TEDE Communidade: Pró Reitoria de Pesquisa e Pós-Graduação

Pediococcus acidilactici CE51 e seus pós-bióticos: efeitos na integridade intestinal, inflamação e complicações musculares associadas à doença inflamatória intestinal

2026-08-21T00:00:00Z

Título: Pediococcus acidilactici CE51 e seus pós-bióticos: efeitos na integridade intestinal, inflamação e complicações musculares associadas à doença inflamatória intestinal Autor: Bueno, Emili Bruna Toso Primeiro orientador: Eller, Lizziane Kretli Winkelströter Abstract: Inflammatory bowel diseases (IBD) are chronic conditions characterized by persistent inflammation of the gastrointestinal tract, often associated with systemic alterations such as intestinal dysbiosis and metabolic impairment. Among these complications, sarcopenia stands out, negatively impacting patients’ quality of life and prognosis. In this context, there is a growing interest in innovative therapeutic strategies, such as the use of probiotics and, more recently, postbiotics, due to their potential to modulate the microbiota and the inflammatory response. This thesis aimed to investigate the therapeutic potential of Pediococcus acidilactici CE51 and its postbiotics in modulating intestinal inflammation and systemic complications associated with inflammatory bowel diseases (IBD), with emphasis on sarcopenia. Article 1, a review study, aimed to critically analyze the scientific evidence regarding the role of postbiotics derived from lactic acid bacteria in the management of muscle complications associated with IBD. The methodology consisted of a narrative literature review, including experimental and clinical studies related to the pathophysiology of sarcopenia, intestinal microbiota, and mechanisms of action of postbiotics. The results demonstrated that chronic intestinal inflammation, dysbiosis, and metabolic alterations directly contribute to the loss of muscle mass and function, and that metabolites such as short-chain fatty acids, bioactive peptides, and exopolysaccharides exert anti-inflammatory, antioxidant, and muscle metabolism-modulating effects, highlighting their potential in the prevention and attenuation of sarcopenia associated with IBD. Article 2 aimed to evaluate the effects of the probiotic Pediococcus acidilactici CE51 and its cell-free supernatant in an experimental model of indomethacin-induced enteropathy. A total of 45 male Wistar rats were used, distributed into five groups: CMC (control – 200 µL/kg), I (indomethacin 10 mg/kg), IP (indomethacin + probiotic 10⁸ CFU), ICFS (indomethacin + cell-free supernatant 200 µL/kg), and IS (indomethacin + sulfasalazine 10 mg/kg). The animals were pretreated for 28 days and then subjected to inflammatory induction for 4 days, totaling approximately 32 days of experimentation. Inflammatory induction resulted in a significant reduction in weight gain (p<0.05), moderate intestinal inflammation, and important systemic alterations, including anemia, thrombocytopenia, and hypoproteinemia. A marked increase in genotoxic damage was observed in the I group, with a significant elevation in micronucleus frequency compared to the control (p<0.05). Regarding treatments, the ICFS and IS groups showed significant recovery in platelet counts (p<0.05) and increased leukocyte levels compared to the inflammatory group. The IS group demonstrated more pronounced improvement in albumin and total protein levels (p<0.05), while the ICFS group stood out for its modulation of the intestinal microbiota, with a significant increase in Lactobacillaceae and the genus Lactobacillus (p<0.05), along with a reduction in dysbiosis-associated groups. Additionally, the treated groups (IP, ICFS, and IS) showed a significant reduction in micronucleus frequency compared to the I group (p<0.05), with values close to the control group. Overall, the cell-free supernatant (ICFS) demonstrated greater biological consistency compared to the probiotic, particularly in microbiota modulation and reduction of systemic damage, although without complete reversal of all induced alterations. These findings reinforce the potential of postbiotics as a more stable and effective therapeutic alternative, contributing to the advancement of innovative strategies for the management of IBD and its systemic complications. Instituição: Universidade do Oeste Paulista Tipo do documento: Tese

Competências socioemocionais no ensino superior: contribuição para o desenvolvimento da autonomia intelectual e moral

