http://bdtd.unoeste.br:8080/jspui/handle/tede/752 Mestrado em Educação Tue, 07 Apr 2026 02:12:47 GMT 2026-04-07T02:12:47Z http://bdtd.unoeste.br:8080/jspui/handle/jspui/1744 Título: Competências socioemocionais e ação docente: construção de um processo formativo integral no ensino superior Autor: MARTOS, Lucas Bertasso Primeiro orientador: Schlünzen, Elisa Tomoe Moriya Abstract: The present research is linked to Research Line 1 – Public Policies in Education, formative processes, and diversity – of the Graduate Program in Education at the University of Oeste Paulista (PPGE-Unoeste). The general objective was to verify how to develop a formative process based on socio-emotional competences (SECs) in order to provide students with integral development. To this end, the research was carried out through a qualitative and collaborative approach. Data collection instruments included participant observation, a semi-structured interview guide with the professor, a questionnaire form for students, and document analysis. In this sense, the present research is grounded in the principles of the Big Five as its theoretical framework, whose main purpose is to assess personality traits, also known as the Five-Factor Model. The study was structured into three stages: the first conducted a scoping review of the literature on socio-emotional training in higher education, following the Prisma protocol; the second involved the planning of the semester’s course lessons; and finally, the third aimed to verify whether the formative process developed in collaboration between the participating professor and the researcher succeeded in fostering socio-emotional competences in students. The results indicated that the available research in academic platforms is primarily focused on basic education. It was also inferred that the participating professor possesses knowledge about socio-emotional training, but at no point in his professional trajectory had he sought to verify whether his lessons were truly impacting students’ emotional development. It was found that the formative process jointly developed by the professor and the researcher fostered conscientiousness (self-management ability) in the majority of students, 58.8%, as measured through a questionnaire applied at the end of the course. In conclusion, it is inferred that it is possible to foster the integral development of students; however, it is necessary for the professor to design specific strategies for the formative process. Instituição: Universidade do Oeste Paulista Tipo do documento: Dissertação Thu, 24 Mar 2022 00:00:00 GMT http://bdtd.unoeste.br:8080/jspui/handle/jspui/1744 2022-03-24T00:00:00Z http://bdtd.unoeste.br:8080/jspui/handle/jspui/1740 Título: A rotatividade do coordenador pedagógico nos anos iniciais do ensino fundamental: desafios e perspectivas Autor: SILVA, Kelly Sabrina da Matta Primeiro orientador: Manfré, Ademir Henrique Abstract: This master's thesis, entitled "The turnover of the pedagogical coordinator in the early years of elementary education: challenges and perspectives," is linked to Research Line 1: Public Policies in Education, formative processes and diversity, of the Postgraduate Program in Education (PPGE) at the University of Western São Paulo. Its objective is to understand the implications of the turnover of the pedagogical coordinator and its impacts on the quality of formative actions in municipal schools in the early years of elementary education, in a municipality in the interior of the state of São Paulo.The guiding research question is: “How does turnover manifest itself and what effects does it have on the municipal education system?” The methodological approach adopted was both qualitative, grounded in bibliographical, documentary, and field research. The bibliographic review was based on data from the Scientific Electronic Library Online (SciELO) and the Brazilian Digital Library of Theses and Dissertations (BDTD), considering the period from 2014 to 2024. The documentary corpus included the National Education Guidelines and Framework Law (Law No. 9.394/1996), the Statutes and Career Plans for Public Education Professionals of the investigated municipality, the National Education Plan (2014–2024), and the Political-Pedagogical Projects of the participating schools. The field research was carried out through an online semi-structured questionnaire answered by seven pedagogical coordinators. It was hypothesized that the turnover of this professional compromises the continuity and effectiveness of coordination actions, making it difficult to plan, implement, and (re)evaluate pedagogical practices—essential elements for ensuring quality education. The pedagogical coordinator must understand the institution where they work, as well as the teaching staff and students, in order to establish work goals based on the school’s specific context. To perform effectively, the coordinator must build relationships, be familiar with the environment, and have sufficient time to collaborate with the team. Frequent turnover tends to negatively affect the teaching and learning