http://repositorio.jesuita.org.br/handle/UNISINOS/1565 Teses e dissertações Fri, 10 Apr 2026 01:03:53 GMT 2026-04-10T01:03:53Z http://repositorio.jesuita.org.br/handle/UNISINOS/14025 Sentidos da escola pública a partir das narrativas da comunidade escolar do Poti Velho – PI Lima, Teresinha Vilani Vasconcelos This document has as its research problem the understanding of the meanings of public school for a community in Teresina/PI and its developments in the problematization of school racism. To guide the study, I sought an understanding of the constitution of school racism supported by concepts from the philosophy of difference — State racism, in Foucault (1999) — and contemporary Brazilian sociology, in Jessé Souza (2022), based on his theorization concerning the middle class and the ralé brasileira (Brazilian underclass), problematizing public school in the neoliberal context. As empirical material, the following were used: a) documents from Firmina Sobreira Public School, Teresina/PI; b) nine semi-structured interviews with school segments and members of the neighborhood community, as well as a conversation circle with 11 students. To examine the empirical material, I draw inspiration from the concept of discourse, in Foucault, as an interpretative tool to analyze the narratives produced within the scope of the research. As main results, I highlight the meanings of public school circulating through the dimensions of learning and socialization, showing how public school resists its death and the discourse that claims it does not function — through everyday gestures of human formation and through the strength of the teacher figure. Thu, 27 Nov 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/14025 2025-11-27T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/14022 Inteligência Artificial no Ensino Superior: promovendo práticas de ensino voltadas à sustentabilidade com o sistema GrowAIDE Saldanha, Marros Silva The integration of sustainability-oriented teaching practices in higher education is essential to train professionals who are aware of current socio-environmental challenges. This dissertation investigates how the GrowAIDE system (available at: https://www.growaide.app/), using artificial intelligence, contributes to sustainable education in a private HEI in Rio Grande do Sul through the analysis of contextual data and the generation of personalized strategies to integrate sustainability into business projects developed in the educational field. The general objective of this research is to evaluate how the GrowAIDE system, based on artificial intelligence, can be implemented in a Higher Education Institution to promote education integrated with teaching practices focused on sustainability. This analysis will be guided by the following specific objectives: to develop a teaching resource with the system, to evaluate perceptions of its usability and to verify its pedagogical adaptation. This is an exploratory research with a mixed approach, which involved four experienced professors in sustainability and used Likert scale questionnaires and semi-structured interviews. The research evaluated the GrowAIDE system as a teaching resource. The quantitative data from the questionnaires provided an initial overview of the perceptions, while the qualitative data from the interviews were analyzed using Critical Discourse Analysis (CDA) (Fairclough, 1995) to gain an in-depth understanding of the participants' constructions of meaning. As a result of this research, it can be concluded that GrowAIDE can be used as a strategic tool for HEIs to promote concepts and teaching practices related to sustainability. However, it was also found that the system requires improvements in accessibility and a more intuitive interface for personalizing the information entered in the project registration, thus optimizing the analysis performed by artificial intelligence. This work, developed within the scope of a Professional Master's Degree, resulted in the design, development and evaluation of the GrowAIDE system, a technological product applied to higher education to promote practices aligned with sustainability. Tue, 29 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/14022 2025-04-29T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/14021 Políticas públicas educacionais e letramento digital: subsídios para a conscientização sobre fake news nas escolas Gonçalves, Tais Fabiola The high vulnerability of children and adolescents to the online environment and the unpreparedness of a significant portion of educators to address this topic in the classroom constitute a practical and urgent challenge for Brazilian education. This research in the field of educational management addresses a gap between the formulation of public policy and the practical need for awareness regarding fake news in the school environment. The research problem sought to answer how educational public policies support digital literacy for fake news awareness within the school context, as the effectiveness of these policies in the "school floor" reality is a challenge seldom explored in an integrated manner in the literature. A qualitative, descriptive study was conducted based on a bibliographic and documentary analysis. The analyzed documents included seven legal instruments, such as legislation, opinions, and resolutions, in addition to official guides and reports from the Brazilian government. Furthermore, nineteen surveys were utilized, including data from the Higher Education Census, Cetic.br (ICT Education Survey), and UNESCO. The results indicated that although Brazil possesses an advanced legal framework, such as the National Policy on Digital Education (PNED), its implementation is hindered by infrastructural barriers and, most notably, by the lack of continuous teacher training. Nevertheless, it was possible to identify means of bridging the gap between policy and local reality, such as investing in articulation between government spheres and creating municipal-level regulations. This research contributed to the academic and scientific field by deepening the concept of digital awareness in light of Paulo Freire's theoretical framework; in the field of applied research, by providing a real intervention material—a Recommendation approved by the Municipal Council of Education of São Leopoldo, RS, which serves as a model for other localities; and it also made contributions to the social sphere, by assisting schools in the quest to form critical citizens who are better prepared for the challenges of the digital age. Fri, 26 Sep 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/14021 2025-09-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/14011 Não convencionais para quem? Uma crítica contracolonialista às Plantas Alimentícias Não Convencionais (PANC) no Brasil Oliveira, Bruna Pedroso Thomaz de This study is characterized as qualitative, with an exploratory descriptive approach, having as a theoretical-methodological foundation Conceição Evaristo's Escrevivência, in an Afro-ethnographic key, based on the work of Zora Neal Hurston. It aimed to analyze the concept of Non-Conventional Food Plants (PANC, acronym in Portuguese) in Brazil, through social sciences, in an Afro-oriented debate. Emerging in Brazil, PANC can be considered more than a concept that typifies a portion of edible plants in the country. It mobilizes collective practices, forming a social fabric that can be understood by comprehensive theories. However, this concept, as well as its social consequences, has ethnic-racial impacts that deserve attention. In this sense, we show the incompleteness perceived in it, as well as in its social mobilization as it is placed in Brazilian society today, in a dialogue with the countercolonization proposed by Antônio Bispo dos Santos. This journey of darkening the understanding of PANC is presented in experiential cycles, through which an empirical and theoretical articulation is made, revising the sociogenesis of the concept. Everything is done in dialogue with the author's story, together with the stories of other black women. The characterization of the social field mobilized by the concept is also carried out, as well as an analysis of the limits of its application, to advance in the debates from a black point of view, defending the use of the term Non-Colonized Food Plants. Thu, 10 Aug 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/14011 2023-08-10T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/14004 Migração, trabalho e famílias operárias: a formação do espaço urbano e a Vinícola Peterlongo (Garibaldi, RS, 1900-1960) Comiotto, Samanta Trivilin The thesis seeks to reconstruct the spaces of the city of Garibaldi, presenting them as spatialities produced by individuals and their families throughout the processes of migration and neighborhood formation. To this end, the Peterlongo winery and its workers are taken as central objects of analysis. The study focuses on the period between 1900 and 1960, which encompasses the municipality’s political emancipation and the economic growth of the factory. By examining the migration decisions made by these individuals, the thesis aims to understand the extent to which the historical process of Italian immigration affected the life trajectories of the family groups analyzed. In other words, based on the premise that the Conde D’Eu colony—now the city of Garibaldi—was created as a settlement intended to receive Italian families, it also attracted immigrants from other countries. The research also examines the background of the working-class families, addressing the motives that led them to choose industrial labor, particularly at the Peterlongo winery. The study describes the life paths of several working families in order to detail the experiences of these laborers across various spaces and in the different social roles they occupied throughout their lives. These trajectories are contextualized within the complex dynamics of human life, highlighting how individual, collective, and family choices—alongside successes, failures, and strategies—shaped the structures of life, work, and sociability of the subjects studied. The research demonstrates that family networks functioned as privileged channels of access to employment at the factory, constituting not only a form of economic insertion but also a mechanism for the reproduction and social shaping of the urban spaces surrounding the industrial unit. The kinship and proximity relationships between workers and employer reveal how personal ties influenced labor opportunities and structured community dynamics, establishing networks of trust that extended beyond strictly professional interactions. The contribution of this study lies precisely in showing that employment at the factory was not limited to its economic dimension; rather, it played a central role in shaping the city’s social configuration, revealing how the history of labor and families intersected with the organization of urban space and with collective life. Thu, 06 Nov 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/14004 2025-11-06T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/14003 A trajetória de uma mulher de elite: redes e a herança de Eufrásia Teixeira Leite - 1850-1937 Ricci, Maria Fernanda Caravana de Castro Moraes This paper investigates the trajectory of Eufrásia Teixeira Leite, a woman belonging to the 19th-century agrarian elite. The analysis focuses on her migration to Paris and subsequent return to Brazil in the late 1920s, exploring how, after inheriting a significant estate, she established transnational networks of sociability. Anchored in social history and inspired by the methodological procedures of microhistory, this research uses the life narrative of this individual as a guiding thread for a comprehensive understanding of broader historical phenomena. Therefore, the aim is to analyze the foundations, purposes, and impacts of her will, elucidating her role and contributions in the social, cultural, political, and philanthropic spheres. Furthermore, it seeks to identify what capital—economic, political, social, and symbolic—she mobilized and accumulated