https://tede.unisantos.br/handle/tede/106 Wed, 01 Apr 2026 12:20:16 GMT 2026-04-01T12:20:16Z https://tede.unisantos.br/handle/tede/8098 Title: Contribuições do museu como espaço formador de professores : em busca de saberes para um novo habitus profissional Abstract: The main objective of this study is to analyze how museums contribute to teacher training in shaping a new professional habitus. The starting point is this research question: What teaching knowledge can be acquired or constructed in museum spaces to support the development of a new professional habitus? This research follows a qualitative approach, of the bibliographical research type, conducted through an integrative review and meta-synthesis of data collected from 2017 to 2024. It includes: a) theses and dissertations from the Capes Database, b) articles from the SciELO Platform, and c) proceedings from the national meetings of ANPEd. For data collection, structured records were utilized from the perspective of meta-synthesis. It is grounded in Bourdieu (1987, 1996, 1997, 2001, 2006, 2011a, 2011b, 2011c, 2011d) and Bourdieu and Darbel (2018). Contributing authors include those who discuss museums as spaces for teacher training, such as Marandino (2008, 2017), Bitter (2009), Falcão (2009), Araújo (2018), and Borges (2018), as well as those who focus on teacher training research, like Candau (2000, 2016), Libâneo (2001, 2010), Gatti (2010), Abdalla (2004, 2006, 2015, 2017, 2024a), and Nóvoa (2017, 2019). Two dimensions of analysis were developed based on the content analysis technique (Franco, 2008; Bardin, 2011): 1st Types of teaching knowledge based on museum experiences, forming the category "Teaching Knowledge", which is subdivided into three units of meaning: didactic-pedagogical knowledge, experiential knowledge and professional knowledge; 2nd Contributions of museums as a space for teacher training - highlighting the category “Becoming a teacher (a new professional habitus)”, which branched into two units of meaning: teaching knowledge and the social/cultural space of the museum and requirement of reflexivity and ethics in the constitution of a new professional habitus. The results indicate that: a) among the studies analyzed, those that investigated the experiences of students and teachers, in initial training and in relation to the monitoring/mediation practices developed, presented more detailed data and examples, confirming the contributions of museums to the construction of teaching knowledge; b) among the knowledge identified, didactic-pedagogical gains prominence, as it improves didactic-pedagogical strategies towards a critical-reflective perspective; c) museums contribute to the development of teaching knowledge towards the construction of a new professional habitus, especially when the training experiences lived in these spaces are permeated by reflexivity and ethics. Although studies have explored the relationship between museum spaces and teaching knowledge, within the time frame of 2017-2024, none have conducted bibliographic research that integrates the analysis of various studies using the integrative review method. This approach provides broader data on museum experiences among undergraduate and graduate students across diverse regional and social contexts. This study aims to fill a gap in the literature by providing an expanded synthesis of formative experiences in museum spaces, which can help guide pedagogical practices and support professional teaching practice. The research presents collaborative potential by inspiring new studies on the same topic and raising hypotheses about other training spaces and times. Type: Dissertação Wed, 20 Aug 2025 00:00:00 GMT https://tede.unisantos.br/handle/tede/8098 2025-08-20T00:00:00Z https://tede.unisantos.br/handle/tede/8086 Title: Ambientes educativos como mobilizadores da curiosidade epistemológica Abstract: This qualitative research, based on participant observation and ethnographic inspiration, aimed to understand the conditions that foster the development of epistemological curiosity in five-year-old children through their experiences in learning environments inspired by Freinet's pedagogy. The research was conducted at a private school in the municipality of Santos, São Paulo, with a group of eight children enrolled in the final stage of Early Childhood Education. Data collection was conducted through systematic records of interactions, observations, and everyday dialogues, in contexts intentionally organized to promote child empowerment, inquiry, and peer collaboration. The guiding research question was: "What are the possibilities of Freinet-inspired learning environments for triggering epistemological curiosity in five-year-old children?" The analysis was guided by the frameworks of Paulo Freire, especially regarding the valorization of critical curiosity and the role of the educator as a mediator of knowledge, and by Célestin Freinet, regarding the organization of pedagogical environments based on freedom, cooperation, and the living work of childhood. It also engages with the contributions of Júlia Formosinho, who reinforces the importance of listening, research in everyday school life, and the participation of children as protagonists in the educational process. The results revealed that, when invited to investigate, raise hypotheses, and propose creative solutions to the challenges experienced in these environments, children demonstrated high engagement, autonomy, and depth in their ways of thinking and acting. The observations analyzed indicate that sensitive, investigative, and aesthetically provocative pedagogical environments foster the transformation of naive curiosity into epistemological curiosity, expanding the possibilities for a more critical, dialogical early childhood education committed to listening to children. Type: Dissertação Mon, 23 Jun 2025 00:00:00 GMT https://tede.unisantos.br/handle/tede/8086 2025-06-23T00:00:00Z