https://tede.unisantos.br/handle/tede/39 2026-10-07T23:11:08Z 2026-10-07T23:11:08Z https://tede.unisantos.br/handle/tede/8135 2026-10-07T18:00:43Z 2026-04-23T00:00:00Z

Title: Entre números e histórias: uma análise sobre a Sífilis gestacional e congênita na Baixada Santista Abstract: Gestational and congenital syphilis remain a public health challenge, despite the availability of effective diagnostic methods and treatment, reflecting social inequalities and weaknesses in prenatal care that sustain vertical transmission. This study aimed to analyze the temporal variation of gestational and congenital syphilis in the Metropolitan Region of Baixada Santista and the perceptions of women who experienced syphilis during pregnancy and whose children were diagnosed with congenital syphilis. This is a mixed-methods study with a convergent-parallel design, descriptive and exploratory in nature, including analysis of secondary data from DATASUS/SINAN (2009–2023) and a qualitative stage based on semi-structured interviews conducted at Hospital Guilherme Álvaro, in Santos. All reported cases were included and analyzed using descriptive statistics, rate calculations, and Joinpoint regression, in addition to thematic analysis with five women. The study was approved by a Research Ethics Committee. The results showed an increase in cases over the historical series, followed by stabilization, with predominance among young women, especially those identified as mixed-race, with a relevant presence of adolescents and a high proportion of missing data. Congenital syphilis remained at high levels, indicating persistent vertical transmission and failures in prenatal care. The narratives revealed lack of knowledge about the infection, feelings of fear and guilt, difficulties in care, and significant emotional impact associated with the child’s illness. The integration of findings demonstrates that the persistence of the condition results from the interplay between social vulnerabilities and weaknesses in the quality of care, particularly in communication, continuity of care, and organization of health services. The findings highlight the need to strengthen prenatal care, with emphasis on timely diagnosis, effective treatment, and health communication, as well as improving the integration between care and surveillance to reduce vertical transmission and promote more comprehensive, equitable, and effective care. Type: Dissertação

2026-04-23T00:00:00Z https://tede.unisantos.br/handle/tede/8134 2026-10-06T19:56:34Z 2026-08-26T00:00:00Z

Title: Associação entre internações por síndrome respiratória aguda grave (SRAG) e variáveis ambientais na Baixada Santista, 2015-2024 Abstract: Acute respiratory infections, particularly when they progress to Severe Acute Respiratory Infection (SARI), represent an important public health problem because of their impact on morbidity, mortality, and the demand for hospital care. In the Baixada Santista region, characteristics such as high population density, a humid tropical climate, intense vehicular traffic, and port and industrial activities may influence the occurrence and worsening of respiratory conditions. This study aimed to analyze the association between SARI cases and concentrations of inhalable particulate matter (PM10), fine particulate matter (PM2.5), air temperature, and relative humidity in the nine municipalities of the Baixada Santista region from 2015 to 2024. This was a longitudinal ecological study with a quantitative approach, based on secondary epidemiological data and environmental information obtained from the QUALAR system of the São Paulo State Environmental Company. A total of 33,616 SARI records were analyzed according to municipality of residence, age group, sex, race/skin color, and temporal distribution. The analyses included descriptive statistics, time-series analysis, and regression models for count data, with assessment of cumulative and lagged effects from zero to seven days. Santos accounted for the largest number of records, followed by São Vicente, Guarujá, and Praia Grande. Individuals aged 60 years or older represented 26.6% of the cases, followed by those aged 36 to 60 years, with 20.5%, and children aged 1 to 4 years, with 18.7%. The environmental analysis showed a nonlinear association between the exposures and the occurrence of SARI. For PM10, a concentration of 100 μg/m³ was associated with a cumulative relative risk of 1.044, with a 95% confidence interval of 1.011 to 1.079, indicating a 4.4% increase in risk compared with the reference value. For PM2.5, the association became statistically significant from 15 μg/m³ onward, with a relative risk of 1.025 and a 95% confidence interval of 1.002 to 1.049. Higher concentrations of both pollutants were associated with a progressive increase in relative risk. Air temperatures above 30 °C were also associated with an increased occurrence of SARI, particularly at temperatures of 35 °C or higher. Relative humidity showed a nonlinear pattern, with statistically significant associations at approximately 70% and 80%, whereas, for most of the lag periods analyzed, the confidence intervals included the null value. It was concluded that higher concentrations of PM10 and PM2.5 and higher air temperatures were associated with an increased risk of SARI, although the magnitude and temporal distribution of the effects varied across exposures. Integrated monitoring of epidemiological indicators, air quality, and meteorological conditions may contribute to the planning of preventive actions, the organization of healthcare services, and the development of environmental health policies in the Baixada Santista region. Type: Dissertação

