https://tede.unioeste.br/handle/tede/521 Tue, 15 Sep 2026 13:56:34 GMT 2026-09-15T13:56:34Z 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/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 https://tede.unioeste.br/handle/tede/8602 Title: Uma imersão ao mundo criativo das crianças em diálogo com a literatura de Ruth Rocha Autor: Scarabonatto, Ana Caroline Borssuk Primeiro orientador: Alves, Lourdes Kaminski Abstract: This dissertation proposes to study the works A primavera da lagarta (2011) and Bom dia, todas as cores (2013), by the writer Ruth Rocha, considering the literary potential of these works to reflect on literary literacy and reading development from early childhood education. In his works, a commitment to literature, to the imaginary universe, and to the quality of illustrations stands out; his literature believes in the reader and, therefore, proposes challenges, without, however, neglecting to work with important content for human development, which can contribute to developing critical thinking and awakening to a more supportive and humanized life. The choice of Ruth Rocha's works is justified by the importance this author holds in the Brazilian children's literature scene. Although there is considerable research on her literary production, comparing these two works with the perspective of preparing children for reading from early childhood seems to require further study. The questions guiding this research are: a) Can access to children's literature from early childhood education contribute to a child's reading development process?; b) What is the importance of a literary reading mediator?; c) How does Ruth Rocha understand literary reading in childhood, and how does the illustration project for her works corroborate reading practices in early childhood education? Based on this, the objectives of this research are: a) To reflect on the process of children's reading development and the importance of a mediator of literary reading; b) To understand theoretical and methodological approaches to reading development in Early Childhood Education; c) To reflect on the importance of mediating literary reading for the development of reading skills in Early Childhood Education; d) To analyze how Ruth Rocha understands literary reading in childhood, considering themes, characters, plot, and illustrations in her works; e) To analyze how illustrations capture children's attention when reading children's literature books and how this experience contributes to the development of reading skills in Early Childhood Education. Regarding methodology, this is bibliographic research with a qualitative approach. For the development of the research, we sought theoretical-critical and methodological support in Regina Zilberman, Maria H. Martins, Michèle Petit, Rildo Cosson and in interviews and other written materials by the author herself. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Fri, 17 Apr 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8602 2026-04-17T00:00:00Z https://tede.unioeste.br/handle/tede/8565 Title: ENSINO DE LÍNGUA INGLESA ONLINE SÍNCRONO: PERCEPÇÕES DOS PROFESSORES SOBRE MÉTODOS E PROCEDIMENTOS À LUZ DO CEFR Autor: Dobler, Yasmim de Souza Santos Primeiro orientador: Schmitt, Larissa Giordani Abstract: This dissertation investigates the methods, procedures, and assessment practices in synchronous online English language teaching, analyzing their alignment with the Common European Framework of Reference for Languages (CEFR). Guided by the research question of how English language teachers working in synchronous online contexts perceive their teaching practices, this qualitative-interpretivist study explores the evolution of language teaching in virtual environments, especially after the COVID-19 Pandemic, and the increasing prominence of English as a Lingua Franca. An overview of the history and transformations in language teaching methodologies mediated by digital technologies is presented, from traditional to more innovative approaches, including the adoption of the post-method concept. The research examines teachers' perceptions of the effectiveness of online teaching, identifying challenges inherent to this modality, such as technical issues and maintaining student engagement. The pedagogical and technological strategies employed by teachers are detailed to optimize the teaching-learning process and the forms of progress assessment. In this sense, the main objective of the study is to analyze teachers’ perceptions of their methods, procedures, and assessment practices in synchronous online English language teaching. The methodology involved administering questionnaires to 42 English teachers with a degree in Literature/Linguistics and semi-structured interviews with 11 of them. The results reveal a group of experienced teachers, with extensive use of digital resources and self-authored materials, who personalize teaching. High familiarity and application of the CEFR were observed in activity planning, material selection, and learning assessment (with emphasis on formative assessment practices and active teacher mediation), with a predominant focus on basic and intermediate levels. The study concludes that, despite the identified challenges, the online modality is perceived as effective by most teachers, who adopt interactive and adaptive approaches to promote a dynamic and relevant learning environment. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Fri, 24 Jul 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8565 2026-07-24T00:00:00Z