http://bdtd.unoeste.br:8080/jspui/handle/tede/752 Mestrado em Educação 2026-08-06T02:18:51Z 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 http://bdtd.unoeste.br:8080/jspui/handle/jspui/1773 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 http://bdtd.unoeste.br:8080/jspui/handle/jspui/1765 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