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- DissertaçãoAcesso aberto (Open Access)Divulgação das ciências da linguagem por meio de episódios de podcast: uma proposta de retextualização de artigos científicos no ensino médio(Universidade Estadual do Norte do Paraná, 2026) Hugo, Camila dos Santos Vieira; Barros,, Eliana Merlin Deganutti de; http://lattes.cnpq.br/0263644351545918This qualitative study, developed within a Professional Master’s Degree program, stems from the recognition of the distance between science communication and the school-based teaching and learning of Portuguese. In this context, the study is justified by the need for more systematic teaching practices focused on the production of science communication texts, grounded in a conception of language as interaction and writing as a continuous learning process. Based on this premise, the study has the propositional objective of designing and implementing a genre-based didactic sequence, grounded in the theoretical and methodological principles of Sociodiscursive Interactionism, aimed at teaching the production of science communication podcast episodes. From the research perspective, its objective is to conduct a didactic validation of the design and implementation of this sequence within a context of the popularization of the Language Sciences. To this end, the research was conducted in five phases: (1) a survey of related studies; (2) planning and systematization of the didactic sequence; (3) implementation of the didactic sequence with a high school class at a state school in Cornélio Procópio, Paraná, Brazil, with the consent of the students and their legal guardians; (4) analysis and interpretation of the data generated during the implementation, specifically the activities produced by the participants, their oral and written texts, and the researcher’s field diary; and (5) development of a guide for implementing the didactic sequence, resulting from the didactic validation process undertaken. The analysis of the aforementioned data indicates that working with the science communication podcast episode genre contributed to the development of the students’ language capacities, particularly regarding discursive organization, adaptation to the target audience, retextualization of academic and scientific texts, and planned oral production. The results indicate that producing these texts expanded the participants’ literacy practices, enabling them to act as producers and disseminators of scientific knowledge, while also bringing them closer to the Language Sciences.
- DissertaçãoAcesso aberto (Open Access)Formação inicial de professores e ensino da oralidade: proposta didática com o gênero textual videorresenha(Universidade Estadual do Norte do Paraná, 2026) Bassetto, Rafaela Tavares; Storto, Letícia Jovelina; http://lattes.cnpq.br/0743245285126825; Storto, Letícia Jovelina; http://lattes.cnpq.br/0743245285126825; Costa-Maciel, Débora Amorim Gomes da; http://lattes.cnpq.br/8091621636430108; Araújo, Roberta Negrão de; http://lattes.cnpq.br/0676766332500379This dissertation, organized in a multipaper format, aims to analyze the role of the video review genre in Language and Literature teacher education curriculum and to propose reflective strategies for exploring this genre within teaching practices. The first article presents an exploratory and systematic literature mapping of academic publications from 2014 to 2024, revealing a scarcity of studies addressing the teaching of orality through video reviews in higher education. The second article analyzes the Pedagogical Course Projects (PCPs) of undergraduate Language and Literature teacher education programs at public universities in the state of Paraná, based on Opinion No 492/2001 of the Brazilian National Council of Education and the Higher Education Chamber, and finds that orality is still addressed in a limited manner within these curricula. The third article proposes a theoretical model of the video review as a multisemiotic oral genre, highlighting its potential for developing language capacities in teacher education. Together, these three studies reveal gaps in teacher preparation regarding the teaching of orality and propose ways to incorporate it into Language and Literature curricula. Based on the proposed model, an Educational Product entitled Activity Sequence on the Video Review Genre was developed. The fourth article analyzes the implementation of this activity sequence with pre-service Language and Literature teachers enrolled in an academic and scientific development course at a public university. The diagnostic questionnaire administered as part of the activity sequence revealed restricted conceptions of orality, limited knowledge and insecurity regarding oral genres, and educational experiences characterized by few opportunities to engage in speaking practices. The video reviews produced by the participants demonstrated partial appropriation of the genre's structure, but also a strong reliance on reading scripts, weaknesses in argumentation, and difficulties in using speech autonomously in public contexts. Overall, this dissertation demonstrates that, although orality is recognized as an essential dimension of language, it still occupies a especific position in both teacher education research and initial teacher education curricula. At the same time, it offers practical pathways for intervention by modeling the video review as an oral genre and providing its teaching through an activity sequence. The findings suggest that systematic work with oral genres can broaden teaching practices related to orality in initial teacher education and promote the inclusion of oral genres in Language and Literature curriculum.
- DissertaçãoAcesso aberto (Open Access)Modelagem matemática nos anos iniciais do Ensino Fundamental: um olhar para o uso estratégico de desenhos(Universidade Estadual do Norte do Paraná, 2024) Hora, Talita Dutra; Almeida, Lourdes Maria Werle de; http://lattes.cnpq.br/2660354136462141; Almeida, Lourdes Maria Werle de; Pires, Magna Natalia Marin; Martins, Bianca de OliveiraThis research aims to investigate the strategic use of drawing, aiming to characterize its potential to encourage student actions in mathematical modeling activities. To compose the empirical data for the research, mathematical modeling activities were developed by students in the 5th year of Elementary School. Data were collected through written records, audio and video recordings, field notes and interviews. Data analysis was inspired by qualitative content analysis procedures. The research report follows the multipaper format so that its developments are presented in two articles. In the first article, we investigated how the use of drawing contributes to the development of mathematical modeling activities. The results of this article show that the use of drawing in the development of mathematical modeling activities influenced the students' directions in the different stages of mathematical modeling activities, contributing to the understanding of the problem in a holistic view, for decision making and mathematization of the situation, for the construction of the mathematical model, for the retaking of necessary steps, for interpretation and communication of results. In the second article, we look for evidence of how the dialogue between hand-made drawings and the use of software to create drawings takes place, and to what extent these resources can favor or increase students' actions in mathematical modeling activities. The results indicate that the dialogue between hand-drawn drawings and the use of software to construct drawings, increases students' actions at different moments in the development of a mathematical modeling activity, providing means for visualizing and understanding the problem, for mathematization and construction of the mathematical model, for the interpretation and communication of results. Finally, the results obtained in the two articles allow us to outline that the strategic use of drawing, whether with pencil and paper or mediated by digital technology, increased students' actions in the development of mathematical modeling activities, allowing them to find ways to solve the problem. Furthermore, the research made it possible to expand the classification of drawings discussed in the literature and infer about the cognitive procedures underlying the construction of a drawing and the mobilization of strategic knowledge in the development of mathematical modeling activities.
