https://tede.unioeste.br/handle/tede/6317 Mon, 11 May 2026 22:02:16 GMT 2026-05-11T22:02:16Z https://tede.unioeste.br/handle/tede/8312 Title: DO PRESENTE ESTENDIDO AO FUTURO INCERTO: UM ESTUDO FENOMENOLÓGICO-FORMISTA DOS IMAGINÁRIOS DE PROJETO DE VIDA NO ENSINO MÉDIO Autor: Oliveira, Eliane dos Santos Macedo Primeiro orientador: Schröder, Tania Maria Rechia Abstract: The present thesis investigated the future imaginaries and life projects of high school students from a public school located in the interior of Paraná, considering the dynamics of postmodern society. It also analyzed the normative documents of the Curricular Component “Projeto de Vida” (Life Project) of the state education network, seeking to understand its orientations, purposes, and implications in the formative process of young people. It begins with the observation that Brazilian high school education has historically faced learning gaps and high dropout and failure rates. In this context, reforms such as Law Nº. 13,415/2017 and Law Nº. 14,945/2024 reinforced Life Projects as a curricular axis, justifying their inclusion as a response to the demands for autonomy, resilience, and adaptability. The central research problem was to determine whether the curriculum did or did not engage with youth imaginaries, whether there were gaps between the temporalities prescribed by the school and those experienced by the students, and what the implications of this process were for the construction of their life projects. The overall objective was to understand how young people structured their projects and imagined the future, analyzing whether the curricular component contributed to this process or functioned primarily as a mechanism for shaping human capital. Specifically, the study sought to identify the content outlined in the Life Project syllabi, analyze its alignment with students’ expectations, and identify the existence of pedagogical practices that corresponded to students’ choices. The research was theoretically and methodologically grounded in the phenomenology of Maurice Merleau-Ponty and the “formist phenomenology” of Michel Maffesoli. Qualitative data were collected through seven focus group sessions held between August and November 2023, involving twenty students from a state school. During these sessions, projective techniques of association, construction, and expression were applied as complementary instruments. In addition, official documents related to the Life Project curricular component for the 1st and 2nd years of high school from 2022 to 2023 were analyzed. The resulting corpus underwent two analytical stages: an ideographic analysis, identifying units of meaning, and a nomothetic analysis, articulating recurring convergences. The findings showed that students held dreams and expectations for the future related to academic achievement, professional stability, and social recognition, while also revealing uncertainty, hesitation, and a sense of urgency in the present. The study found that the Life Project curriculum did not engage with the fluid temporalities of youth and instead prioritized competencies oriented toward the labor market, emphasizing adaptability, creativity, and entrepreneurship. It uncovered a mismatch between the prescribed curriculum and the future imaginaries expressed by students. By emphasizing preparation for work and social productivity, the Life Project reproduced historical intentions of Brazilian education aimed at aligning youth with the demands of their time. The main contribution xii of this study was to show that, despite these prescriptions, young people build plural, fragmented, and evolving projects, revealing the creative power of their imaginaries and their resistance to linear models. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese Fri, 05 Dec 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8312 2025-12-05T00:00:00Z https://tede.unioeste.br/handle/tede/8256 Title: Psicologia escolar e adoecimento psíquico: estratégias de enfrentamento a partir da Psicanálise e da Psicologia Histórico Cultural Autor: Rocha, Geovane dos Santos da Primeiro orientador: Rossetto, Elisabeth Abstract: The contemporary educational scenario is characterized by mental illnesses affecting students, teachers and other professionals in the field. The school psychologist has emerged as one of the main people responsible for working with mental health, developing prevention, promotion and recovery actions. However, the inclusion of this professional in basic education is recent — it will only become mandatory in 2019 through Law No. 13.935, which provides for psychology and social work services in public education networks. Therefore, it is essential to build theoretical and methodological foundations for the practice of school psychologists in the field of mental health. In this scenario, there are two theoretical currents that work ethically and critically with the issue of mental illness: Historical-Cultural Psychology and Psychoanalysis. Based on these two frameworks, the present study aimed to analyze mental illness in the educational context and to propose coping strategies for the school psychologist's practice in basic education. To this end, a qualitative study was developed, comprising theoretical and field components. The theoretical component was based on the contributions of Psychoanalysis and Historical-Cultural Psychology, while the field component consisted of validating a theoretical-practical guide elaborated as a synthesis of the research. Fourteen professors from Brazilian universities, located in the five regions of the country, who teach and/or conduct research in the field of school and educational psychology, participated in the validation process. The responses were analyzed by measuring the content validity index (CVI) and the standard deviation (SD). Of the 29 evaluated items, 96.5% obtained a CVI of 1.0, and only one item showed an index of 0.93, with SDs below 0.6 — results that indicate a high level of precision and consensus among participants. Thus, the Delphi study confirmed the theoretical and methodological consistency of the theoretical practical guide, as well as its practical relevance and ethical coherence, recognizing it as a consistent resource to guide the work of the school psychologist in addressing psychological distress. Based on these results, it is possible to sustain that the dialogue between Psychoanalysis and Historical-Cultural Psychology broadens the understanding of mental illness in the educational context, guiding the development of coping strategies for the school psychologist's practice in basic education. This is because mental health is understood by these frameworks as a complex and dynamic construction, determined by social, historical, cultural, and unconscious factors. When the concrete living conditions are precarious and the resources available to individuals are limited, mental illness manifests itself. In view of this, the school psychologist must intervene beyond the symptoms, addressing the conditions that produce suffering, as well as promoting spaces for listening, strengthening the collective, fostering healthier experiences, encouraging critical practices, and subverting the neoliberal logic. Through this, they contribute to the construction of school contexts that recognize subjectivity and enable the emergence of new ways of being and living, envisioning the school as a space of desire, creation, and transformation. 