https://tede.unioeste.br/handle/tede/547 Tue, 03 Mar 2026 17:28:09 GMT 2026-03-03T17:28:09Z https://tede.unioeste.br/handle/tede/8282 Title: O chão da aldeia Arapy: a retomada do território pelo povo Guarani no Município de Foz do Iguaçu- PR Autor: Lemos, Escarlet Luiza de Primeiro orientador: Saquet, Marcos Aurelio Abstract: This research seeks to identify the social relations established by the Guarani population that composes the Arapy Village during the reclamation (retomada) of their territory in Foz do Iguaçu, following fifty years of expropriation linked to the construction of the Itaipu Hydroelectric Power Plant and their subsequent displacement to São Miguel do Iguaçu/PR. There is a movement toward acknowledging the history and memory of the indigenous people in the municipality of Foz do Iguaçu, identifying within the Arapy Village the dynamics and diversity of life expressions and daily socialization in that space transformed into territory. The objective is to analyze this process of spatial mobility, identifying the territorial singularities linked to the indigenous population of the Arapy Village – Foz do Iguaçu. This reflection is part of our professional practice as a social worker at the Social Assistance Reference Center (CRAS SUL) within the municipal government of Foz do Iguaçu. To this end, the specific objectives of this research are: to utilize social cartography as an instrument to record the singularities that the indigenous people hold in relation to the Ocoy territory; and to contribute to strengthening the ties of territorialization of the indigenous people in the Arapy Village, using action-research to expand access to social rights and consolidate the right to territory for the Arapy indigenous community. In this sense, the writing is structured through the application of Participatory Action Research (PAR) as a methodology, with an emphasis on social cartography. Thus, we address the process of deterritorialization and reterritorialization of the Guarani on the border, highlighting the historical construction of the Arapy Village and the indigenous understanding of the territory lived across time and space, resulting in a process of resistance and permanence in the territory, alongside the indigenous population's access to social services and benefits.; Esta investigación busca identificar las relaciones sociales establecidas por la población guaraní que conforma la Aldea Arapy en la recuperación de su territorio en Foz do Iguaçu, después de cincuenta años de expropiación relacionada con la construcción de la Central Hidroeléctrica de Itaipú y su desplazamiento a São Miguel do Iguaçu/PR. Existe un movimiento para aprender sobre la historia y la memoria de los pueblos indígenas en el municipio de Foz do Iguaçu, identificando, en la Aldea Arapy, la dinámica y diversidad de expresiones de vida y socialización cotidiana en ese espacio que se ha convertido en su territorio. Su objetivo es analizar este proceso de movilidad espacial, identificando las singularidades territoriales vinculadas a la población indígena de la Aldea Arapy – Foz do Iguaçu. Esta reflexión es parte de nuestro trabajo, realizado como trabajador social en el Centro de Referencia de Asistencia Social (CRAS SUL), en conjunto con el gobierno municipal de Foz do Iguaçu. Por lo tanto, los objetivos específicos de esta investigación son: Utilizar la cartografía social como instrumento para registrar las ingularidades que tienen los pueblos indígenas en relación con el territorio Ocoy; Este trabajo contribuye a fortalecer los vínculos territoriales de los pueblos indígenas en la Aldea Arapy, utilizando la investigación-acción para ampliar el acceso a los derechos sociales y consolidar el derecho al territorio para los pueblo indígenas de la Aldea Arapy. En este sentido, el escrito se estructura utilizando la Investigación-Acción Participativa como metodología, con énfasis en la cartografía social. Así, abordaremos el proceso de desterritorialización y reterritorialización del pueblo guaraní en la frontera, destacando la construcción histórica de la Aldea Arapy y la comprensión de los pueblos indígenas del territorio vivido en el tiempo y el espacio, resultando en un proceso de resistencia y permanencia en el territorio, con acceso para la población indígena a servicios y beneficios sociales. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Thu, 04 Dec 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8282 2025-12-04T00:00:00Z https://tede.unioeste.br/handle/tede/8194 Title: Dilemas da participação da comunidade escolar na gestão do Programa Dinheiro Direto na Escola nos centros municipais de educação infantil de Foz do Iguaçu Autor: Santos, Elessandra Fabiana Monteiro dos Primeiro orientador: André, Tamara Cardoso Abstract: The research analyzes the possibilities and limitations of school community participation in the management of resources from the Direct School Funding Program (PDDE) in Municipal Early Childhood Education Centers (CMEIs) in Foz do Iguaçu. To do so, it investigates the characteristics of the program and management instruments, as well as the functioning of the APMF (Association of Parents, Teachers and Staff) in the municipality’s school network. The research is grounded in the historical-dialectical materialist method, which assumes that reality must be analyzed based on its concrete and material transformations rather than idealized notions. The methodological procedures included interviews with a technical professional from the Municipal Department of Education, three school principals, and three APMF presidents, aiming to understand how PDDE management is carried out. The findings show that schools hold only limited autonomy in administering the program’s resources. Several factors were found to hinder community participation, with bureaucracy and lack of time emerging as the main barriers. Thus, although the PDDE advocates for democratic management, it ultimately produces structural contradictions that restrict the effective participation of the school community. