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- Produto educacionalAcesso aberto (Open Access)Explorando a geografia do Paraná: guia de jogos pedagógicos(Universidade Estadual do Norte do Paraná, 2026) Ramos, Ana Carolina Assis da Silva; Ludka , Vanessa Maria; http://lattes.cnpq.br/9633043014986675The 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.
- Produto educacionalAcesso aberto (Open Access)Autoavaliação da aprendizagem e axiologia na formação inicial de professores de biologia(Universidade Estadual do Norte do Paraná, 2026) ARMSTRONG, Sandy Evelin Santos; Lucas, Lucken BuenoThis master's research, within the Teaching Area, investigated axiological contingents expressed in the context of the initial training of Biology teachers. Axiology (Philosophy of Values) studies the human capacity to make value judgments through a complex evaluation process inherent to cognition. In this sense, the assessment of learning is seen as an inseparable process from values; therefore, in the educational field, it is crucial that the teacher develops an axiological awareness to conduct ethical assessments, recognizing the influence of their own values. In addition, promoting self regulation of learning is of great importance for this process, and for that, self assessment proves to be imperative, enabling the student to critically reflect on their learning. However, the initial training of teachers often lacks the integration between pedagogical and content knowledge, and a deepening in evaluative concepts, which negatively impacts the teacher's ability to apply axiological knowledge and foster self regulation of learning. Thus, this dissertation proposes a qualitative study, with data collection via questionnaires with the general objective of “Investigating possible axiological contingents involved in the initial training process of Biology teachers, based on the study of self-assessment of learning.” The research provided an intervention with the participants, students of a Bachelor's degree in Biological Sciences at a public university in the State of Paraná, operationalized through a professional training course. Throughout the intervention, the students answered questionnaires, whose responses were analyzed through an Axiological-Analytical Instrument. The results indicated that, at the beginning of the training, traditional assessment concepts predominated, focused on the verification of results and the assignment of grades. After the first module, there was an expansion of the theoretical foundation, with an emphasis on the ethical dimension, assessment coherence, and the construction of the assessment process. In the final phase of the course, self assessment came to be understood by the participants as part of teaching and learning, associated with the student's autonomy and critical reflection. Learning self regulation was also understood as a continuous process, linked to self-assessment and teaching practice.
- Produto educacionalAcesso aberto (Open Access)A abordagem de princípios bioéticos na formação do técnico em enfermagem(Universidade Estadual do Norte do Paraná, 2026) Daros, Elizabeth; Pereira, Rudolph dos Santos Gomes; Galdino, Maria José QuinaThe vocational training of Nursing Technicians considers the professional profile upon course completion and the competencies necessary for conduct and service provision, from primary care to health surveillance services. In the context of this research, the Principles of Autonomy, Beneficence, Nonmaleficence and Justice are characterized as a Bioethical framework to guide ethical and moral dilemmas and conflicts involving the conduct of health professionals in their relationship with patients, including family members and legal representatives. The objective of this work was to understand the contributions and possible limitations of an Educational Product (EP) focused on the approach to these Bioethical Principles in the vocational training of Nursing Technicians. Therefore, a handbook was developed addressing the Principles of Autonomy, Beneficence, Nonmaleficence and Justice. The implementation of the Educational Product took place through an Extension Course held at a state school in Paraná, more precisely in the Technical and Professional Training in Nursing – Subsequent course, with the participation of students enrolled in the 4th semester. The research is characterized as a qualitative one. Throughout the course in which the EP was applied, the participants answered open and semi-open printed questions, enabling the analysis and interpretation of the data generated. The results evidenced that the Handbook proved to be an appropriate instrument for the approach to and understanding of Bioethical Principles in the context of the academic training of Nursing Technicians. Regarding the limitations of the Educational Product, these were identified as the inability to provide extensive theoretical depth, which is a characteristic of certain textbooks.