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/8256 2025-12-09T00:00:00Z https://tede.unioeste.br/handle/tede/8155 Title: Relações da gestão escolar com resultados de rendimento aferidos pela avaliação em larga escala em colégios do estado do Paraná (2017 a 2021) Autor: Soligo, Marinez Gasparin Primeiro orientador: Estrada, Adrian Alvarez Abstract: The contexto of educational policies brings numerous debates to the Brazilian education scenario. Among these are school management and large-scale assessments. Both topics are amplified within the contexto of state reform and neoliberalismo. The research presentes as a problem the extent to which the characterisitics of manegement and influenc school performace as measured by the SAEB exam. The general objective was to analyze how the contextual características of manegement and manegers impact school performace as measeured by the SAEB exam. Adopting a mixed-methods approach, combining statistical modeling, literature review, and a comparative framework, the research draws on date from INEP databases, specifically contextual questionnaires completed by principals from sixty eight public schools located in municipalities of Paraná with fewer than 5,000 inhabitants. All selected schools had only one ninth-grade class in the final years of elementary education and publicly available IDEB results for the 2017, 2019, and 2021 cycles. The overarching objective was to examine the extent to which contextual factors related to school management influence student achievement in SAEB. The qualitative component involved in-depth case analysis and a critical discussion of the research subject. The initial hypothesis posited that participatory and democratic management practices positively affect academic performance. Findings indicate a significant association between contextual variables and student outcomes, supporting the initial premise. However, challenges in accessing, processing, and interpreting certain datasets limited the scope of the analysis, due to changes in the format and number of questions and information being masked for date protection. Results suggest that management stability, prior teaching experience, and exclusive dedication to the school board are generally linked to higher scores. Notably, permanence in office, more than total years of experience, appears to foster the consolidation of effective pedagogical practices and institutional strengthening. The study concludes that democratic, participatory school management committed to pedagogical processes is a key factor in enhancing learning outcomes, especially when supported by shared governance, administrative stability, and coordinated actions between schools and their communities. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese Tue, 16 Sep 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8155 2025-09-16T00:00:00Z https://tede.unioeste.br/handle/tede/8132 Title: Saúde mental e docência no ensino superior: vozes de uma universidade pública do estado do Paraná Autor: Soares, Nandra Soares Primeiro orientador: Rossetro, Elisabeth Abstract: Mental health has historically permeated many discussions, especially in the 21st century, following the psychiatric reform promoted in the 1960s and 70s. This moment was decisive for the dimensional change in understanding mental health. However, despite a premise focused on the biopsychosocial aspects of mental health, there is still a hegemonic position of individualization and biological determinism in the current capitalist context, which does not take into account the social, political, economic, and cultural aspects that, when associated with the uniqueness of the individual, constitute the issues related to psychological suffering. Over the last few decades, university teachers have been experiencing the impacts of the transformations occurring in society and in the university within their work activities. Thus, the objective was to investigate the relationship between work and the mental health of teachers at UNIOESTE, and to understand the risk factors for "suffering" in this work context. This research was anchored in the theoretical framework of Historical-Cultural Psychology by Lev Semionovich Vygotsky (1896-1934) and authors who align with this perspective, and it uses the historical-dialectical materialist method of Karl Marx (1818- 1883) for the analysis and interpretation of the results. Firstly, a theoretical/bibliographic research was conducted in scientific databases, followed by a quantitative and qualitative field study with 201 teachers. In the qualitative stage, 9 teachers who showed the highest risk indices were selected. Statistical techniques and content analysis were used to understand the data collected through standardized scales and semi-structured interviews. The quantitative results demonstrated that teachers are at "critical" and "severe" risk for psychological distress, primarily related to factors of Work Organization and Conditions, Socio-Professional Relationships, Affective Cost, Cognitive Demands, and Physical Damage. Based on the teachers' narratives, four core themes and eight emerging categories were identified. The teachers reported that the precariousness and intensification of work, the sense of professional devaluation, competition in the academic environment, antagonistic social relations, and decreased quality of life lead to states of suffering and/or psychological distress, such as mental exhaustion, fatigue, irritability, stress, anxiety, lack of motivation, impatience, social inhibition, and melancholy. To cope with these stressors, the teachers described individual strategies such as medication, engaging in sports, participating in cultural and entertainment activities, spending time with pets, and isolating themselves from certain individuals. They reported that there are no collective actions from the university to assist in coping with these challenges, only isolated projects developed by the teachers themselves. It became evident that there is a disconnection between the meaning and significance of their work. In light of the numerous adversities experienced, teachers find themselves alienated, as their work ceases to be an opportunity for the exploration of human potential, transforming into an external activity that unilaterally distorts the essence of the individual, leading to the xii development of a distressed personality. Finally, strategies were suggested for the implementation of permanent internal policies for the prevention and promotion of teaching staff mental health at UNIOESTE, starting from the creation of the Institutional Commission for Mental Health of UNIOESTE (CISMU). It is understood that this research indicates a field that should be continually studied, and it is acknowledged that these contributions add to those already made; however, they are not sufficient to exhaust the topic. Publisher: Universidade Estadual do Oeste do Paraná Tipo do documento: Tese Tue, 30 Sep 2025 00:00:00 GMT https://tede.unioeste.br/handle/tede/8132 2025-09-30T00:00:00Z