https://tede.unisantos.br/handle/tede/106 2026-05-17T01:18:12Z 2026-05-17T01:18:12Z https://tede.unisantos.br/handle/tede/8123 2026-05-06T19:47:24Z 2026-02-06T00:00:00Z

Title: 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: Dissertação

2026-02-06T00:00:00Z https://tede.unisantos.br/handle/tede/8121 2026-05-06T15:37:38Z 2026-02-12T00:00:00Z

Title: 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: Dissertação

2026-02-12T00:00:00Z https://tede.unisantos.br/handle/tede/8113 2026-05-06T15:37:20Z 2026-03-03T00:00:00Z

Title: A reflexividade docente no contexto da atual política educativa da rede Estadual Paulista Abstract: This research addresses the theme of teacher reflexivity and the current educational policy of the São Paulo state school system, focusing on High School teachers from a public school located in the city of Praia Grande, state of São Paulo. In the context of the current administration of Governor Tarcísio de Freitas (Republicanos), initiated in 2023, there is a noticeable advancement of neoliberal perspectives and the managerialist model of education over the policies and practices of the São Paulo state system. Since the beginning of this administration, the State Education Department, led by Renato Feder, has been implementing new procedures and regulations that directly impact teachers, administrators, and students. These changes have sparked debates and concerns among education professionals, who have been compelled to follow more centralized and rigid guidelines based on an official curriculum, which has limited pedagogical flexibility in the classroom and teaching autonomy. Consequently, this research sought to answer the following question: in what way do the structural, institutional, and pedagogical conditions within the scope of the current educational policy of the São Paulo state system affect the possibility of critical reflection by High School teachers regarding their daily school practice? The research's theoretical foundations include the works of Pimenta and Ghedin (2012), Zeichner (1993), and Freire (1996). Adopting a qualitative approach, the investigation employed the following methodological procedures: document analysis, literature review, and semi-structured interviews. The research results demonstrate that the strengthening of control, standardization, and accountability mechanisms has strained teaching practice, weakening spaces for autonomy and reflection, while simultaneously giving rise to movements of contestation, dialogue, and critical reconstruction of pedagogical work within the school. Type: Dissertação

2026-03-03T00:00:00Z https://tede.unisantos.br/handle/tede/8112 2026-05-06T15:37:19Z 2025-08-29T00:00:00Z

Title: Aula crítico-emancipatória no ensino superior: tensões, perspectivas e desafios Abstract: This dissertation investigates the tensions, challenges and possibilities of implementing a critical-emancipatory class in higher education, taking Paulo Freire's thinking as its central theoretical axis and dialoguing with the work of authors such as Ana Mercês Bahia Bock, Maria Isabel de Almeida and Selma Garrido Pimenta. The main objective is to analyze, in light of the perceptions of pedagogy students from Baixada Santista and specialized literature, which obstacles and potentialities are posed for the implementation of pedagogical practices that overcome banking, neoliberal and meritocratic logic, favoring processes of humanization and intellectual autonomy. This is a qualitative research, epistemologically based on the phenomenological-hermeneutic perspective, which used semi-structured interviews as a data collection instrument, and the analysis was carried out based on the content analysis methodology proposed by Lawrence Bardin. The collection was composed of students of in-person pedagogy courses who had already attended at least one semester, excluding freshmen and distance education students. The interviews were organized into a priori and a posteriori categories: dialogue, emancipation, emancipatory class, role of the teacher and role of the student. The results reveal that the effective implementation of the critical-emancipatory class is strained both by structural barriers — such as overcrowded classrooms and fragmented curricula — and by internalized conceptions that reproduce the logic of content transmission. In contrast, practices based on problematizing reality, respecting students' prior knowledge and the collective construction of knowledge prove to be promising ways to develop critical and ethical subjects, in line with the concept of education as a practice of freedom. The research indicates that the transformation of the university classroom into a space of resistance in the face of the advances of capitalism in universities requires not only innovative methodologies, but also a profound change in the conception of subject, knowledge and society. It is concluded that the critical-emancipatory class, despite facing resistance, constitutes a possible and necessary horizon for teacher formation committed to social justice, democracy and human emancipation, reaffirming the relevance and urgency of Freire's legacy for higher education. Type: Dissertação

2025-08-29T00:00:00Z