2026-08-26T00:00:00Z https://tede.unisantos.br/handle/tede/8133 2026-10-05T22:57:03Z 2026-09-09T00:00:00Z

Title: Território e envelhecimento ativo: qualidade de vida relacionada à saúde de idosos em programas de unidades básicas de saúde em Santos/SP Abstract: Population aging in Brazil poses significant challenges for public health policies, requiring strategies aimed at promoting active aging. In this context, Basic Health Units (UBS) play a central role by offering programs that seek to improve the quality of life of the elderly population. This study aimed to evaluate the health-related quality of life of elderly individuals participating in active aging programs at Basic Health Units in Santos, São Paulo. It was a quantitative, cross-sectional, and descriptive study involving 51 elderly participants from active aging programs at three UBS facilities in the municipality of Santos. Data collection was carried out using the SF-36 questionnaire, complemented by a sociodemographic instrument. Data was analyzed using descriptive statistics, and the Kruskal-Wallis non-parametric test was used to compare the units, adopting a 5% significance level. The results indicated higher mean scores in the domains of Social Functioning, Role-Physical, and Mental Health, whereas the General Health domain showed the lowest performance. Statistically significant differences were observed between the UBS facilities in the domains of Physical Functioning, Social Functioning, and Role-Emotional. It is concluded that the participants' health-related quality of life varies across the evaluated domains and the analyzed units, suggesting the importance of the territorial context in the aging experience. The findings contribute to the improvement of strategies for promoting active aging within the scope of Primary Health Care. Type: Dissertação

2026-09-09T00:00:00Z https://tede.unisantos.br/handle/tede/8132 2026-10-05T18:47:09Z 2026-08-12T00:00:00Z

