https://tede.unioeste.br/handle/tede/560 Thu, 28 May 2026 17:21:42 GMT 2026-05-28T17:21:42Z https://tede.unioeste.br/handle/tede/8413 Title: Civismo ou cidadania? A escola pública sob o modelo cívico-militar e os limites da formação democrática Autor: Manosso, Daniele Crislei Czuy Primeiro orientador: Mehanna, Najla da Silva Abstract: This research aims to analyze, from a historical-critical perspective, the Civic-Military educational model implemented in the State of Paraná (2020) and its implications for the conception of civics, citizenship, and the humanizing formation of students, using as a case study the Beatriz Biavatti State Civic-Military School, located in one of the neighborhoods of the municipality of Francisco Beltrão, Paraná. It is worth noting that this thesis stems from the researcher's professional experience as a teacher in the state public school system, understood as a reflective and methodological instrument to analyze the transformations resulting from the transition from a regular school to the Civic-Military model. The problem guiding the investigation is to understand how the conception of civics and citizenship, present in the CivicMilitary educational model, redefines and challenges the formation of a critical and emancipatory citizenship. To this end, a qualitative approach is adopted, and the investigation articulates bibliographic review, document analysis, and a case study. Therefore, this study begins with a literature review and document analysis of the guidelines and regulations of the National Program of Civic-Military Schools (PECIM) and the Program of Civic-Military Colleges of Paraná (PCCM/PR), documents from the Paraná State Department of Education, and institutional materials from the school under investigation. The case study involves systematic observations of school routines, disciplinary practices, and didactic and pedagogical interactions with the 6th and 9th grade classes of Elementary School II and the 3rd year of High School, in addition to semi-structured interviews with teachers, administrators, students, and family members. Content Analysis (Bardin, 2016) was applied to the 5th Edition of the Manual of Civic-Military Schools of Paraná (Paraná, 2025) and to the Curricular Component of Citizenship and Civics (SEED, 2021), allowing the identification of thematic categories and contradictions between institutional discourse and concrete school experience. The research discusses the centrality attributed to discipline, hierarchy, and institutional control, highlighting how these elements tend to resignify civics from a normative logic, frequently associated with obedience and conformity to the detriment of intellectual autonomy, student participation, and critical thinking. The results indicate that the Civic-Military model tends to reorganize the educational space according to a logic aligned with control, standardization, and efficiency, approaching neoliberal rationalities and imposing limits on democratic citizen education. Although presented as an alternative for improving public education, the Civic-Military model restricts pedagogical practices historically linked to critical and humanizing education, reinforcing the need for educational policies committed to the emancipation of individuals and the strengthening of democracy. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese Mon, 02 Mar 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8413 2026-03-02T00:00:00Z https://tede.unioeste.br/handle/tede/8412 Title: A construção da identidade docente a partir das vivências no Estágio Supervisionado: um estudo de caso no curso de Geografia da Unioeste de 2014 a 2024 – Campus Francisco Beltrão (PR) Autor: Engels, Maria Caroline Primeiro orientador: Mehanna, Najla da Silva Abstract: This study analyzes the construction of teacher identity based on the experiences in the Supervised Internship in the Geography Undergraduate Program at the State University of Western Paraná (UNIOESTE), Francisco Beltrão Campus (PR), from 2014 to 2024. The research aimed to understand how the supervised internship contributes to the initial training and professional identity formation of future Geography teachers. This is a qualitative, documentary research, whose corpus consisted of the course’s Political-Pedagogical Project, the Internship Regulations, and the reports produced by the undergraduate students throughout the period. Data were analyzed using content analysis, according to Bardin, through the construction of analytical categories that highlighted the internship as a space for the articulation between theory and practice. Results indicate that the supervised internship plays an essential formative role, favoring the appropriation of teaching knowledge, especially experiential knowledge. At the same time, limitations were identified, such as the fragmentation between theory and practice, insufficient teaching hours, and limited pedagogical supervision, indicating the need for adjustments in the organization of the internship to enhance its formative character. It is concluded that the supervised internship is fundamental for initial teacher training and for building teacher identity in Geography, and should be strengthened as a space for critical, reflective, and socially committed professional development. