http://bdtd.unoeste.br:8080/jspui/handle/tede/752 Mestrado em Educação 2026-09-23T00:10:30Z http://bdtd.unoeste.br:8080/jspui/handle/jspui/1789 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 2026-05-25T00:00:00Z http://bdtd.unoeste.br:8080/jspui/handle/jspui/1788 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 2026-03-26T00:00:00Z http://bdtd.unoeste.br:8080/jspui/handle/jspui/1777 Título: Aprendizagem baseada em projetos envolvendo problemas de saúde na infância em um curso de medicina Autor: PIOVESANA, Ana Marta Camillo Atique Primeiro orientador: Gitahy, Raquel Rosan Christino Abstract: This master’s research was developed in the Postgraduate Program in Education at the University of Western São Paulo (Unoeste), in research line 2: Teacher training and action and educational practices. The problem that instigated the research was: How can the Project-Based Learning methodology help in understanding the main public health problems in childhood? From this question emerged the general objective of analyzing the development process of the Project-Based Learning methodology in understanding public health content in childhood, with eighth-semester students in a medical course. The approach adopted was qualitative, of the intervention type. The research was developed in the medical course of a private university in the interior of the state of São Paulo, with the participation of 32 students enrolled in the eighth semester of Medicine, in the subject “Comprehensive Child Health Care”. The intervention was carried out following the steps of the methodology with the aid of the BeActive tool. For data collection, the Project-Based Learning process was observed, in addition to document analysis of the records made on BeActive, as well as a focus group. Based on the triangulation of the collected data, the raw data was read and analyzed. This analysis focused on identifying thematic axes that emerged from the records on the BeActive platform, from observation, and from considerations made in the focus group, namely: understanding the main public health problems in childhood; collaborative work as a formative principle in Project-Based Learning; facilitating and challenging aspects in the development of Project-Based Learning. The main results demonstrated that this active methodology was able to promote engagement and joint learning, culminating in the development of prototypes involving contributions to society, of actions that can be taken for the prevention and treatment of childhood health problems, with emphasis on pneumonia. Throughout the steps of the methodology, collaboration and mutual involvement were evident, with the formation of teams and the participation of all members. The students were able to organize themselves to actively search for the main childhood health problems using the designated research sources. Throughout the work, they encountered facilitating aspects such as the BeActive platform, which provided direction and organization to the study, in addition to making learning more interesting and promoting greater engagement in studies, which was the proposal of the methodology. Clearly, there was acquisition of socio-affective skills, both technical and cognitive, that are important for future professional practice. These skills became evident throughout the different stages of the intervention. Instituição: Universidade do Oeste Paulista Tipo do documento: Dissertação 2026-04-01T00:00:00Z http://bdtd.unoeste.br:8080/jspui/handle/jspui/1776 Título: Contribuição do PNLD/ literário 2022 à formação humana e cultural de crianças pequenas Autor: ROZZI, Iuli Carla Primeiro orientador: Manfré, Ademir Henrique Abstract: This research is part of the research line Public Policies in Education, Formative Processes and Diversity, within the Graduate Program in Education at the Universidade do Oeste Paulista (UNOESTE), in the state of São Paulo, Brazil. The study aimed to investigate and analyze how the literary works distributed through the National Textbook and Teaching Material Program (PNLD) Literary 2022 contribute to the human and cultural formation of young children, especially in the preschool stage, recognizing children’s literature as a crucial experience in early childhood development. The investigation is grounded in the theoretical framework of the Sociology of Childhood, which understands childhood as a distinct social category and views children as historical, social, and cultural subjects endowed with agency, cultural production, and active participation in meaning-making processes. In this context, the PNLD Literary 2022, a public policy implemented by the National Fund for Educational Development (FNDE), was analyzed as a strategic program to democratize access to literature in Brazilian public schools, ensuring children’s right to culture, imagination, and literary language from the earliest years of schooling. Methodologically, the research adopted a qualitative approach of bibliographic and documentary nature. The corpus consisted of normative and curricular documents related to Early Childhood Education, such as the National Curriculum Guidelines for Early Childhood Education and the National Common Core Curriculum (BNCC), as well as narrative literary works from collections 19 to 23 of the PNLD Literary 2022, specifically intended for preschool. From the approximately 270 titles distributed in these collections, 31 relevant narrative works were identified for interpretative analysis, according to criteria aligned with the principles of human formation. The analysis was organized around eight thematic criteria developed at the intersection of the Sociology of Childhood and the formative axes of Early Childhood Education: identity and self-esteem; coexistence and friendship; diversity and otherness; expression of feelings and emotions; imagination and symbolic language; family and intergenerational relationships; nature and environment; autonomy and child protagonism. These criteria made it possible to understand how literary narratives address essential human experiences in childhood, fostering reflections on the self, the other, social interaction, affection, cultural plurality, and the symbolic construction of the world. The results show that the selected works have significant formative potential by promoting children’s emotional, social, cultural, and ethical development, strengthening affective bonds, expanding symbolic repertoires, and valuing children’s cultures. It is concluded that the PNLD Literary 2022, by providing diverse and high-quality literary collections to public institutions, contributes to consolidating literature as a cultural right of children and as an essential instrument in the formation of sensitive, critical, participatory subjects and cultural producers within the context of Early Childhood Education. Instituição: Universidade do Oeste Paulista Tipo do documento: Dissertação 2026-02-27T00:00:00Z