- Produto educacionalAcesso aberto (Open Access)Formação analítico comportamental para professores de estudantes autistas: curso de manejo de comportamento em sala de aula(Universidade Estadual do Norte do Paraná, 2026) Castro, Paula Delgado Tavela de; Blanco, Marília BazanAutism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by deficits in communication and social interaction, as well as stereotyped patterns of behavior with restricted and fixated interests. Due to these persistent deficits— particularly in communication—individuals with ASD commonly exhibit problem behaviors. Among the most frequent are crying, self-injury and/or aggression toward others, which may serve functions such as gaining access to desired items or escaping from undesirable situations. In this context, students with ASD may learn to interact with their environment through such behaviors, making their occurrence in the classroom more frequent. Among the challenges faced by teachers in their professional practice, dealing with learning barriers and behavioral manifestations associated with these difficulties is particularly demanding. Based on the initial problem—how early childhood and elementary school teachers address problem behaviors and skill deficits in children with ASD in mainstream schools—the following research question was formulated: how can a teacher training course on the Basic Principles of Behavior Analysis contribute to the management of problem behaviors in the classroom? Therefore, the general objective of this study was to analyze the contributions of a training course on the Basic Principles of Behavior Analysis for teachers of students with ASD. The specific objectives were: to map educational products, articles, dissertations, and theses on Behavior Analysis and Autism; to identify teachers’ prior knowledge of Behavior Analysis and its applicability in the school context; to survey teachers regarding the most frequent problem behaviors in the classroom; and to develop and implement a course on the Basic Principles of Behavior Analysis for teachers of students with ASD in early childhood and elementary education, aiming to support the management of problem behaviors in the classroom. The results revealed conceptual difficulties among teachers regarding ASD and Behavior Analysis, as well as challenges in managing such behaviors. After the training, an increase in understanding of ASD and evidence of improvement in the conceptual repertoire of Behavior Analysis were observed, with implications for how participants analyze and manage classroom situations, although without full conceptual mastery.
- Produto educacionalAcesso aberto (Open Access)Saúde mental é papo sério!(Universidade Estadual do Norte do Paraná, 2026) Sant’ana, Karina Emanuelly; Ferreira , Luan Martins Tavares; Galdino, Maria José Quina; http://lattes.cnpq.br/5281444203909537Mental health in adolescence is a global public health challenge, requiring intersectoral strategies for suicide prevention. The school environment, while strategic for the early identification of psychological distress, lacks practical tools to equip teachers for crisis management. The overall objective of this study was to develop and validate an interactive mental health promotion booklet to equip teachers with the tools to identify, support, and initially guide suicidal ideation in high school students, based on Thomas Joiner's Interpersonal Theory of Suicide. This is a methodological study with a quantitative approach. The material was developed through the didactic transposition of clinical concepts into pedagogical language, grounded in the framework of Hoffmann and Worrall (2004). The validation process involved a panel of expert judges selected using the Fehring score. The data analysis included calculating the Content Validity Index (CVI) for 20 items distributed across the dimensions of didactic content, language, illustration, layout, and relevance, adopting a cutoff point of 0.80. The results demonstrated that the educational technology, entitled "Mental Health is Serious Business," achieved a Global CVI of 0.97, evidencing high robustness and pedagogical suitability. The "Illustration" and "Layout" dimensions reached the maximum CVI (1.00), confirming the visual attractiveness and functionality of the material. Items that presented borderline scores (0.83), such as the clarity of practical guidelines, were subjected to qualitative refinement based on expert suggestions. These adjustments included the conceptual improvement of suicidal ideation, the reformulation of sensitive terms to avoid ethical ambiguities, and the strategic inclusion of the family support network as a biopsychosocial protective factor. The final version of the product operationalizes the theoretical constructs of Frustrated Belonging, Perception of Burden, and Acquired Capacity through interactive activities that stimulate the expression of feelings and the identification of warning signs. It is concluded that the developed booklet is a valid, innovative, and safe tool, capable of increasing teachers' mental health literacy and supporting compliance with the guidelines of Law No. 13.819/2019 (PNPAS). The study contributes to the field of Health Education by offering a soft-hard technology that strengthens the educator's role as a strategic sentinel in the care network.