Doutorado em Educação http://bdtd.unoeste.br:8080/jspui/handle/jspui/1520 2026-11-09T15:47:58Z 2026-11-09T15:47:58Z SOUZA, Carlos Willian Zanelato http://bdtd.unoeste.br:8080/jspui/handle/jspui/1794 2026-10-06T04:07:25Z 2025-10-06T00:00:00Z

Título: Cenários de simulação realística para o desenvolvimento de competências de estudantes do curso de Técnico em Enfermagem Autor: SOUZA, Carlos Willian Zanelato Primeiro orientador: Gitahy, Raquel Rosan Christino Abstract: This study is a doctoral thesis and is linked to the research line of Teacher Professional Development and Educational Practices, as well as to the Study and Research Group in Education, Curriculum, and Technology of the Graduate Program in Education at the Universidade do Oeste Paulista – UNOESTE. Considering realistic simulation as a potential enhancer of learning and recognizing its role in reducing errors in healthcare, as well as representing an area to be explored in education, this research was guided by the following question: "How can realistic simulation scenarios contribute to the development of competencies in students in the technical nursing course?" Therefore, the general objective was to analyze the contributions of realistic simulation scenarios to the development of competencies in students in the technical nursing course. A strategic action research was conducted, in which 15 students from the technical nursing course of a vocational institution in the interior of São Paulo were invited to participate. The research was carried out through the creation of scenarios and the use of realistic simulation methodology. Data collection was carried out through document analysis, questionnaires, and focus groups. The data were analyzed in light of Perrenoud’s competency assumptions, using discursive textual analysis. The motivations of the students regarding the development of the scenarios were analyzed under Keller’s motivational theory. As a result, we understand that the realistic simulation methodology can contribute to the development of competencies in the technical nursing course, provided that it allows for realism. Instituição: Universidade do Oeste Paulista Tipo do documento: Tese

2025-10-06T00:00:00Z Maximiano, João Lucas de Souza http://bdtd.unoeste.br:8080/jspui/handle/jspui/1793 2026-10-01T04:07:21Z 2026-05-21T00:00:00Z

Título: O processo de implantação da Pedagogia Histórico-Crítica no Estado de São Paulo: análise dos desafios e possibilidades Autor: Maximiano, João Lucas de Souza Primeiro orientador: Shimazaki, Elsa Midori Abstract: This dissertation was developed as part of the Graduate Program in Education at the University of Western São Paulo (Presidente Prudente Campus—SP) and falls under the research area “Public Policies in Education, Educational Processes, and Diversity.” Implementing Historical-Critical Pedagogy involves organizing school curricula and practices in accordance with the principles of this pedagogical theory, with the aim of providing a well-rounded education for individuals and facilitating emancipatory social change. This pedagogical theory is the central theme of this research, which was developed collectively at the national level, with Professor Dermeval Saviani as its pioneer. The overall objective of this thesis was to critically analyze the challenges and possibilities involved in implementing Historical-Critical Pedagogy, with an emphasis on experiences with its implementation on in school municipalities throughout the state of São Paulo. Methodologically, the research is grounded in Dialectical Historical Materialism, employing the following data collection tools: a Systematic Literature Review conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, a documentary research of official legislation; and semi-structured interviews with educational researchers working in the state of São Paulo who are involved in the formal implementation of the theory. Written in a multipapers format, the thesis subjected all the collected data to a historical-dialectical materialist analytics approach to extract the explanatory and foundational categories of the subject matter, linked to the core categories of the method. The documentary analyses were linked to comparative education, and the semi-structured interviews were linked to the “nuclei of meaning” procedure. The study expanded the knowledge of the limitations and pathways toward the official implementation of Historical-Critical Pedagogy in the curricula of municipalities in São Paulo that have municipalized the early childhood education and elementary education to develop their own curricula in a manner that challenges state guidelines. The systematic review highlighted practical obstacles, such as a lack of continuing professional development for teachers and weaknesses in school infrastructure; the inseparable relationship between education and politics; and the need to value, plan for, and coordinate the education workforce. The document analysis revealed neoliberal influences on educational policies and the impacts of federal guidelines that undermine historical-critical proposals. Finally, the interviews provided a deeper understanding of the challenges — such as the tension between work hours and teacher training, policy discontinuities, ideological conflicts, and internal obstacles within the movement itself — while also revealing viable paths through partnerships with municipal departments of education and local public universities to strengthen isolated initiatives. It can be concluded that there are intrinsic difficulties in implementing curricula based on Historical-Critical Pedagogy in the State of São Paulo, primarily due to the ideological conflicts inherent in the process. The research delved deeper into the historical obstacles that hinder the implementation of this theory: the absence of a homogeneous national education system, the lack of continuity in public policies, and the material and organizational precariousness of schools. It is evident, however, that there are opportunities for historical-critical approaches aimed at the holistic development of individuals and the qualitative improvement of education, thereby contributing to the transformation of society. Instituição: Universidade do Oeste Paulista Tipo do documento: Tese

