https://tede.unioeste.br/handle/tede/558 Tue, 03 Feb 2026 20:37:37 GMT 2026-02-03T20:37:37Z https://tede.unioeste.br/handle/tede/8106 Title: Educação profissional e tecnológica: a proposta de formação da rede pública do Estado de Santa Catarina Autor: Duarte, Eduardo da Rosa Primeiro orientador: Martins, Suely Aparecida Abstract: This dissertation is linked to the research line Society, Knowledge, and Education of the Graduate Program in Education (Master’s level) at the State University of Western Paraná – UNIOESTE, Francisco Beltrão Campus. The general objective was to analyze the trajectory of Brazilian educational policies for Secondary Education, highlighting their historical developments and understanding how these policies underpin Professional and Technological Education (PTE) in Santa Catarina, with emphasis on Law 13,415/2017 and the proposal offered by the Regional Education Coordination Office (RCE) of Dionísio Cerqueira. The guiding research question was: How have the public educational policies of the New Secondary Education, established by Law 13,415/2017, influenced the organization of PTE in Santa Catarina, and in what way is this proposal materialized in the programs offered in schools under the jurisdiction of the RCE of Dionísio Cerqueira? To address this question, the following specific objectives were outlined: to analyze educational policies for Secondary Education and their changes up to the consolidation of Law 14,945/2024; to understand the foundations of PTE in the state Secondary Education system of Santa Catarina; and to elucidate the training proposal offered in PTE programs in Santa Catarina, particularly within the RCE of Dionísio Cerqueira. A documentary research was carried out, delimiting the historical period of Brazil from 1930 to 2024, revisiting decrees, the Law of Guidelines and Bases of National Education, the National and State Education Plans, the Curriculum Proposal of the State of Santa Catarina, the National Common Core Curriculum, the Basic Curriculum of the Santa Catarina Territory, and the Federal Constitution, in order to seek the foundations of PTE and identify the interests and directions of youth training for work. The method of historical dialectical materialism was used to interpret education from an omnilateral perspective. The collected data were organized and discussed in three chapters: the first addresses the history of Brazilian educational policies for secondary education; the second presents PTE and its foundations in Santa Catarina; and the third analyzes the PTE proposal offered by the RCE of Dionísio Cerqueira. We conclude that PTE directed toward youth constitutes a precarious form of training, lacking innovation in physical and scientific structure, suppressing students’ critical development, distancing itself from the principles of democratic education, reinforcing meritocracy, and responding primarily to the immediate needs of the regional socioeconomic market. It is considered necessary to strengthen the struggle for polytechnic education, encompassing science, culture, and technology, which will contribute to building a future in which public schools become spaces of emancipation and transformation for all young people. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Tue, 19 Aug 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8106 2025-08-19T00:00:00Z https://tede.unioeste.br/handle/tede/8105 Title: “Precisamos seguir as crianças e não os planos” – análise da influência da experiência educativa de Reggio Emilia nos Centros Municipais de Educação Infantil de Francisco Beltrão-PR Autor: Godinho, Izabel Cristina da Silva Primeiro orientador: Conceição, Caroline Machado Cortelini Abstract: This master’s dissertation investigated the influence of the Reggio Emilia educational experience in the Municipal Centers for Early Childhood Education (CMEIs) of Francisco Beltrão-PR. After the re elaboration of the Political-Pedagogical Projects (PPPs), carried out between 2019 and 2021, the CMEIs experienced a constant construction of their pedagogical practices, with the reinvention of spaces and the pursuit of recognizing the child as the protagonist in the learning process, using elements of the Reggio Emilia approach as a reference along this path. Arising from the author’s teaching experiences and her enchantment with the principles of the Reggio Emilia approach, this research sought to answer the following question: How is the Reggio Emilia approach present in the CMEIs of Francisco Beltrão PR? The general objective was to analyze the influence of the Reggio Emilia educational experience on the understanding of the concept of the child and on the organization of pedagogical practices in the CMEIs. Specifically, the study aimed to: (i) Map the presence of the Reggio Emilia educational experience in Brazil, through research and other sources of information; (ii) Identify which CMEIs in Francisco Beltrão grounded their Political-Pedagogical Projects in the Reggio Emilia approach, as well as the elements of this experience present in their pedagogical organization; and (iii) Understand the connections between the pedagogical practices of the CMEIs in Francisco Beltrão and the principles of Reggio Emilia, especially regarding the conception of the child.This is a narrative research study with a qualitative approach, based on authors such as Clandinin and Connelly (2015), Melo and Flores (2022), Conle (2003), Sarmento (2014), Garcia, Arcos and Megías (2022), and Ravagnoli (2018). The investigation is linked to the research line entitled Culture, Educational Processes, and Teacher Education, as well as to the Research Group Education, Child, and Childhood (GPECI). Methodological instruments used included: document analysis of the PPPs of the twenty CMEIs; questionnaires applied to principals and pedagogical coordinators; narrative interviews with principals and coordinators of six selected CMEIs; and visual methodologies, such as photographs, videos, and notes. The dissertation is organized into three chapters. Chapter 1 presents the object, methodology, subjects, data collection instruments, and the contextualization of the municipal early childhood education network. Chapter 2 discusses the emergence of the approach, its fundamental principles, and its dissemination in Brazil. Chapter 3 analyzes the narratives, documents, and images, highlighting connections between local practices and the Reggio Emilia proposal, focusing on axes such as listening, protagonism, environment, and documentation. The theoretical framework of the research dialogues with key authors of the Reggio Emilia approach: Malaguzzi (2001), Rinaldi (2022), Vecchi (2017), and Edwards, Forman, and Gandini (2016). In the field of narrative research and contemporary conceptions of childhood, contributions from Dahlberg, Moss, and Pence (2003), as well as Barbosa (2016), stand out. Throughout the research, it was found that the principles of the Reggio Emilia approach have been established as important references in the organization of PPPs and in the daily practices of the CMEIs, based on the premise that it cannot be reproduced. