https://tede.unioeste.br/handle/tede/531 Thu, 06 Aug 2026 23:55:17 GMT 2026-08-06T23:55:17Z https://tede.unioeste.br/handle/tede/8581 Title: O anti-intelectualismo na escola pública no contexto neoliberal: uma análise do novo Ensino Médio. Autor: Lima, Carlos Henrique Lacerda de Primeiro orientador: Silva, João Carlos da Abstract: This dissertation analyzes how the New High School (NEM), by introducing training tracks and subjects such as the “Life Project,” reinforces a logic of individual responsibility and market-driven training to the detriment of reflective education that serves the interests of the working class. The research stems from the need to understand how discourses that devalue scientific knowledge and critical thinking are articulated with educational policies focused on technical and market-oriented training. The research problem consists of investigating which economic, social, political, cultural, and ideological factors have conditioned the spread of anti-intellectualism in public schools. The objective is to investigate how these factors sustain the advancement of anti-intellectualism in education. The methodology is bibliographic and documentary, emphasizing the analysis of classic and contemporary authors discussing education, intellectuality, ideology, and neoliberalism, in addition to the content provided by the State of Paraná to public school teachers for the “Life Project” component. The analysis of the state network’s teaching materials reveals the insertion of meritocracy, coaching, and self-management discourses, which replace systematized scientific knowledge with market language, emptying the school’s social function. Anti-intellectualism thrives in political and social environments and propagates under the aegis of capital and neoliberalism. Thus, it is necessary to resort to neoliberal classics and their theories and narratives about education within the public school scenario. It is essential to debate the way capital precaritizes the public school, rendering it reproductive and alienating. The New High School represents a training project aimed at market adaptation rather than critical and emancipatory education, deepening inequalities and weakening the intellectual perspective of training. As a counterpoint, the research presents Historical-Critical Pedagogy and the Unitary School as pathways to an education that is both intellectual and emancipatory, focused on the interests of the working class, which could cease the exploitation and inequalities perpetrated by neoliberal capitalism. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Fri, 29 May 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8581 2026-05-29T00:00:00Z https://tede.unioeste.br/handle/tede/8573 Title: Escola e religião: um olhar sobre o papel da espiritualidade no Ensino Fundamental – Anos Finais. Autor: Silva, Marcos Soares da Primeiro orientador: Malacarne, Vilmar Abstract: This research analyzes the presence of Religious Education (RE) in the Final Years of Elementary Education in the state school system of Paraná. It is justified by debates surrounding its continued presence and its relationship with issues such as religious diversity, proselytism and secularism. RE has been present in Brazilian education since the colonial period, remaining predominantly confessional until the second half of the 20th century. With the 1988 Federal Constitution and the amendment to the Law of Guidelines and Bases of National Education (Law No. 9.394/1996), proselytism was prohibited and RE came to be understood as an integral part of the citizens’ basic education. Therefore, given the need to investigate the role of Religious Education in the Final Years of Elementary Education in the state of Paraná in promoting citizenship, this work aims to understand the extent to which this curricular component is relevant to citizens’ basic education and whether its continued presence in the curriculum is justified. To this end, the study proposes: to review and analyze the academic literature on the relevance of RE in Basic Education; to examine, through document analysis and interviews, the objectives of this curricular component in the State of Paraná and how it should be taught; and to investigate, also through interviews, how the subject is currently taught and what the educational background of the teachers responsible for it. The study is based on Viktor Frankl’s phenomenological anthropology, in which spirituality is understood as a constitutive dimension of the human being, oriented towards the search for meaning and self-transcendence, distinguishing itself from religiosity and institutionalized religion, being a relevant element for the integral formation of the subject. The methodology included document analysis and interviews with 70 students, 8 teachers, 9 pedagogical coordinators and a specialist from SEED/PR. Bardin’s (2021) Content Analysis was used to analyze the data, which were categorized into: Sociocultural Challenges, Religious and Cultural Diversity, Integral Education, Structural Limitations and Curricular Relevance. The results indicate that RE has followed historical transformations in Brazil and highlight challenges related to teacher training and religious pluralism. The interviews reveal its potential to promote ethical values and respect for diversity, but also highlight resistance associated with prejudice. Thus, RE, by addressing the religious phenomenon from a cultural and historical perspective, provides space for the development of students’ spirituality and, therefore, can contribute to civic and ethical education, grounded in pluralism, collaborative secularism and practices that value scientific knowledge and respect for differences. For this to occur, investments in continuing education, teaching materials and the valorization of the subject are necessary. