https://tede.unisantos.br/handle/tede/39 2026-08-30T20:07:27Z 2026-08-30T20:07:27Z https://tede.unisantos.br/handle/tede/8128 2026-07-30T19:43:57Z 2026-06-23T00:00:00Z

Title: Quando ensinar não basta: dificuldades das práticas pedagógicas de professoras alfabetizadoras em contexto periférico Abstract: Learning difficulties constitute one of the most complex challenges in the early years of elementary school, especially during the literacy period, a time when school expectations related to reading and writing proficiency intensify. In many school contexts, literacy teachers face multiple pedagogical demands daily with children who do not keep up with the expected learning pace, a scenario that often leads to school failure, exclusion, and silencing. These challenges cannot be understood solely from the student's perspective, as they involve pedagogical, institutional, social, and cultural dimensions that permeate the teaching and learning process. In public schools located in peripheral areas, these difficulties tend to intensify, requiring pedagogical practices committed to inclusion, equity, and the right to learning. Within this context, this research aimed to understand the pedagogical difficulties faced by literacy teachers in a school in a marginalized area on the coast of São Paulo when working with children who have learning difficulties. The general objective was to analyze the pedagogical difficulties faced by literacy teachers in a public school in a marginalized area when supporting children who have difficulties in the literacy process. The specific objectives were: to identify the main pedagogical challenges faced by literacy teachers in their daily school life; to understand the meanings attributed by teachers to the learning difficulties presented by students; to map the pedagogical practices used to support these children; to reflect on the limits and possibilities of teaching practice in contexts of social vulnerability; and to analyze how institutional conditions and public policies interfere in the construction of inclusive pedagogical practices. As an analytical development, the study sought to understand how such difficulties manifest themselves in daily school life and what pedagogical responses teachers have been developing in the face of the heterogeneity of classes, different learning styles, and structural limitations present in public schools. This study is based on the frameworks of critical pedagogy and democratic education, especially the contributions of Paulo Freire, Bernard Charlot, and Carlos Rodrigues Brandão, authors who understand learning as a historical, relational, and socially situated process. It also engages with Maria Amélia Santoro Franco and Selma Garrido Pimenta in the field of pedagogical practice and teacher training, as well as with authors who discuss learning difficulties and disorders, such as Levy Vygotsky, James A. Kavale, Steven R. Forness, Corinne Smith, and Lisa Strick. This theoretical framework made it possible to interpret the challenges investigated beyond individualistic or medicalizing perspectives, understanding them as phenomena produced in the relationships between subjects, pedagogical practices, institutional conditions, and social inequalities that permeate daily school life. Methodologically, this is a qualitative, interpretive research, anchored in Critical Hermeneutics and Bardin's Thematic Content Analysis. Data production occurred through semi-structured interviews conducted with literacy teachers working in the early years of elementary school. In a later stage, in-depth Dialogic Interviews were carried out to broaden the analytical density of the teachers' narratives and deepen the understanding of the challenges and strategies present in the school routine. Critical Hermeneutics made it possible to interpret the meanings produced by the participants in dialogue with the concrete conditions of schooling, while Content Analysis allowed the identification of emerging categories related to the pedagogical difficulties faced by teachers in the literacy process. The results show that the main pedagogical difficulties faced by the participants are related to the heterogeneity of the classes, insufficient teaching time, the fragility of the school-family relationship, the absence of institutional support, the lack of material and pedagogical resources, the pressure for quantitative results, and the lack of specific public policies aimed at children with persistent learning difficulties. They also show that teaching work takes place amidst multiple demands, especially in contexts marked by social vulnerability and the intensification of school demands. At the same time, the research revealed powerful pedagogical practices developed by literacy teachers, among which stand out didactic flexibility, collaborative groupings, individualized review, the use of playful resources, sensitive listening, continuous monitoring, and the valuing of different learning paces. These strategies demonstrate that, even in the face of institutional and structural limitations, teachers construct creative, critical responses committed to the right to learn, producing humanizing pedagogical practices within the public school system. It is concluded that the pedagogical difficulties present in the literacy process cannot be understood exclusively from the student's perspective, as they emerge from the relationships between pedagogical practice, concrete schooling conditions, institutional demands, and social inequalities that permeate the daily lives of teachers. Therefore, the need to strengthen public schools, expand intersectoral public policies, and recognize literacy teachers as protagonists in the construction of inclusive, democratic, and humanizing pedagogical practices is advocated. Type: Dissertação

2026-06-23T00:00:00Z https://tede.unisantos.br/handle/tede/8127 2026-07-22T15:55:23Z 2026-04-24T00:00:00Z

