TEDE Communidade: Pró Reitoria de Pesquisa e Pós-Graduação

Aprendizagem baseada em projetos e o design centrado no ser humano na extensão universitária no curso de Direito

Mon, 24 Mar 2025 00:00:00 GMT

Título: Aprendizagem baseada em projetos e o design centrado no ser humano na extensão universitária no curso de Direito Autor: EBAID, Ana Augusta Rodrigues Westin Primeiro orientador: Gitahy, Raquel Rosan Christino Abstract: The doctoral research was developed within the Postgraduate Program in Education at the University of Oeste Paulista (Unoeste), in the research line 2: Formation and action of teaching professionals and educational practices. The hypothesis guiding the research was that university extension, mediated by project-based learning and human-centered design in the Law degree program, contributes to social transformation and impacts the students' academic education. The general objective was to analyze the development process of an extension project utilizing project-based learning and human-centered design methodologies within a Law degree program. The adopted approach was qualitative and intervention-based, with the research conducted in the Law undergraduate program at a private university located in the interior of São Paulo state, and a charitable organization that supports individuals with visual impairments. The intervention was carried out through an extension project using project-based learning and human-centered design, led by the researcher with a team of 24 Law students, the project was developed alongside 10 individuals with visual impairments who participate in the charitable organization. Data collection instruments included: a) a questionnaire assessing the profiles of the Law students participating in the research and the individuals with disabilities; b) a discussion circle between Law students and visually impaired individuals supported by the Association of the Blind, aimed at identifying potential issues related to the rights guaranteed by the Brazilian Statute of the Persons with Disabilities; c) observation of the discussion among the Law students participating in the research, aimed at identifying the issue and proposing solutions through brainstorming to define the problem and potential approaches to address it; d) the intervention was documented on the Trello platform throughout the data collection process, incorporating project-based learning alongside human-centered design; e) a discussion circle to assess the impact of the extension project on the students' academic education and on social transformation, guided by project-based learning and human-centered design. Data analysis was performed through floating reading and cross-referencing with the theoretical framework, identifying the following analytical axes: the development of a university extension project in the Law degree program; project-based learning for university extension in the Law degree program; and project-based learning and human-centered design. The research concluded that project-based learning and human-centered design offer innovative elements that align with the objectives of university extension. These pedagogical approaches positively influenced the construction of knowledge, thereby making a significant impact on society. The integration of these methodologies fosters autonomy, collaboration, and creativity, enriching both academic learning and social development. Instituição: Universidade do Oeste Paulista Tipo do documento: Tese

A formação continuada de professores para educação inclusiva: em discussão os processos de ensino e aprendizagem dos gêneros textuais por meio da Pedagogia Histórico-Crítica

Wed, 05 Feb 2025 00:00:00 GMT

Título: A formação continuada de professores para educação inclusiva: em discussão os processos de ensino e aprendizagem dos gêneros textuais por meio da Pedagogia Histórico-Crítica Autor: SANTOS, Daniela Ferreira dos Primeiro orientador: Dias, Carmen Lúcia Abstract: Learning takes place more effectively when the content is connected to the learner’s social practice and lived context, in line with the sociocultural perspective. Thus, in continuing education programs, the content offered must not only provide theoretical foundations but also be applicable and meaningful to teachers’ pedagogical practice. This dissertation belongs to the research line “Teacher Education and Professional Practice and Educational Practices” within the Graduate Program in Education and addresses the following question: How can teachers from mainstream classrooms and resource rooms, through the use of textual genres—comic strips, news articles, dictionary entries, opinion articles, and game rules—support the intellectual and social development of students from Special Education enrolled in regular classes? To answer this question, the general objective is to analyze a teacher training process involving both mainstream and resource room teachers, through the implementation of the didactics of Historical-Critical Pedagogy and the use of textual genres, aiming at the intellectual and social development of students within the perspective of inclusive education. Grounded in Historical-Cultural Theory and Historical-Critical Pedagogy, a qualitative intervention-research was conducted with three (03) female teachers working with students in the first years of Elementary School—two from mainstream classrooms and one from a resource room—in public schools located in a municipality in Northern Paraná, Brazil. Data were collected through a questionnaire and during the pedagogical intervention sessions, which were recorded and organized according to the five stages of the historical-critical methodology and its didactics: (1) Current social practice of school content—analyzing how school knowledge is integrated and applied in contemporary society; (2) Problematization—identifying and critically analyzing challenges and issues related to the content; (3) Instrumentalization—using tools and methods to facilitate the practical application of content in education; (4) Catharsis—fostering reflection and transformation that generate new understandings and perspectives on the content; and (5) New current social practice of school content—applying these new understandings to adjust and improve educational practices, making them more relevant to society. The findings show that teacher training based on the principles of Historical-Critical Pedagogy enhanced inclusive pedagogical practices as well as the integration of textual genres into the intellectual and social development of students. The application of the five stages of this didactic approach fostered reflection and changes in how school content is addressed in the classroom. This study contributes to strengthening a teaching practice that values students and their specificities; highlights the role of textual genres in enriching teaching and learning processes while addressing both text structure and its social function; and integrates practical and theoretical knowledge to support teacher education and, consequently, student learning, within a critical, democratic, and inclusive perspective. Instituição: Universidade do Oeste Paulista Tipo do documento: Tese