2026-02-26T00:00:00Z

Título: Competências socioemocionais no ensino superior: contribuição para o desenvolvimento da autonomia intelectual e moral Autor: SILVA, Célia dos Santos Primeiro orientador: Dias, Carmen Lúcia Abstract: This research was developed within the Graduate Program in Education at the Universidade do Oeste Paulista (University of Western São Paulo), in the research line Teacher Education and Professional Practice and Educational Practices. The study aimed to understand and analyze how Social and Emotional Competencies (SECs) are conceptualized and developed in higher education and to what extent they contribute to the construction of students’ intellectual and moral autonomy. The investigation examined how Higher Education Institutions promote, or fail to promote, Social and Emotional Competencies, as well as the institutional and pedagogical conditions and strategies offered to foster students’ intellectual and moral autonomy. This study is grounded in the understanding that university education should go beyond a technical-instrumental dimension, incorporating cognitive, affective, ethical, and social aspects as constitutive elements of comprehensive education. A mixed-methods (qualitative–quantitative), exploratory, and descriptive approach was adopted. Participants included students from programs in the areas of Agricultural/Biological Sciences, Architecture/Engineering, and Computing/Exact Sciences, as well as faculty members who are part of the Course Coordination Committees (Núcleos Docentes Estruturantes). Quantitative data were collected through the application of the Social and Emotional Competencies Scale for University Students and analyzed using SPSS software (version 24), employing descriptive statistics, Student’s t-test, and Pearson correlation analyses. Qualitative data were generated through semi-structured questionnaires and a focus group with faculty members and analyzed using Discursive Textual Analysis. Additionally, a documentary analysis of the Institutional Development Plan, Course Pedagogical Projects, and National Curriculum Guidelines was conducted, along with a systematic literature review following the PRISMA 2020 protocol, to provide theoretical and analytical support for the study. Quantitative results indicated higher levels in competencies related to Responsible Decision-Making and Emotional Self-Management, as well as greater potential for development in factors such as Social Awareness and Perseverance. Statistically significant differences were also found between female and male students in some scale factors. Qualitative analyses revealed that although Social and Emotional Competencies are recognized in institutional documents and faculty discourse as relevant to comprehensive education, their promotion occurs in a predominantly implicit, fragmented, and poorly systematized manner, with gaps in teacher education and pedagogical intentionality. It is concluded that Social and Emotional Competencies manifest in higher education as a formative axis still under consolidation, contributing in a relevant but non-automatic way to the development of students’ intellectual and moral autonomy. The findings indicate that strengthening SECs depends on the articulation of institutional policies, intentional pedagogical practices, and meaningful formative experiences, reaffirming the role of Higher Education Institutions in promoting comprehensive, ethical, and socially committed education. Instituição: Universidade do Oeste Paulista Tipo do documento: Tese

Português como língua de acolhimento para imigrantes refugiados: políticas, professores voluntários e material didático

