness and intensification of work, the sense of professional devaluation, competition in the academic environment, antagonistic social relations, and decreased quality of life lead to states of suffering and/or psychological distress, such as mental exhaustion, fatigue, irritability, stress, anxiety, lack of motivation, impatience, social inhibition, and melancholy. To cope with these stressors, the teachers described individual strategies such as medication, engaging in sports, participating in cultural and entertainment activities, spending time with pets, and isolating themselves from certain individuals. They reported that there are no collective actions from the university to assist in coping with these challenges, only isolated projects developed by the teachers themselves. It became evident that there is a disconnection between the meaning and significance of their work. In light of the numerous adversities experienced, teachers find themselves alienated, as their work ceases to be an opportunity for the exploration of human potential, transforming into an external activity that unilaterally distorts the essence of the individual, leading to the xii development of a distressed personality. Finally, strategies were suggested for the implementation of permanent internal policies for the prevention and promotion of teaching staff mental health at UNIOESTE, starting from the creation of the Institutional Commission for Mental Health of UNIOESTE (CISMU). It is understood that this research indicates a field that should be continually studied, and it is acknowledged that these contributions add to those already made; however, they are not sufficient to exhaust the topic. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese Tue, 30 Sep 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8132 2025-09-30T00:00:00Z