to ensure the execution of her will. Finally, by consulting sources such as periodicals, correspondence, cards, the last will itself, the inventory, and the legal appeals filed against it, we examine the political use of this legal instrument as a strategy to revive a project of progress for the municipality of Vassouras. Our main working hypothesis was that Eufrásia Teixeira Leite's trajectory exemplifies a singular, yet structurally anchored, form of female agency within the Brazilian elite of the 19th and early 20th centuries. By means of a combination of family strategies, financial capital, and insertion into transnational social networks, she not only preserved but significantly multiplied her inherited wealth, subverting gender expectations and using her will as a final instrument of power to shape a project of modernity and welfare for her hometown. The contested execution of this will and the subsequent political uses of its legacy reveal the conflicts, negotiations, and limitations of an elite woman's agency even after death, making it a privileged case for studying the intersections between gender, wealth, power, and memory at the turn of the century. Fri, 07 Nov 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/14003 2025-11-07T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/14002 Tiroleses na Região de Piracicaba no final do século XIX: aspectos identitários e étnicos do Tirol no Brasil italiano Toller, Fernando de Moraes This research aims to analyze, through a case study, the identity aspects of Tyrolean immigrants who settled in the region of Piracicaba, State of São Paulo, more precisely in the localities of Santa Olímpia, Santana, and Charqueada. The historical timeframe focuses on the end of the 19th century, from the arrival of the first waves of Tyrolean immigrants to Brazil in the 1870s until the end of the said century. Much has been written, researched, and published about Italian and German immigration to Brazil. However, Tyrolean immigration is not widely known, and its studies are limited to a few theses, dissertations, and scarce articles on the subject, in addition to the efforts of some Tyrolean associations that attempt, in a way, to reconstruct this migratory process. There is even a tendency in historiography to study Tyroleans in Brazil sometimes as an appendage of Italian and German immigration, and sometimes as a group entirely absorbed by Italo-German immigration .With the purpose of reconstructing, as much as possible, the Tyrolean immigration process in Brazil – especially from the perspective of this ethnic group's struggle to rebuild its identity ties in a "foreign land" and to characterize its differences in relation to other ethnicities with which it was amalgamated or confused – this endeavor adopted the following methodological steps: a bibliographic survey, work with historical sources, and the development of a case study through the reconstruction of a specific life trajectory. The research demonstrated that Tyrolean immigrants were not passively absorbed or assimilated by other immigration currents, as often suggested by historiography. On the contrary, the case study revealed an active process of identity negotiation and reconstruction of community ties. It is concluded that the Tyrolean immigration experience was marked by a deliberate collective effort to sustain a distinct identity, organized around its cultural references. Wed, 26 Nov 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/14002 2025-11-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/14001 Luiz Americano de Itabaiana: trajetória e memória pelo campo musical do Choro no Rio de Janeiro (1930-1950) Augusto, Bruno Brandão This thesis investigates the trajectory of the musician Luiz Americano between the 1930s and 1950s, proposing a reevaluation of his figure through a new methodological and analytical approach situated in the field of History and Music, in face of the peripheral treatment he has received in existing researches. The study is structured as a prism that highlights the multiple circularities between his personal life and the development of Brazilian popular music, emphasizing the need to fill narrative and interpretative gaps. The first chapter focuses on the artist’s origins in the city of Itabaiana, Sergipe. Based on primary sources, the search presents possibilities to comprehend the formation of his “musical vocation,” analyzing the influence of family, geographic, and cultural references. Elements such as the Nossa Senhora da Conceição Philharmonic Orchestra, Northeastern popular festivities and regional and military bands are presented as fundamental parts for the construction of new meanings about his early trajectory. The second chapter examines Americano’s move to Rio de Janeiro, interpreting it as a strategy to escape from precarious conditions. The research shows how prestige, networks of influence and the perception of opportunity were crucial for his social rise and professionalization. Military bands are identified as an indirect channel of training for the first orchestras and for the availability of musicians in the national scene. In this context, Americano is seen as an exception among musicians, managing to live exclusively from music, in contrast to the insecurity that is presented in the musical class of his time. The third chapter explores the relationship between music and power, situating Americano’s consolidated career within the context of the Estado Novo. His proximity to intellectuals connected to the Vargas project, his exclusive contract with Rádio Nacional, and his labor union activity (analyzed through the archives of the Sindicato de Músicos do Rio de Janeiro) suggest that he became a convenient option to represent Choro, considered as “typically Brazilian,” in alignment with the aesthetic perceptions promoted by the regime. Finally, the fourth chapter focuses on memory and heritage, positioning Luiz Americano as someone who links generations in the modern genealogy of Choro. The analysis of two key events and the results of musical contests demonstrate his representativeness among musicians and his recognition by the public, reinforcing his relevance to Brazilian cultural heritage. Tue, 28 Oct 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/14001 2025-10-28T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/14000 Uma experiência com a metodologia do círculo de construção de paz em uma escola de São Leopoldo: proposta de intervenção para a prevenção da violência escolar Peixoto, Luciano Machado This dissertation addresses the issue of tackling school violence inspired by Restorative Justice methods, developed in a municipal school in São Leopoldo, Brazil. The central objects of study are school violence and Restorative Justice, with emphasis on the Peace Circle (Círculo de Construção de Paz – CCP), a practice based on the active participation of students. The research problem guiding this investigation is: How do students of a municipal school in São Leopoldo understand the different forms of school violence, their manifestations in interpersonal relations, and the conceptions they construct about the phenomenon of violence? The study is directed primarily toward two groups: students, as it seeks to provide them with a tool capable of contributing to conflict resolution and fostering their role as active subjects in this process; and school managers, since understanding students’ perceptions of violence can support the creation of an educational environment in which management efforts are less consumed by constant conflict resolution and more oriented toward improving school practices. The general objective is to analyze and systematize how students of a municipal school in São Leopoldo perceive and interpret the different forms of school violence, their expressions in interpersonal relationships, and the conceptions they construct about the phenomenon. Four specific objectives were defined: (a) to identify the types of school violence most recognized by students and their manifestations in daily life; (b) to analyze how students perceive interpersonal relations within the school and their connections with violent practices; (c) to examine the conceptions elaborated by students about school violence; and (d) to investigate strategies or solutions suggested by students themselves for addressing violence, supporting an intervention proposal. The methodology included the application of questionnaires to 7th, 8th, and 9th grade students, with parental consent and student assent; data analysis and tabulation; Peace Circles conducted with 8th grade students, who reflected on the findings in a context of respectful listening and dialogue; and, finally, the elaboration of an intervention proposal for addressing school violence. The selected school is located in a socially vulnerable area, which reinforces the relevance of the research by highlighting the need for strategies that integrate restorative justice, student participation, and school management to strengthen a culture of peace. It is concluded, therefore, that addressing school violence requires much more than disciplinary rules or punitive measures. It demands a cultural shift sustained by ethical bonds, active listening, and the symbolic appreciation of school subjects. Mon, 27 Oct 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/14000 2025-10-27T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13999 Site conexões em rede: possibilidades para a memória organizacional da formação continuada para educadores da educação infantil Loboruk, Jaqueline Cadore This dissertation falls within the field of Educational Management and the triad of theories on continuing teacher education, organizational memory, and digital technologies. The research is based on the website "Conexões em Rede" managed by the Pedagogical Directorate of the Porto Alegre Municipal Department of Education (SMED). The overall objective is to analyze how the website can serve as an alternative organizational memory for continuing education initiatives for Early Childhood Education teachers. The theoretical framework was based on authors such as Cury (2002), Lück (1996; 1997) and Paro (2000; 2010) in the field of Educational Management; Alarcão (2022), Libâneo (1995) and Tardif (2013), on continuing education; Nonaka & Takeuchi (2008) and Mioli & Silva, to address organizational memory and Knowledge Management; and Lévy (1999) and Schlemmer (2005) for Digital Technologies. The research adopted a qualitative, exploratory approach, grounded in content analysis (Bardin, 1991), which guided the investigation of other municipal education department websites. The results demonstrated that "Conexões em Rede" with improvements in institutional visibility, credibility, organization, and interactivity, can develop value as an innovative resource for the organizational memory of continuing education programs for early childhood education teachers. As a proposed intervention, the improved website prototype is presented and the creation of a Research Group on Pedagogical Organizational Memory (MOP) with teachers from the Porto Alegre Municipal Department of Education (RME). This group would support a cycle of continuing education, website curation, and knowledge production related to pedagogical organizational memory as a public policy. It also promotes a practice grounded in the collaborative work of educators of RME. Thu, 28 Aug 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13999 2025-08-28T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13998 Explorando o currículo: uma análise de gestão dos tempos e espaços nas escolas de educação em tempo integral de Porto Alegre Kern, Jaciara Nunes This study investigates the management of time and space within the curriculum of full-time municipal schools in Porto Alegre, aiming to understand how this organization can contribute to the educational experience of students and the quality of teaching. The central research question is: How is the management of time and space structured within the curriculum of full-time municipal schools in Porto Alegre? Based on this issue, the