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Wed, 30 Sep 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8194 2026-09-30T00:00:00Z https://tede.unioeste.br/handle/tede/8060 Title: Possibilidades e limites no atendimento de alunos com transtorno do espectro autista do 1º ao 5º ano do ensino fundamental: uma escola fronteiriça Autor: Santos, Janaina Proensa dos Primeiro orientador: Soligo, Valdecir Abstract: The significant increase in the number of children diagnosed with Autism Spectrum Disorder (ASD) has significantly impacted the educational scenario, requiring a review of conventional pedagogical practices. This phenomenon, observed both in Foz do Iguaçu and in other regions of the country, challenges educators and institutions to develop inclusive pedagogical strategies that value the diversity of learning profiles. This paper will discuss policies and legislation aimed at inclusive education, with a focus on serving students with Autism Spectrum Disorder in Brazil, Paraná and the city of Foz do Iguaçu, highlighting the importance of a robust legal framework to guarantee the educational inclusion of these students and highlighting the need for effective public policies, continuous training of educators and collaboration between sectors to promote an inclusive and quality educational environment. Pioneering studies formed the basis for what we know about autism and were fundamental in identifying and describing the disorder, highlighting characteristics such as social isolation and restricted interests, while more recent studies led to the current definition as a spectrum, recognized in the DSM-5. ASD significantly affects the school experience, with deficits in social reciprocity, nonverbal communication, and understanding of relationships, impacting academic and social development. Understanding the characteristics of the disorder is essential to create an inclusive school environment, where specific interventions and individualized support promote students' well-being and academic success. A survey was conducted at the João da Costa Viana School, with teachers from different areas, seeking to identify the possibilities and limits in serving autistic students from the 1st to 5th grade of Elementary School. The objective of the survey is to capture the perception of the teacher who works with autistic students, in order to identify the limitations in the process of pedagogical service to these students, as well as the working conditions and actions already developed. The survey seeks to highlight the complexity of educational service for autistic students and the need for a joint effort to overcome the challenges, promoting a more inclusive and effective learning environment.; El aumento significativo del número de niños diagnosticados con Trastorno del Espectro Autista (TEA) ha impactado significativamente el escenario educativo, requiriendo una revisión de las prácticas pedagógicas convencionales. Este fenómeno, observado tanto en Foz do Iguaçu como en otras regiones del país, desafía a educadores e instituciones a desarrollar estrategias pedagógicas inclusivas que valoren la diversidad de perfiles de aprendizaje. Este artículo discutirá las políticas y la legislación dirigidas a la educación inclusiva, con foco en la atención a estudiantes con Trastorno del Espectro Autista en Brasil, Paraná y la ciudad de Foz do Iguaçu, destacando la importancia de un marco legal robusto para garantizar la inclusión educativa de estos estudiantes y destacando la necesidad de políticas públicas efectivas, formación continua de educadores y colaboración entre sectores para promover un ambiente educativo inclusivo y de calidad. Estudios pioneros formaron la base de lo que sabemos sobre el autismo y fueron fundamentales para identificar y describir el trastorno, destacando características como el aislamiento social y los intereses restringidos, mientras que estudios más recientes llevaron a la definición actual como espectro, reconocida en el DSM-5. El TEA afecta significativamente la experiencia escolar, con déficits en la reciprocidad social, la comunicación no verbal y la comprensión de las relaciones, lo que impacta el desarrollo académico y social. Comprender las características del trastorno es esencial para crear un entorno escolar inclusivo donde intervenciones específicas y apoyo individualizado promuevan el bienestar y el éxito académico de los estudiantes. Se realizó una encuesta en la Escuela João da Costa Viana, con profesores de diferentes áreas, buscando identificar las posibilidades y límites en la atención a alumnos autistas del 1º al 5º año de la Enseñanza Primaria. El objetivo de la investigación es captar la percepción del docente que trabaja con estudiantes autistas, identificar las limitaciones en el proceso de apoyo pedagógico a estos estudiantes, así como las condiciones de trabajo y acciones ya desarrolladas. La investigación busca resaltar la complejidad del apoyo educativo al alumnado autista y la necesidad de un esfuerzo conjunto para superar los desafíos, promoviendo un ambiente de aprendizaje más inclusivo y efectivo. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Wed, 04 Jun 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8060 2025-06-04T00:00:00Z https://tede.unioeste.br/handle/tede/7894 Title: A aplicação da lei da REURB em São Miguel do Iguaçu/PR: a concretização do direito à moradia em área de fronteira Autor: Ortiz, Amanda Paula Nunes Primeiro orientador: Cardin, Eric Gustavo Abstract: The Land and Urban Regularization Law (REURB Law), registered under No. 13,465/2017, innovated with administrative measures and listed important institutes capable of promoting the regularization of informal or irregular urban settlements, that is: the possibility of granting property titles to the real residents and occupants of the area. Given this and the notorious existence of irregular housing in the Municipality of São Miguel do Iguaçu/PR, this study seeks to understand how the REURB Law was applied in the Municipality and its impact on the protection of the right to housing. The research covers an investigation into the territorial formation of the Municipality and the informal urban settlements existing therein. For this purpose, a qualitative and deductive research method was used, based on a bibliographical analysis of laws, documents, and authors who investigated this historical occupation. This analysis was carried out from the perspective of sociological, geographical, and historical aspects of territory, as brought by Haesbaert (2002). Next, it was verified how the REURB Law was applied in these settlements and the effectiveness of land regularization in promoting the right to decent housing. Thus, an empirical research method and case study were also used, conducting several interviews with residents, both descendants of colonizers and those residing in areas covered by the REURB institute. The work was divided into three chapters: theoretical and legal contextualization of REURB; territorial occupation of the municipality; and the impact of colonization on the formation of irregular urban settlements. The application of the Law, in the REURBs in São Miguel do Iguaçu/PR, reveals itself not as a concluded activity, but as an initial milestone for the promotion of adequate urban planning. The Public Power and the population dispute the importance of action for the promotion of this public policy. With this pragmatic analysis of causes, consequences, and results, it will be possible to understand a little more about the urban construction of the city and the way in which public policies aimed at mitigating the social exclusion process that the city's own formation produces are formulated and executed. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Thu, 03 Apr 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/7894 2025-04-03T00:00:00Z