Title: Vivências emancipatórias em tecnologias digitais: as práxis insurgentes dos professores de informática educativa em Duque de Caxias-RJ Abstract: This thesis drew on critical pedagogy and decolonial thought to analyze the effects of precarization and digital colonization on public education. The research was conducted within the municipal school system of Duque de Caxias, Rio de Janeiro, in the state of Rio de Janeiro, and covered the period from 2016 to 2025, a decade that began with the appointment of the first tenured Educational Informatics Teachers and was marked by dismantling policies. The investigation sought to answer how Educational Informatics Teachers, situated within a neoliberal context of digital colonization, resisted and constructed meanings for their teaching practices. As a subsidiary question, it examined whether emancipatory practices could emerge within this context. The objective was to understand how these teachers resisted and produced emancipatory meanings through their practices by analyzing the municipality’s historical and political context and the forms of resistance constructed in everyday school life. The theoretical framework articulated critical pedagogy (Freire; Franco; Giroux) with the critique of the neoliberal project of schooling (Laval). Decolonial thought (Quijano; Mignolo; Fanon) supported the understanding of digital colonization as a contemporary manifestation of the colonial pattern of power. The perspective of data colonialism (Couldry; Mejias) made it possible to analyze how human experience was transformed into a source of data extraction and appropriation, while critical theory of technology (Feenberg; Zuboff; Silveira) supported the understanding of technologies and algorithms as constructions shaped by political, economic, and social interests. Methodologically, the Case Study approach (Yin) supported the analysis of the territory and the policies that affected teachers’ work by enabling an in-depth investigation of the phenomenon within its real-life context. To deepen this methodological process, the research device Vivências Emancipatórias em Tecnologias Digitais, Veted, was created and developed as research-formation (Santos; Josso; Macedo) and as a spacetime for listening, dialogue, and reflection (Alves). Four tenured teachers participated in the study, collectively analyzing their practices and contributing to the construction of knowledge. Triangulation (Yin) articulated the State of the Question, documentary analysis, and teachers’ narratives, which were examined through floating reading (Bardin) and meaning cores (Bardin; Aguiar; Soares; Machado), interpreted through the categories of teacher autonomy, decolonial praxis, and critical hope. The findings revealed that, in Duque de Caxias, digital colonization did not materialize through the imposition of platforms or standardized curricula, but through the neoliberal precarization of public education. Within the municipal school system, students were already immersed in digital culture, which shaped their forms of communication, sociability, and meaning-making. The problem lay in the absence of a policy capable of ensuring that schools had the conditions necessary to critically mediate this experience and sustain teaching practices involving digital technologies in everyday school life. In response to this denial, teachers constructed insurgent praxis, transformed technologies into forms of critical mediation, turned experiences into curricular elaboration, recreated the lived curriculum, and assumed authorship of their own professional formation. The study concluded that dismantling policies do not always destroy emancipatory practices which, when collectively constructed, resist and produce new meanings for education. Such resistance, however, does not replace the State’s responsibility to ensure Educational Informatics as a field of professional formation and as a form of critical mediation in students’ relationship with the digital world.; Esta tesis empleó la pedagogía crítica y el pensamiento decolonial para analizar los efectos de la precarización y la colonización digital en las escuelas públicas. Se centró en el sistema escolar municipal de Duque de Caxias, Rio de Janeiro, abarcando el periodo de 2016 a 2025, una década que comenzó con la contratación de los primeros docentes titulares de Informática Educativa y estuvo marcada por el desmantelamiento de políticas. La investigación buscó responder cómo los docentes de Informática Educativa, inmersos en un contexto neoliberal de colonización digital, resistieron y construyeron significado para sus prácticas docentes. De forma secundaria, indagó si podían surgir prácticas emancipadoras en este contexto. El objetivo fue comprender cómo estos docentes resistieron y produjeron significados emancipadores en sus prácticas. El marco teórico articuló la pedagogía crítica (Freire; Franco; Giroux) con una crítica del proyecto escolar neoliberal (Laval). El pensamiento decolonial (Quijano, Mignolo, Fanon) respaldó la comprensión de la colonización digital como una actualización del patrón de poder colonial. La lectura del colonialismo de datos (Couldry, Mejías) permitió analizar cómo la experiencia humana se ha convertido en una fuente de extracción de datos, mientras que la teoría crítica de la tecnología (Feenberg, Zuboff, Silveira) fundamentó la comprensión de las tecnologías y los algoritmos como construcciones atravesadas por intereses políticos. Metodológicamente, el estudio de caso (Yin) apoyó el análisis del territorio y las políticas que impactaron el trabajo docente. Para profundizar en este proceso, se creó el dispositivo Experiencias Emancipadoras en Tecnologías Digitales (Veted), desarrollado como investigación-formación (Santos, Josso, Macedo) y como espaciotiempo para la escucha, el diálogo y la reflexión (Alves). Cuatro docentes titulares participaron, analizando colectivamente las prácticas y contribuyendo a la construcción del conocimiento. La triangulación (Yin) articuló el estado de la cuestión, el análisis documental y las narrativas docentes, examinadas a través de los núcleos de significado (Bardin; Aguiar; Soares; Machado), interpretados a través de las categorías de autonomía docente, praxis decolonial y esperanza crítica. Los resultados revelaron que, en Duque de Caxias, la colonización digital no se materializó mediante la imposición de plataformas, sino a través de la precarización neoliberal del sistema escolar público. En la red municipal, los estudiantes ya estaban inmersos en la cultura digital. El problema radicaba en la ausencia de una política que garantizara a la escuela las condiciones para mediar críticamente esta experiencia. Frente a esta negación, los docentes construyeron praxis insurgentes, convirtieron las tecnologías en mediaciones críticas, transformaron las experiencias en desarrollo curricular y asumieron la autoría de su formación. Se concluyó que desmantelar políticas no siempre destruye prácticas emancipadoras que resistieron y generaron nuevos significados para la educación. Sin embargo, esta resistencia no exime al Estado de su deber de garantizar la Informática Educativa como campo formativo y mediación crítica. Type: Tese

2026-08-12T00:00:00Z