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Fri, 13 Mar 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8573 2026-03-13T00:00:00Z https://tede.unioeste.br/handle/tede/8563 Title: As incoerências entre a Pedagogia Histórico-Crítica e o Programa a União Faz a Vida na Educação Infantil de Cascavel-PR Autor: Oliveira, Daiane Soboleski de Primeiro orientador: Derisso, José Luis Abstract: This dissertation presents the results of a study related to the field of History of Education. It focuses on the *A União Faz a Vida* (Unity Creates Life) Program and the *Cooperação na Ponta do Lápis* (The Pencil Tip Cooperation) Project, educational initiatives by the Sicredi Foundation that are implemented in the municipal public school system of Cascavel, Paraná. The guiding research question: Is the public-private partnership established between the municipal government and the Sicredi Cooperative, through the *A União Faz a Vida* program and the *Cooperação na Ponta do Lápis* project, consistent with the Municipal Curriculum? The hypothesis is that the project-based methodology used by the Sicredi Foundation’s educational programs diverges from the work of the school system, which should be guided by the Cascavel Municipal School System Curriculum - a curriculum grounded in Historical-Dialectical Materialism, Historical-Cultural Theory, and Historical-Critical Pedagogy. The overall objective was to analyze the discrepancies between the educational proposal of the *A União Faz a Vida* Program and the Early Childhood Education Curriculum of Cascavel, PR. In this regard, the study sought to analyze, from the perspective of State Reform, the effects on education resulting from the opportunities provided for corporate institutes and foundations to operate, as well as the network of influence they exert on public educational policies. The criticism of the business sector’s involvement in education is grounded in Historical-Critical Pedagogy, based on its conception of the school, the curriculum, and human development. Concerning methodology, a bibliographic and documentary study was conducted, grounded in the theoretical framework of the dialectical materialist method. As a result, it was found that public-private partnerships in education contribute to the erosion of the public school's identity and affect education aimed at individual emancipation by shifting the focus away from teaching and putting the teacher's importance into perspective. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Wed, 29 Apr 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8563 2026-04-29T00:00:00Z https://tede.unioeste.br/handle/tede/8553 Title: SALA DE RECURSOS MULTIFUNCIONAIS: PRÁTICAS COMPLEMENTARES DE LEITURA E ESCRITA NO PROCESSO DE ALFABETIZAÇÃO DE ESTUDANTE AUTISTA Autor: Ribeiro, Lucineia da Silva Melo Primeiro orientador: Tureck, Lucia Terezinha Zanato Abstract: This research falls within the History of Education research line of the Education´s Postgraduate Program at the Western Paraná State University (UNIOESTE). The National Policy for Inclusive Special Education (Brazil, 2025) reaffirms the “right to education in an inclusive educational system,” ensuring that all children study together in mainstream education, consolidating an essential discussion on human rights, equality, equity, and respect for differences. From this perspective, the regular school is recognized as a learning space for all people, with and without disabilities. The object of this study is the analysis of reading and writing pedagogical activities developed in a Multifunctional Resource Room (MRR) and their contributions to the development of Higher Psychological Functions (HPF) in the literacy process of autistic students with learning disabilities. Thus, the general objective is to analyze how these pedagogical practices contribute to the development of HPF and to the appropriation of reading and writing. The research problem stems from the observation that many students with Autism Spectrum Disorder (ASD) remain enrolled in mainstream education without acquiring reading and writing skills, which led to the formulation of the following guiding question: How do pedagogical practices developed in MRR contribute to the development of HPF and to the literacy process of autistic students with learning delays? To answer this question, the research is based on Historical-Cultural Theory (HCT) and Historical-Critical Pedagogy (HCP), anchored in Historical-Dialectical Materialism (HDM), which conceives education as a transformative social practice. The methodological approach adopted was a qualitative case study, conducted in 2024 at a municipal school in western Paraná, with a 4th grade autistic student at elementary school. The methodological procedures employed a qualitative approach, grounded in bibliographic references from classical theorists, articulated with document analysis and interviews. The results showed significant progress in the autistic student's learning, such as greater engagement in reading and writing activities and the gradual development of autonomy. It can be concluded, therefore, that the pedagogical actions of MRR, when based on HCT and HCP, can enhance memory, imagination, attention, reasoning, abstraction, language, and thought, contributing not only to overcoming learning barriers but also to consolidating an inclusive and empowering education for all students. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Wed, 25 Feb 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8553 2026-02-25T00:00:00Z