https://tede.unioeste.br/handle/tede/555 Thu, 18 Jun 2026 16:27:31 GMT 2026-06-18T16:27:31Z https://tede.unioeste.br/handle/tede/8455 Title: Negritude e racismo no cinema: um estudo comparativo entre M8 - Quando a Morte Socorre a Vida (2019) e Ficção Americana (2023) Autor: Lima, Waléria Racoski de Primeiro orientador: Bonamigo, Carlos Antônio Abstract: This dissertation is aligned with Sociedade, Conhecimento e Educação do Programa de PósGraduação em Educação de Francisco Beltrão da Universidade Estadual do Oeste do Paraná. It investigates the cinematic works M8 – Quando a morte socorre a vida (2019) and American Fiction (2023). The study seeks to examine how filmic scenes contribute to the formation of social imaginaries, influencing the way we perceive and position ourselves in relation to the portrayed social groups. Films function as instruments for questioning prejudices and preestablished ideas. Thus, cinema constitutes a privileged space for debate in various public contexts, including academic research in Education, stimulating reflections on prevailing social practices and their contemporary impacts on the construction of social imaginaries. The overarching objective of this study is to understand Blackness as a form of resistance and racism as an expression of violence in cinema, analyzing how these representations intersect with sociocultural practices and anti-racist movements. In doing so, it aims to elucidate racism and the possibilities of anti-racism through a theoretical examination that unveils the historical, social, and cultural practices and processes underpinning the construction and representation of Black identity in film. Methodologically, the research is characterized as a qualitative, bibliographic, and documentary study, structured in a comparative format. This approach facilitates the observation of both sociocultural intersections and historical-contextual differences between Brazil and the United States of America, allowing for an analysis of how images, stereotypes, and narratives of resistance manifest in distinct cinematographies. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Thu, 19 Feb 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8455 2026-02-19T00:00:00Z https://tede.unioeste.br/handle/tede/8454 Title: Os cursos de Pedagogia do IFPR: tensionamentos e implicações na formação do(a) pedagogo(a) Autor: Oliveira, Patrike Soares de Primeiro orientador: Portelinha, Ângela Maria Silveira Abstract: This dissertation was developed in the Master's program at the Universidade Estadual do Oeste do Paraná (UNIOESTE), linked to the research line "Culture, Educational Processes, and Teacher Training" of the Postgraduate Program in Education (PPGEFB). The object of this investigation focused on the problematization of teacher training for educators, specifically within the context of IFs (Federal Institutes). From this perspective, the objective of this research is to analyze the Pedagogy courses offered at the campuses of Instituto Federal do Paraná (IFPR), as well as the tensions and intersections that permeate the training of educators originating from these institutions. The research was developed under a critical-dialectical perspective, which recognizes the production of the object as originating from the multiple determinations that constitute it. Thus, contradiction, mediation, totality, and historicity were used as categories for this analysis. The chosen methodological procedure was the documentary and bibliographic research, articulated with the analysis of data that was obtained through questionnaires applied to faculty members of the Structuring Teaching Cores (NDEs) of the campuses in Curitiba, Palmas and Pitanga. The analysis was performed through data triangulation, considering documents, theoretical frameworks and the NDEs' understandings of the Pedagogy courses at IFPR. The results highlight the singularity that surrounds the courses and the training of educators in these spaces. Through the Cores’ perspectives, such specificities point to a complex, intriguing, paradoxical, and also promising sphere involving these courses, where institutional, curricular, and formative issues are tensioned regarding a unitary proposal for the training of educators within the scope of IFPR. It was concluded, in this perspective, that the attributed meanings of the Pedagogy courses reveal a heterogeneous formative field, surrounded by intersections that are sometimes established as counter-hegemonic spaces of training and sometimes reproduce discourses and practices. In this intent, such characteristics allow them to differentiate and distance themselves from training in traditional models due to their institutional mission, foundations, and conceptions, as well as their distinct organizational apparatus, capable of enhancing a critical training, socially committed to the local and regional demands in which they are inserted. On the other hand, a common understanding for the training of educators is tensioned within the Pedagogy courses, highlighting the need for greater institutional articulation between courses, as well as the need for updating the PPCs (Pedagogical Course Projects) so that the IFs keep up with professional conditions and consolidate their role in the context of training courses for educators. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Wed, 11 Feb 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8454 2026-02-11T00:00:00Z https://tede.unioeste.br/handle/tede/8453 Title: Pedagogia das Festas das Sementes Crioulas no Sudoeste do Paraná: 2004-2025 Autor: Santos, Emanuela dos Primeiro orientador: Bonamigo, Carlos Antônio Abstract: This dissertation is part of the Graduate Program in Education of Francisco Beltrão - PPGEFB, at the master degree, at the State University of Western Paraná - UNIOESTE, Francisco Beltrão, campus - PR, Research Line 2: Society, Knowledge, and Education. This research aims, in general sense, to analyze the pedagogy of heirloom seed festivals in the Southwest Paraná from 2004 to 2025. The specific objectives are: analyzing the countryside as a territory in dispute between conventional agricultural production and agro ecological production; to characterize the educational dimensions of popular social movements in the countryside, of