https://tede.unisantos.br/handle/tede/2023 Fri, 23 Oct 2026 07:32:24 GMT 2026-10-23T07:32:24Z https://tede.unisantos.br/handle/tede/8132 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 Wed, 12 Aug 2026 00:00:00 GMT https://tede.unisantos.br/handle/tede/8132 2026-08-12T00:00:00Z https://tede.unisantos.br/handle/tede/8125 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 Thu, 23 Apr 2026 00:00:00 GMT https://tede.unisantos.br/handle/tede/8125 2026-04-23T00:00:00Z https://tede.unisantos.br/handle/tede/8124 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 Fri, 10 Apr 2026 00:00:00 GMT https://tede.unisantos.br/handle/tede/8124 2026-04-10T00:00:00Z https://tede.unisantos.br/handle/tede/8114 Title: Percepções dos/as professores/as sobre o ensino de cálculos matemáticos em engenharia: acolhendo estudantes com defasagem da educação básica Abstract: The challenges encountered by students entering Engineering programs—particularly those related to the teaching and learning of Mathematical Calculations—continue to represent a significant challenge within the context of Brazilian education. Grounded in the theoretical frameworks of Paulo Freire (1996, 2005, 2013a) and Pierre Bourdieu (1997, 1998a, 1998b), this thesis explores teachers’ perceptions of their pedagogical practices, emphasizing the challenges that emerge from the learning gaps carried over from Basic Education. Additional theoretical contributions (Altet, 1994, 1996, 2000, 2005; Abdalla, 2006, 2011, 2015, 2017a, 2021, 2024; Tardif, 2014) have also informed this study, particularly in addressing discussions on the teaching and learning process, with an emphasis on the demands of teacher education and the development of approaches aimed at welcoming and including students in the educational environment. There are also contributions from authors who focus on mathematics education, taught in a contextualized and meaningful way, with a view to welcoming situations. Among them are: Skemp (1976), Skovsmose (2000), Borba and Penteado (2001), Silva (2001), Franco (2004), Alexander (2008), D’Ambrosio (2012), and Freeman et al. (2014), Bianchini, Lima and Gomes (2019). Methodologically, this research employs a qualitative approach, structured around three key data collection instruments: a questionnaire administered to 20 participants, individual interviews conducted with 15 teachers, and a Discussion Group comprising 9 teachers. Drawing on Bardin’s (1977) content analysis technique, two analytical dimensions were established, each corresponding to teachers’ perceptions regarding the teaching of Calculations within the context of Engineering education. The first dimension focuses on the challenges that must be addressed to effectively embrace students. It highlights the category “The Learning Process in Teaching Calculations,” which unfolds into three units of meaning: the educational gaps observed among incoming students, the anxiety associated with learning mathematics, and the necessity for teachers to engage in reflective practices aimed at fostering an inclusive and supportive learning environment. The second focuses on the perspectives to be achieved in the process of supporting students. It introduces the category “Pedagogical Practices Aimed at Embracing Engineering Students,” which is divided into three units of meaning: the needs and expectations related to teacher training, the contrast between traditional and innovative teaching methodologies, and the emergence of new perspectives for promoting inclusion and fostering a more welcoming educational environment for engineering students. The analyses reveal the necessity of reinforcing continuing teacher education and re-evaluating institutional policies to ensure more consistent and meaningful support for teaching practices. The findings indicate that, while welcoming and inclusive practices are evident in both the discourse and certain actions of the teachers, considerable limitations persist—particularly concerning the effectiveness of these practices when confronted with the wide diversity of student profiles and the structural fragilities present within educational institutions. They underscore the urgent need to broaden formative and diagnostic initiatives at the onset of undergraduate programs, and to invest: first, in teacher training as a continuous and institutionalized policy; second, in the didactic reorganization of teaching practices, aiming to establish dialogical and discursive routines that encourage participation, the sharing of experiences, and the strengthening of the students’ engagement and sense of belonging; third, in welcoming as a structured element of the learning process, providing dedicated times and spaces for reflecting on and problematizing learning through dialogue; and fourth, in improving institutional conditions that sustain pedagogical changes and innovations, thereby fostering collective and collaborative planning, promoting more welcoming and inclusive didactic and pedagogical contexts for students, and creating opportunities to integrate and disseminate successful practices already present within the institutions. Finally, this study aims to provide both theoretical and practical contributions to the enhancement of mathematics teaching, with the broader objective of helping to reduce learning inequalities within engineering programs. Type: Tese Wed, 17 Dec 2025 00:00:00 GMT https://tede.unisantos.br/handle/tede/8114 2025-12-17T00:00:00Z