http://bdtd.unoeste.br:8080/jspui/handle/tede/752 Mestrado em Educação Mon, 09 Nov 2026 16:19:14 GMT 2026-11-09T16:19:14Z http://bdtd.unoeste.br:8080/jspui/handle/jspui/1798 Título: Desenvolvimento de um protótipo funcional de gamificação para a plataforma Be Active com base em teorias de engajamento estudanti Autor: SILVA, Sérgio Pedro Primeiro orientador: Santos, Danielle Aparecida do Nascimento dos Abstract: This research is linked to the Graduate Program in Education (PPGE) at the University of Western Paulista (Unoeste), within the research line Public Policies in Education, Formative Processes, and Diversity. The study focuses on the development of a gamification prototype for the Be Active educational platform, a digital environment that integrates active learning methodologies such as Peer Instruction, Problem-Based Learning, Project-Based Learning, and Team-Based Learning. The research is justified by the growing need for pedagogical strategies that promote greater student engagement in digital learning environments. Gamification emerges as an alternative capable of making these experiences more dynamic through the use of game-inspired elements such as points, rankings, achievements, immediate feedback, avatars, and learning pathways. The study seeks to answer the following question: how can gamification elements be integrated into the Be Active platform to enhance student engagement? The main objective is to develop and validate a gamification prototype aimed at promoting student engagement. The research adopts a qualitative and applied approach, organized into three stages: a literature review and analysis of gamified platforms; the development of the prototype for Be Active; and the validation of the proposed solution with the multidisciplinary team responsible for the platform. It is expected that the results will contribute to a better understanding of the potential of gamification as a strategy to support active learning methodologies and strengthen learning experiences in digital environments. As a possible future development of the platform, the use of Learning Analytics resources is highlighted as a means of supporting pedagogical decision-making. Instituição: Universidade do Oeste Paulista Tipo do documento: Dissertação Wed, 05 Aug 2026 00:00:00 GMT http://bdtd.unoeste.br:8080/jspui/handle/jspui/1798 2026-08-05T00:00:00Z http://bdtd.unoeste.br:8080/jspui/handle/jspui/1792 Título: Educação infantil e inclusão: práticas pedagógicas e o enfrentamento de barreiras na aprendizagem Autor: SILVA, Luciana Aparecida Medeiros do Nascimento Primeiro orientador: Schlünzen, Elisa Tomoe Moriya Abstract: This master's research, developed at the University of Western São Paulo (UNOESTE), Research Line 1: Public Policies in Education, Educational Practices and Diversity, focuses on pedagogical practices developed in Early Childhood Education and their contributions to children whom the school community considers to have learning difficulties. The research investigates pedagogical practices in Early Childhood Education aimed at the inclusion of children facing learning barriers. The study seeks to answer what practices are developed at this level of education and how they contribute to overcoming the obstacles encountered by these children. The general objective is to analyze approaches, strategies, resources, and pedagogical materials that provide improvement in the development of these children. Methodologically, the research is qualitative and descriptive, configuring itself as an autobiographical study based on the educator's personal experience. The analysis contemplates the application of specific pedagogical practices to overcome barriers, seeking to identify guiding principles for new teaching strategies. The results indicate that improving pedagogical practices and revising teaching methods are fundamental to demystifying the idea that the problem lies with the child. As a proposition, the study offers support for the creation of more equitable and inclusive learning environments that value individual differences and promote the academic success of all children in early childhood education. Instituição: Universidade do Oeste Paulista Tipo do documento: Dissertação Thu, 19 Mar 2026 00:00:00 GMT http://bdtd.unoeste.br:8080/jspui/handle/jspui/1792 2026-03-19T00:00:00Z 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 Mon, 25 May 2026 00:00:00 GMT http://bdtd.unoeste.br:8080/jspui/handle/jspui/1789 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 Thu, 26 Mar 2026 00:00:00 GMT http://bdtd.unoeste.br:8080/jspui/handle/jspui/1788 2026-03-26T00:00:00Z