DSpace Collection:https://tede.unisantos.br/handle/tede/20232026-05-28T10:46:36Z2026-05-28T10:46:36ZA 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: Tese2026-04-10T00:00:00ZPercepções dos/as professores/as sobre o ensino de cálculos matemáticos em engenharia: acolhendo estudantes com defasagem da educação básicahttps://tede.unisantos.br/handle/tede/81142026-05-06T15:37:23Z2025-12-17T00:00:00ZTitle: Percepções dos/as professores/as sobre o ensino de cálculos matemáticos em engenharia: acolhendo estudantes com defasagem da educação básica
Abstract: The challenges encountered by students entering Engineering programs—particularly those related to the teaching and learning of Mathematical Calculations—continue to represent a significant challenge within the context of Brazilian education. Grounded in the theoretical frameworks of Paulo Freire (1996, 2005, 2013a) and Pierre Bourdieu (1997, 1998a, 1998b), this thesis explores teachers’ perceptions of their pedagogical practices, emphasizing the challenges that emerge from the learning gaps carried over from Basic Education. Additional theoretical contributions (Altet, 1994, 1996, 2000, 2005; Abdalla, 2006, 2011, 2015, 2017a, 2021, 2024; Tardif, 2014) have also informed this study, particularly in addressing discussions on the teaching and learning process, with an emphasis on the demands of teacher education and the development of approaches aimed at welcoming and including students in the educational environment. There are also contributions from authors who focus on mathematics education, taught in a contextualized and meaningful way, with a view to welcoming situations. Among them are: Skemp (1976), Skovsmose (2000), Borba and Penteado (2001), Silva (2001), Franco (2004), Alexander (2008), D’Ambrosio (2012), and Freeman et al. (2014), Bianchini, Lima and Gomes (2019). Methodologically, this research employs a qualitative approach, structured around three key data collection instruments: a questionnaire administered to 20 participants, individual interviews conducted with 15 teachers, and a Discussion Group comprising 9 teachers. Drawing on Bardin’s (1977) content analysis technique, two analytical dimensions were established, each corresponding to teachers’ perceptions regarding the teaching of Calculations within the context of Engineering education. The first dimension focuses on the challenges that must be addressed to effectively embrace students. It highlights the category “The Learning Process in Teaching Calculations,” which unfolds into three units of meaning: the educational gaps observed among incoming students, the anxiety associated with learning mathematics, and the necessity for teachers to engage in reflective practices aimed at fostering an inclusive and supportive learning environment. The second focuses on the perspectives to be achieved in the process of supporting students. It introduces the category “Pedagogical Practices Aimed at Embracing Engineering Students,” which is divided into three units of meaning: the needs and expectations related to teacher training, the contrast between traditional and innovative teaching methodologies, and the emergence of new perspectives for promoting inclusion and fostering a more welcoming educational environment for engineering students. The analyses reveal the necessity of reinforcing continuing teacher education and re-evaluating institutional policies to ensure more consistent and meaningful support for teaching practices. The findings indicate that, while welcoming and inclusive practices are evident in both the discourse and certain actions of the teachers, considerable limitations persist—particularly concerning the effectiveness of these practices when confronted with the wide diversity of student profiles and the structural fragilities present within educational institutions. They underscore the urgent need to broaden formative and diagnostic initiatives at the onset of undergraduate programs, and to invest: first, in teacher training as a continuous and institutionalized policy; second, in the didactic reorganization of teaching practices, aiming to establish dialogical and discursive routines that encourage participation, the sharing of experiences, and the strengthening of the students’ engagement and sense of belonging; third, in welcoming as a structured element of the learning process, providing dedicated times and spaces for reflecting on and problematizing learning through dialogue; and fourth, in improving institutional conditions that sustain pedagogical changes and innovations, thereby fostering collective and collaborative planning, promoting more welcoming and inclusive didactic and pedagogical contexts for students, and creating opportunities to integrate and disseminate successful practices already present within the institutions. Finally, this study aims to provide both theoretical and practical contributions to the enhancement of mathematics teaching, with the broader objective of helping to reduce learning inequalities within engineering programs.
