https://tede.unisantos.br/handle/tede/2023 Wed, 01 Apr 2026 02:43:30 GMT 2026-04-01T02:43:30Z https://tede.unisantos.br/handle/tede/8090 Title: Trabalho de conclusão de curso organizado por projetos : uma proposta de aprendizagem coletiva no ensino médio técnico do Centro Paula Souza-SP Abstract: The objective of the research was to analyze the organization of the Course Completion Work, through the disciplines Integrator Project I and II, from the perspective of the approach of education by action, based on the guiding guidelines of the Technical Courses of high school, in the Technical Schools of the Centro Paula Souza (ETECs). The fieldwork of the research is found in documents of the Centro Paula Souza, with the analysis of pedagogical content in three technical public schools, in the Metropolitan Region of Baixada Santista, in the State of São Paulo. The assumptions of this study are: Duarte (2001 and 2008), Saviani (2007, 2013 and 2020), Ferretti (2018), Manfredi (2002 and 2017), Hernández (1998), Gomes (2010), Morin (2000), Imbernón (2012) and Sandes e Silva (2021). The search permeated the identification of possible motivating elements of collective learning in the disciplines that lead the Course Completion Work, Integrative Project I and II. The methodological procedure used is qualitative, through documentary research, according to Minayo (2002), Bardin (2016) and Cardano (2017), in analysis of the political-pedagogical proposals for the introduction of young people in technical formacion. According to the results obtained, the project the methodology, structured in the format of Project or Product Based Learning, is a rigid system, whose theoretical-practical issues may not collaborate with practical and collective pedagogical activities in a collaborative curricular teaching-learning process. It should be noted that among the schools analyzed, ETEC Ruth Cardoso is the only one in the RMBS with EM-Tec (High School integrated with Técnico), in the same period. Their educational activities stimulated the sharing of knowledge, which could have contributed to the reduction of the dropout rate, as they presented the lowest rates in the region, in all courses; However, in technical high school, a project organized and collectively constructed through education through action was not identified, which would help to live together collaboratively. It is suggested that formative moments be organized, with continuous periodicity with coordinators, teachers and students for study, evaluation and redirection of the curricular proposal offered in the ETECs of the Centro Paula Souza, the interdisciplinary proposal, the pedagogical practice, the relationship between theory and practice, for the construction of a collective, integrated project and proposition of advances in the teaching-learning process, in order to meet the real needs of the students. Type: Tese Fri, 27 Jun 2025 00:00:00 GMT https://tede.unisantos.br/handle/tede/8090 2025-06-27T00:00:00Z https://tede.unisantos.br/handle/tede/8085 Title: Sala de recursos multifuncionais : desafios e possibilidades das práticas pedagógicas Abstract: Focusing on Praia Grande, in the Baixada Santista region, this study investigates the pedagogical practices employed in Multifunctional Resource Rooms (MRR) for students with disabilities in basic education. The study also examines teacher training, including their challenges and possibilities. Based on the statistical synopses from the Anísio Teixeira National Institute of Educational Studies and Research (INEP) Legislation and Documents (Brazil, 2016, 2020a, 2020b), the first phase of the investigation highlights that the number of students in Early Childhood Education and Elementary Education increased from 1,213 in 2016 to 1,888 in 2020. In this sense, the challenging pedagogical practices in Specialized Educational Assistance (SEA) at the MRR stand out, along with the training of teachers and the pedagogical organization, all of which face obstacles and possibilities and have been experiencing new demands since then. In view of this, the research starts from the following question: What are the pedagogical practices of MRR teachers who work in SEA in Praia Grande, based on their teacher training, considering their challenges and possibilities? From this perspective, the general objective of this study is to analyze the pedagogical practices developed at the MRR, identifying and discussing the challenges and possibilities related to teacher training. This work includes the following specific objectives: 1st, understanding the political context and conducting a systematic review of the literature; 2nd, establishing dialogue with theoretical references; 3rd, describing the research methodology, procedures, and data collection instruments within the context of Praia Grande, and 4th, performing content analyses of the collected data. This research is justified by the need to improve the pedagogical practices of MRR teachers in working with students with disabilities, focusing on understanding their specific needs and optimizing their learning. The study is grounded in the work of authors who discuss school inclusion and specialized educational services (Mantoan, 2003, 2006, 2011; Glat, 2007; Pletsch, 2009, 2012; Veiga-Neto; Lopes, 2011), teacher training (Freire, 1992, 1996, 2013, 2019; Tardif, 2005, 2006, 2013; Abdalla, 2006, 2011, 2017, 2023) and inclusive pedagogical practices (Abdalla, 2020; Almeida; Abdalla, 2017; Abdalla; Almeida, 2020), among others. Employing a qualitative and exploratory field research approach, the study utilized questionnaires and interviews to describe the dynamic relationship between the organization of pedagogical practices and the services provided at the MRR, with the goal of analyzing the categories and units of meaning identified through content analysis. The results suggest that MRR teachers are crucial in fostering more inclusive educational environments by endeavoring to establish collaborative learning spaces. Our challenges include difficulties in communication between SEA and regular classroom teachers, the insufficient number of MRRs, the high demand from students with disabilities, and the need for support. This Thesis is expected to encourage further