study seeks to analyze how school time and space are organized, utilized, and redefined in the school routine and how such management can influence the educational process. The research was conducted in three of the six full-time municipal schools currently operating in the city, adopting a qualitative approach. The study draws on theoretical frameworks from authors such as Jaqueline Moll, Miguel Arroyo, Ana Maria Cavaliere, António Nóvoa, Alfredo Veiga-Neto, and José Carlos Libâneo. Data collection instruments included document analysis, questionnaires, and semistructured interviews with school principals and supervisors. Inspired by Miguel Arroyo’s reflection (2012, p. 33), which emphasizes “the right to time-spaces for a just and dignified life,” this study sought to highlight school organization not merely as a structural factor but as a crucial element in the quality of full-time education. The findings indicate that simply extending school hours does not guarantee meaningful and comprehensive education. The study emphasizes that effective time and space management requires careful planning, adaptation of physical structures, and innovative pedagogical practices. Challenges were also identified, such as the need for greater institutional support, ongoing teacher training, and the structuring of public policies that ensure the continuity of implemented actions. As a final product, the research proposes a pedagogical intervention aimed at improving the management of school time and space through discussions among educators and managers, exchange of experiences in workshops, and collaborative meetings. Additionally, the creation of an e-book will document and disseminate these innovative practices, establishing a collaborative repository to guide other institutions in the implementation and strengthening of full-time education. Thus, this study contributes to the reflection on educational policies and pedagogical practices that enhance comprehensive education, reinforcing the need for a closer look at the management of time and space as fundamental elements in building a more inclusive and transformative public school system. Sat, 26 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13998 2025-04-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13997 Afinal: quem cuida de quem cuida? Uma jornada poética e formativa a partir das cartas pedagógicas na escola de educação infantil Meirelles, Darciana da Silva This dissertation investigates how practices of care, affection, and loving-kindness constitute the experience and teacher training in the field of Early Childhood Education, taking as its empirical context a municipal school at this stage and the formative daily life of its teachers. It starts from the understanding of Early Childhood Education as a specific field of pedagogical knowledge production, in which teaching is constructed amidst relationships, times, bodies, materialities, and affections, requiring formative processes sensitive to the experiences lived with babies and young children. The overall objective of the research was to understand how practices of care, affection, and loving-kindness permeate and constitute the training of early childhood education teachers. Specific objectives included: (1) promoting discussion groups, encouraging critical reflection by teachers on their pedagogical practices and on themselves as subjects of teaching; (2) exploring the educational management´s perception of the importance and feasibility of welcoming training environments attentive to the dimensions of self-care, loving-kindness, and affection; and (3) creating writing spaces that would allow teachers to produce meaning about their pedagogical practices, anchored in the daily life of early childhood education. The investigation was developed from a qualitative perspective, with (self-)narrative inspiration, understanding training as experience and writing as a formative practice. The methodological approach consisted of formative devices such as discussion circles, pedagogical letters, a reflective deck of cards, personalized notebooks, and aesthetic compositions, understood not as technical instruments, but as ethical-aesthetic propositions that intertwine life, teaching, and training. From the investigative process emerged the analytical categories of time, teacher training, and affectivity/self-care. The analysis of these categories was supported by an admittedly audacious and, at the same time, valuable theoretical articulation between Michel Foucault and Paulo Freire. In Foucault, self-care is understood as a demanding, unsettling, and non-prescriptive ethical exercise that calls the subject to rigorous attention to their ways of being, acting, and thinking. In Freire, this movement expands into the dialogical, relational, and political dimension of training, sustained by love, listening, and responsibility towards the other. While maintaining the distinctions between these frameworks their articulation allowed us to understand self-care as a collective formative practice, constructed in the relationship and daily life of teaching in Early Childhood Education. The research also showed that aesthetics constitutes a formative principle and not an ornamental element, permeating the ways of organizing spaces, times, materials, and training experiences, provoking shifts and estrangements necessary for reflective processes. In the realm of technical production, formative materials directly linked to the specificities of Early Childhood Education were developed, such as: pedagogical letters as a device for self-writing and sharing; a reflective deck of cards as a trigger for formative conversations; personalized notebooks for recording teaching experiences; and aesthetic compositions that fostered environments of care, listening, and reflection. These productions, articulated with academic analysis, reinforce the professional character of the research and offer contributions to formative practices in Early Childhood Education, especially regarding the creation of ethical, sensitive, and collective formative spaces and times. This study recognizes that self-care, from a Foucauldian perspective, is an arduous, unsettling, sometimes painful and challenging exercise that demands time, rigor, and continuity. Although this dimension was not explored in depth as a systematic spiritual practice, the research considered pedagogical letters as an initial step in this direction, understanding them as exercises in self-awareness, writing, and shared reflection. It concludes that, in the empirical context of this research, self-care, articulated with affection and loving-kindness, constituted a structuring axis in the training of the participating early childhood education teachers, affirming teaching as a space for creation, care, and continuous invention. Mon, 20 Oct 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13997 2025-10-20T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13996 Desafios do conselho escolar na gestão financeira e no fortalecimento da democratização da escola Lucas, Angelita Fernanda Teixeira This dissertation aims to analyze the links between the participation of counselors and the implementation of legal norms in financial management, seeking to understand their contributions to strengthening the process of democratization in schools. The empirical field was defined based on the researcher's experience as a school board member and concerns about public policies aimed at democratizing education, with the School Board of School João Belchior Marques Goulart, an Elementary School located in São Leopoldo, Rio Grande do Sul, as the object of study. This choice made it possible to reflect on the legal aspects and experiences of participation in the board. Based on the theoretical context, it was possible to critically discuss the relationships between laws and the concepts of participation attributed to the School Board, as well as the ways in which these materialize in the face of an organizational culture still marked by authoritarian experiences. Historical and legal aspects of resource decentralization policies were considered, in addition to the concepts of autonomy, decentralization, and participation. The research adopted a qualitative approach, using documentary analysis, participant observation, and culture circles as methodological procedures. These instruments made it possible to identify both the potentialities and difficulties related to financial management, recognized as a relevant factor for the council's performance and for the implementation of school democratization. The research data showed that public education policies, including resource decentralization, are essential for school management when they ensure democratic principles, and it is necessary to implement them in the institution's daily routine. In addition, the importance of consolidating current regulations, the links established between councilors and the school, as well as interpersonal relationships in the participation process, was highlighted. Based on this trust, it becomes possible to consolidate more active and co-responsible participation, which effectively contributes to the democratization of the school. As a result, an educational intervention proposal was developed, structured as a permanent training program, with the aim of improving the performance of the School Board in the face of the challenges of financial management and strengthening democracy in schools. Wed, 22 Oct 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13996 2025-10-22T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13994 Espaços Educativos Afro-Brasileiros e Indígenas (EEABIS): narrativas autobiográficas das(os) coordenadoras(es) de EEABIS sobre gestão e ERER no município de Porto Alegre Nunes, Adriana Garcia This dissertation analyzes the implementation of Afro-Brazilian and Indigenous Educational Spaces (EEABIs) within the Municipal Education Network of Porto Alegre (RME/POA), in light of the relationship between school management and education for ethnic-racial relations (ERER). As a data production technique, I employed autobiographical narratives, as proposed by Souza (2006), from EEABI coordinators, aiming to understand how their trajectories, practices, and challenges intersect with the principles of democratic management and with efforts to confront racial inequalities in the school context. The adopted methodology is grounded in qualitative research and in the intervention research paradigm, valuing listening, memory, and participation as central elements in educational transformation. Data produced throughout the research process were analyzed through content analysis, following Moraes (1999). The theoretical foundation supporting the research process was built upon a chronology that articulates past, present, and future, having as its basis the current practices of school management and the conceptual problematization of management and ERER, as well as the management of ERER, drawing primarily on the works of Evaristo (2008; 2016), Gomes (2002; 2012; 2017), and Gonzalez (2020). The research reveals that the performance of school leadership teams is essential for institutionalizing ERER, ensuring it does not remain limited to isolated or individual initiatives. Building management practices committed to racial equity requires political intentionality, continuous professional development, and the collective engagement of the entire school community. As a technical-pedagogical product, this study proposes a Self-Assessment and Monitoring Protocol for Quality in ERER, designed to provide indicators and guide schools in self-diagnosis and the improvement of their practices. Thu, 28 Aug 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13994 2025-08-28T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13990 Do naturalismo ao construtivismo: em direção a uma teoria híbrida em metaética Silva, Thiago Delaíde da The aim of this thesis is to defend an objective conception of morality by combining two distinct approaches in metaethics: naturalism and constructivism. This investigation seeks to propose an intermediate