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Dissertação Tue, 24 Feb 2026 00:00:00 GMT https://tede.unioeste.br/handle/tede/8412 2026-02-24T00:00:00Z https://tede.unioeste.br/handle/tede/8255 Title: Geotecnologias e tecnologias no ensino de geografia para o estudo de paisagem na bacia hidrográfica do córrego Mineiro, Nova Olímpia – MT Autor: Vieira, Laurentino Bernardes Primeiro orientador: Leme, Rosana Cristina Biral Abstract: This research investigated how geotechnologies and digital technologies can motivate and stimulate students' interest in learning the content of the Geography subject in Basic Education. The subjects involved were students from two 6th-grade classes of Elementary School II – final years – in the morning period, at the Wilson de Almeida State School, located in the central area of the city of Nova Olímpia – MT. Its objective was to ascertain how digital educational resources (DERs) can contribute to the learning of geographical content, analyzing their limitations and possibilities, as well as respecting the particularities of student learning. Thus, the research focused on examining the contribution of information and communication technologies (ICTs) to a playful and equitable geographical education to foster student interest and, consequently, cognitive learning of the content. We based our work on the hypothesis that an educational scenario combining the use of digital educational resources with topics relevant to students' experiences favors geographical education, arousing their interest, attention, engagement, and emotion in the act of learning. To this end, we used the following digital educational resources: Google Earth, Google Sites, gamified activities, digital maps, and the Padlet platform. As a basis for applying the didactic pedagogical actions, we used George Bertrand's (1971) concept of landscape, adapting it to accessible language so that the students participating in the research could understand it and associate it with the study of landscape dynamics in the Mineiro stream watershed (BHCM), located in the municipality of Nova Olímpia – MT. At the end of the research, we were able to conclude that ICTs, when used with pedagogical intent by the teacher and when adequate infrastructure conditions exist, are widely accepted in the teaching-learning process and enable a more playful and attractive geographical education for students, thus contributing to the production and use of a greater diversity of didactic and methodological strategies. In this context, ICTs provide opportunities for a more dynamic, equitable, and inclusive education. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese Tue, 09 Dec 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8255 2025-12-09T00:00:00Z https://tede.unioeste.br/handle/tede/8250 Title: Sementes crioulas: resistência e desafios na experiência do movimento de mulheres camponesas em Santa Catarina Autor: Collet, Zenaide Primeiro orientador: Santos, Roseli Alves dos Abstract: This thesis investigates the role of landrace seeds within the Movement of Peasant Women (MMC), aiming to identify their potential for MMC/SC and to understand how they have been challenging and transforming patriarchal relations of gender, class, race, and generation from the perspective of agroecological peasant feminist struggles. The research is grounded in a qualitative approach built upon popular education practices developed with peasant women, thus characterizing it as militant research. The theoretical framework draws on authors who examine peasantry, gender and feminist geography, popular peasant feminism, and landrace seeds. The study focuses on the MMC in the western region of Santa Catarina. Methodologically, the investigation employed field diary records, conversations with women seed guardians, and the development of ten inventories of productive homegardens—one in each participating municipality—complemented by photographic documentation. The personal and social relevance of the study stems from its connection to my involvement in the Movement, whose mission is the liberation of women from all forms of violence, as well as from its contribution to strengthening agroecological agriculture and advancing scientific production on a topic still lacking systematic investigation. The results indicate that the actions of the MMC, particularly through its Seed Program, encouraged women to share their seeds, granting visibility to the guardians and recognition to their knowledge. This represents a formative and practical process that unveils limiting conceptions and enhances the set of conditions necessary for seed production. The study found that landrace seeds act as entry points for propositional actions, reaffirming that seeds and land are structural elements of food production and food sovereignty. The inventories reveal that seeds in productive homegardens constitute practices of resistance and, at the same time, forms of denunciation of the capitalist, patriarchal, and racist agricultural model, whose historical roots lie in colonialism and which, today, is expressed in agribusiness and in the commodification of nature under the control of large corporations. The experiences with landrace seeds in the homegardens of the women participating in the MMC indicate real possibilities for re-signifying ways of life and relationships with land, food, economy, environment, work, and existence itself. This set of practices strengthens the continuity of peasant family agriculture and contributes to building the identity of peasant women as autonomous subjects, bearers of knowledge, and promoters of relations of care and equity with the diverse forms of life. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese Mon, 10 Nov 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8250 2025-11-10T00:00:00Z