http://bdtd.unoeste.br:8080/jspui/handle/jspui/1520 Doutorado em Educação Sat, 19 Sep 2026 07:13:02 GMT 2026-09-19T07:13:02Z http://bdtd.unoeste.br:8080/jspui/handle/jspui/1790 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 Thu, 26 Feb 2026 00:00:00 GMT http://bdtd.unoeste.br:8080/jspui/handle/jspui/1790 2026-02-26T00:00:00Z http://bdtd.unoeste.br:8080/jspui/handle/jspui/1775 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 Mon, 24 Mar 2025 00:00:00 GMT http://bdtd.unoeste.br:8080/jspui/handle/jspui/1775 2025-03-24T00:00:00Z http://bdtd.unoeste.br:8080/jspui/handle/jspui/1774 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 Wed, 05 Feb 2025 00:00:00 GMT http://bdtd.unoeste.br:8080/jspui/handle/jspui/1774 2025-02-05T00:00:00Z http://bdtd.unoeste.br:8080/jspui/handle/jspui/1762 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 Fri, 13 Mar 2026 00:00:00 GMT http://bdtd.unoeste.br:8080/jspui/handle/jspui/1762 2026-03-13T00:00:00Z