https://tede.unioeste.br/handle/tede/535 Sun, 08 Feb 2026 20:02:50 GMT 2026-02-08T20:02:50Z https://tede.unioeste.br/handle/tede/8215 Title: Saberes e fazeres etnomatemáticos presentes na educação de jovens e adultos Autor: Klippel, Adriana da Silva Primeiro orientador: Lübeck, Marcos Abstract: Youth and Adult Education (EJA) in Brazil faces significant challenges, which are deeply rooted in issues related to access to and retention in formal education. These challenges result in a portion of the population having their educational rights restricted due to various socioeconomic and historical factors, preventing them from attending school at the appropriate time. Nevertheless, these individuals strive through resilient and dignified life paths to reclaim the rights previously denied to them. In this context, it is essential that educators working in Youth and Adult Education adopt a pedagogical approach grounded in respect for the life experiences of this group, recognizing and valuing their lived realities as fundamental elements in the teaching and learning process. Iven this scenario, the main objective of this research was to investigate the ethnomathematical knowledge and practices of youth and adults in the early stages of literacy, analyzing how such knowledge can be contextualized and critically addressed in mathematics education. The study is justified by the need to acknowledge and value the cultural and historical knowledge of these individuals, contributing to the development of a more inclusive, equitable, and socially grounded education. The methodological approach adopted is qualitative and exploratory, with an ethnographic focus. The research employed procedures such as participant observation, questionnaires, semi-structured interviews, field diaries, and a literature review relevant to the topic. Data analysis was carried out through an interpretive approach, based on criteria of thick description, in order to capture the complexity of the observed practices. It is hoped that the results of this research will contribute to deepening reflections on the importance of Ethnomathematics in the context of Youth and Adult Education, especially with regard to recognizing and valuing the historical and cultural aspects of those involved. Furthermore, it is expected that this study will provide valuable insights for enhancing the teaching and learning processes of school mathematics, as well as for the training of teachers and researchers committed to a more critical, contextualized, and transformative educational practice. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Fri, 19 Dec 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8215 2025-12-19T00:00:00Z https://tede.unioeste.br/handle/tede/8211 Title: BNC-Formação Inicial e os cursos de Pedagogia nas universidades estaduais do Paraná: uma análise histórico-crítica sobre a padronização das licenciaturas Autor: Ferezin, Jennifer Rafaela Serafim Primeiro orientador: Malanchen, Julia Abstract: This study aims to critically analyze the concept expressed in CNE/CP Resolution nº 02 of December 20, 2019, which establishes the National Common Core for Initial Teacher Training for Basic Education (BNC-Initial Training) in light of the foundations of Historical-Critical Pedagogy. The BNC-Initial Training guides the reformulation of the Political-Pedagogical Projects of undergraduate programs, directing teacher training toward the content, components, thematic units, and objects of knowledge defined by the National Common Curricular Core. This guideline reduces the space allocated to disciplines focused on critical, historical, and political training, prioritizing practices based on skills demanded by the job market, in line with the logic of the Pedagogy of Competencies. In contrast, Historical-Critical Pedagogy advocates access to historically systematized knowledge as an instrument for critical and transformative reading of reality. To develop this analysis, the research is grounded in Historical-Dialectic Materialism and utilizes a bibliographic and documentary approach. The specific objectives of this study are: to analyze, based on bibliographic research, the main Brazilian authors who discuss the topic; to discuss, based on theoretical foundations, the possible impacts of the BNC-Initial Training on teacher training and the education of future generations; to contrast the foundations of Historical-Critical Pedagogy and Pedagogy of Competencies, identifying the challenges and possibilities for teacher training; and to investigate the changes that have occurred in the Political-Pedagogical Project of the undergraduate Pedagogy programs at the seven state universities in Paraná. To expand the research findings, interviews were conducted with the coordinators of these programs. Data analysis revealed that the participating state universities in Paraná did not make changes to their Political-Pedagogical Projects. This permanence can be understood as a result of the historical struggles of the working class in defense of free, quality public education, as well as solid, critical and socially committed teacher training.; Este estudio tiene como objetivo analizar críticamente el concepto expresado en la Resolución CNE/CP nº 02 del 20 de diciembre de 2019, que establece el Núcleo Curricular Común Nacional para la Formación Inicial Docente de Educación Básica (NCC-Formación Inicial) a la luz de los fundamentos de la Pedagogía Histórico-Crítica. El NCC-Formación Inicial orienta la reformulación de los Proyectos Político-Pedagógicos de los programas de pregrado, orientando la formación docente hacia los contenidos, componentes, unidades temáticas y objetos de conocimiento definidos por el Núcleo Curricular Común Nacional. Esta directriz reduce el espacio asignado a las disciplinas centradas en la formación crítica, histórica y política, priorizando prácticas basadas en las competencias demandadas por el mercado laboral, en línea con la lógica de la Pedagogía de Competencias. En contraste, la Pedagogía Histórico-Crítica aboga por el acceso al conocimiento históricamente sistematizado como instrumento para la lectura crítica y transformadora de la realidad. Para desarrollar este análisis, la investigación se fundamenta en el Materialismo Histórico-Dialéctico y utiliza un enfoque bibliográfico y documental. Los objetivos específicos de este estudio son: analizar, con base en investigación bibliográfica, los principales autores brasileños que abordan el tema; discutir, con base en fundamentos teóricos, los posibles impactos de la BNC-Formación Inicial en la formación docente y la educación de las futuras generaciones; contrastar los fundamentos de la Pedagogía Histórico-Crítica y la Pedagogía de Competencias, identificando los desafíos y posibilidades para la formación docente; e investigar los cambios ocurridos en el Proyecto Político-Pedagógico de los programas de grado en Pedagogía en las siete universidades estatales de Paraná. Para ampliar los hallazgos de la investigación, se realizaron entrevistas con los coordinadores de estos programas. El análisis de datos reveló que las universidades estatales participantes en Paraná no realizaron cambios en sus Proyectos Político-Pedagógicos. Esta permanencia puede entenderse como resultado de las luchas históricas de la clase trabajadora en defensa de la educación pública gratuita y de calidad, así como de una formación docente sólida, crítica y socialmente comprometida. