DSpace Community:https://tede.unisantos.br/handle/tede/392026-06-15T15:38:27Z2026-06-15T15:38:27ZPrograma um computador por aluno (PROUCA) e as categorias analíticas na produção acadêmicahttps://tede.unisantos.br/handle/tede/81252026-06-11T22:02:33Z2026-04-23T00:00:00ZTitle: 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: Tese2026-04-23T00:00:00ZA 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: Dissertação2026-01-26T00:00:00Z