Type: Tese2025-12-17T00:00:00ZTrabalho de conclusão de curso organizado por projetos : uma proposta de aprendizagem coletiva no ensino médio técnico do Centro Paula Souza-SPhttps://tede.unisantos.br/handle/tede/80902025-09-15T19:43:19Z2025-06-27T00:00:00ZTitle: Trabalho de conclusão de curso organizado por projetos : uma proposta de aprendizagem coletiva no ensino médio técnico do Centro Paula Souza-SP
Abstract: The objective of the research was to analyze the organization of the Course Completion Work, through the disciplines Integrator Project I and II, from the perspective of the approach of education by action, based on the guiding guidelines of the Technical Courses of high school, in the Technical Schools of the Centro Paula Souza (ETECs). The fieldwork of the research is found in documents of the Centro Paula Souza, with the analysis of pedagogical content in three technical public schools, in the Metropolitan Region of Baixada Santista, in the State of São Paulo. The assumptions of this study are: Duarte (2001 and 2008), Saviani (2007, 2013 and 2020), Ferretti (2018), Manfredi (2002 and 2017), Hernández (1998), Gomes (2010), Morin (2000), Imbernón (2012) and Sandes e Silva (2021). The search permeated the identification of possible motivating elements of collective learning in the disciplines that lead the Course Completion Work, Integrative Project I and II. The methodological procedure used is qualitative, through documentary research, according to Minayo (2002), Bardin (2016) and Cardano (2017), in analysis of the political-pedagogical proposals for the introduction of young people in technical formacion. According to the results obtained, the project the methodology, structured in the format of Project or Product Based Learning, is a rigid system, whose theoretical-practical issues may not collaborate with practical and collective pedagogical activities in a collaborative curricular teaching-learning process. It should be noted that among the schools analyzed, ETEC Ruth Cardoso is the only one in the RMBS with EM-Tec (High School integrated with Técnico), in the same period. Their educational activities stimulated the sharing of knowledge, which could have contributed to the reduction of the dropout rate, as they presented the lowest rates in the region, in all courses; However, in technical high school, a project organized and collectively constructed through education through action was not identified, which would help to live together collaboratively. It is suggested that formative moments be organized, with continuous periodicity with coordinators, teachers and students for study, evaluation and redirection of the curricular proposal offered in the ETECs of the Centro Paula Souza, the interdisciplinary proposal, the pedagogical practice, the relationship between theory and practice, for the construction of a collective, integrated project and proposition of advances in the teaching-learning process, in order to meet the real needs of the students.
Type: Tese2025-06-27T00:00:00ZSala de recursos multifuncionais : desafios e possibilidades das práticas pedagógicashttps://tede.unisantos.br/handle/tede/80852025-09-15T19:43:12Z2025-06-25T00:00:00ZTitle: Sala de recursos multifuncionais : desafios e possibilidades das práticas pedagógicas
Abstract: Focusing on Praia Grande, in the Baixada Santista region, this study investigates the
pedagogical practices employed in Multifunctional Resource Rooms (MRR) for students
with disabilities in basic education. The study also examines teacher training, including
their challenges and possibilities. Based on the statistical synopses from the Anísio
Teixeira National Institute of Educational Studies and Research (INEP) Legislation and
Documents (Brazil, 2016, 2020a, 2020b), the first phase of the investigation highlights
that the number of students in Early Childhood Education and Elementary Education
increased from 1,213 in 2016 to 1,888 in 2020. In this sense, the challenging pedagogical
practices in Specialized Educational Assistance (SEA) at the MRR stand out, along with
the training of teachers and the pedagogical organization, all of which face obstacles and
possibilities and have been experiencing new demands since then. In view of this, the
research starts from the following question: What are the pedagogical practices of MRR
teachers who work in SEA in Praia Grande, based on their teacher training, considering
their challenges and possibilities? From this perspective, the general objective of this
study is to analyze the pedagogical practices developed at the MRR, identifying and
discussing the challenges and possibilities related to teacher training. This work includes
the following specific objectives: 1st, understanding the political context and conducting
a systematic review of the literature; 2nd, establishing dialogue with theoretical
references; 3rd, describing the research methodology, procedures, and data collection
instruments within the context of Praia Grande, and 4th, performing content analyses of
the collected data. This research is justified by the need to improve the pedagogical
practices of MRR teachers in working with students with disabilities, focusing on
understanding their specific needs and optimizing their learning. The study is grounded
in the work of authors who discuss school inclusion and specialized educational services
(Mantoan, 2003, 2006, 2011; Glat, 2007; Pletsch, 2009, 2012; Veiga-Neto; Lopes, 2011),
teacher training (Freire, 1992, 1996, 2013, 2019; Tardif, 2005, 2006, 2013; Abdalla,
2006, 2011, 2017, 2023) and inclusive pedagogical practices (Abdalla, 2020; Almeida;
Abdalla, 2017; Abdalla; Almeida, 2020), among others. Employing a qualitative and
exploratory field research approach, the study utilized questionnaires and interviews to
describe the dynamic relationship between the organization of pedagogical practices and
the services provided at the MRR, with the goal of analyzing the categories and units of
meaning identified through content analysis. The results suggest that MRR teachers are
crucial in fostering more inclusive educational environments by endeavoring to establish
collaborative learning spaces. Our challenges include difficulties in communication
between SEA and regular classroom teachers, the insufficient number of MRRs, the high
demand from students with disabilities, and the need for support. This Thesis is expected
to encourage further research on this topic and to contribute to MRR teachers' ability to
overcome training needs, address challenges, and share their pedagogical practices,
experiences, and questions, fostering a fairer and more inclusive education.
Type: Tese2025-06-25T00:00:00Z