Mestrado em Educação http://bdtd.unoeste.br:8080/jspui/handle/tede/752 2026-06-14T10:34:09Z 2026-06-14T10:34:09Z SERAFIM, Rosangela Aparecida Castro http://bdtd.unoeste.br:8080/jspui/handle/jspui/1773 2026-06-12T04:00:25Z 2026-02-24T00:00:00Z

Título: Desafios e perspectivas reflexivas na formação em serviço do(a) professor(a) alfabetizador: diálogo entre políticas e práticas Autor: SERAFIM, Rosangela Aparecida Castro Primeiro orientador: Di Giorgi, Cristiano Amaral Garboggini Abstract: This study, developed within the Postgraduate Program in Education at the University of Western São Paulo (PPGE/Unoeste), aims to analyze the constitutive dynamics between formative trajectory, educational public policies, and literacy pedagogical practice, in light of a (auto)biographical approach. The investigation is anchored in revisiting the researcher's historicity, whose trajectory is constituted in a social and cultural context marked by restrictions on access to systematized knowledge, scarcity of cultural capital, and absence of consolidated academic references. In this scenario, the school is configured as a space of mobility and transformation, especially through formative experiences mediated by teachers who, beyond the transmission of content, expressed ways of being, knowing, and belonging to the educational field. The choice of the theme stems from the researcher's professional experiences in the context of the public school, which raised concerns about teacher training processes and their implications for pedagogical practice. These concerns led to the following research question: how is the continuing in-service training of literacy teachers configured, considering the challenges faced and the reflective perspectives that emerge throughout their professional development? As a general objective, this research seeks to investigate the continuing in-service training of literacy teachers, with an emphasis on the challenges and reflective possibilities that permeate the exercise of teaching, taking as a reference the educational policies that guide pedagogical practice. Specifically, it aims to understand the constitution of formative experiences throughout the teaching career, identify the materialization of public policies in the daily school routine, and analyze to what extent reflection on practice contributes to the re-signification of teaching practice. From a methodological point of view, this is a qualitative research, of an exploratory and interpretative nature, based on the (auto)biographical perspective. This approach makes it possible to understand formative experiences from the researcher's trajectory, through narration, analysis, and interpretation of experiences built in the exercise of teaching. The data sources comprise records of the professional trajectory, including teaching memoirs, formative experiences, and reflections arising from classroom work. The data analysis was conducted from a reflective movement that involved the description of experiences, the identification of recurrences, tensions, and challenges, as well as the construction of analytical and interpretative axes. The results show that the formative process is configured in a way that is inseparable from the conditions of origin and the opportunities historically produced, which demands the problematization of continuing education policies, considering their limits and potentialities in promoting critical, reflective, and contextualized pedagogical practices in the field of literacy. Furthermore, the findings indicate that continuing in-service training for literacy teachers is a complex process, fraught with multiple challenges, among which are the workload overload, the scarcity of pedagogical resources, the devaluation of teachers, and the provision of training that is sometimes detached from the concrete demands of the school context. Added to this scenario is the insufficient intersectoral articulation between different public policies such as social assistance and health, which weakens the comprehensive care for students' needs and limits the effectiveness of training actions. These aspects highlight the need for a reconfiguration of formative models, so that they become more sensitive to the specificities of pedagogical practice, as well as supported by intersectoral articulation policies that promote integrated, collaborative and contextualized actions. On the other hand, the research reveals significant potential in this process, such as the strengthening of reflective practice, the valuing of teachers' knowledge, collaboration among peers and the re-signification of professional experience. In this sense, critical reflection on one's own trajectory stands out as a structuring element for the improvement of literacy practice, enabling the teacher to understand, analyze and transform their pedagogical action. In this direction, intersectoral articulation also presents itself as a possibility for expanding these potentialities, by favoring dialogue between different areas and professionals, contributing to a more comprehensive understanding of educational processes and the conditions that permeate them. Furthermore, the centrality of public education policies as a structuring axis for guaranteeing adequate conditions for the training, appreciation, and recognition of literacy teachers is highlighted. The fragility or absence of these policies, coupled with the lack of coordination between the different sectors responsible for guaranteeing social rights, directly impacts the effectiveness of continuing education programs, intensifying the challenges of daily school life. Thus, it becomes essential to understand how such policies, when guided by an intersectoral perspective, can contribute to the consolidation of more consistent, democratic, and contextualized training processes, capable of responding to the complex demands of educational reality. It is expected that the results of this study will provide support for strengthening public policies and continuing education programs, highlighting the urgency of implementing intersectoral articulation strategies that integrate different areas of action and promote more effective responses to educational demands. Thus, the aim is to contribute to the professional development of teachers, from a critical and reflective perspective, committed to the transformation of educational practice and the quality of teaching. Instituição: Universidade do Oeste Paulista Tipo do documento: Dissertação

