http://bdtd.unoeste.br:8080/jspui/handle/jspui/1520 Doutorado em Educação Fri, 20 Mar 2026 03:47:15 GMT 2026-03-20T03:47:15Z http://bdtd.unoeste.br:8080/jspui/handle/jspui/1757 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 Wed, 02 Apr 2025 00:00:00 GMT http://bdtd.unoeste.br:8080/jspui/handle/jspui/1757 2025-04-02T00:00:00Z http://bdtd.unoeste.br:8080/jspui/handle/jspui/1756 Título: Devires da diferença: pensar o cinema para a educação Autor: VOLTARELI, Jucimara Pagnozi Primeiro orientador: Santos, Danielle Aparecida do Nascimento dos Abstract: This thesis seeks to deepen the theoretical discussions initiated during the Master’s in Education completed in the same Graduate Program in Education at the Universidade do Oeste Paulista (Unoeste), which focused on the representation of disability in Brazilian documentaries through Gilles Deleuze’s ideas on cinema. At this stage, the focus shifts to the cinematographic experimentation of a child with Autism Spectrum Disorder (ASD). The aim is to develop a shared philosophy through the creation of a short film that reflects on the multiplicity of philosophical thought and the aesthetic experience of this child. The thesis adopts the structure of plateaus, in which the text mirrors creative processes developed over four years, initially fostering philosophical discussions and subsequently documenting the lived experimentation. With this thesis format, we aim to make the research accessible in multiple ways. The methodological approach is qualitative, combining bibliographic research and the production of an experimental short film, with emphasis on the concept of becoming and on the analysis of philosophical and cinematographic studies on aesthetics, particularly regarding the normalization of people with disabilities in cinema, grounded in the philosophy of Deleuze and Guattari. From these experiences, the thesis seeks to address educational issues not usually contemplated by traditional science, proposing an educational aesthetics that fosters inclusive education, deviating from conventional standards and enabling new ways of thinking about difference. We conclude that subversive signs and affects, made possible through cinema, can contribute to inclusive education, often neglected in traditionalist educational approaches. Instituição: Universidade do Oeste Paulista Tipo do documento: Tese Tue, 23 Sep 2025 00:00:00 GMT http://bdtd.unoeste.br:8080/jspui/handle/jspui/1756 2025-09-23T00:00:00Z http://bdtd.unoeste.br:8080/jspui/handle/jspui/1754 Título: Aprendizagem baseada em problemas na formação de docentes da classe comum: criando recursos pedagógicos com tecnologia assistiva de baixo custo Autor: SILVA, Gilda Pereira da Primeiro orientador: Gitahy, Raquel Rosan Christino Abstract: This thesis was developed within the Doctoral Program in Education at the University of Western São Paulo (Unoeste), in research line 2: Training and Pedagogical Practice of the Teaching Professional. Based on the research question: How can problem-based learning contribute to the training of general education teachers in the creation of assistive technology resources? the general objective was to analyze the experience of problem-based learning in the training of general education teachers, aiming at the construction of Assistive Technology (AT) resources from the perspective of Inclusive Education. The research had a qualitative, intervention-based approach. The participants included the researcher, who is a specialist in special education - AEE, and 10 teachers who teach in general education classes in the eighth grade of elementary school, in the subjects of the Curriculum in Action of a school affiliated with the regional education network of the State of São Paulo, located in the municipality of Presidente Prudente - SP. As an initial data collection instrument, an interview was conducted to ascertain the profile of the participants and their prior knowledge about the themes of low-cost assistive technology – AT. After this initial assessment, continuous teacher training began using problem-based learning with the support of the educational platform called BeActive, which culminated in the creation of pedagogical resources with assistive technology-AT. The entire process was observed and recorded through a logbook and photographs, maintaining the anonymity of the participants. These records were the object of analysis, as well as all documents produced during the training, including the documents written on the BeActive platform. Finally, there was a self-evaluation through a form available on BeActive and a focus group with the participants to reflect on the process experienced during the construction of pedagogical resources with assistive technology - AT based on problem-based learning. Data analysis was performed through floating reading, triangulating the data and comparing it with the theoretical framework in order to perform a thematic analysis, identifying the following axes: problem-based learning as an active and collaborative methodology for teacher training; problem-solving and the construction of pedagogical resources with low-cost assistive technology for inclusive education; and BeActive guiding the application of the Problem-Based Learning methodology. The results showed, regarding the first thematic axis, that the use of problem-based learning as an active and collaborative methodology for teacher training promoted the effective participation of teachers, stimulating their agency and co-responsibility