alternative between antirealism and metaphysical moral realism, insofar as both positions appear unsatisfactory. The thesis thus examines the possibility of reconciling naturalism and moral constructivism by articulating these two approaches within a hybrid conception of morality – constructivist naturalism – which preserves both the natural and empirical dimension of the moral phenomenon and its normative character. The problem arises from a potential objection to this strategy: naturalism and constructivism may be seen as incompatible approaches. This objection stems from the fact that naturalism and constructivism are often regarded as antagonistic views, commonly associated with moral realism and moral antirealism, respectively. The hypothesis defended here is that naturalism and constructivism are in fact compatible and can be complementary. The argumentative strategy developed in this dissertation maintains that it is possible to formulate a version of moral constructivism that is compatible both with a basic form of moral realism and with a non-reductive model of naturalism. This model is aligned with naturalistic theories that seek to describe the moral phenomenon on empirical grounds – without aiming to provide a normative justification – drawing on insights from evolutionary psychology, according to which the genesis of morality is closely associated with moral emotions. The constructivist counterpart aims to combine philosophical ethical constructivism with relevant contributions from social constructivism, integrating rational and social elements into a broad conception of the constructive process. From this perspective, morality, as we currently conceive it, is understood as being socially constructed upon a natural basis and subsequently rationally systematized. In this way, the dissertation seeks to defend the viability of a hybrid theory that articulates naturalism and constructivism through a dual aspect of morality: on the one hand, there are natural facts about human moral psychology – such as intuitions and emotions that constitute moral sensibility and provide the basis for moral judgments; on the other hand, the normative dimension – that is, moral norms – has its origin in moral agency. Therefore, the proposal of this dissertation does not aim to dissolve the fact/value dichotomy, but rather to offer theoretical conditions for articulating these two domains in a coherent manner, without neglecting scientific findings in the field of ethics. Thu, 06 Nov 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13990 2025-11-06T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13989 Infância, experiência e profanação dos dispositivos biopolíticos na filosofia de Giorgio Agamben Ramos, Renata Adrian Ribeiro Santos Questa tesi analizza l'esperienza dell'infanzia e le sue connessioni con le categorie di forma di vita e di profanazione dei dispositivi biopolitici, secondo il pensiero filosofico di Giorgio Agamben. Analizziamo le seguenti domande: in che modo l'infanzia, come esperienza di potenziale, nell'ambito del linguaggio e della politica, è concepita nel pensiero filosofico di Giorgio Agamben? Sulla base di questa discussione, quali connessioni possono essere stabilite tra infanzia, forma di vita e profanazione dei dispositivi biopolitici? In questa direzione, esploriamo l'ipotesi che l'infanzia consista in un'esperienza di potenziale, che si configura come un percorso proiettivo di accesso del bambino al linguaggio, in virtù dell'affermazione della sua voce politica, intesa come etica. Questa proiezione riflette il processo di costituzione dell'umano in un divenire costante, che designa il processo di soggettivazione dell'essere nel linguaggio, in un'architettura esistenziale aperta e inconcludente. La figura del bambino riflette il potere della forma di vita del bambino, l'essere che può usare il gioco profano per resistere eticamente all'operatività del biopotere. Nel corso di questa indagine, esploriamo le dinamiche del gioco destituente del bambino, rispecchiate nell'esperienza ludica del bambino, che questo filosofo considera una forma di vita. In questo senso, riflettiamo sulle performatività ludiche dei personaggi di potere, estratte dalle narrazioni, evidenziate da Agamben nelle sue riflessioni sulla profanazione; e, soprattutto, affrontiamo l'esperienza ludica compiuta dal bambino come prova generale del gioco destituente. I risultati di questo studio affermano il potere dell'infanzia e dei gesti come nuovi mezzi di disattivazione dei dispositivi secolarizzati, la cui referenzialità trova nella figura del bambino il significato di pura medialità. Sosteniamo che le performatività (non) creative compiute dai bambini nelle esperienze ludiche provano mezzi di resistenza etica, essenzialmente ludiche, che indicano l'emergere di una biopolitica minore, originata da spazitangenziali, da circoli umani, in cui il potere del gioco profano riflette la forza del potere contingente, efficiente di fronte all'operatività dei processi espropriativi del potere umano. Riflettiamo sul bambino come colui che gioca a essere il potere del nulla, pur possedendo la capacità di sospendere il peso dell'operatività dei dispositivi secolarizzati, in un movimento che promuove l'apertura del campo dell'esperienza alla dimensione del riuso, una categoria del pensiero agambeniano che si riferisce al luogo di restituzione di qualsiasi oggetto al suo luogo comune. La dinamica del puro gioco di potere del bambino punta all'irruzione del nuovo, a partire dal riconoscimento che l'opportunità è un istante che si apre inavvertitamente, attualizzando l'emergere della promessa messianica. Il modo di vivere del bambino è un paradigma di potenzialità, che riflette nuovi significati per la costituzione dell'esperienza storica, basati sulla rivoluzione nella dimensione del tempo.; This thesis analyzes the experience of childhood and its connections with the categories of life-form and profanation of biopolitical devices, according to the philosophical thought of Giorgio Agamben. We analyze the following questions: In what way(s) is childhood, as an experience of potential, within the scope of language and politics, conceived in the philosophical thought of Giorgio Agamben? Based on this discussion, what connections can be established between childhood, life-form, and the profanation of biopolitical devices? In this direction, we explore the hypothesis that childhood consists of an experience of potential, which is configured as a projective path of access for the infant to language, by virtue of the affirmation of their political voice, understood as ethical. This projection reflects the process of the constitution of the human in a constant becoming, which designates the process of subjectivation of being in language, in an open, inconclusive existential architecture. The figure of the child reflects the power of the infant's form-of-life, the being who can use profane play to ethically resist the operativeness of biopower. In the course of this investigation, we explore the dynamics of the infant's destituent play, mirrored in the child's playful experience, which this philosopher considers a form-of-life. In this sense, we reflect on the playful performativities of characters of power, extracted from narratives, highlighted by Agamben in his reflections on profanation; and, above all, we address the playful experience carried out by the child as a rehearsal of destituent play. The results of this study affirm the power of childhood and gestures as two new means of deactivating secularized devices, whose referentiality finds in the figure of the child the meaning of pure mediality. We argue that the (un)creative performativities carried out by children in playful experiences rehearse means of ethical resistance, essentially playful, that point to the emergence of a minor biopolitics, originating from tangential spaces, from human circles, in which the power of profane play reflects the strength of contingent power, efficient in the face of the operativeness of the expropriating processes of human power. We reflect on the child as one who plays at being the power-of-nothing, while possessing the capacity to suspend the burden of operativeness of secularized devices, in a movement that promotes the opening of the field of experience to the dimension of reuse, a category of Agambenian thought that refers to the place of restitution of any object to its common place. The dynamics of the child's pure play of power point to the irruption of the new, from the recognition that opportunity is an instant that opens up inadvertently, actualizing the emergence of the messianic promise. The child's way of life is a paradigm of potential, reflecting new meanings for the constitution of historical experience, based on the revolution in the dimension of time. Fri, 07 Nov 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13989 2025-11-07T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13981 Prazer da existência reconhecida (Per): experiências de travestis e transfemininas na educação formal Gomes Filho, Teodoro Antunes This thesis examines the experiences of travestis and transfeminine individuals in formal education during their transitions and the assumption of gender identity, conceiving formal education as a paradoxical territory of in/exclusion and, at the same time, of affirmation, belonging, pleasure, and satisfaction. The study aims to understand how these experiences are configured by articulating interactions of gender and sexuality, educational norms, and non-metaphysical perspectives such as feminist theory and queer theory, with particular attention to the pleasures that emerge along these trajectories. A qualitative approach is adopted, grounded in narrative interviews that privilege participants’ self-recognition and the situated production of knowledge. The fifteen narrative interviews were conducted between 2022 and 2025 with participants from different regions, states, and cities in Brazil, selected through snowball sampling, involving subjects aged 23 to 59 whose trajectories form a mosaic of contexts, generations, and educational pathways. The analyses indicate that, although traversed by violence, cisheteronormativities, and in/exclusions, these trajectories enable the elaboration of the “pleasure of recognized existence,” presented as an analytical operator constructed from excerpts of the interviews. This pleasure manifests across three interconnected axes: interpersonal recognition, a sense of competence, and the valuing of knowledge. These axes create fissures in hegemonic logics, activate displacements, and sustain the social incorporation of diversity and the affirmation of singularities within spaces of formal education. It is thus reaffirmed that, for travestis and transfeminine individuals, formal education—even when permeated by in/exclusion, normativity, and normality—also constitutes a space of pleasure grounded in recognized existences. Fri, 12 Dec 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13981 2025-12-12T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13980 Abordagens docentes para práticas de leitura no ensino médio: um estudo em duas escolas públicas de Cuiabá–MT Silva, Rosenil Gonçalina dos Reis e This research aims to analyze the reading practices developed by Portuguese Language teachers and their perceptions of how students engage with reading activities based on these approaches. The study seeks to answer the following research question: how are teaching approaches to reading practices conceived and implemented in high school by Portuguese Language teachers, and to what extent can these practices contribute to the development of students’ reading and critical literacy skills? The specific objectives include identifying the pedagogical strategies adopted by the teachers in developing these practices, understanding their perceptions of student engagement in classroom reading activities, and investigating how such practices align with the guidelines of the Brazilian National Common Curricular Base (BNCC) for Portuguese Language teaching. The theoretical framework brings together