DSpace Community:https://tede.unisantos.br/handle/tede/12026-05-31T21:35:30Z2026-05-31T21:35:30ZA participação democrática como condição da educação básica de qualidadehttps://tede.unisantos.br/handle/tede/81242026-05-20T21:24:36Z2026-04-10T00:00:00ZTitle: A participação democrática como condição da educação básica de qualidade
Abstract: This research seeks to unveil the connections between democratic participation and
the achievement of quality public education, focusing on its role in the emancipation of
students, the development of critical thinking, and the promotion of autonomy. It
analyzes participation in School Councils from the perspective of democratic
management and the forms of communication within the school environment to meet
the demands of the community. The study is based on Freire's perspective on
education, supporting democratic management through the reflective participation of
individuals and the articulation between theory and educational practice. In this model,
integration and participation are central elements, making participation a fundamental
aspect of educational quality. This research finds theoretical support in the
assumptions of Paro (2012), who understands democratic management as an
indispensable condition for achieving quality education, arguing that school
management should be subordinated to educational goals, and not guided by a market
logic. In dialogue with this perspective, Lima (2009) argues that democracy in schools
is realized through effective participation, recognition of legitimate conflict, plurality of
voices, and collective autonomy in decision-making processes. This also connects with
the contributions of Santos (2003), who proposes the expansion of democracy through
the valorization of plural knowledge, participatory practices, and counter-hegemonic
experiences. To discuss the concept of quality in education over time, Dourado (2007)
and Algebaile (2009) are consulted. From a historical perspective, Freire (1987) serves
as a reference point for analyzing how the control of educational subjects (managers,
educators, students, and their families) can contribute to the social inequalities that
plague the Brazilian State and hinder processes that contribute to quality education.
The methodological procedure consisted of a multi-method qualitative approach, and
the data were collected in two ways (interviews and document analysis), which, added
to the bibliographic review, ensured the theoretical foundation for comparison with the
findings. The research was conducted in the city of Santos-SP. The interviewees were
agents from two School Councils, selected based on the criterion of territorial zoning,
in order to encompass different socioeconomic contexts and distinct social classes.
The document analysis was carried out using minutes from the School Council
meetings of the school years 2022, 2023, and 2024. The data were analyzed using
content analysis and subsequently triangulated with the literature on quality and
democratic participation. It was discussed that the School Council is limited to an
advisory and symbolic function, not consolidating itself as an effective instance of
collective construction within the scope of democratic management. It was concluded
that although there is a consistent legal framework that supports democratic
management, there is a significant gap between the regulations and their
implementation in institutional practices.
Type: Tese2026-04-10T00:00:00ZA educação como processo transformador em bairros periféricos: uma análise freireana do trabalho da Irmã Dolores no Quarentenário - SVhttps://tede.unisantos.br/handle/tede/81232026-05-06T19:47:24Z2026-02-06T00:00:00ZTitle: A educação como processo transformador em bairros periféricos: uma análise freireana do trabalho da Irmã Dolores no Quarentenário - SV
Abstract: This dissertation is the result of research completed in the Master's Program in Education at the Catholic University of Santos (UNISANTOS) and aimed to investigate the presence and materialization of the elements of Paulo Freire's Critical Pedagogy in the pedagogical proposals developed by Sister Maria Dolores in the Quarentenário neighborhood, located on the outskirts of the municipality of São Vicente. The central question that guided the study was: what are the elements of Paulo Freire's Critical Pedagogy and how do they manifest themselves in the pedagogical practices developed by Sister Dolores in the Quarentenário neighborhood? Based on this problem, the research sought to identify and analyze the elements of Critical Pedagogy present in Sister Dolores' educational practices, as well as to understand the territory of Quarentenário as a possible "educating neighborhood," based on the educational, social, and community initiatives developed. Furthermore, the perceptions of former students and individuals involved in the educational projects were analyzed, considering the impacts of these actions on their personal, educational, and social trajectories. The theoretical framework was primarily based on the works of Paulo Freire, such as *Pedagogy of the Oppressed* and *Pedagogy of Hope*, which conceive of education as a practice of freedom, dialogue, and critical awareness, and on the studies of Miguel Arroyo, which problematize education in peripheral contexts and relate it to the struggle for rights, social justice, and human dignity. The concepts of Critical Pedagogy and the "educating neighborhood" constituted the central axes of the theoretical and empirical analysis. The methodology adopted was a qualitative approach, based on bibliographic and documentary analysis and semi-structured interviews with individuals who experienced the educational practices developed by Sister Dolores. This study was guided by a critical-humanist perspective, inspired by Paulo Freire, and a phenomenological-hermeneutic approach, following the contributions of Franco and Ghedin, allowing for a deeper understanding of the experiences and meanings attributed by the participants. Data analysis was performed using the Thematic Content Analysis technique, proposed by Bardin. The results showed that the educational practices developed by Sister Dolores incorporated central elements of Critical Pedagogy, such as dialogue, the valuing of popular knowledge, education as a
political practice, and the formation of critical consciousness. It was also found that the Quarentenário neighborhood constituted an expanded educational space, in which education went beyond the limits of formal schooling and was articulated with community, social, and collective organization actions. However, the research also revealed limitations and contradictions in these experiences, especially regarding the absence of structural public policies and the dependence on individual leadership. It is concluded that the educational work developed by Sister Dolores in the Quarentenário neighborhood constitutes a significant experience of critical education in a peripheral context, reaffirming the relevance of Paulo Freire's thought and the importance of Critical Pedagogy as an instrument of resistance, human formation, and the struggle for social justice.
