Navegar
Submissões Recentes
Agora exibindo 1 - 5 de 115
- DissertaçãoRobótica no ambiente escolar: uma análise acerca de um guia para o ensino de robótica sustentável(Universidade Estadual do Norte do Paraná, 2026) Marelli, Mara Silvia Arcoleze; Coelho Neto , João; http://lattes.cnpq.br/2482014486805534Educational Robotics has established itself as an innovative pedagogical strategy capable of promoting interdisciplinarity, student protagonism, and the development of skills aligned with the contemporary demands of Basic Education. However, its implementation in the school context still faces challenges, such as the lack of specific teacher training and the limitation of material resources. Given this scenario, this research aims to propose and analyze a Didactic Guide for teaching Robotics with manipulable and reusable materials, intended for teachers of Elementary School II. This is a qualitative research study, developed within the scope of a Professional Master's degree in Teaching. Methodological procedures included a Systematic Literature Review, the development of a Technical-Technological Product, and its implementation through a continuing education course for teachers. Data collection occurred through questionnaires applied at different stages of the course. The results show that the Teaching Guide can contribute to teachers' pedagogical practice, promoting the integration of Robotics, maker culture, and sustainability, as well as broadening teachers' understanding of interdisciplinary approaches. It is considered that the educational product, with the approach taken, has the potential to support the teaching of Educational Robotics in an accessible, contextualized way, aligned with the National Common Curriculum Base, strengthening continuing teacher training and pedagogical innovation in Elementary Education.
- DissertaçãoAutoavaliação da aprendizagem e Teoria dos Valores na formação inicial de professores de Biologia.(Universidade Estadual do Norte do Paraná, 2026) Azevedo, Isabella de Almeida; Lucas, Lucken Bueno; http://lattes.cnpq.br/6908341698896083This dissertation, developed in the Graduate Program in Teaching at the State University of Northern Paraná, aims to investigate possible axiological factors involved in the initial training process for Biology teachers, focusing on the understanding and practice of self-assessment of learning. Based on theoretical discussions on educational assessment and the gap identified in the national literature regarding the use of Axiology in the field of assessment, the development of a Pedagogical Guide aimed at promoting self-assessment, grounded in relational values, was proposed. The research, with a qualitative approach and interventional nature, was based on Pedagogical Relational Axiology, articulating theoretical concepts with teaching practice. The methodological approach included the development, application, and analysis of an educational product (Pedagogical Guide) with undergraduate students in a Biological Sciences program. The results revealed initial understandings marked by a classificatory logic of assessment, followed by conceptual and pedagogical advances throughout the implementation of the Guide, with emphasis on the strengthening of self-assessment, self-regulated learning, and relational values such as dialogue, pedagogical listening, and shared responsibility, reaffirming the relevance of the educational product in initial teacher education.
- DissertaçãoCartilha para abordagem da ideação suicida no contexto escolar: Estudo Metodológico(Universidade Estadual do Norte do Paraná, 2026) Sant'ana, Karina Emanuelly; Galdino, Maria José Quina; http://lattes.cnpq.br/5281444203909537; Galdino, Maria José Quina; http://lattes.cnpq.br/5281444203909537; Baratieri, Tatiane; http://lattes.cnpq.br/0856351098425758; Scholze , Alessandro Rolim; http://lattes.cnpq.br/2525180998183218Mental 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.
- DissertaçãoO ensino da leitura no 1º ano do Ensino Fundamental: a metodologia de ordenação e sequenciação de perguntas de leitura(Universidade Estadual do Norte do Paraná, 2026) Silva, Adriana Cristina dos Reis; Domingos, Marilúcia dos Santos; http://lattes.cnpq.br/7350484030070515; Domingos, Marilúcia dos Santos; http://lattes.cnpq.br/7350484030070515; Barbosa, Bruna Carolini; http://lattes.cnpq.br/7712449419499963; Araujo, Roberta Negrão de; http://lattes.cnpq.br/0676766332500379This dissertation, linked to the Postgraduate Professional Master's Program in Teaching, has the purposeful objective of developing a teaching guide, aimed at teachers and students in the 1st year of Elementary School, to improve the teaching of reading, having as its organizing axis the textual genre of popular culture stories. The guide consists of instructions for teachers and activities for students and is based on the interactionist perspective of reading (Solé, 1998) and the methodology for ordering and sequencing reading questions (Menegassi, 2010a, 2010b; Fuza; Menegassi, 2017, 2018, 2019). And, within the scope of the research characterized by the qualitative approach (Triviños, 1987), of the action research type (Thiollent, 2018; Tripp, 2005), the research objective was established to investigate the level of reading comprehension achieved by students participating in the implementation of the Guide. To this end, the following specific objectives were formulated: a) Implement the Teaching Guide in a 1st year EF class; b) Analyze the answers produced by students to reading questions (questions during reading: textual, inferential and interpretative answers), at the end of the implementation of the Teaching Guide; c) Analyze the telling of stories produced by students. The implementation took place in a school in the municipal and public education network in the North of Paraná. And the analysis of the data, participants' responses to reading questions and production of an oral narrative, showed that they were able, through the methodology used, to understand the main ideas of the source text, make inferences and make personal interpretations, through teaching mediation; as well as preparing personal text on the topic covered. Furthermore, the teacherresearcher improved her training, having the opportunity to critically reflect on teaching practice and understand more deeply the role of mediation in the literacy process. The methodology of ordering and sequencing reading questions not only favored the development of students but also enabled the teacher to rethink the planning of activities in a more intentional and systematic way.
- DissertaçãoAprendizagem de derivadas com base na teoria dos registros de representação semiótica e nas múltiplas representações.(Universidade Estadual do Norte do Paraná, 2026) Tozo, Guilherme Augusto Bossi; Sanzovo, Daniel Trevisan; http://lattes.cnpq.br/6173596073595767This dissertation reports on a research study that designed and implemented a teaching proposal aimed at fostering the learning of Derivatives of mathematical functions, a core topic in Differential and Integral Calculus. The instructional approach was grounded in the theoretical frameworks of the Theory of Semiotic Representation Registers and Multiple Representations, and was applied to undergraduate Mathematics students. The primary objective was to investigate evidence of learning resulting from the implementation of an Activity Sequence structured according to these theoretical perspectives. The study adopted a qualitative research methodology. Data analysis relied on the principles of the Theory of Semiotic Representation Registers and the Pedagogical Functions of Multiple Representations, focusing on the production and use of registers generated during the five activities comprising the Educational Product. Findings revealed three main student profiles: (i) those who successfully completed the tasks, coherently managing both treatments and conversions between registers; (ii) those who initially struggled but showed significant progress, completing the final activities more effectively; and (iii) those who faced persistent challenges in treatments and conversions, failing to complete most proposed tasks. These results underscore the central role of register coordination in mathematical learning and highlight the pedagogical value of approaches that deliberately explore the complementary, restrictive, and deepening functions of Multiple Representations. The study further shows that successful learning is not tied to mastering a single register, but rather to the ability to articulate multiple representational forms, enabling deeper conceptual understanding of derivatives. In conclusion, teaching proposals based on the Theory of Semiotic Representation Registers and on a Representational Diversity approach constitute promising strategies for teaching Differential and Integral Calculus. However, the findings also point to the need for further research extending this framework to other mathematical domains and educational.