2026-02-24T00:00:00Z NICOLA, Joice Ferreira http://bdtd.unoeste.br:8080/jspui/handle/jspui/1765 2026-05-15T04:06:11Z 2026-02-27T00:00:00Z

Título: Narrativas de uma professora de língua inglesa de uma escola técnica mediante as adaptações para BNCC Autor: NICOLA, Joice Ferreira Primeiro orientador: Di Giorgi, Cristiano Amaral Garboggini Abstract: This autobiographical research, grounded within the field of “Public Policies in Education, Training Processes, and Teaching Practices,”. The research employs a qualitative, exploratory, and interpretative approach to analyze the trajectory of an English teacher in a state technical school. The study investigates the adaptation of the curricular framework by the teacher-researcher, with a view to reconciling the requirements of vocational courses with the competencies set out in by the Brazilian National Common Core Curriculum (BNCC). The objective is to understand changes in teaching practices and their impact on student learning. The adaptation of curricula in technical education requires methodologies that integrate English into students’ professional contexts. The present study investigates the strategies employed to alignment of instructional methods with contemporary demands. The methodological approach is founded on the analysis of pedagogical documents, including course plans and teaching plans in conjunction with personal records, such as class diaries and correspondence. These records serve to substantiate the construction of a narrative that elucidates the challenges, tensions, and achievements encountered during the implementation of the curriculum. The findings indicate substantial enhancements in student engagement, notably in technology-mediated activities and interdisciplinary projects, manifesting as increased oral proficiency, expanded lexical repertoire, and greater autonomy in utilizing digital tools. The enhancement of motivation and development of more confident linguistic identities were found to be two key benefits of text-based practices. Nevertheless, persistent challenges were demonstrated, including limited class time, heterogeneous ability levels, and emotional barriers related to oral communication. The study proposes pathways for other educators to adapt English teaching to technical education contexts, promoting holistic development and expanding students’ academic and professional opportunities. Instituição: Universidade do Oeste Paulista Tipo do documento: Dissertação

2026-02-27T00:00:00Z PECORI, Evandro Aparecido http://bdtd.unoeste.br:8080/jspui/handle/jspui/1764 2026-05-14T04:06:38Z 2026-03-13T00:00:00Z

Título: Análise da inclusão de pessoas com TEA (Transtorno do Espectro Autista) no ensino médio integrado ao técnico Autor: PECORI, Evandro Aparecido Primeiro orientador: Murgo, Camélia Santina Abstract: This study is part of Research Line 2: “Teacher Education, Professional Practice, and Educational Practices” and of the research group “Construction of Subjectivity Processes in the School Context”, both belonging to the Graduate Program in Education at Unoeste. The inclusion of students with Autism Spectrum Disorder (ASD) in Technical High School education has been gaining increasing prominence, aiming to ensure equal opportunities and access to quality education in accordance with the principles of educational inclusion. This movement seeks not only to guarantee the presence of these students in everyday school life but also to contribute to the construction of a fairer and more equitable society in which the differences and abilities of each individual are respected and valued. In Technical High School education, students with ASD face challenges that affect their school life in specific ways, particularly regarding pedagogical practices, teacher training, and the necessary adaptations. This research emerged from the concern about how the real inclusion of these students takes place and was guided by the following research question: “Which policies, pedagogical practices, resources, and institutional arrangements support the inclusion of students with ASD in High School and Technical Education, with impacts on participation, learning and social interaction?”. This dissertation was structured in a multipaper format, consisting of two studies. Study I, a scoping review, aimed to map recent scientific production on the inclusion of students with ASD in High School, identifying gaps and contributions that highlight the urgent need for personalized approaches that meet students’ specificities and promote their full participation. Study II, qualitative in nature and designed as a case study, was conducted with three students from an integrated Technical High School, seeking to understand how they perceive schooling processes and the elements that influence their inclusion. The results of both studies intertwine in the final considerations, providing a unified view of the characteristics of the inclusion of students with ASD at this educational level. The analysis shows that, although progress has been made, there are still challenges regarding teacher training, curriculum adaptation, and the promotion of a truly inclusive school culture. It concludes that the consolidation of public policies and individualized pedagogical practices is essential for these young people to achieve meaningful, autonomous, and equitable schooling—one that respects diversity and prepares all students for the challenges of life and work. Instituição: Universidade do Oeste Paulista Tipo do documento: Dissertação