2026-05-21T00:00:00Z SILVA, Célia dos Santos http://bdtd.unoeste.br:8080/jspui/handle/jspui/1790 2026-08-22T04:06:54Z 2026-02-26T00:00:00Z

Título: Competências socioemocionais no ensino superior: contribuição para o desenvolvimento da autonomia intelectual e moral Autor: SILVA, Célia dos Santos Primeiro orientador: Dias, Carmen Lúcia Abstract: This research was developed within the Graduate Program in Education at the Universidade do Oeste Paulista (University of Western São Paulo), in the research line Teacher Education and Professional Practice and Educational Practices. The study aimed to understand and analyze how Social and Emotional Competencies (SECs) are conceptualized and developed in higher education and to what extent they contribute to the construction of students’ intellectual and moral autonomy. The investigation examined how Higher Education Institutions promote, or fail to promote, Social and Emotional Competencies, as well as the institutional and pedagogical conditions and strategies offered to foster students’ intellectual and moral autonomy. This study is grounded in the understanding that university education should go beyond a technical-instrumental dimension, incorporating cognitive, affective, ethical, and social aspects as constitutive elements of comprehensive education. A mixed-methods (qualitative–quantitative), exploratory, and descriptive approach was adopted. Participants included students from programs in the areas of Agricultural/Biological Sciences, Architecture/Engineering, and Computing/Exact Sciences, as well as faculty members who are part of the Course Coordination Committees (Núcleos Docentes Estruturantes). Quantitative data were collected through the application of the Social and Emotional Competencies Scale for University Students and analyzed using SPSS software (version 24), employing descriptive statistics, Student’s t-test, and Pearson correlation analyses. Qualitative data were generated through semi-structured questionnaires and a focus group with faculty members and analyzed using Discursive Textual Analysis. Additionally, a documentary analysis of the Institutional Development Plan, Course Pedagogical Projects, and National Curriculum Guidelines was conducted, along with a systematic literature review following the PRISMA 2020 protocol, to provide theoretical and analytical support for the study. Quantitative results indicated higher levels in competencies related to Responsible Decision-Making and Emotional Self-Management, as well as greater potential for development in factors such as Social Awareness and Perseverance. Statistically significant differences were also found between female and male students in some scale factors. Qualitative analyses revealed that although Social and Emotional Competencies are recognized in institutional documents and faculty discourse as relevant to comprehensive education, their promotion occurs in a predominantly implicit, fragmented, and poorly systematized manner, with gaps in teacher education and pedagogical intentionality. It is concluded that Social and Emotional Competencies manifest in higher education as a formative axis still under consolidation, contributing in a relevant but non-automatic way to the development of students’ intellectual and moral autonomy. The findings indicate that strengthening SECs depends on the articulation of institutional policies, intentional pedagogical practices, and meaningful formative experiences, reaffirming the role of Higher Education Institutions in promoting comprehensive, ethical, and socially committed education. Instituição: Universidade do Oeste Paulista Tipo do documento: Tese

2026-02-26T00:00:00Z EBAID, Ana Augusta Rodrigues Westin http://bdtd.unoeste.br:8080/jspui/handle/jspui/1775 2026-06-13T04:00:31Z 2025-03-24T00:00:00Z

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

2025-03-24T00:00:00Z