the contributions of Paulo Freire, Magda Soares, Mikhail Bakhtin, Gert Biesta, Roxane Rojo, Isabel Solé, Maria Cláudia Dal’Igna, Maria Helena Martins, and António Nóvoa, who understand reading as a social, dialogic, and emancipatory practice that goes beyond word decoding and constitutes an act of meaning-making, dialogue, and critical awareness. This qualitative study was conducted in two public schools in Cuiabá, Mato Grosso, using semi-structured interviews as the data collection instrument. The interviews made it possible to identify teachers’ conceptions, strategies, and challenges, as well as their perceptions of the BNCC and of students’ interest and participation. The results show that teachers view reading as a dynamic and social practice capable of broadening students’ understanding of the world and fostering selfunderstanding and critical awareness. However, their pedagogical intentions are constrained by an educational system that prioritizes measurable indicators, performance targets, and standardized teaching methods, often at the expense of attentive listening and the multiplicity of meanings that reading can evoke in everyday school life. Although they recognize the emancipatory potential of reading, teachers encounter difficulties in sustaining dialogic practices amid bureaucratic demands and curricular homogenization. Nevertheless, they strive to maintain proposals that strengthen listening, debate, and critical reflection, connecting texts to students’ lived experiences and social contexts. Mon, 20 Oct 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13980 2025-10-20T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13979 Narrativas de professores(as) indígenas sobre suas práticas pedagógicas em escolas de São Gabriel da Cachoeira-AM Silva, Jucilene Miranda da The organized and systematized assumptions address the narratives of Indigenous teachers about their pedagogical practices in schools in São Gabriel da Cachoeira, Amazonas State. The proposed objective was to describe the pedagogical practices and identity characteristics of Indigenous teachers in municipal schools in the urban and peri-urban areas of the municipality of São Gabriel da Cachoeira, Amazonas, mentioning: the knowledge and strategies used by the teachers, the meaning and forms of professional practice, personal histories and educational paths, ethnic diversity present, relationships established with the community, practical actions aimed at improving schools, and new tools that can contribute to the teaching-learning process of students. The specific objectives that guided the thesis are: 1. Identify elements that represent the pedagogical practices and professional identities of Indigenous teachers in municipal schools in the São Gabriel da Cachoeira-Amazonas region; 2. Observe and listen to teachers to gather information about their personal and professional trajectories, positions, and perspectives in various contexts, such as classrooms, extracurricular activities, and informal moments at their schools. This also provides opportunities for conversations with other stakeholders seeking information about the professionals in question; 3. Describe the data produced in depth, based on narratives about the pedagogical practices and professional identities of the observed teachers, highlighting elements that characterize them, considering their trajectories, relationships, professional performance, and strategies; 4. Analyze the information generated from cultural studies of Postcolonial theory and the Modernity-Coloniality group, and discuss the realities of the schools participating in the study in contrast to the importance and necessity of decolonizing subjects and knowledge in the study region. Indigenous teachers from the Tukano, Baré, Piratapuia, Tariano, and Baniwa peoples participated in this study. Throughout the various approaches, it was necessary to discuss the limitations, approaches, distances, and slip-ups produced during the methodological approaches, as well as the perceptions of these fields of experience and the observations made with the research subjects. Considering issues related to identities and teaching practices, and aware of the need to decolonize subjects and knowledge rooted in the colonial period, this study establishes a powerful dialogue with Indigenous authors, some from the Upper Rio Negro, within the field of Cultural Studies, Postcolonial Theory, and the Modernity-Coloniality group, as they have become indispensable to the construction of this thesis. The need to decolonize knowledge and subjects amidst a colonizing project with a strong tendency to silence or erase diverse cultural manifestations. Data collection involved ethnographic procedures, including questionnaires, conversations, photographs, field diaries, and observations of teachers' pedagogical practices. Based on the data collected, it was clear that the pedagogical practices described by Indigenous teachers in São Gabriel da Cachoeira, Amazonas, are closely linked to the community's journey; everyone is a participant and coresponsible for the whole. Their trajectories are marked by the redefinition of methodologies, utilizing what is unique to their cultures, and, as a community, they celebrate the knowledge and wisdom produced through Indigenous pedagogy. Mon, 29 Sep 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13979 2025-09-29T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13978 A produção do “eu” empreendedor: um olhar a partir dos Cadernos de Atividades do Jovem Empreendedor (Sebrae) Leandro, João Abel Pasini This thesis examines how the Programa Nacional de Educação Empreendedora (PNEE), developed by Sebrae in partnership with the Brazilian Ministry of Education, promotes the discourse of entrepreneurship in Basic Education and produces subjectivities aligned with neoliberal rationality. The empirical corpus consists of the Cadernos de Atividades do Jovem Empreendedor (2021), approached as documents/monuments. Based on Michel Foucault and authors who engage with his theoretical contributions, the study adopts a genealogically inspired perspective to understand how the entrepreneurial practices present in these notebooks operate as technologies of the self—modes of acting upon oneself—that establish a performative matrix of conduct. The analysis identifies four central technologies: automatize oneself, entrepreneur oneself, make oneself resilient, and speculate oneself, through which the subject is interpellated to manage emotions, time, and desires as personal capital. The results demonstrate that entrepreneurial education updates the school apparatus (dispositif), transforming freedom into an imperative of self-government and ethics into emotional management, thus fabricating predictable, productive, and emotionally adaptable subjects. It concludes that although the discourse of entrepreneurship operates as a voluntary adhesion trap to neoliberal rationality, the school remains a possible space for resistance and reinvention. Fri, 28 Nov 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13978 2025-11-28T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13977 Jovens mulheres e processos de subjetivação: modos de resistir e de se (re) inventar Leite, Fabrícia Keilla Oliveira In recent decades, we have witnessed profound crises produced by a decaying capitalist system, in its financialized and neoliberal phase. Linked to this phenomenon, we have observed the rise of the far right, which sustains a conservative political wave around the world. Discourses on gender and sexuality have gained significant prominence in this scenario,becoming a field of profound disputes. In this context, young women have emerged as abarrier of resistance to the advances of a conservative logic, which threatens the advancement of policies aimed at marginalized populations. Thus, this thesis aims to discuss and problematize the forms of subjectivation of young high school students, permeated by heterogeneous discourses of gender and sexuality, constructed within the tensions of the contemporary world. Inspired by Foucauldian and feminist studies, and based on the theoretical precepts of gender performativity developed by Judith Butler, the Narrative Interview methodology was used. Twenty-one interviews were conducted with young women from the Cariri region of Ceará, enrolled in high school in the city of Juazeiro do Norte, Ceará. From the main analytical units, which emerged from the analysis of the empirical material produced, it is reported how feminist and conservative discourses penetrate the experiences o fyoung women, solidifying movements that contest gender and sexuality norms, perceived as oppressive. Reference to subjective constructions is often guided by the activation of identity politics agendas. However, some narratives encounter impasses created by such discourses,when they are unrelated to other operators of inequality. Therefore, the thesis is defended that the processes of subjectivation of young women occur in a fluid and contradictoryzone,where discourses of gender and sexuality operate, in many circumstances, inopposite directions, highlighting emancipatory limitationst. In this sense, there is a permanent and unstable movement, sustained by discourses of sexual identity and diversity, of contestation and affirmation of heteronormity. Although it moves bodies toward a field of intelligibility, it has not guaranteed a considerable portion—such as Black and poor women—the necessary impetus to achieve their status as human. It is concluded that the integration of struggle agendas that encompass the demands of women with diverse experiences is urgent andnecessary. Fri, 26 Sep 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13977 2025-09-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13976 O núcleo docente estruturante (nde) como guardião e alma do curso de pedagogia: a necessidade de um ethos formativo para a formação de professores Silva, Elilian Basílio e This dissertation investigates the Núcleo Docente Estruturante (NDE – Structuring Teaching Nucleus) of Pedagogy programs, focusing on six (6) campuses of the State University of Piauí (UESPI). The study sought to answer the following question: How do the discursive practices circulating within the NDEs of UESPI’s Pedagogy programs operate in the constitution and functioning of these nuclei for the development, consolidation, and qualification of the programs? To conduct this investigation, the Foucauldian perspective of discourse analysis and selected principles from Stephen Ball’s theory of enactment were employed, along with contributions from other scholars in teacher education. The empirical corpus comprised meeting minutes, Pedagogical Project of the Course (PPC), resolutions, and additional institutional documents.The findings revealed both compliance with legal regulations and regulatory deviations, evidenced through counter-conducts developed in some campuses. The investigation was guided by the following questions: In what ways do the decisions enacted by the NDEs shape the constitution and functioning of Pedagogy programs? How are legislation and regulatory frameworks mobilized within these nuclei to produce organizational and qualification processes? Do the NDEs’ decisions reveal propositional elements that create new possibilities for curricular and formative organization? The analyses were organized into three axes: (1) Constitution of the NDE, which discusses the structural and functional conditions of the nuclei and the absence of a distinct formative ethos; (2) NDE action in the qualification of programs, which problematizes the meanings of qualification and the tensions between legal requirements and pedagogical foundations; and (3) Modes of conduct and “regulatory deviations”, which examine resistance practices and counter-conducts that challenge normativity and produce displacements. In this context, the concepts of critique and the exercise of thought proved essential to understanding the formative ethos as a fundamental element, enabling the NDE to function as a space for formation rather than merely for regulatory compliance. Based