https://tede.unisantos.br/handle/tede/106 Wed, 07 Oct 2026 01:17:47 GMT 2026-10-07T01:17:47Z https://tede.unisantos.br/handle/tede/8131 Title: Políticas educacionais e formação de professoras/es para a Educação Infantil [recurso eletrônico] : impactos que refletem avanços ou retrocessos? Abstract: This study examines the advance of educational neoliberalism in public policies enacted in the post-2016 coup period to the present, with a particular focus on how these policies have shaped and affected the continuing education of Early Childhood Education teachers. The study is guided by the following research question: what tensions, contradictions, and possibilities have shaped teacher training policies and practices in Early Childhood Education amid the neoliberal advance in national education, particularly in the post-2016 coup period? It consists of a literature review that seeks to identify and analyze the legal frameworks of public policies directed toward Early Childhood Education. In this regard, the study examines theses and dissertations available in the Capes Theses and Dissertations Database, as well as articles published on the SciELO Platform. In addition, papers available on the ANPEd and ANFOPE websites were also consulted. The aim is to identify and analyze elements that characterize both advances and setbacks in educational policies directed toward Early Childhood Education, with particular emphasis on the pedagogical and didactic guidelines that underpin the continuing education of teachers in this educational modality. The study is grounded in in-depth bibliographic research drawing on Paulo Freire’s theoretical framework (1979; 1987; 1993; 1994; 1997; 2001; 2002; 2004; 2009; 2014; 2015; 2016; 2019) and its core principles: dialogicity, critical thinking, and autonomy. Furthermore, it addresses issues related to Early Childhood Education policies, drawing on the contributions of Abuchaim (2018), as well as discussions on pedagogical practices and teaching knowledge, based on the works Tardif (2002), Abdalla (2006; 2008; 2015; 2016; 2020; 2021), and Moreira and Candau (2008), among others. The study was developed through the following methodological steps: 1st literature review; 2nd meta-synthesis approach and its phases, and 3rd use of content analysis techniques. Content analysis was conducted based on Laurence Bardin (1977) and the previously mentioned theoretical and methodological frameworks, resulting in two analytical dimensions, as outlined below: First dimension – Teacher training for Early Childhood Education, which develops the analytical category “Perspectives of Paulo Freire” and its respective units of meaning; and Second dimension – Public policies for Early Childhood Education, which examines the category “Effects of educational neoliberalism” and its corresponding units of meaning. Among the main findings, the following stand out from the perspective of Paulo Freire: a) Liberating education must be oriented toward humanization; b) Education should consistently promote the practice of freedom; c) Pedagogical practice should be guided by a problem-posing approach, which constitutes the path toward the development of critical consciousness; d) The production of new knowledge is not possible without autonomy; e) Within dialogicity, pedagogical work requires attentive listening to children, recognition of their multiple languages, and appreciation of their knowledge; f) Teacher education policies grounded in technocratic logic tend to inhibit the development of critical thinking by prioritizing the reproduction of standardized content, methods, and assessment practices; g) Autonomy is an achievement constructed through reflective practice and ethical responsibility, developed collectively with students rather than in isolation by the teacher. Regarding the effects of educational neoliberalism, the study indicates that: a) current teacher training policies are aligned with processes of dehumanization; b) policies have become increasingly centralized and standardized, prioritizing efficiency and meritocracy; c) there has been a rupture and restructuring of Pedagogy degree programs; d) public–private partnerships are not neutral, as they carry an educational conception aligned with the demands of capital, shifting teacher education from an emancipatory project toward an instrumental and adaptive logic; e) these policies generate significant impacts on teachers’ professional identity, producing processes of fragmentation, alienation of work, and precarious working conditions; f) the curricular tensions identified in the analyzed documents and academic productions—especially those related to the BNCC, to BNCFormação, and to BNC-Formação Continuada—reveal a movement toward normative centralization that restricts the decision-making autonomy of teachers and teacher education institutions; g) such processes weaken teacher autonomy and compromise the conditions for a critical and reflective pedagogical practice, particularly in Early Childhood Education, a stage historically marked by disputes over its social function, and h) ultimately, producing new knowledge is not feasible without autonomy. Ultimately, it is hoped that this study will contribute to the continuing education of teachers who develop their teaching and pedagogical practices in Early Childhood Education. Type: Dissertação Thu, 26 Feb 2026 00:00:00 GMT https://tede.unisantos.br/handle/tede/8131 2026-02-26T00:00:00Z https://tede.unisantos.br/handle/tede/8128 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 Tue, 23 Jun 2026 00:00:00 GMT https://tede.unisantos.br/handle/tede/8128 2026-06-23T00:00:00Z https://tede.unisantos.br/handle/tede/8127 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 Fri, 24 Apr 2026 00:00:00 GMT https://tede.unisantos.br/handle/tede/8127 2026-04-24T00:00:00Z https://tede.unisantos.br/handle/tede/8123 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 Fri, 06 Feb 2026 00:00:00 GMT https://tede.unisantos.br/handle/tede/8123 2026-02-06T00:00:00Z