https://tede.unioeste.br/handle/tede/531 Fri, 06 Feb 2026 14:22:44 GMT 2026-02-06T14:22:44Z 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/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/8124 Title: O “Programa Formadores em Ação” como política de formação continuada de professores do Paraná (2020-2024): elementos teórico-metodológicos Autor: Rosa, Giovanna Kambetunava Primeiro orientador: Sandri, Simone Abstract: This dissertation aims to analyze the theoretical and methodological principles underlying the continuing teacher education policy in Paraná, as set out in the Formadores em Ação (Trainers in Action) Programme (2020–2024). Currently, international and national guidelines for continuing teacher education are strongly linked to international organizations and Brazilian businesses. Consequently, there is a need to investigate how these guidelines are transformed into continuing education policies in places such as Brazilian states and municipalities. Contact with the report 'The continuing education policy of Paraná: peer training mediated by technologies' (2023), produced by the Teaching Profession Movement, enabled the identification of the Trainers in Action Programme. The Movement produced this report in order to validate the Programme as a successful policy. Based on these findings, the following research question was formulated: What theoretical and methodological elements underpin the Formadores em Ação Programme as a continuing education policy for teachers in Paraná (2020–2024)? This study was developed using a qualitative approach with exploratory, documentary and bibliographic research. Primary sources were surveyed and selected based on resolutions, normative instructions, cooperation agreements, and agreements linked to the Paraná State Department of Education, as well as materials from the Teaching Profession Movement and the Trainers in Action Programme. Secondary sources were collected from the SciELO database and the Theses and Dissertations Catalogue of the Coordination for the Improvement of Higher Education Personnel (CAPES). The main results revealed that the Formadores em Ação Programme's theoretical and methodological elements are active methodologies, digital technologies, classroom management, collaborative teaching and peer training. Peer training and the use of digital technologies based on phantomization are considered fundamental to implementing the policy and defining the training content offered to teachers. These aspects contribute to controlling training and teaching work, as well as orienting pedagogical practice towards preparing students for assessments and improving educational indicator results. Consequently, these elements minimize the intentionality of social teaching practice about the transmission of historically produced knowledge, while also co-opting teaching subjectivity by emptying theoretical, practical, and pedagogical relationships of their meaning. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Fri, 01 Aug 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8124 2025-08-01T00:00:00Z https://tede.unioeste.br/handle/tede/8081 Title: A percepção de gestores e professores da Rede Pública Municipal de Ensino de Cascavel-PR sobre os impactos do artigo 14 do FUNDEB Permanente no contexto escolar Autor: Zucco, Gabriela Viana Primeiro orientador: Soligo, Valdecir Abstract: With the enactment of Federal Law No. 14,113 on December 25, 2020, which established the Permanent FUNDEB and defined the conditions set forth in its Article 14, namely: (i) appointment of school principals based on performance and merit criteria; (ii) participation of at least 80% of regularly enrolled students in SAEB large- scale assessments; (iii) reduction of educational, racial, and economic inequalities; (iv) a collaborative system between states and municipalities through the redistribution of ICMS tax revenues, giving rise to ICMS-Education; and (v) curriculum alignment with the National Common Core Curriculum (BNCC). As a result, the outcomes of external assessments became directly linked to the redistribution of financial resources, whether through the federal government’s VAAR supplement or ICMS-Education. Consequently, states, municipalities, and the Federal District reorganized themselves to comply with these conditions and secure the funding.Thus, the research problem is: according to the perception of school principals, pedagogical coordinators, and teachers, what are the impacts of Article 14 on management, school organization, and the teaching and learning process within the Municipal Public Education System of Cascavel/PR? The general objective is to analyze the extent to which financing (Permanent FUNDEB), conditioned on indicators of improvement in school management quality and student learning outcomes measured by SAEB, affects management, school organization, and the teaching and learning process in Cascavel’s Municipal Public Education System. To achieve the proposed objectives, a qualitative approach was adopted. The research was conducted through a literature review (Freitas, 2018; Gentili, 1996; Frigotto, 1989; Pinto, 2000; 2002; 2005; 2012; 2018; 2019; Amaral, 2012; Peroni, 1999; 2013; 2016; 2020; Bardin, 1977); documentary analysis (Law No. 14,113/2020; Constitutional Amendment No. 108/2020; statistical reports from Cascavel’s Municipal Public Education System, as well as ministerial ordinances and QEdu data on student proficiency); and field research using questionnaires remotely answered via Google Forms by school administrators and 5th-grade teachers who met the participation criteria. Based on participants’ perceptions, it is possible to identify certain impacts of Article 14 of the Permanent FUNDEB within the school context. These impacts reveal contradictory processes that permeate education, undermining its educational and emancipatory nature by tying funding to external assessments of schooling, without effectively resulting in improved educational quality. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Mon, 31 Mar 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8081 2025-03-31T00:00:00Z