on the analyses, the following Thesis is defended: The NDEs of Pedagogy programs, when assuming their role as guardians, are capable of establishing discursive practices oriented by a formative ethos and shifting away from a merely normative function to become spaces of critique and invention of new meanings for teacher education, thus configuring themselves as the “soul of the program.” More than ensuring legal compliance, the nucleus assumes responsibility for promoting teacher education by articulating pedagogical knowledge and strategies aimed at the continuous qualification of the programs. To this end, it becomes essential to cultivate a culture of belonging and quality, in which artesania represents the expression of careful, well-crafted work. At the same time, the NDE must consolidate itself as a space of critical reflection, capable of surpassing mere regulatory adequacy and fostering innovation and improvement in Pedagogy teacher education programs. Tue, 21 Oct 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13976 2025-10-21T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13975 Cartografia com as juventudes do ensino médio: percursos e subjetivações em uma escola pública de Cuiabá - Mato Grosso, Viana, Beatriz Pinto This thesis maps the experiences of high school youth in a public school in Cuiabá, Brazil, seeking to understand how their schooling intertwines with the production of subjectivities and the invention of ways of living, resisting, and claiming belonging. Rather than fixing identities or capturing essences, the research embraces movement, flows, and the traces that emerge from everyday crossings—particularly within the complex and contested terrain of public education. Drawing on the theoretical contributions of Deleuze, Guattari, Foucault, and Suely Rolnik, the investigation unfolds as a rhizomatic composition in which sensitive and engaged listening functions both as method and ethical-political stance. The research is qualitative and processual, with data generated through conversation circles, artistic workshops, and visual narratives—understood not merely as data collection techniques but as shared spaces of affect, creation, and critical expression. Conducted at Escola Estadual André Avelino Ribeiro, the study involved collaborative encounters that allowed youth to articulate their experiences in multiple languages—words, silences, drawings, images—capturing tensions, critiques, and desires about school life. Thematic analysis reveals that youth simultaneously see school as a space of belonging and socialization and as a setting that restricts autonomy, silences voices, and resists participation. Their narratives call for a school that respects differences, values diversity, and fosters relationships of care, trust, and mutual recognition. School experience—when mediated by dialogue, listening, and openness—emerges as a crucial element for strengthening self-esteem, expanding participation, and enabling the creation of new life projects. This study argues for rethinking pedagogical practices beyond rigid frameworks, advancing an education that privileges encounters, active listening, and recognition of youth plurality. Listening, understood as a genuine openness to the other, is proposed as a key condition for democratic and emancipatory education, where students learn not only academic content but also ways of being and becoming. In conclusion, this thesis affirms that walking alongside youth means crossing boundaries, welcoming uncertainty, and challenging certainties. Schools that embrace this movement can become fertile ground for the production of autonomous and engaged subjectivities, turning education into a space of invention, plurality, and transformation. Tue, 07 Oct 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13975 2025-10-07T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13944 O desmonte do Fundo de Financiamento Estudantil (FIES) e seus impactos estruturais na política educacional brasileira: entre a financeirização da educação e o direito social Silva, Thiago Aparecido Gomes da This thesis investigates the dismantling of the Student Financing Fund (FIES) within Brazilian educational policy, focusing on the processes of financialization and the implications for the social right to higher education. Using a qualitative methodology based on literature review, documentary analysis, and secondary data, the study examines the transformations in FIES, particularly since 2015, when the program underwent significant changes in its funding and management structure. Originally conceived as an instrument to broaden access to higher education, FIES increasingly operated under a financial logic that prioritized fiscal sustainability over inclusiveness. The findings indicate that these reforms curtailed the growth of the private higher education sector, increased default rates, and shifted financial risks to students and universities. Moreover, the research highlights the growing influence of financial agents in shaping public educational policies, contributing to the commodification of education in Brazil. The dissertation also analyzes the social consequences of these changes, such as the deepening of educational inequalities and the regression in the State’s commitment to guaranteeing social rights. Ultimately, the dismantling of FIES represents a critical turning point in Brazilian public policies for education, signaling a shift from a model of expanding social rights toward one driven by market rationality and neoliberal logic. Thu, 02 Oct 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13944 2025-10-02T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13943 Transnacionalidade comercial, identidades e dinâmicas da migração boliviana em São Paulo Ribeiro, Ivan Osvaldo Calderon Arrueta This research investigates the socio-labor dynamics of Bolivian immigrants in São Paulo-SP, thinking about the transnational trade as a complementary category of study to family and business transnationality. The implications for Bolivian immigrants in São Paulo, who build and maintain their identities in social, economic and cultural contexts, are analyzed from a multi-scalar and multi-dimensional perspective. Methodologically, the study adopts a qualitative, exploratory, descriptive and explanatory approach. The methodology included an in-depth literature review, field research with in-depth interviews and participant observation carried out in São Paulo, border cities, such as Puerto Quijarro and Corumbá and originating in Bolivia, for example La Paz and Cochabamba, as well as bibliometric analysis to identify gaps in scientific production on the subject. The empirical research focused on the transformation of Bolivian immigrants from precarious workers (analogous to slaves) to traders, evidenced in spaces such as Rua Coimbra, which has become an emblematic point of Bolivian culture and presence in the city. The results show how the flow of goods and merchandise, loaded with cultural and social significance, represents and strengthens the bonds and identity of these immigrants with their country of origin, overcoming logistical and operational challenges through networks of trust and cooperation. The work emphasizes the relevance of the “transmigrant” profile and the multifaceted approach of the “transmigrant”. Thu, 14 Aug 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13943 2025-08-14T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13942 Interações e práticas em coletivos cidadãos voltados à transformação social no cenário sociodigital brasileiro: estudo de caso do coletivo POA Inquieta Freitas, Cláudio Kury The main objective of this thesis is to analyze the collective construction and citizen practice, under sociodigital interactions and perspectives, through the case study of the Porto Alegre Inquieta Collective and its articulated dynamics of social transformation, understanding in practice its model, potentialities and limitations. The work also presents as a backdrop the subcategory of sociology, called digital sociology, a recent academic construct that endorses the context of formation and performance of collective actions and projects focused on the city. The theoretical framework added to the construction and execution of the qualitative approach research took place between 2021 and 2023. Initially, an in-depth interview script was formulated. There were 16 interviews in total with active actors with a greater or lesser degree of participation in the collective, in addition to alumni. After conducting the interviews, it was possible to extract categories of analysis, as well as obtain subsidies for the creation of a robust research instrument. To validate perceptions and categories, responses to the questionnaires were collected and studied, given by a robust sample of 128 people. The categories of dynamics and articulation, interaction and collaboration, individual and collective transformation, sociodigital communication, politics and sustainability were reinforced. From the perspective of digital sociology, two typologies gained greater prominence: sociological analyses of digital use and critical digital sociology. The six categories of analysis were maintained in the larger investigation: dynamics and articulation; interaction and communication; individual and collective transformation; sociodigital communication; politics; sustainability. The object of study, the epistemological and methodological journey are duly based on the observance of classical theory and the introduction of contemporary theories, with due contextualization, based on the studies of Georg Simmel, Manuel Castells and Deborah Lupton. As a theoretical contribution, the path is paved for the continuation of studies under the lens of digital sociology, investigating and deepening the model presented here, and replicating it in other collective initiatives and other social phenomena of the present times in preparation for a present and future understanding. As an empirical contribution, the replication and adaptation of the research instrument to other formats of social innovation are suggested, to be able to extract knowledge from them and improve their results for society through an emancipatory and citizen vision. Wed, 23 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13942 2025-04-23T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13930 Implementação da educação integral em tempo integral nas escolas municipais de São Leopoldo - RS Carpes, Fabiane This dissertation aimed to analyze the implementation of the full-time integral education policy in the municipal education network of São Leopoldo based on national guidelines. The research was motivated by the author's experience as a school administrator at EMEF Paulo Beck, a school where the process of extending school hours began in 2022. The study sought to understand how this policy has been applied in municipal schools. To this end, challenges, adopted practices, and the relationship between national guidelines and school organization were identified. The investigation followed a qualitative approach, based on document analysis and semi-structured interviews. The results indicated that the implementation of full-time integral education in the municipal schools of São Leopoldo occurs without a structured municipal policy, leading each institution to develop its own strategies to meet local demands. The intervention proposal resulting from this research was the development of guidelines that could contribute to the creation of a municipal policy. Finally, it was concluded that there is a need for a clear and well-founded municipal policy to ensure the continuity and expansion of this educational model in the municipality. Fri, 14 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13930 2025-03-14T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13929 Políticas educacionais para distorção idade-série: análise entre municípios da região metropolitana de Porto Alegre (1996/2023) Sequeira, Débora de Oliveira Esta investigación trata sobre políticas educativas para la distorsión de la edad en la Educación