the heirloom seed festivals, and to synthesize the educational dimensions of the heirloom seed festivals in Southwest Paraná between the years 2004 and 2025. With regard to the methodological approach, it is guided by the theoretical framework of historical-dialectical materialism. The research is based on a qualitative approach of a basic nature combining a bibliographic study with a multiple case study, considering that the Creole seed festivals unfold in several editions, but all are part of the same phenomenon. Two direct observations were used as data collection instruments, which took place on July 11th, 2024, in Nova Esperança in the Southwest and on July 17th, 2025, in Dois Vizinhos. In addition, the main form of data collection was carried out through semi-structured interviews with the organizers and participants about the subjects of the Creole seed festivals, as well as the analysis of images and documents related to the Creole seed festivals of Southwestern Paraná. It was pointed out as a result from the semi-structured interviews the existence of a pedagogy of heirloom seed festivals in Southwestern Paraná. Such pedagogy is reflected in various aspects and moments of the festival, such as: registration, collective breakfast, ornamentation, decoration, flags, posters, oral and artistic presentations, reading of the political letter, music, collective lunch, and sharing of the heirloom seeds. It was noted through the interviews that these festivals are practices built with and by the popular social movements of the Southwestern Paraná region as gatherings in which there is joy, longing, fellowship, hugs, dreams, sharing, and dialogues. These festivals defend and fight for the preservation, care, safeguarding, planting, diversity (genetic and cultural), and reproduction of heirloom seeds, in addition to producing different artistic, musical, mystical knowledge, educating individuals in human sensitivity, emotions, memories, traditions, affections, involvement and collective and social practices. Therefore, throughout the research, 'pedagogy' was understood as the science of education and education was understood as all formal and non-formal processes, in all dimensions of human development of which the Creole seed festivals are a part Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Thu, 19 Feb 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8453 2026-02-19T00:00:00Z https://tede.unioeste.br/handle/tede/8452 Title: O educativo da Comunidade/Assentamento do Movimento Sem Terra na constituição das escolas: o caso do Assentamento Missões (1996–2023) – Francisco Beltrão/ PR Autor: Moura, Elizabete Canci de Primeiro orientador: Ghedini, Cecília Maria Abstract: This dissertation work focuses on the educational aspect of the community/settlement of the Landless Workers' Movement (MST) in the establishment of schools, taking as a case study the Missões Settlement (1996–2023), in the municipality of Francisco Beltrão/PR. The research was conducted in the Graduate Program in Education (Master's) at the State University of Western Paraná, Francisco Beltrão campus, in the concentration area of Education and in the research line Society, Knowledge, and Education. The research problem presents as its central question: what was the educational aspect of the MST community/settlement in the establishment of schools in the Missões Settlement, in Francisco Beltrão/PR, during the period from 1996 to 2023? Thus, the objective was to understand this process in the referred context and period. The investigation becomes relevant because it addresses the relationship between community and education in the constitution of the public rural school in the Missões Settlement, and can also serve as a theoretical reference for future research. Its achievement is justified by its contribution to giving visibility to the Missões Settlement and its schools, by presenting the history of this community's struggle for its implementation, a process that constituted itself as educational and differentiating for these school institutions. The theoretical framework is based on various authors, aiming to deepen central categories such as agrarian reform settlements, community, rural public schools, education, and the Landless Workers' Movement. The research used document analysis of the report from the Systematization of Experiences and Social Practices of Popular Education, which reconstructs the history of the Irmão Cirilo Municipal School and the Paulo Freire State Rural School. In addition, semi-structured interviews were conducted with participants in the process. The results indicate that the educational aspect of the MST community/settlement, in the establishment of the schools of the Missões Settlement between 1996 and 2023, consisted of the production of a collective formative process, in which social struggle was constituted as an educational principle. Over time, even in the face of tensions arising from institutionalization, interference from municipal and state governments, and internal contradictions within the settlement, the community remained an educational subject, intervening in and transforming the school. The results indicate that the educational aspect of the MST community/settlement, in the establishment of the schools in the Missões Settlement between 1996 and 2023, consisted of producing a collective formative process, in which social struggle was constituted as an educational principle. Over time, even in the face of tensions arising from institutionalization, interference from municipal and state governments, and internal contradictions of the settlement, the community remained as an educational subject, intervening in and transforming the school. The MST pedagogy, participatory management, and struggles for improvements and for a rural public school demonstrate that the school was shaped by the social, political, and cultural practices of the community. Thus, the settlement's educational aspect is manifested in the collective capacity to form individuals and, simultaneously, to shape the school itself as a space of struggle, resistance, and the production of meaning. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Wed, 11 Feb 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8452 2026-02-11T00:00:00Z