processes. The findings of this research highlight the need to develop and implement policies that ensure the pedagogical coordinator’s effective and stable presence within municipal school institutions. Instituição: Universidade do Oeste Paulista Tipo do documento: Dissertação Mon, 10 Nov 2025 00:00:00 GMT http://bdtd.unoeste.br:8080/jspui/handle/jspui/1740 2025-11-10T00:00:00Z http://bdtd.unoeste.br:8080/jspui/handle/jspui/1727 Título: Política de formação continuada de professores na educação infantil em três municípios paranaense Autor: VESSONI, Tânia Regina Mariano Primeiro orientador: Di Giorgi, Cristiano Amaral Garboggini Abstract: This research, linked to the area of Public Policies in Education, Educational Practices and Diversity, addresses the continuing education of Early Childhood Education teachers and aims to analyze public policies for continuing education of teachers in three municipalities in the interior of the state of Paraná. Based on the assumptions of Historical-Cultural Theory, through bibliographical review and documentary analysis, we carried out the research. In order to choose the municipalities studied, we established the following criteria: i) being part of the mesoregion of Paranavaí-PR; ii) offering continuing education to Early Childhood Education teachers; iii) contemplating the continuing education of teachers in their pedagogical project; and iv) having the political-pedagogical project available in the public domain. The data collected from the city hall websites were analyzed in light of the adopted theory, and the following results were obtained: continuing education in service is seen as a space for reflection and improvement of pedagogical practice, allowing teachers to articulate theoretical knowledge with the reality of the classroom; public policies for Early Childhood Education in the three municipalities go through moments of implementation of the Full-Time Comprehensive Education Policy; the management of the supply and investments in continuing education in service for Early Childhood Education teachers can contribute to the advancement of pedagogical practice. Instituição: Universidade do Oeste Paulista Tipo do documento: Dissertação Fri, 07 Mar 2025 00:00:00 GMT http://bdtd.unoeste.br:8080/jspui/handle/jspui/1727 2025-03-07T00:00:00Z http://bdtd.unoeste.br:8080/jspui/handle/jspui/1712 Título: Business Inteligence aplicada na metodologia Peer Instruction na plataforma Be Active Autor: Vargas, Vinícius Fagundes Primeiro orientador: Sousa, Sidinei de Oliveira Abstract: This multidisciplinary master's research in Education wasdeveloped within the Graduate Program in Education (PPGE) at the Universidade do Oeste Paulista (Unoeste) in Research Line 01: Public Policies in Education, formative processes, and diversity. Technological advancement has played a fundamental role in transforming various sectors, including education. In the educational context, the Be Active platform supports several active teaching methodologies, one of which is the Peer-Instruction methodology. Peer-Instruction is an active methodology created by Eric Mazur, a Physics professor at Harvard University. It was designed to promote student discussion and encourage problem-solving and conceptual understanding rather than focusing solely on memorization. This study focused on the application of Business Intelligence (BI) with the aid of the Power BI tool to explore data collected from this module, aiming to provide visualization models for teachers related to student performance in terms of participation in PI events. Business Intelligence, or BI, is a set of processes and tools used to collect, analyze, and transform data into meaningful information. The Power BI tool stood out as a powerful solution in this context, allowing for the creation of interactive analyses and custom reports. The research aimed to extract insights from the data collected in the Peer-Instruction module of Be Active. This included the analysis of student participation, individual and group performance, as well as the attempts for each question. By using Power BI, the data were transformed into dynamic visualizations that will assist teachers in making educational decisions related to student performance in the active methodology Peer-Instruction events. The methodology employed in this research encompassed both qualitative and quantitative approaches. This approach combined the collection of bibliographic data from sources such as books, scientific articles, dissertations, and theses. Therefore, this research sought to leverage Business Intelligence concepts with the use of Power BI to enhance the decision-making process in the context of the Peer-Instruction module of the Be Active platform. By exploring the data collected in the Peer-Instruction module and presenting visualization models, the goal is to improve the quality of education, promoting a more personalized approach to teaching. Instituição: Universidade do Oeste Paulista Tipo do documento: Tese Thu, 08 Aug 2024 00:00:00 GMT http://bdtd.unoeste.br:8080/jspui/handle/jspui/1712 2024-08-08T00:00:00Z