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Mon, 08 Sep 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8211 2025-09-08T00:00:00Z https://tede.unioeste.br/handle/tede/8210 Title: Comparação de protótipo localizador de faltas com relés comerciais: um estudo para identificação de melhorias Autor: Pereira, Eduardo Henrique Primeiro orientador: Motter, Daniel Abstract: Fault location (FL) in transmission lines (TL) plays a strategic role in the operation of electric power systems, as it makes it possible to precisely identify the point of occurrence of disturbances and reduce system restoration time. In this way, accurate FL estimates contribute to efficient service restoration and optimize maintenance activities, thus increasing system reliability. With the objective of monitoring signals and recording disturbances at points of interest, Itaipu Parquetec, with the support of ITAIPU Binacional, developed a device that integrates the functionalities of a Digital Fault Recorder (DFR) and a Phasor Measurement Unit (PMU), resulting in the Disturbance Recorder and Phasor Measurement Unit (RPMF), with its latest update being the addition of an LF module for LTs. Considering the need to test and enhance these updates, this work presents a comparative evaluation of the RPMF’s LF prototype with commercial LF estimators, in order to assess the technological compatibility between the products, as well as to verify whether the proposed multi-method can be applied to more critical LTs without the need for flexibility. To achieve this, real-time simulations were carried out using a Hardware-inthe-loop configuration, in which the RPMF and two intelligent electronic devices (IEDs) were connected in parallel to amplifiers controlled by a Real-Time Digital Simulator (RTDS). The LTused as a model in the tests is part of the Paraguayan power system, selected due to ITAIPU’s interest and aiming for future applications of the LF prototype at the location. In addition to the comparison with the commercial IEDs, the performance of the main LF methods present in the RPMF algorithm was also evaluated, namely: (i) Impedance Method, (ii) Reactance Method, (iii) Simple Takagi, (iv) Negative-Sequence Polarized Takagi, and (v) Zero-Sequence Polarized Takagi. A series of tests was conducted simulating various fault scenarios, including variations in fault type, resistance, incidence angle, and distance to the fault point. The analysis of the results allowed for a comparison between the methods implemented in the RPMF and the other evaluated equipment. The results obtained demonstrate that the RPMF presents satisfactory performance, comparable to the commercial solutions analyzed, and stands out in various scenarios. Furthermore, the analysis of the RPMF methods evidenced potential for multimethod improvement, revealing the possibility of recommendations for strategic adjustments that would increase its accuracy in more critical LTs. Thus, the study reinforces the viability of the RPMF as a promising national solution for LF, distinguishing itself by its performance and flexibility for adaptation to different conditions, while also indicating paths for future developments. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Thu, 27 Nov 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8210 2025-11-27T00:00:00Z https://tede.unioeste.br/handle/tede/8208 Title: Avaliação de representações simbólicas de movimentos articulares humanos com SAX e SFA a partir de dados de acelerômetro Autor: Merencia, Ana Paula Primeiro orientador: Lee, Huei Diana Abstract: The monitoring and analysis of human joint movements using inertial sensors have become accessible and effective alternatives in fields such as rehabilitation, ergonomics, and telemedicine. However, the high dimensionality and individual variability of these signals hinder direct interpretation, calling for representation strategies that reduce complexity without discarding relevant information. This study investigates the symbolic representation methods SAX and SFA applied to time series acquired by smartphone accelerometers from eight healthy participants during the controlled execution of elbow flexion/extension, shoulder abduction/adduction, and shoulder circumduction. The experimental protocol comprised three bouts of ten cycles for each movement, with standardization and supervision by a physical education professional. We evaluated different symbolic configurations by varying the alphabet size (3, 7, and 10 symbols) and the strategies for generating the reference word, and performed a quantitative analysis based on the Hamming distance between symbolic sequences. Statistical significance was assessed using the Friedman test with Nemenyi post-hoc multiple comparisons. Results show that Standard SFA yielded, in most configurations, lower Hamming distances and greater between-subject homogeneity—especially with reduced alphabets (três and sete symbols)—confirming its suitability for more regular movements such as elbow flexion/extension and shoulder abduction/adduction. For shoulder circumduction, characterized by higher inter- and intra-subject variability, Standard SAX performed better with smaller alphabets, underscoring the importance of selecting the method according to movement complexity. Overall, the symbolic approaches preserved salient signal patterns at low computational cost, supporting their potential for deployment in rehabilitation systems and telemedicine e-health platforms. This work contributes a detailed comparative analysis between SAX and SFA across different movements and conditions, highlighting their limitations, strengths, and scenarios of best applicability. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Thu, 02 Oct 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8208 2025-10-02T00:00:00Z