Title: Polarização política e disseminação de informações falsas na era da internet: impactos na educação escolar Abstract: This dissertation investigates two phenomena that have become common and widely debated after the invention and massification of the internet: the dissemination of false information and political polarization with hate speech. The central theme and object of this work is to describe the means by which both phenomena, present in the virtual environment, can mix with the daily life of the classroom and interfere in the teaching-learning process. Based on this, the main objectives are to analyze how and why these discourses present on social networks reach the school context, to reflect on the role of school education in the formation of students from a Freirean perspective, and to identify what changes could be applied in the near future in order to strengthen the academic debate on the subject and influence public policies regarding the topics addressed. This is a qualitative research study that involves a literature review, encompassing books, articles, and dissertations, on the two main areas related to this work: education and political science. In education, various authors in the field are explored, based on the theoretical framework of Paulo Freire, who, as a symbol of the liberating pedagogical movement, has as its pillars concepts directly linked to the object of this work, such as: the inseparability of politics and education, the non-existence of "neutral pedagogy" or individuals free from biases, the formation of critical-reflective thinking through dialogicity, how both media outlets and traditional schools can be used to domesticate the masses, and that liberating education is the path to "unveiling" reality and striving for a more just society with autonomous individuals. To reinforce the educational field, current political science textbooks are used in parallel, particularly those directly connected to the object of study, and the object is contextualized according to recent history and its technological, social, political, and economic changes. The dissertation is justified by the argument that the phenomena described in the object of study imply the emergence of dangers for individuals and existential threats to humanity, such as the denial of the existence of anthropogenic climate change, or anti-vaccine movements. These issues are combined with the fact that, since the internet is a recent invention, studies on how and why the internet and social networks interact with and interfere with daily school life are also recent. Using the described theoretical framework and articles and dissertations found through a state-of-the-art study, this work argues that Freirean pedagogy, despite emerging in the 20th century, is extremely relevant today for discussing technologies and challenges of the present time. Freire's critique of the banking model of education has never been more relevant, as the internet reveals how outdated an educational model is that proposes the school as the sole holder of information to be deposited into the student's mind, while the internet instantly provides an immeasurably greater amount of information than all that is contained in the school curriculum. Therefore, it is suggested that the school needs to assume a leading role in combating hate speech and the dissemination of false information, from the moment it ceases to focus on banking education and begins to teach students to construct their own knowledge. The student's education becomes about forming students who think about the world in a critical and reflective way, know how to filter out false information because they possess media literacy, know how to "read the world," and live according to Freire’s “práxis”. Type: Dissertação

2026-04-24T00:00:00Z https://tede.unisantos.br/handle/tede/8125 2026-06-11T22:02:33Z 2026-04-23T00:00:00Z

Title: Programa um computador por aluno (PROUCA) e as categorias analíticas na produção acadêmica Abstract: This research analyzes the academic production concerning the One Laptop per Child Program (PROUCA), established by Law No. 12.249/2010, with the objective of identifying and discussing the main analytical categories mobilized by studies addressing this public policy aimed at integrating Information and Communication Technologies (ICTs) into Brazilian public basic education. The study is grounded in the understanding that digital technologies cannot be analyzed solely from an instrumental perspective, but rather as sociotechnical constructions shaped by political, pedagogical, cultural, and economic dimensions. The investigation is based on a qualitative exploratory approach, developed through a systematized literature review. The research corpus consisted of fifteen academic works — including theses, dissertations, and scientific articles — published between 2011 and 2020 and retrieved from databases such as the Brazilian Digital Library of Theses and Dissertations (BDTD), the CAPES Periodicals Portal, and SciELO. As an analytical procedure, the research was informed by Bardin’s (1977) Content Analysis, enabling the identification of thematic recurrences, discursive regularities, and different interpretative perspectives concerning PROUCA. The theoretical framework articulates authors from the fields of education and philosophy of technology, with emphasis on Álvaro Vieira Pinto (2005), Heinsfeld and Pischetola (2019), Valente and Martins (2011), Echalar and Peixoto (2017), and Cordeiro (2014). The analysis revealed that the academic production on PROUCA is organized around categories such as: technology as infrastructure and technical policy; pedagogical practice; social and educational inclusion; reconfiguration of school space-time; political and ideological discourse; and device of power and control. The results demonstrate that, although the program broadened the debate on digital inclusion and the pedagogical use of technologies in Brazilian public schools, the studies point to limitations related to the precariousness of school infrastructure, the lack of adequate internet connectivity, and the fragility of teacher training for integrating ICTs into educational practices. It is concluded that the academic production concerning PROUCA is marked by different theoretical and analytical approaches, revealing tensions between discourses of technological innovation and the concrete conditions surrounding the implementation of educational public policies. Type: Tese

2026-04-23T00:00:00Z https://tede.unisantos.br/handle/tede/8124 2026-05-20T21:24:36Z 2026-04-10T00:00:00Z

Title: 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: Tese

2026-04-10T00:00:00Z