for the training process. Regarding the second axis, the ability to solve concrete problems of daily school life is highlighted, which materialized in the creation of low-cost assistive technology pedagogical resources. In the third axis, it is emphasized that BeActive was a favorable platform for the application of PBL, organizing the steps of the methodology and enabling the recording of interactions and the sharing of ideas. Instituição: Universidade do Oeste Paulista Tipo do documento: Tese Wed, 10 Dec 2025 00:00:00 GMT http://bdtd.unoeste.br:8080/jspui/handle/jspui/1754 2025-12-10T00:00:00Z http://bdtd.unoeste.br:8080/jspui/handle/jspui/1753 Título: Construção colaborativa de indicadores para políticas de educação especial e inclusiva em um Município do Interior Paulista Autor: DUGOIS, Rosana Cristina Miranda Primeiro orientador: Schlünzen, Elisa Tomoe Moriya Abstract: This thesis is linked to the research line "Public Policies in Education, Formative Processes and Diversity" of the Postgraduate Program in Education at the University of Western Paulista (UNOESTE), Presidente Prudente Campus, São Paulo state (SP). This thesis was defended demonstrating the need to raise guidelines for the training of undergraduate students in Pedagogy courses, teachers who work with Students with Special Educational Needs (SEE). The objective of this thesis was to analyze what changes or interventions are necessary in the educational policies and guidelines that structure initial teacher training courses in pedagogy, based on a student and teacher training process that works in Special Education Services (AEE), focusing on early childhood education and the initial grades of elementary school in a municipality in the interior of São Paulo state, located in the Northwest of the state, according to the CCS approach. The work is organized in a multi-paper format. The research approach is qualitative, based on an explanatory and instrumental case study, comprising several studies that corroborate the formative process experienced. In the first study, the theoretical and practical deficiencies that regular education teachers face when working with students with special educational needs (SEN) were examined, as well as the techniques adopted to mitigate these difficulties. The research adopted an analytical and interpretative approach, using documentary and bibliographic analysis. The second study aimed to analyze public policies and the National Curriculum Guidelines for undergraduate courses in pedagogy, focusing on initiatives aimed at the initial and continuing training of educators. This analysis sought to understand how these actions are articulated and consolidated to develop teaching competencies that favor the construction of a democratic and inclusive society. For this, the methodology of systematic literature review was employed, in addition to reports from students of the pedagogy course in a city in the interior of São Paulo, located in the western region of the state. Study three highlighted the relevance and advancement of scientific research related to teacher training processes, educational policy administrators, international issues, and interculturality focused on inclusion. The approach used for this investigation was a literature review. In the fourth study, the objective was to understand the organizational environment related to public policies and the National and State of São Paulo Curriculum Guidelines, regarding initial teacher training. This analysis focused on the dialogue between three Higher Education Institutions (HEIs) in a city in the northwest of São Paulo state, using document analysis and a literature review. In the fifth study, the objective was to recognize the fundamental principles that guide the improvement of the documents of the Municipal Education Department (SME) of a city in the northwest of São Paulo state and the Curriculum Guidelines related to internships in Pedagogy courses, through a formative process, the aim is to enrich initial and ongoing training for the inclusion of students with special educational needs (EPAEE) in regular classrooms, with the support of special education. The sixth study aimed to analyze interconnected scientific studies referencing the thesis, resulting in proposals and suggestions for improvements that promote the development of more confident and proficient teaching practices with EPAEE, in accordance with public educational policies regarding inclusive education, as per their attributions and guidelines. As a result, the research reveals that, after a collaborative intervention analysis, it is necessary to revise the policies of initial and continuing teacher training processes. This implies the implementation of public policy programs, such as the curricularization of extension activities, teaching residencies, and the Institutional Program for Scientific Initiation Scholarships (PIBIC), in the Curricular Projects of Higher Education Institutions, especially in undergraduate courses. Furthermore, it is fundamental that this proposal be integrated into local training policies, taking into account the social context and reducing the gap between theory and educational practice. In this way, future educators can obtain professional qualifications that contribute to improving the quality of teaching and learning. Instituição: Universidade do Oeste Paulista Tipo do documento: Tese Fri, 04 Apr 2025 00:00:00 GMT http://bdtd.unoeste.br:8080/jspui/handle/jspui/1753 2025-04-04T00:00:00Z