Type: Dissertação2026-02-06T00:00:00ZAnálise das taxas de internação por desnutrição, nos anos de 2010 a 2023, no estado de São Paulohttps://tede.unisantos.br/handle/tede/81222026-05-06T15:37:39Z2026-01-26T00:00:00ZTitle: Análise das taxas de internação por desnutrição, nos anos de 2010 a 2023, no estado de São Paulo
Abstract: Introduction: Malnutrition remains one of the main public health challenges, influenced by social, economic, environmental, and cultural determinants. Environmental contamination, mainly of soil and water, is a health risk factor and can indirectly contribute to the worsening of nutritional status. Objective: To analyze the relationship between hospitalization rates due to malnutrition and the presence of contaminated areas in the state of São Paulo, between 2010 and 2023. Methods: This is an ecological epidemiological study with a quantitative approach, using publicly available secondary data. Hospitalizations due to malnutrition, registered in the SUS Hospital Information System (SIH/DATASUS), between 2010 and 2023, were analyzed, considering residents of the state of São Paulo. Information on contaminated areas was obtained from the database of the Environmental Company of the State of São Paulo (CETESB). Standardized rates per 10,000 inhabitants were calculated for each Regional Health Department (DRS), using data from the IBGE Demographic Census (2022). Statistical analysis included descriptive and spatial statistics, and univariate and multiple logistic regression models, with a significance level of 5%. Results: During the analyzed period, 34,884,937 hospitalizations were recorded in the state of São Paulo, of which 606,954 were due to malnutrition (1.7%). It was observed that, although the largest number of hospitalizations is concentrated in adults and the elderly between 36 and 99 years of age (74.7%), the greatest relative risk was identified at the extremes of age and in vulnerable groups. Long-lived individuals (>100 years) had a significantly higher chance of hospitalization due to malnutrition (OR 3.929), followed by indigenous peoples (OR 1.200) and females, who, in addition to representing 54% of cases, had an OR of 1.099. Conclusion: Understanding the malnutrition scenario is important to support the planning of intersectoral public policies that consider environmental factors as determinants of health, promoting equity and well-being of the population.
Type: Dissertação2026-01-26T00:00:00ZFormação docente e transtorno do espectro autista: desafios e possibilidades no cotidiano escolarhttps://tede.unisantos.br/handle/tede/81212026-05-06T15:37:38Z2026-02-12T00:00:00ZTitle: Formação docente e transtorno do espectro autista: desafios e possibilidades no cotidiano escolar
Abstract: This dissertation, part of the research project "Teacher Training and Autism Spectrum Disorder: Challenges and Possibilities in Daily School Life," conducted for a Master's degree in Education from the Catholic University of Santos, addressed the challenges faced by primary and secondary school teachers when working with the inclusion of students with Autism Spectrum Disorder (ASD). According to data from the 2023 School Census, the number of students enrolled in regular education reached 1.7 million, with the highest concentration in primary education. Of these, 636,202 (35.9%) are students with Autism Spectrum Disorder (ASD). Given this scenario, this qualitative, critical-humanistic research posed the following question: what are the training difficulties faced by primary and secondary school teachers in their work with the inclusion of students with ASD? The overall objective was to identify the training difficulties faced by primary and secondary school teachers in working with these students. The specific objectives were: to analyze the perception of teacher training for working with students with ASD; to identify the main challenges faced by teachers in the daily routine of inclusion; and to propose training material on ASD for teachers in service. The theoretical framework was based on legislation on educational inclusion and authors such as Maria Teresa Eglér Mantoan, Lucelmo Lacerda de Brito, Paulo Freire, Claudio Roberto Baptista, Tiago Castro, and Debora Kecher. Data were collected through semi-structured interviews with 12 teachers from two public schools in Praia Grande – SP, from the initial years of elementary school, selected by the management teams. Thematic content analysis (Bardin's technique) was used for analysis. The results showed that teachers face significant challenges in the inclusion of students with ASD, mainly due to a lack of specific initial and continuing training, the absence of pedagogical resources, and limited institutional support. The development of the Individualized Education Plan (IEP), although recognized for its importance, still occurs in isolation and without the technical support that teachers would like. It was also observed that collaboration between teachers, professionals from Specialized Educational Services (SEN), and therapists is weak, hindering the development of integrated pedagogical practices. Furthermore, the school-family relationship still presents obstacles, especially given the resistance of some parents to accepting the child's diagnosis. On the other hand, teachers demonstrated a growing interest in pedagogical and therapeutic practices, as well as in the articulation between health and education. It is concluded that true school inclusion will only be possible when science, ethics, and critical thinking unite in favor of a truly emancipatory and humanizing education. It is hoped that this research can contribute to reflection on teacher training regarding the inclusion of students with ASD, through the identification of formative difficulties and obstacles that teachers face when working with these students.
Type: Dissertação2026-02-12T00:00:00Z