2026-03-13T00:00:00Z ROSA, André http://bdtd.unoeste.br:8080/jspui/handle/jspui/1761 2026-05-12T04:06:13Z 2026-02-23T00:00:00Z

Título: Serviços de apoio psicopedagógico e de acessibilidade ao discente no ensino superior Autor: ROSA, André Primeiro orientador: Dias, Carmen Lúcia Abstract: This dissertation was developed within the Graduate Program in Education at the Universidade do Oeste Paulista - Area of Concentration: Education - Research Line: Teacher Education and Educational Practices. In the current higher education landscape, inclusion and accessibility are priorities, reflecting a growing commitment to equity and diversity. Higher Education Institutions seek to implement policies and practices that ensure the access and retention of students with special educational needs and students with disabilities, aiming to promote an inclusive and equitable educational environment. Learning difficulties among higher education students are increasingly present and demand special attention, prompting reflection on how support services are organized to address these needs. This raises the following questions: how are these services instituted at universities? In what ways are accessibility and inclusion practices effectively implemented? What challenges do institutions face in ensuring that the needs of students with learning difficulties are efficiently met? Are services articulated with one another, and how? From this perspective, the general objective of this research is to analyze psychopedagogical support and accessibility services, as well as the articulation between these services and their contributions to student support in higher education within the context of a private university in the interior of the State of São Paulo. Using a qualitative approach characterized as an intrinsic case study, the participants were five (5) professionals from the institution’s Psychopedagogical Support and Accessibility Services (the University Psychopedagogical Support Service - SUAPp and the Accessibility and Inclusion Center - NAI). The instruments employed were the analysis of official documents related to inclusion and accessibility and to the aforementioned services; interviews with participants; and, for data analysis and interpretation, Discursive Textual Analysis. Regarding the guiding questions, the results showed that, at the university studied, the institutionalization of the NAI and SUAPp constitutes an integrated framework for academic persistence. The NAI operates in the realm of accessibility, analyzing and determining accommodations, and provides guidance to faculty and program coordinations; SUAPp provides intake and individualized psychopedagogical interventions, with emphasis on study self-regulation, anxiety management, and didactic-methodological mediation. Articulation between the services occurs through protocols and referral pathways: NAI activates SUAPp for psychopedagogical demands and communicates with faculty/coordination to implement accommodations; both record activities in an internal system, conduct periodic reassessments, and maintain institutional communication. The document analysis confirmed standardized flows for student self-declaration, pedagogical screening, definition of strategies, and referrals between services, with system records and institutional communication. Interviews indicate that the services operate at multiple levels, ensuring close support for students, with predictable peaks at the beginning of classes and during assessment weeks. In summary, the research indicates that the integration between accessibility and psychopedagogical support enhances access, participation, and learning by articulating clear governance, traceable workflows, and interventions focused on students’ real demands. It is hoped that this study will contribute to giving visibility to these services and strengthening their articulation in higher education Instituição: Universidade do Oeste Paulista Tipo do documento: Dissertação

2026-02-23T00:00:00Z