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Fri, 27 Jun 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8105 2025-06-27T00:00:00Z https://tede.unioeste.br/handle/tede/8103 Title: Educação e psicanálise na obra de Françoise Dolto: intervenções junto a crianças com sinais de autismo Autor: Vargas, Vanessa Ferreira Xaves Primeiro orientador: Gagliotto, Giseli Monteiro Abstract: This dissertation presents the Master's Research in Education, which aimed to identify and analyze the contributions of Françoise Dolto's psychoanalysis to the education of children with signs of autism. Given the lived experiences and the anxieties of "being a teacher" for an autistic child, our research problem sought to answer: what are the contributions and possible interventions, based on Doltonian psychoanalysis, for the education of children with signs of autism? Autism has been increasingly discussed in contemporary society, so that fields of knowledge that demonstrate interest in this issue are articulated, such as psychology, pedagogy, medicine, psychoanalysis, psychiatry, among others. Furthermore, we seek to elucidate historical and social factors that can influence the conception and treatment of so-called autistic children, bringing concepts from psychiatry, psychology, psychoanalysis and pedagogy. The theoretical positioning used in this research considers autism in its unconscious and conscious, subjective and social aspects. In this way, we articulate Psychoanalysis and Education, because we believe that the educational field is fertile in listening to children's investigations about autism(ies). In this sense, we use the theoretical-methodological framework of historical dialectical materialism in order to understand the multiple determinations in which the object is entangled. With chapter one, it was possible to identify the changes over time, from the conceptual trajectory of autism to the one we know today and how these reflected in the pedagogical field. As well as, to understand the concept of autism and to understand that Françoise Dolto, having treated autistic children in her clinic, left us practices and methodologies that provided positive results in their treatment. Just as in chapter two, when we discussed diagnoses, we found that several fields of knowledge deal with the subject, and we based ourselves on psychoanalysis to understand that in autism the constitution of the subject fails, therefore, there is no symbolic record in language, making communication and social relationships with others difficult. Therefore, in chapter three, we analyzed the contributions of Françoise Dolto and her clinical cases when she used drawing and modeling, together with attentive listening, which provided entry into the symbolic field and/or a significant improvement in her autistic condition. By proposing the approximation of the theoretical fields, psychoanalysis and pedagogy, based on Dolto's teachings, we highlighted a position taken by the teacher in relation to these students with autism; a teacher whose care and education are considered structuring principles, who is attentive to the manifestations of languages, who recognizes the singularities of each child and who seeks new knowledge to further qualify his/her pedagogical practice. Therefore, we conclude that psychoanalytic listening should be part of the pedagogical approach in the classroom, providing children with autism with effective inclusion that respects their uniqueness and explores their potential. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Mon, 21 Jul 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8103 2025-07-21T00:00:00Z https://tede.unioeste.br/handle/tede/8102 Title: Cuidado e educação: aproximações e distanciamentos nas práticas pedagógicas das professoras de educação infantil com bebês e crianças bem pequenas Autor: Faedo, Camila Wessler Primeiro orientador: Pilonetto, Roseli de Fátima Rech Abstract: This research attends with the understanding of care and education in the pedagogical practices of Early Childhood Education teachers – 0 to 3 years old. It is linked to the research line “Culture, educational process and teacher training” of the Post-Graduate Program in Education – Master, at the State University of Western Paraná – Francisco Beltrão Campus – PR. It aims to investigate how teacher´s understandings of care and education influence the pedagogical practices in classes of children aged 0 to 3 years and 11 months. Considering that the guide documents of Early Childhood Education (Brazil, 1996. 2009, 2017), as well as the authors who deal with this age of teaching emphasize the inseparability of care and education (Montenegro, 2009; Kramer, 2005; Guimarães, 2011), this research raises the following question: How do the teachers undestandings care and education manifest themselves in their teaching practices with babies and very young children? To answer this question, this research carries out a case study using the following techniques: bibliographic survey of the topic; study of the national, state, municipal and institucional legislation; application of questionnaires and focus group with teachers of classes for babies and very young children at a Municipal Early Childhood Education Center (CMEI) in Francisco Beltrão, Paraná; as well as observation of the classes that were the subject of this study, taking notes through a field diary. Based on data analysis carried out through triangulation of the data produced and based on the phenomenological approach, it is clear that the teacher emphasize the inseparability of care and education, however, they still separate these concepts When exemplifying how this occurs in the daily life of Early Childhood Education. This understanding is evident in the pedagogical practice of these teachers as “pedagogical practices” occupy a prominent place in the provided to children and care is strongly linked to meeting the physical needs of food and hygiene, demonstrating a distance. The care and education as a binomial are demonstrated in everyday actions, which are not planned and are not tied to the teaching of a specific contente, but demonstrate consideration of the child as a whole being, characterized closeness. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Tue, 15 Jul 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8102 2025-07-15T00:00:00Z