Desafios e perspectivas reflexivas na formação em serviço do(a) professor(a) alfabetizador: diálogo entre políticas e práticas

Tue, 24 Feb 2026 00:00:00 GMT

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

Influência da variabilidade geográfica sobre o potencial neurotóxico e reatividade cruzada com antiveneno comercial de venenos de subespécies de Crotalus durissus (Viperidae: Crotalinae) distribuídas no Brasil

Mon, 23 Feb 2026 00:00:00 GMT

Título: Influência da variabilidade geográfica sobre o potencial neurotóxico e reatividade cruzada com antiveneno comercial de venenos de subespécies de Crotalus durissus (Viperidae: Crotalinae) distribuídas no Brasil Autor: Demico, Poliana de Jesus Primeiro orientador: Floriano, Rafael Stuani Abstract: Envenomation by Crotalus snakes are known for causing significant neurotoxic and myotoxic effects, primarily attributed to crotoxin, a phospholipase A2 (PLA2) toxin that constitutes 70–90% of these venoms. Recent studies have demonstrated that geographic variability affects the PLA2 compositional profile of C. d. terrificus and C. d. collilineatus venoms, revealing a greater complexity of isoforms in specimens from the central-west and southeastern regions of Brazil. In this study, we assessed how geographic variability affects the neuromuscular activity of venoms from Crotalus durissus cascavella (CDV), C. d. collilineatus (CDC), C. d. ruruima (CDR), and C. d. terrificus (CDT), including the cross-reactivity of these venoms with commercial anti-Crotalus antivenom (AV) and PLA2 inhibition by varespladib (VPL). PLA2 activity was measured through spectrophotometry using 3-octanoyloxy benzoic acid as an artificial substrate. The mouse phrenic nerve-diaphragm preparation was set up in an Ugo Basile SRL myographic system under a tension of 1 g. Twitches were induced through supramaximal stimuli (0.1 Hz, 0.2 ms, ~6 V) and recorded with a DY1 force displacement transducer connected to a DataCapsule-Evo and LabScribe4 software. Results are expressed as mean ± SD (n=3–4). The CDR venom exhibited the highest PLA2 activity (75.5±2 ΔA425nm/min, n=3), while the CDV venom demonstrated greater sensitivity to VPL (0.3 mM), resulting in a ~97% inhibition of its PLA2 activity (p<0.05 compared to venom alone, n=3). CDC venom (10–100 μg/ml) induced significant neuromuscular facilitation, followed by a complete blockade within a 120 min incubation period. In contrast, CDV venom (10–100 μg/ml) exhibited greater potency at the neuromuscular junction, fully blocking twitch responses at all concentrations within 80–110 min. CDR venom resulted in a complete blockade only at the highest concentration of 100 μg/ml, which occurred within approximately 110 minutes. AV (antivenom:venom ratio 1:1.5 v/w) demonstrated partial efficacy against the venoms of both CDT and CDV (30 g/ml), avoiding the occurrence of 90% blockade for each. However, it exhibited limited cross-reactivity when tested against CDC and CDR (30 g/ml) venoms. In contrast, VPL at a concentration of 0.3 mM effectively inhibited the 90% blockade induced by both CDT and CDV (30 µg/ml) venoms, as well as avoiding the 50% blockade for CDC (30 µg/ml). The immunoreactivity with antivenom revealed the major enzymatic groups in these venoms, with C. d. cascavella and C. d. ruruima venoms being positive for crotamina. In conclusion, the venoms of these subspecies exhibit significant variability in their neuromuscular effects observed. Inhibition of PLA2 activity by VPL resulted in a marked reduction of the neuromuscular blockade induced by these venoms. Furthermore, VPL demonstrated greater efficacy than AV in mitigating the neuromuscular actions associated with CDC, CDT, and CDV venoms. Instituição: Universidade do Oeste Paulista Tipo do documento: Dissertação