research on this topic and to contribute to MRR teachers' ability to overcome training needs, address challenges, and share their pedagogical practices, experiences, and questions, fostering a fairer and more inclusive education. Type: Tese Wed, 25 Jun 2025 00:00:00 GMT https://tede.unisantos.br/handle/tede/8085 2025-06-25T00:00:00Z https://tede.unisantos.br/handle/tede/8076 Title: Valores estéticos da arquitetura escolar como símbolos republicanos : um portal para a historiografia da educação no Litoral Paulista. Abstract: This research aims to investigate the symbols and aesthetic values inserted in republican school architecture, which appeared at the turn of the 19th century to the 20th century, as a means of producing knowledge for the caiçara community. The object of investigation is the current school building of Etec Dra. Ruth Cardoso in the municipality of São Vicente/SP; this school building brings within itself a significant historiographical path for education; which has occurred since its implementation and construction of the "Escola do Povo" (1893-1898), its transformation into the First "Grupo Escolar de São Vicente" (1913) and its successive changes throughout the 20th century. If the school groups were designed to unify an educational project in the implementation of the Brazilian republic; We can believe that the bourgeois coffee city on the coast of São Paulo sought to civilize and educate the caiçara community; through the aesthetics and symbols used: in the project, through standardization, in the insertion and use: of the building, furniture and school uniform; with precepts of control, discipline and hygiene.The theoretical foundation sought to explore the contributions of different authors in relation to different aspects related to research. Among them, the following stand out: Viñao Frago with Escolano Benito (2001) - Spanish panorama and Faria Fº - national panorama (2014), which highlight issues underlying school architecture and its role in the construction of individuals' identity and educational experience. These authors help to address issues related to the physical space of the school, its influence on educational and cultural formation, as well as its relevance as an object of study in this research. The methodology adopted is of an exploratory nature of a qualitative and bibliographic nature regarding the theme and subjects covered in this investigation, which made it possible to map different sources: such as private and public documents: written and iconographic, materials published in the written and virtual press, collected in the existing archive collections in the Baixada Santista region. The investigation process sought to qualify the aesthetic values and present the characteristics of republican symbols connected to school architecture and thus understand the social, political, economic and cultural relations operating in the region, and their specificities with the caiçara community. The analysis process made it possible to identify how the sensibilities, emotions and affections of republican ideology constituted the primary school model on the coast of São Paulo; not only as a material production, but also a great bearer of symbols expressed in the production of knowledge; which required a more attentive look at the subject, something that is beyond materiality; because it is also a great carrier of meaning. Type: Tese Mon, 31 Mar 2025 00:00:00 GMT https://tede.unisantos.br/handle/tede/8076 2025-03-31T00:00:00Z https://tede.unisantos.br/handle/tede/8062 Title: O brincar como prática pedagógica : espaço/tempo de dissonâncias, resistências e possibilidades Abstract: This thesis believes that play is a pedagogical need, a childhood right and an emancipatory praxis. It has pedagogical play as object of study, and as research question, it seeks to understand how Early Childhood Education teachers, who work with the pre-school segment, understand and incorporate playing as a pedagogical principle. After exploratory studies, bibliographic research and Pedagogical Action Research (PAPe, in Portuguese) (Franco, 2016a) which took place in an Early Childhood Education school (ECE/EI) located in the municipality of Praia Grande (SP), from august 2022 to July 2024, during the Collective Pedagogical Work Schedule (HTPC), with the participation of 15 teachers and one Pedagogic Technical Assistant (ATPs/PTAs), it sought to re-signify the participants' understanding of play as a pedagogical practice in ECE, with children aged 4 and 5, complemented by the specific objectives of understanding how teachers conceive play in their pedagogical practices, with children attending pre-school, and identifying conditions that are necessary for play to take place in schools as a pedagogical principle. These studies have had the following works and authors as the main theoretical support: Franco (2008; 2010; 2012a; 2012b; 2016a; 2016b; 2018a; 2018b; 2020), Freire (1996; 2011a; 2011b), hooks (2017; 2020), Sutton-Smith (2017), Kishimoto (1992; 1994; 2001; 2002a), Winnicott (2019), Malaguzzi (2016a; 2016b), Fortuna (2000; 2018; 2019a; 209b), Thiollent (2011), Barbier (2002), Betti (2013), Pimenta (2018). As a result, the research brought the perception of the need to broaden the theoretical reference in research on play in Brazil, as well as the need for continuous education and training that makes room for the articulation between theory and practice, dialogue, listening and reflection, and where the Pedagogical Work Schedule (HTPC) presented itself as a privileged moment for training. Understanding that pedagogical play is a space/time in which there are dissonances between what is necessary and what is possible, between real and ideal spaces and between goals and praxis, as well as resistance between goals and play, from the family, the system, among others that make it difficult for play to happen at school. In the end, it was possible to reassert the thesis that when teachers understand what they do, they change their practice, they recognize the possibilities through which play can bring for child development and incorporate pedagogical play into their practice. Type: Tese Wed, 04 Dec 2024 00:00:00 GMT https://tede.unisantos.br/handle/tede/8062 2024-12-04T00:00:00Z