https://tede.unisantos.br/handle/tede/8067 Title: O acesso curricular para estudantes público-alvo da educação especial : uma análise com base no plano educacional individualizado em escolas do município de Nova Iguaçu-RJ Abstract: This research, which uses documentary analysis, has the general objective of investigating the curricular access of students who are the target audience for Special Education (PAEE) in schools in the city of Nova Iguaçu, based on the analysis of the Individualized Educational Plan implemented in the Network. It starts from the following research question: what are PAEE students learning? Taking Jannuzzi (2004), Mendes (2006) and Pletsch (2014) as a reference, the analysis that underpins this text starts from the historical development of special education in Brazil, emphasizing the impact of social movements and international influences on the development of inclusive educational public policies. At the same time, it addresses the inadequate educational practices that contribute to the process of exclusion/invisibility and their effects on the psyche of students, according to Freud (1985), Kemper (2013) and Maurano (2010). It highlights the urgent need to rethink public policies that contribute to pedagogical actions focused on the individuality of students, in promoting accessibility and a sense of belonging. The equality-difference dialectic, central to the discussion on curriculum and inclusion, is analyzed in this work from the perspectives of Sacristán (2000), Frigotto (2010), Candau (2008) and Moreira (2001) . The understanding of the PEI as a strategy to guarantee access to an accessible curriculum is addressed from the perspectives of Estef (2021), Tannús -Valadão (2018) and Glat , Vianna and Redig (2012). In continuity, as a specific objective, the study seeks to analyze the PEI used in the municipal network of Nova Iguaçu, as a means of access to the curriculum, investigating its possible contribution to overcoming barriers to the curricular proposal. According to Cellard (2012), based on the qualitative methodological approach, within the documentary analysis of the PEI, the research discusses the pedagogical practices adopted by teachers in the Iguaçu network as one of the ways to guarantee curricular access to PAEE students. Based on the analysis of the data, it was revealed that the reduction of content and practices aimed at developing functional skills, decontextualized from the class curriculum, is still a reality in schools and causes the marginalization of PAEE students, preventing access to knowledge. However, this fact should not be limited to the practices of teachers. In reality, there is a network of multiple interconnected factors that influence educational outcomes and the exclusion of people with disabilities within a so-called inclusive context. Type: Dissertação Wed, 26 Feb 2025 00:00:00 GMT https://tede.unisantos.br/handle/tede/8067 2025-02-26T00:00:00Z https://tede.unisantos.br/handle/tede/8063 Title: To be or not to be - Práticas de ensino-aprendizagem em língua inglesa no ensino fundamental : reflexões à luz da educação crítica Abstract: The focus of English Language teaching in the final years of Elementary Education (EF) remains predominantly instrumental, despite theoretical-methodological advances, educators’ commitment to quality education, and legislative changes aimed at a more inclusive and democratic school environment. This reality highlights the need to investigate this contradiction and examine the conditions under which the teaching-learning process occurs, considering traditions and elements that drive or hinder reflective thinking and the development of criticality among educators and learners. Thus, this study seeks to identify and understand the limits and possibilities for developing educational practices committed to a humanizing educational practice, that is, with the individual and collective overcoming of factors that obstruct the socio-cultural and historical process of humanization. To this end, it focuses on identifying elements that limit or enhance educational practices, drawing on Paulo Freire’s problematizing pedagogy. The theoretical framework comprises authors who advocate for an education oriented toward the critical unveiling of reality, including Paulo Freire, Ira Shor, Michael Apple, Ana Maria Saul, Alastair Pennycook, and Kanavillil Rajagopalan. The guiding question of the study is: what factors limit or enhance the expansion of criticality in English Language teaching-learning practices in the final years of Elementary Education? This qualitative investigation included, in its methodology, a bibliographic review, an exploratory questionnaire, and semi-structured interviews. The research group comprised English Language teachers from various Brazilian cities who gather in a virtual group to discuss teaching-learning topics and strategies that indicate an alignment with critical education perspectives, along with others from the city of Santos, in Baixada Santista Metropolitan Region, selected based on the same criteria. Data analysis, developed from thematic axes inspired by a Freirean Conceptual Framework centered on the concept of “Problematizing Education,” revealed that, despite existing challenges and obstacles, there are educational practices that, although with contradictions and limitations, have the potential to contribute to the development of critical thinking and the construction of a more just society. The study argues that embracing humanization as a fundamental vector of educational practice strengthens resistance to the instrumentalization of teaching and the objectification of teacher-student relationships, offering tangible possibilities for an education that organically and critically integrates social practice, thus aiming at the construction of a more fraternal and supportive society. Type: Dissertação Thu, 28 Nov 2024 00:00:00 GMT https://tede.unisantos.br/handle/tede/8063 2024-11-28T00:00:00Z