http://tede.unicentro.br:8080/jspui/handle/jspui/2123 Programa de Pós-Graduação em Educação (Doutorado) 2026-06-10T15:19:12Z http://tede.unicentro.br:8080/jspui/handle/jspui/2431 Título: PENSAMENTOS DESENHADOS: SER CRIANÇA EM TEMPOS DE PANDEMIA Autor: NUNES, MARISTELA APARECIDA Primeiro orientador: Lira, Aliandra Cristina Mesomo Abstract: With the COVID-19 pandemic that emerged at the beginning of 2020, people's lifestyles have changed and the changes have also affected children. Faced with this concern the need to pay attention to children's perceptions of the time they experienced outside of school during the pandemic is relevant based on the understanding that listening to children is one of the ways of legitimizing the visibility of a historically silenced social category. Given this context which the problem of this research emerges: How do children manifested throughout their drawings, their lives and experiences in times of social distancing from the COVID-19 pandemic? This question outlined the general objective of the research: to analyze, through children's drawings, children's experiences in times of social distancing. The main objective unfolded into three specific objectives: 1) to consider the impacts of the COVID-19 pandemic in the social sphere and its echoes on children's lives; 2) to ratify, through the theoretical framework that underpins the research and the ethical-methodological approach used, the need to listen to children through their drawings; 3) to problematize the children’s experiences in time of pandemic based on the children’s drawing and speech. Linked to the Study and Research Group in Early Childhood Education (Gepedin) and the Postgraduate Program in Education, both at the Midwestern State University (Unicentro), this study was based on bibliographical and field research based on Social Studies of Childhood, among which is the Sociology of Childhood. This is a qualitative investigation based on childhood theorists such as Sarmento (2003; 2004; 2007; 2008; 2011) and Liebel (2007; 2019). The field research was carried out with children from a school in the municipal education network in the city of Guarapuava/PR, through the production of narrated drawings as a methodological procedure. We came to understand that children's drawings are revealing sources of what we do with children, the meanings of our practices in their lives, as well as the education we offer them. Nevertheless, it was possible to confirm the constant paradoxes experienced by the children, such as their confined existence, the limitations on playing and their fears about the pandemic. Our study supports the defense of the thesis that the adoption of the theoretical contribution of the Sociology of Childhood supports us in reading the child's drawing as an element of children's culture, making it possible to know the child's point of view through their participation. Instituição: Universidade Estadual do Centro-Oeste Tipo do documento: Tese 2024-11-25T00:00:00Z http://tede.unicentro.br:8080/jspui/handle/jspui/2427 Título: O Banco Mundial e as Políticas Educacionais no Paraná: análise do Projeto Multissetorial para o Desenvolvimento do Paraná. Autor: Dorne, Fernanda Cristina Zimmermann Primeiro orientador: Lima, Michelle Fernandes Abstract: This Doctoral dissertation, linked to the research line Education Policies, History, and Organization of Education, of the Graduate Program in Education, aimed to analyze the enactment of the World Bank through the Multisectoral Project for the Development of Paraná, Brazil, in order to characterize the main trends of this project in current education policies. The research focused on the following question: How did the World Bank’s enactment, through the Multisectoral Project for the Development of Paraná, influence, and/or guide education policies in Paraná between 2013 and 2019? The issue addressed in the study pertains to the analysis of the World Bank as a political, financial, and intellectual actor, acting as a driver of education policies. The first chapter, through a bibliographical review, revisits the World Bank’s reflections in Brazil, understanding how economic agreements are forged, defending the hegemony of capital. From a Gramscian perspective, it discusses the World Bank as a collective intellectual, generating thought and action through ideas, conditionalities and loans, focusing its capitalist interests on developing countries. Additionally, it demonstrates how the Country Assistance Strategies serve as guiding documents for the Brazilian government. To materialize the conceptual reflections, the second chapter begins with a document analysis of the highlighted text “Multisectoral Project for the Development of Paraná,” using Monitoring Reports as a reference and exploring perspectives for education in Paraná and how they were implemented in practice. In the third chapter, the trends/influences of the Multisectoral Project for the Development of Paraná are analyzed, materialized through managerialist governance with a focus on large-scale monitoring and evaluation as the foundation for quality education. These documents present an ultra-liberal conception of education, supported by the strategy of meeting basic learning needs and by monitoring and controlling outcomes, especially evident after the rise of the governments of Carlos Alberto Richa and Carlos Roberto Massa Júnior. It is understood, therefore, that the conception of evaluation and quality in Basic Education for the World Bank—largely incorporated into the evaluation policy of the State of Paraná—and managerial governance are integral parts of a social project implemented by this international organization, whose initiative is based on the development of competencies and skills deemed essential for economic growth. Instituição: Universidade Estadual do Centro-Oeste Tipo do documento: Tese 2024-12-09T00:00:00Z http://tede.unicentro.br:8080/jspui/handle/jspui/2257 Título: OFÍCIO DO BENZIMENTO: UBUNTU E A PRÁXIS PEDAGÓGICA COMUNITÁRIA ANTIRRACISTA Autor: Dias, Marcia Denise de Lima Primeiro orientador: Silva, Jefferson Olivatto da Abstract: This thesis aims to highlight the importance of understanding the processes of