- DissertaçãoAcesso aberto (Open Access)Formação inicial de professores e ensino da oralidade: proposta didática com o gênero textual videorresenha(Universidade Estadual do Norte do Paraná, 2026) Bassetto, Rafaela Tavares; Storto, Letícia Jovelina; http://lattes.cnpq.br/0743245285126825This dissertation, organized in a multipaper format, aims to analyze the role of the video review genre in Language and Literature teacher education curriculum and to propose reflective strategies for exploring this genre within teaching practices. The first article presents an exploratory and systematic literature mapping of academic publications from 2014 to 2024, revealing a scarcity of studies addressing the teaching of orality through video reviews in higher education. The second article analyzes the Pedagogical Course Projects (PCPs) of undergraduate Language and Literature teacher education programs at public universities in the state of Paraná, based on Opinion Nº 492/2001 of the Brazilian National Council of Education and the Higher Education Chamber, and finds that orality is still addressed in a limited manner within these curricula. The third article proposes a theoretical model of the video review as a multisemiotic oral genre, highlighting its potential for developing language capacities in teacher education. Together, these three studies reveal gaps in teacher preparation regarding the teaching of orality and propose ways to incorporate it into Language and Literature curricula. Based on the proposed model, an Educational Product entitled Activity Sequence on the Video Review Genre was developed. The fourth article analyzes the implementation of this activity sequence with pre-service Language and Literature teachers enrolled in an academic and scientific development course at a public university. The diagnostic questionnaire administered as part of the activity sequence revealed restricted conceptions of orality, limited knowledge and insecurity regarding oral genres, and educational experiences characterized by few opportunities to engage in speaking practices. The video reviews produced by the participants demonstrated partial appropriation of the genre's structure, but also a strong reliance on reading scripts, weaknesses in argumentation, and difficulties in using speech autonomously in public contexts. Overall, this dissertation demonstrates that, although orality is recognized as an essential dimension of language, it still occupies a especific position in both teacher education research and initial teacher education curricula. At the same time, it offers practical pathways for intervention by modeling the video review as an oral genre and providing its teaching through an activity sequence. The findings suggest that systematic work with oral genres can broaden teaching practices related to orality in initial teacher education and promote the inclusion of oral genres in Language and Literature curriculum.
- DissertaçãoAcesso aberto (Open Access)O uso de jogos pedagógicos no ensino da geografia do Paraná:(Universidade Estadual do Norte do Paraná, 2026) Ramos, Ana Carolina Assis da Silva; Ludka, Vanessa MariaThe teaching of Geography is a fundamental element in civic education, as it enables the understanding of the relationships between society and nature, as well as critical analysis of the transformations of lived space. However, the teaching of Geography in Paraná faces specific challenges, mainly due to the scarcity of updated, contextualized teaching materials that bring the content closer to the local reality of the students. In this context, the objective of this research is to analyze how the use of educational games, within the scope of initial teacher training in Geography, can contribute to the planning and application of innovative pedagogical practices aimed at teaching Geography in Paraná, using the educational product "Knowing the Geography of Paraná: A Guide to Interactive Games" as a reference. For the development of the research, an action-research approach was adopted, of a qualitative and quantitative nature, using mixed methods for data collection and analysis. The qualitative approach consisted of interpreting the participants' speech, interactions, and perceptions, while the quantitative approach involved systematizing and analyzing the responses obtained through structured instruments, allowing for a broader assessment of the impact of the Educational Product on teacher training and the teaching of regional Geography. The study is exploratory and descriptive in nature, based on a literature review on Geography teaching, the use of games, and teaching resources, drawing on authors such as Cavalcanti (2010 and 2012), Kaercher (2010), Breda (2018), and Castrogiovanni (2007). The resulting Educational Product was the "Guide to Educational Games: Exploring the Geography of Paraná," containing games that address physical, economic, and socio-territorial aspects of the state of Paraná. The guide was structured with clear textual organization and systematized teaching guidelines, enabling its use in different school contexts. The material was implemented through a face-to-face workshop with 3rd and 4th year Geography undergraduate students, in which participants analyzed, played, and discussed the proposed games, considering their relevance to teaching the Geography of Paraná. Analysis of the data obtained during implementation indicated that the educational games facilitated the articulation between physical, economic, and socio-territorial content of the state, contributing to an integrated understanding of Paraná's Geography. The activities also stimulated interaction among participants and broadened the possibilities of methodological approaches for teaching regional Geography. The results highlighted the effectiveness of the games as teaching resources, demonstrating that, even in the face of a scarcity of specific materials for Paraná's Geography, it is possible to develop pedagogical strategies capable of promoting the learning of regional content. In this sense, the product developed has the potential to support the practice of future teachers in different school contexts, contributing to discussions about the use of educational games in the training of Geography teachers. Keywords: School G