https://tede.unisantos.br/handle/tede/39 Thu, 23 Jul 2026 19:10:37 GMT 2026-07-23T19:10:37Z 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/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/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