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- Produto educacionalSaúde 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.
- Produto educacionalGUIA PEDAGÓGICO SOBRE AUTOAVALIAÇÃO DA APRENDIZAGEM, SEGUNDO APORTES DA TEORIA DOS VALORES, NO CONTEXTO DA 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.
- Produto educacionalCaderno de Atividades: O Estatuto da Criança e do Adolescente no Ensino Médio(Universidade Estadual do Norte do Paraná, 2026) Oliveira, Clea Marcia Bernardes de; Araújo, Roberta Negrão de; http://lattes.cnpq.br/0676766332500379The contemporary educational scenario demands a comprehensive education for students, encompassing not only cognitive development but also ethical, moral, and civic formation. In this context, the adoption of inclusive activities for the approach of the Child and Adolescent Statute (ECA) in High School emerges as a driving pedagogical strategy to promote citizenship. The ECA is an important legal milestone in Brazil and, as a public policy, its aim is to ensure the rights of children and adolescents. Beyond personal and professional concerns, this research is justified by the lack of materials about the Statute, especially those related to teaching. Therefore, the guiding research question is: Which teaching strategies, based on ECA, enhance youth protagonism and the exercise of citizenship among High School students? Consequently, considering the professional nature of the postgraduate program, the proposed objective was to develop an activity workbook to support an inclusive approach to the ECA in High School classrooms. The Educational Product that emerged from this objective is entitled Activity Workbook: The Child and Adolescent Statute in High School, which aimed to make the ECA more didactic and accessible to students. The general objective is to analyze youth protagonism and the exercise of citizenship in light of the principles of ECA and contemporary themes. Considering the qualitative approach of the research, data were analyzed in order to understand the phenomenon and to generate new knowledge about what was investigated through the interpretation of participants’ expressions. As a result, the conclusion was that both, the activity workbook and the workshops organized for its implementation, were successful among participants.
- Produto educacionalSequência de atividades à luz dos registros de representação semiótica e das múltiplas representações para a aprendizagem de derivadas(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 levels, exploring conditions that foster the spontaneous coordination of registers.
- Produto educacionalAtividades práticas experimentais no ensino fundamental anos iniciais: otimizando a aprendizagem de ciências sob a perspectiva da neurociência.(Universidade Estadual do Norte do Paraná, 2026) Silva, Sheyene Rafaeli Cremasco da; Costa, Priscila Caroza Frasson; http://lattes.cnpq.br/9835513802063995The Teaching of Science (ST) in the Early Years of Elementary School (EYES) is frequently neglected, with priority given to literacy and, as a result, denying children their right to access scientific knowledge. In light of this, this dissertation proposes an approach to science teaching in the EYES through practical experimental activities, based on the principles of Neuroscience.The main objective was to create a Didactic Guide with practical experimental activities to assist teachers in planning and executing lessons. This was based on the problem statement: "In what ways can the use of practical experimental activities in ST, developed from the perspective of Neuroscience, serve as a reference material for teachers in the EYES, in the planning and execution of their lessons?". The research was developed with teachers from the municipal school system of Uraí, a city located in northern Paraná. To support the guide's development, an initial diagnostic interview was conducted with the teachers to identify the most challenging content for students to understand, related to the thematic unit "Earth and Universe." Its implementation took place in a workshop for municipal school teachers, providing a space for reflection on the importance of the subject and the use of practical experimental activities as a learning resource for the indicated content, in order to overcome comprehension difficulties. Data analysis was conducted using Discursive Textual Analysis (DTA), which revealed four categories of analysis: 1) Pedagogical practice; 2) Science teaching in the EYES; 3) Neuroscience; and 4) Learning difficulties. The research demonstrated that the use of practical experimental activities, aligned with Neuroscience, optimizes the learning process, promotes student engagement, and stimulates critical thinking. The study concludes that by understanding how the brain learns, teachers can plan more effective, dynamic lessons that spark scientific interest.