Básica, considerando la complejidad del tema y los desafíos enfrentados por los sistemas públicos de educación, de 1996 a 2023, a través de un análisis entre Porto Alegre y tres municipios de la Región Metropolitana: São Leopoldo, Canoas y Novo Hamburgo. Y comprende los siguientes objetivos: a) Presentar políticas educativas de Educación Básica, relacionadas con la distorsión de la edad; b) Presentar el indicador de distorsión de la edad de la Red Municipal de Educación de Porto Alegre, São Leopoldo, Canoas y Novo Hamburgo; c) Analizar los documentos de políticas educativas relacionadas con la distorsión de la edad en los diferentes municipios listados; d) Analizar los documentos y datos de distorsión entre los municipios en cuestión; e) Elaborar una propuesta de política educativa para el municipio de Porto Alegre basada en la comparación con otras ciudades. En este sentido, el marco teórico incluye la discusión de la política educativa y la distorsión de la edad que fueron los temas centrales de este estudio. La metodología cualitativa, descriptiva y exploratoria se desarrolló con base en una encuesta y análisis documental, a través de revisión de documentos, investigación académica, levantamiento bibliográfico y plataformas oficiales que brindan índices de distorsión de series de edad. La ciudad de São Leopoldo presenta el Documento Normativo de Aceleración (2021/2024), que proporciona directrices para el proceso de aceleración dentro de la clasificación por grupo de edad. En la ciudad de Canoas, este documento se basa en la adhesión al Programa de Aceleración de RS - Años Finales, una iniciativa del Gobierno del Estado de Rio Grande do Sul. La ciudad de Novo Hamburgo, con un Programa de Aceleración del Aprendizaje (2022-2024), proporciona directrices para el proceso de aceleración dentro de la reclasificación por grupo de edad. El principal indicador es la política educativa desarrollada por la Red Municipal de Educación de Porto Alegre, con el Programa de Corrección del Flujo Escolar (2021-2024) para una amplia gama de servicios a estudiantes con distorsión de edad-grado a través de clases de aceleración y un plan de acción individualizado. El Programa involucró recursos humanos y financieros de la propia Secretaría, con resultados positivos en sus indicadores educativos en el período 2022 y 2023. Sin embargo, reflejó la fragilidad de la continuidad con el mismo modelo de política educativa, con los cambios de Secretarías de Educación y Coordinación Pedagógica. Con base en los resultados encontrados, se observó que la Red de Porto Alegre aún necesita mejorar los índices de distorsión de edad-grado, ya que están por debajo del promedio nacional y estatal. Con base en la información, se presenta una propuesta de intervención para convertir el Programa de Aceleración en una política educativa pública que busca desarrollar un documento rector; validarlo a través del Consejo Municipal de Educación; e incluirlo en el Plan Político Pedagógico y el Reglamento Escolar. Sun, 21 May 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13929 2023-05-21T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13928 Histórico das práticas preventivas à violência nas escolas da rede municipal de Porto Alegre/RS (2022-2023) Santos, Célia Cristiane Peres dos The Professional Master's thesis in Educational Management presented here aims to identify and analyze violence prevention actions carried out by schools in the Municipal Public Network of Porto Alegre/RS (RME), with a view to analyzing the history of prevention actions already carried out in the p2022- 2023, with a view to building a reference guide containing suggestions for preventive activities. The research was carried out on documents from the Municipal Department of Education of the Municipality of Porto Alegre/RS. The methodology used was qualitative in nature, using document analysis techniques. It was possible to identify several prevention possibilities adopted by the Municipal Department of Education and the schools in the Municipal Education Network. Of these, the research focuses mainly on actions called Safer Access Program and CIPAVE Commissions. Although preventive actions have shown significant results throughout the period researched, after the conclusion of the investigative work, possibilities arise for advances and improvements in the methodologies already used by SMED and schools. Therefore, an intervention and collaboration proposal was developed through the presentation of a digital guide with violence prevention actions aimed at school Community. Thu, 27 Feb 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13928 2025-02-27T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13919 Justiça e economia: ética, economia e normatividade no pensamento de Amartya Sen Flores, Mateus Soares This paper aims to reflect on the problems involving existing economic injustices. Given the characteristics of the current world, with its rapid changes and increasingly complex issues, adequate normative theories are necessary so that we can reflect and find reasonable solutions to various situations that involve ethical and economic matters requiring deeper reflection and more objective analysis. In this sense, this paper seeks to analyze the conceptions of justice and the economic thought developed by Amartya Sen, an Indian economist and philosopher widely recognized for his contributions to development economics, political philosophy, and ethics. For the purposes of this study, his conception of justice as presented in his work The Idea of Justice (2009) will be analyzed. In the first part of this work, the main characteristics and foundations of this theory are highlighted, as well as its advantages in relation to preceding conceptions of justice. The author’s argumentative structure is based on the premise that a rational and reasonable theory must serve as a basis for matters of practical rationality. For this, it must be capable of providing both objective evaluation criteria that help identify existing injustices and of reflecting on appropriate means for reducing various injustices and expanding situations of justice. This line of argument leads the Indian philosopher to take a path directly opposed to more traditional conceptions of justice, which focus on seeking and determining a characterization of perfectly just societies and institutions. Likewise, in the second and third parts of this work, the aim is to analyze and reflect on certain characteristics of Sen’s economic thought. To this end, we will focus on the works On Ethics and Economics (Sen, 1976), Development as Freedom (Sen, 1998), as well as articles and dissertations by commentators. Essentially, the second part argues that the economic thought presented by the Indian philosopher differs from many more traditional economic views that reduce the evaluation of the economy to its efficiency and wealth creation, treating such mechanisms as self-sufficient. Finally, we analyze how Sen’s work provides reasonable normative frameworks for the evaluation of problems of economic justice. Sun, 20 Jul 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13919 2025-07-20T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13918 Ativismo judicial e judicialização na perspectiva de Dworkin Silva, Wildemar Félix Assunção e Political issues have traditionally been decided within the executive or legislative branches, so judicial intervention in public policy decisions or in scientific or morally contested matters has been criticised. The objective of this study is to analyze the concept of "judicial activism" from the theoretical framework of Ronald Dworkin and its possible implication in the action of the Brazilian Supreme Court and in the judiciary in general Brazilian in the period of 2019 to 2023 in the resolution of difficult cases, after the promulgation of the Federal Constitution of 1988. Through qualitative, descriptive and exploratory research, using a bibliographic approach, this study aims to analyze whether, and if so, how Dworkin's ideas would be applied in the jurisprudence of the STF and in the judiciary in general. It is noted that, when examining Dworkin's philosophical and doctrinal framework, the STF and the judiciary in general would be allowed to take care of the normal functioning of the deliberative democratic process and the legal decisions specific to it provided for in the Constitutional text, not interfering in the determination of the specificities of political conduct. Mon, 14 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13918 2025-04-14T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13899 Quem são as mães (a)típicas? Uma análise de teses e dissertações entre 2013 e 2024 sobre a relação inclusão-família-escola Marques, Rosemary Kennedy José dos Santos What senses about inclusion and the family-school relationship, permeated by the called “atypical motherhood”, are built and spread in Education research from 2013 to 2024? And in what ways do these senses operate and how do they establish the called “atypical motherhood” in relation to inclusion and the family-school relationship? These questions guide this research, based on the following theoretical fields: studies on inclusion, studies on the family-school relationship, Gender Studies, in articulation with the post-structuralist perspective. To achieve the objectives and answer the questions, meta-research is adopted as a methodological procedure. Based on the theoretical fields previously mentioned, this study operates with the concepts of inclusion, norm, gender, motherhood, and family-school relationship to question essentialisms and naturalizations about atypical motherhood. For the analysis, two categories are organized: (1) typical and atypical mothers: correlation that produces a deficient maternal identity. In this category, articulating atypical motherhood with inclusion and the family-school relationship, two movements are identified in the analyzed research: (a) there is inequality in school inclusion and in the modes of the relationship established between family and school, reinforced by the called atypical motherhood; (b) the norms established by the school end up regulating the behavior of atypical children and women-mothers, based on what is expected to be socially acceptable for them and for the mothers who are related to the school; (2) atypical mothers who (do not) love unconditionally: thoughts on the production of a maternalinclusive model. Considering the analyzed research, in this category, the norms that regulate women-mothers of children with disabilities ways of being and mothering, in this time period, and norms that guide the behavior of mothers are questioned. Furthermore, the demands for women-mothers to assume a selfless and, at the same time, productive posture, being able to respond to risks, uncertainties, and to formulate individual and collective strategies to overcome difficulties due to the condition of disability and rare diseases of their children are also problematized. Therefore, the research supports the following thesis: the “atypical motherhood”, as called, is a political condition that produces effects on women-mothers, intensifying their individual responsibilities regarding their mothering and the school processes of their children. Atypical motherhood is based on a maternal-inclusive model that regulates and exacerbates relationships between schools and atypical mothers, historic ally filled with challenges.; ¿Qué sentidos sobre inclusión y relación familia-escuela, atravesados por la llamada maternidad atípica, se construyen y vinculan en las investigaciones en Educación de 2013 a 2024? Y ¿de qué manera estos sentidos operan y cómo posicionan a la llamada maternidad atípica en la relación con la inclusión y la relación familia-escuela? Estas preguntas orientan esta investigación, basada en los siguientes campos teóricos: estudios sobre inclusión, estudios sobre relación familia-escuela, estudios de género, en articulación con la perspectiva posestructuralista. Para cumplir los objetivos y responder a las preguntas, se adopta como procedimiento metodológico la metainvestigación. A