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- TeseAcesso aberto (Open Access)Letramento bilíngue de estudantes surdos por meio do gênero textual postagem em redes sociais(Universidade Estadual do Norte do Paraná, 2026) WENCESLAU, Éverton Bernardes; Fernandes, Sueli de Fátima; Storto, Letícia Jovelina; http://lattes.cnpq.br/0743245285126825This research addresses the bilingual literacy of deaf students through the textual genre of social media posts, considering the Brazilian Sign Language (Libras) as the language of instruction for these students and written Portuguese as their second language. In this regard, it is recognized that there is a need to expand pedagogical practices that respect the linguistic, cultural, and visual specificities of deaf individuals within educational contexts. Therefore, the objective of this study is to investigate the pedagogical potential of the educational product Workbook of Activities: Working with the Textual Genre of Social Media Posts based on teachers’ perceptions. Methodologically, the research is characterized as qualitative and applied in nature, developed within the context of a professional doctoral program. Data collection and analysis included institutional documents, theses, educational products, implementation records, and participants’ evaluations, organized through systematic procedures of categorization and interpretation. The theoretical framework of this study draws especially on the works of the following authors: Magda Soares (1998, 2004, 2020); Ronice Müller de Quadros (1997, 2006, 2019); Ana Claudia Balieiro Lodi (2013, 2018); Sueli Fernandes (2006, 2011, 2017); Luiz Antônio Marcuschi (2003, 2005, 2008, 2010); Karin Strobel (2006, 2008, 2009); Audrei Gesser (2009); and Carlos Skliar (1997, 1998). The results highlight that, from the participants’ perspective, the textual genre of social media posts, when mediated in Libras and articulated with visual and multimodal resources, can foster meaning-making, authorship, and the active participation of deaf students in academic reading and writing practices. Furthermore, it was found that the pedagogical use of this genre has the potential to shift normative approaches to writing by prioritizing communicative function, genre appropriateness, and the bilingual trajectory of deaf individuals. It is therefore concluded that the textual genre of social media posts, according to the participants, constitutes a strategy for the bilingual literacy of deaf students by promoting more inclusive and critical teaching practices aligned with contemporary demands.
- DissertaçãoAcesso aberto (Open Access)Modelagem matemática na Educação Básica: uma pesquisa sobre o desenvolvimento do pensamento matemático.(Universidade Estadual do Norte do Paraná, 2026) Silva Junior, Ailton da; Sousa, Bárbara Nivalda Palharini Alvim; http://lattes.cnpq.br/5567036140487734This dissertation presents an investigation into mathematical thinking styles that emerge during the development of mathematical modeling activities. Its objective is to understand how Mathematical Modeling can be used to promote the development of students’ mathematical thinking, taking into account different thinking styles. The theoretical framework encompasses perspectives on Mathematical Modeling in Mathematics Education, as well as studies on mathematical thinking and different thinking styles and their implications for teaching and learning mathematics. Data were collected through audio recordings of students’ interactions during the implementation of the educational product Mathematical Modeling in Basic Education and the Development of Mathematical Thinking. Data analysis was grounded in the conception of language as social practice, emphasizing the role of context in students’ interactions throughout the activities. Students’ language in use was examined as an expression of their thinking, and the analytical tool of idea association trees was employed to detail the thinking styles that emerged in their records during the modeling processes. The findings indicate that mathematical thinking styles can be understood as dynamic cognitive preferences that vary according to the type of activity, the topic addressed, and the representations mobilized in the problem-solving process. The results show that, in addition to individual student characteristics, the nature of modeling tasks also influences the mobilization of thinking styles. Activities incorporating multiple representations—such as graphs, tables, diagrams, and drawings—favored the emergence of visual thinking, broadening students’ forms of mathematical understanding and expression. At the same time, analytical thinking remained the most recurrent and socially legitimized style within the mathematics classroom context.