perpetuation and transmission of community educational learning arising from the knowledge of healing in school pedagogical praxis. From this perspective, this work was justified by the environmental, human and academic need to reflect about knowledge of healing and traditional matricentral practices of community care and self-care, developed centuries ago in Brazilian territory. The thesis is based on the problem of how to interpret and unveil community, matricentral, generational and ancestral learning structures, specifically care and self-care treatments, in institutionalized spaces such as schools? In this sense, the methodology used to describe and analyze the data was based on the constellations of learning that enable us to understand long-term Afro-indigenous community learning processes in the studied territory, as well as to reveal the flow of knowledge of healing in school education. In this sense, the analyzes of this thesis were developed based on the qualitative observation of the flow of community learning from knowledge of healing developed in projects and activities offered by the Department of Education in the municipality of Foz do Jordão, in the interior of Paraná, between the years 2021 to 2023. To this end, the objective was to analyze the presence of ubuntu in the pedagogical praxis of Escola Municipal Padre Emílio Barbieri – EMPEB and Centro Municipal de Educação Infantil – CMEI Criança Feliz, structuring informal and non-formal learning from the knowledge of healing present in everyday school life. The final considerations clarify the importance of matricentral ancestral generosity as the basis of the feminine ethics of caring for others, evidenced in the flow of learning and in the practice of the common good in institutionalized spaces. The thesis concludes that ancestral knowledge was given new meaning over time in the territory through of knowledge of healing, proposing a new educational approach called: "Ifé Pedagogy". The research provides qualitative data on the presence of ubuntu in the pedagogical praxis for anti-racist education, valuing community practices and the care and self-care crafts developed by faith healers. It is hoped that this thesis will contribute to a greater understanding and appreciation of these practices in education. Instituição: Universidade Estadual do Centro-Oeste Tipo do documento: Tese 2024-06-18T00:00:00Z http://tede.unicentro.br:8080/jspui/handle/jspui/2124 Título: TECNOLOGIA ASSISTIVA 3M: MATERIAL MANIPULÁVEL DE MULTIPLICAÇÃO PARA APRENDIZAGEM DO CONCEITO MATEMÁTICO AO ESTUDANTE CEGO NA PERSPECTIVA INCLUSIVA Autor: ALVARISTO, ELIZIANE DE FÁTIMA Primeiro orientador: Santinello, Jamile Abstract: The process of teaching Mathematics in Elementary School – early years has been a challenge for teachers, because it is at this stage of education that many scientific concepts about this area of knowledge are elaborated and used in different social contexts. In this way, the abstraction for learning mathematical concepts becomes complex, in the case of blind students it is no different, because, like other students, they need manipulative materials and Assistive Technologies – AT that supply their needs, ‘to see with hands’ for the formation oh these concepts. Thus, for this thesis, the 3M Assistive Technologies: Manipulable Multiplication Material (TA–3M) was developed to teach the concept of multiplication tables to the the blind student in the Inclusive Perspective. It was deposited with the National Institute of Industrial Property (INPI), under process number BR 10 2021 023830. In view of this, this thesis had the general objective of analyzing the contributions of 3M Assistive Technology: Manipulable Multiplication Material for the learning of the concept of mathematics to the blind student in the Inclusive Perspective. Applied research and a qualitative approach were used, was used as a strategy, carried out in a municipal Early Childhood Education and Elementary school, located in the city in the state of Paraná – Brazil. A blind student enrolled in the 3rd year of Elementary School – initial years, who participated in the Multifunctional Resource Room – SRM (Type-II) in the after- school period, and three teachers responsible for teaching Mathematics participated in the research. The instruments and procedures used for data collection were: observation; pedagogical interventions and interviews. Records were gathered in a field diary; activities developed with thw blind student, audio and video recordings and photos. Date were analyzed from the five phases of AT – 3M for teaching-multiplication tables: I) Tactile Exploration; II) Functionality Criteria; III) Decoding the numbers in Braille prepared on the Quadrangular Plate; IV) Concept of Multiplication and its Properties; and V) Process for the Mathematical Operation from Multiplication to Division, based on the Historical – Cultural theory, approaching the formation of action in the mental plane through stages, proposed by Piotr Yakovlevich Galperin: [1] Motivational Action; [2] Guiding Basis of Action; [3] Formation of Action in the Materialized Plane; [4] Formation of Action in the External Language; and [5] Action on the Mental Plane. It was found that the AT – 3M brought contributions to the process of teaching and learning multiplication tables concepts to the blind student, allowing independence during manipulation, to understand the meaning of a table, through ‘seeing with the hands’, construction and desconstruction of multiplication, formation of even and odd numbers, notions of rows and columns, addtion and subtraction from the representativeness of squares, writing of mathematical symbols in braille used in operations multiplying, multiplier and product and their relationships with the cumulative, associative and distributive properties, solving calculation and initial notions of division. AT – 3M and 3M Technology adapted to sighted students in the Inclusive Perspective, revealed the importance of developing manipulable materials, thinking of everyone and for everyone during the theaching process of mathematical concepts. Instituição: Universidade Estadual do Centro-Oeste Tipo do documento: Tese 2023-09-15T00:00:00Z