2026-05-25T00:00:00Z

Título: Português como língua de acolhimento para imigrantes refugiados: políticas, professores voluntários e material didático Autor: GENEROSO, Loren de Oliveira Lopo Primeiro orientador: Santos, Danielle Aparecida do Nascimento dos Abstract: This dissertation was conducted within the Graduate Program in Education at the University of Western São Paulo (Unoeste), in the Research Area of Education and the Research Line Teacher Education, Professional Practice, and Educational Practices, with a focus on the teaching of Portuguese as a Host Language (PHL). The study was guided by the following research question: What propositions emerge from volunteer teachers' perceptions and experiences regarding the teaching of Portuguese as a Host Language, and how have teaching materials contributed to their pedagogical practices? The empirical setting of the study was a Portuguese as a Host Language course offered on Saturdays through a partnership between a religious institution and a university extension project at the University of Western São Paulo (Unoeste). The general objective was to investigate the constitution of teaching practices in Portuguese as a Host Language projects aimed at immigrants and refugees by examining the profile of volunteer teachers, the pedagogical strategies they employed, the use of teaching materials, and the Brazilian migration policy framework. The specific objectives were to identify the profile of the volunteer teachers involved in the project; to analyze the teaching materials used in Portuguese language instruction; to understand the pedagogical strategies developed to address the specific needs of immigrant and refugee learners; and to conduct a documentary review of Brazilian public policies concerning immigrants and refugees. This research adopted a qualitative approach based on André (2013). Data were generated through semi-structured interviews with volunteer teachers, analysis of teaching materials, and examination of documents related to Brazilian migration policies. The data were interpreted through Discursive Textual Analysis, following Moraes and Galiazzi (2016), whereas the documentary analysis was guided by the methodological assumptions proposed by Cellard (2008). The theoretical framework was primarily grounded in the studies of Amado (2013), Grosso (2010), Lopes (2020), Marques (2018), Queiroz (2023), and UNESCO (2022), bringing together discussions on linguistic welcoming, social inclusion, equity, and the right to education. The findings demonstrate that Portuguese as a Host Language plays a significant role in promoting social inclusion and strengthening access to fundamental rights. However, its provision remains characterized by the absence of structured language policies and by the predominance of initiatives promoted by religious institutions, civil society organizations, and university extension projects. The study also revealed that volunteer teachers develop pedagogical strategies centered on everyday communication, linguistic welcoming, and the sociocultural contextualization of instructional content in order to respond to the specific needs of immigrant and refugee learners. Furthermore, the findings highlight the contribution of teaching materials to the organization of pedagogical practices, although such materials predominantly adopt structural approaches to language teaching. It is concluded that Portuguese as a Host Language extends beyond the instrumental dimension of language learning, constituting an educational practice committed to ensuring fundamental rights, promoting social inclusion, and strengthening the citizenship of immigrants and refugees. The results also underscore the need to expand public policies aimed at teacher education, the institutionalization of Portuguese as a Host Language, and the development of teaching materials that are responsive to learners' sociocultural experiences. Such initiatives may contribute to strengthening intercultural pedagogical practices grounded in the principles of equity, diversity, and social justice. Instituição: Universidade do Oeste Paulista Tipo do documento: Dissertação

Planejamento pedagógico para estudantes com TDAH: abordagem CCS e os princípios do DUA

2026-03-26T00:00:00Z

Título: Planejamento pedagógico para estudantes com TDAH: abordagem CCS e os princípios do DUA Autor: FABEL, Camila Benites Primeiro orientador: Schlünzen, Elisa Tomoe Moriya Abstract: This research, linked to the Postgraduate Program in Education (PPGE) at the University of Western São Paulo (Unoeste), in Research Line 1: Public Policies in Education, Formative Processes and Diversity, aimed to develop and identify pedagogical planning proposals to favor the teaching and learning process of students with Attention Deficit Hyperactivity Disorder (ADHD), based on the Constructionist, Contextualized and Meaningful (CCS) Approach and aligned with the principles of Universal Design for Learning (UDL). The research carried out is qualitative, with a theoretical-propositive approach, focused on the development of lesson plans based on the researcher's experiences and grounded in the principles of UDL and the CCS Approach. The theoretical results showed that the articulation between UDL and the CCS approach favors the planning of more flexible, accessible and student-centered pedagogical practices, expanding possibilities for engagement, representation and expression, for the learning and development of students. The practical proposals developed indicate that strategies such as the use of diverse teaching resources, flexible groupings, guided choices, and visual, tactile, and technological resources can promote the autonomy, attention, and participation of students with and without ADHD. Interdisciplinary work on the theme of "Family" also demonstrated potential to expand accessibility and learning construction possibilities. The lesson plans produced were submitted to technical-pedagogical evaluation, receiving contributions related to the clarity, adequacy, and coherence of the proposals. Furthermore, the analysis of the UDL (Universal Design for Learning) verification points highlighted its relevance as a tool to support pedagogical planning and evaluation. It is concluded that the articulation between UDL and the CCS (Common Core Curriculum) approach can contribute to strengthening inclusive pedagogical planning and to the construction of more flexible curricula, favoring the right of all students to learning, participation, and full development. Instituição: Universidade do Oeste Paulista Tipo do documento: Dissertação