Doutorado em Educação http://bdtd.unoeste.br:8080/jspui/handle/jspui/1520 2026-06-13T02:55:31Z 2026-06-13T02:55:31Z EBAID, Ana Augusta Rodrigues Westin http://bdtd.unoeste.br:8080/jspui/handle/jspui/1775 2026-06-12T18:06:30Z 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 SANTOS, Daniela Ferreira dos http://bdtd.unoeste.br:8080/jspui/handle/jspui/1774 2026-06-12T17:47:06Z 2025-02-05T00:00:00Z

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

2025-02-05T00:00:00Z REIS, Rafael dos Santos http://bdtd.unoeste.br:8080/jspui/handle/jspui/1762 2026-05-12T04:06:50Z 2026-03-13T00:00:00Z

Título: Para além dos muros do preconceito: a produção discursiva sobre pessoas soropositivas no processo de escolarização Autor: REIS, Rafael dos Santos Primeiro orientador: Santos, Danielle Aparecida do Nascimento dos Abstract: This thesis is situated within the field of Public Policies in Education, Formative Processes, and Diversity, and problematizes the school curriculum as a space for the production and management of differences. The research investigates the regimes of truth produced about seropositive bodies in the schooling process, focusing on perceptions of HIV and AIDS in the context of high school education in the State of São Paulo. The main objective was to analyze the school experiences of seropositive individuals and perceptions of HIV and AIDS in the educational formation of differences. To achieve this objective, a mixed-methods approach was adopted, combining qualitative and quantitative procedures, organized into three interdependent studies corresponding to the specific objectives of the research and understood as parts of a single analytical trajectory. The theoretical framework is grounded in Foucauldian and post-structural thought, as it enables the questioning of regimes of truth, power relations, and processes of subjectivation involved in the production of discourses about HIV, AIDS, and seropositive individuals. The first study, of a documentary and bibliographic nature, analyzed scientific and non-scientific publications on HIV, AIDS, and seropositive individuals, as well as documents and guidelines related to high school education in the State of São Paulo, using Foucauldian archaeology. The results showed that the history of HIV and AIDS has been constructed under regimes of truth marked by stigma and prejudice and that, in the contemporary school context of São Paulo, the theme appears in a limited way in the documents and materials used by students. Once this limitation was identified, the study sought to understand students’ perceptions of the topic. Thus, the second study, combining quantitative and qualitative approaches, investigated students’ perceptions through an online questionnaire. The data revealed superficial, confusing, and poorly grounded understandings of HIV, AIDS, and seropositive experiences, indicating significant gaps in school formative processes. Based on both data sets, the focus turned to understanding the role of the school through the perceptions of seropositive individuals, both in HIV prevention and in the comprehension of living with HIV. In this context, the third study, of a qualitative nature, analyzed narratives from four seropositive individuals who had completed high school, obtained through semi-structured interviews using the snowball sampling technique. The analysis indicated that schools did not systematically address themes related to HIV and AIDS, thereby fostering processes of stigmatization, silencing, and suffering, leading to experiences of exclusion and symbolic death. Taken together, these interconnected studies demonstrate that the school curriculum functions as a central device in the production, maintenance, and potential transformation of regimes of truth about living with HIV. It is concluded that schools, when guided by the care of the self as an aesthetic of existence, can contribute to breaking down prejudice, welcoming differences, and building a culture of care, in which seropositive individuals are recognized as subjects of rights, knowledge, and existence, beyond the walls of prejudice. Instituição: Universidade do Oeste Paulista Tipo do documento: Tese

2026-03-13T00:00:00Z Costa Filho, José de Oliveira http://bdtd.unoeste.br:8080/jspui/handle/jspui/1757 2026-03-19T04:00:48Z 2025-04-02T00:00:00Z

Título: Verificação da eficácia de um programa para o desenvolvimento da autoeficácia e autorregulação em estudantes de medicina Autor: Costa Filho, José de Oliveira Primeiro orientador: Murgo, Camélia Santina Abstract: The study is linked to the research line: "Training and Action of the Teaching Professional and Educational Practices" and to the research group "Construction of Subjectivity Processes in the School Context," of the Graduate Program in Education at Unoeste. Self-efficacy (SE) and Self-regulation (SR) play an important role in the implementation of effective learning. In this sense, the study sought to construct and verify the effectiveness of a program for the development of SE and SR in medical students. To this end, four studies were developed. In the first, a systematic literature review was conducted to identify the factors that impact SE in medical education, using the following databases: Virtual Health Library (VHL), Public Medline (PubMed), Brazilian Digital Library of Theses and Dissertations (BDTD), and CAPES Portal, covering the period from 2015 to 2020, resulting in twenty selected studies. It was concluded that SE is essential for the development of effective learning, and is associated with good emotional state, the development of teaching/learning strategies, and performance. In the second study, aiming to identify which SR factors are involved in medical education, a systematic literature review was performed using the databases: VHL, PubMed, CAPES Portal, and ERIC, covering the period from 2013 to 2023, resulting in the inclusion of twenty-two articles. The results indicated an association between SR and SE, intrinsic motivation, mastery goals, the use of cognitive and metacognitive strategies, and the use of co-regulatory networks, concluding that the promotion of SR is relevant in medical education. The third article aimed to evaluate the feasibility of a program for the development of SE and SR, construct the program, and partially apply it as a pilot study. The feasibility was confirmed by the criteria: acceptability, demand, implementation, adaptation, integration, practicality, expansion, and limited tests of efficacy. The program was built with eight sessions for application over one academic semester. The pilot study was applied to two groups of 12 students, each developing two sessions. The results demonstrated ease of participation, satisfaction, and appropriate timing, concluding that the program was feasible, appropriate, and operational. The fourth study, an intervention research, evaluated the effectiveness of the program constructed in study 3, named “Programa Elevare.” Fifty students participated, divided into two groups (experimental and control). The Self-Efficacy in Higher Education Scale and the Self-Regulation of Learning Processes Inventory were used, applied at pre-test, post-test, and follow-up in both groups. The experimental group also completed the session evaluation forms and the program evaluation questionnaire. The psychometric analysis demonstrated that the program was effective with a significant impact on the experimental group, especially in the dimensions of Academic Self-Efficacy, Self-Efficacy in Social Interaction, Self-Efficacy in Proactive Actions, and Self-Regulation, with significant differences over time, maintained up to 6 months after the end of the intervention (follow-up). Ultimately, it was concluded that the program was effective in promoting the improvement of levels of SE and SR in medical students. Instituição: Universidade do Oeste Paulista Tipo do documento: Tese

2025-04-02T00:00:00Z