partir de los campos teóricos mencionados, el estudio opera con los conceptos de inclusión, norma, género, maternidad y relación familia-escuela para cuestionar esencialismos y naturalizaciones sobre la maternidad atípica. Para el análisis, se organizan dos categorías: (1) madres típicas y atípicas: interdependencia que produce una identidad materna deficiente. En esta categoría, articulando la maternidad atípica con la inclusión y la relación familia-escuela, se identifican dos movimientos en las investigaciones analizadas: (a) hay desigualdad en la inclusión escolar y en los modos de la relación que se establece entre familiaescuela, reforzada por la llamada maternidad atípica; (b) las normas establecidas por la escuela acaban por regular la conducta de los/as hijos/as y de las mujeres-madres atípicas, a partir de lo que se espera ser socialmente aceptable para ellos/as y para ellas como madres que se relacionan con la escuela; (2) madres atípicas que (no) aman incondicionalmente: reflexiones sobre la producción de un modelo maternoinclusivo. En esta categoría, se cuestionan, a partir de las investigaciones analizadas, normas que regulan modos de ser y maternar de la mujer-madre de niño/a con discapacidad de este tiempo, conduciendo a la conducta de las madres. Además son problematizadas las exigencias impuestas a las mujeres-madres para que asuman una postura abnegada y productiva, capaces de lidiar con los riesgos, incertidumbres bien como de elaborar estrategias individuales y colectivas para enfrentar las dificultades y resultantes de la condición de discapacidad y enfermedades raras de los/as hijos/as. Deste modo, se sostiene la siguiente tesis: la llamada maternidad atípica es una condición política que produce efectos sobre las mujeres-madres, intensificando sus responsabilidades individuales sobre maternar y sobre los procesos escolares de los/as hijos/as. La maternidad atípica está basada en un modelo materno-inclusivo que regula y exacerba relaciones entre las escuelas y las madres atípicas, históricamente permeadas por desafíos. Wed, 25 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13899 2025-06-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13898 Coordenação pedagógica na educação infantil em (de)formação: constituição de um ethos formativo Henkel, Queila Martins This dissertation presents a master's research that aimed to analyze and understand the role of pedagogical coordination in Early Childhood Education schools in the municipality of Nova Hartz, investigating how the concept of formation as (de)formation, developed in the Laboratory of Contemporary Teachings (LABDOC), can contribute to the qualification of this role. The research is situated within the context of continuing education for pedagogical coordinators (PCs), adopting the perspective of formation as (de)formation research, understood as a formative, collaborative, and interventionist type of research that seeks to promote shifts in the ways of being, knowing-doing, and understanding the function of pedagogical coordination. The study follows a qualitative approach, drawing on theoretical frameworks from teacher education, Early Childhood Education, and childhood studies. It was developed with pedagogical coordinators from the Municipal Early Childhood Education Schools (EMEIs) of Nova Hartz, focusing on the analysis of meeting minutes from pedagogical meetings at the schools, the formative encounters at LABDOC, and the narratives of the laboratory participants. The research question that guided the investigation was: How did pedagogical coordinators in Early Childhood Education, through a formation as (de)formation experience at LABDOC – Nova Hartz, qualify their performance in the roles they perform? The data were organized and analyzed in three stages: the characterization of the participants, the analysis of pedagogical meeting minutes, and a descriptive-reflective account of the formative encounters held at LABDOC – Nova Hartz. The final section presents three groups of meaning, in which the effects and marks left by the laboratory-based formation process with the PCs are analyzed, considering the meanings attributed to the concept of formation as (de)formation. The results indicate that the LABDOC experience led to significant transformations in the formative know-how of the pedagogical coordinators, revealing new conceptions of pedagogical meetings, which were reconfigured as spaces for experiments and formative experiences. The participants began to understand their role beyond bureaucratic and management aspects. They embraced formation, intervention, and mediation with the teachers in their schools, valuing listening, collectivity, and the centrality of the child in the educational process, as well as an ethos of childhood as active engagement. It is concluded that formation as (de)formation within a laboratory context constitutes a powerful approach to qualifying the formative practices of pedagogical coordinators, provided it is developed within a formative ethos of childhood that enhances teacher formation and improves the quality of Early Childhood Education. Wed, 13 Aug 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13898 2025-08-13T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13897 A constituição da docência antirracista: um olhar sobre os/as professores/as que educam para a equidade racial Cirilo, Maria Aparecida Esta tesis de maestría tuvo como objetivo comprender cómo se constituye el sujeto docente antirracista mediante el análisis de las relaciones conocimiento-poder-ética que impulsan los discursos racistas y antirracistas en Rio Grande do Sul. Estos conceptos se aplicaron a la matriz de experiencia desarrollada por Michel Foucault, articulada con la siguiente problematización: ¿Cómo se constituyen y participan los docentes que trabajan con la Educación de las Relaciones Étnico-Raciales (ERER) en la construcción de la Educación Antirracista? ¿Qué relaciones de conocimiento, poder y ética activan en su docencia, constituyendo sus subjetividades? Desde una perspectiva de investigación cualitativa, se entrevistó a diez docentes participantes en el proyecto de investigación LABDOC sobre (des)formación en Equidad Racial, afiliados a diez municipios del Valle de Sinos, Rio Grande do Sul, para la recopilación de datos. Los estudios foucaultianos guiaron la investigación, que generó un conjunto de narrativas de diez docentes negros y blancos. Los docentes entrevistados trabajan en los últimos y primeros años da Educación Elemental y desarrollan la ERER en sus prácticas pedagógicas. Los docentes-sujetos participaron en el programa de educación continua LABDOC Equidad Racial sobre diversidad étnico-racial. El estudio considera que los sujetos se constituyen por una diversidad de discursos que influyen en su subjetivación e influyen en las relaciones de poder de los sujetos involucrados. Así, fue posible construir tres ejes de análisis basados en las narrativas que resaltan características de la forma de ser docente antirracista: a) reflexión sobre uno mismo, sobre la pertenencia étnico-racial y sobre la diferencia; b) el deseo de saber y la inversión educativa continua; c) el compromiso con la educación y la equidad racial. Los elementos identificados constituyen discursos y regímenes de verdad que los docentes construyeron para sí mismos y su práctica docente como movilizadores de acción intencional y comprometida. La enseñanza antirracista se entiende como una forma de ser y existir como sujeto docente que, impulsado por el deseo de transformar las relaciones de poder y eliminar las estructuras sociales racistas, promueve prácticas docentes guiadas por los principios de la ERER. Así, se concluyó que el régimen de verdad que circula entre el profesorado presagia una enseñanza antirracista que visibiliza y valora la diversidad, comprometiéndose con la transformación social para eliminar las desigualdades raciales y construir un entorno escolar equitativo.; This master's dissertation aimed to understand how the anti-racist teaching subject is constituted through the analysis of knowledge-power-ethics relations that mobilize racist and anti-racist discourses in Rio Grande do Sul. These concepts were applied to the experience matrix developed by Michel Foucault, articulated with the following problematization: How are teachers who work with Ethnic-Racial Relations Education (ERER) constituted and engaged in the construction of Anti-Racist Education? What relations of knowledge, power, and ethics do they activate in their teaching, constituting their subjectivities? From a qualitative research perspective, ten teachers participating in the LABDOC Racial Equity (de)training research project, affiliated with ten municipalities in Vale do Sinos, Rio Grande do Sul, were interviewed for data collection. Foucauldian Studies guided the research, which formed a set of narratives from ten Black and White teachers. The teachers interviewed work in the final and initial years of Elementary School and develop ERER in their pedagogical practices. The teacher-subjects participated in the LABDOC Racial Equity continuing education program on ethnic-racial diversity. The study considers that subjects are constituted by a diversity of discourses that influence their subjectivation and influence the power relations of the subjects involved. Thus, it was possible to construct three axes of analysis based on the narratives that highlight characteristics of the anti-racist teaching way of being: a) reflection on oneself, on ethnic-racial belonging, and on difference; b) the desire to know and ongoing educational investment; c) engagement with education and racial equity. The elements identified constitute discourses and regimes of truth that the teachers constructed for themselves and their teaching practice as mobilizers of intentional and engaged action. Antiracist teaching is understood as a way of being and existing as a teaching subject that, driven by the desire to transform power relations and eliminate racist social structures, promotes teaching practices guided by the principles of ERER. Thus, it was concluded that the regime of truth circulating among teachers heralds an antiracist teaching that makes diversity visible and values it, committing to social transformation with the aim of eliminating racial inequalities and building an equitable school environment. Mon, 04 Aug 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13897 2025-08-04T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13896 As representações sociais dos corpos e as suas relações com as aulas de educação física: um estudo com discentes do ensino médio integrado do IFCE Campus Cedro Leite, Marcelo Alencar Este estudio investiga las representaciones sociales de los cuerpos entre estudiantes de educación media integrada y sus relaciones con las clases de Educación Física, considerando la influencia de contextos socioculturales. A partir de un enfoque teórico que articula contribuciones de la Educación Física crítica, la sociología del cuerpo y la Teoría de las Representaciones Sociales (MOSCOVICI, 1976, 1978, 2004), se analizó cómo los patrones corporales hegemónicos se construyen, reproducen o cuestionan en el ámbito escolar. La investigación, de naturaleza cualitativa, involucró a 29 estudiantes del Instituto Federal de Ceará (IFCE), con una edad promedio de 17,26 años, con una desviación estándar de 0,60. Fueron utilizados técnicas como Asociación Libre de Palabras, cuestionarios y cuatro talleres temáticos filmados y grabados. Los datos se analizaron mediante Análisis de Contenido (BARDIN, 1977, 2011, 2016) con apoyo del software NVivo15®. Los resultados evidenciaron la persistencia de una búsqueda del cuerpo idealizado (musculoso, saludable), influenciado por redes sociales y medios, aunque los participantes demostraron conciencia crítica sobre la artificialidad de estos patrones. Se destacó la representatividad positiva de cuerpos negros como factor de autoaceptación, además de la percepción de que las clases de Educación Física pueden reforzar estereotipos o promover inclusión, dependiendo del enfoque pedagógico. La escuela debe priorizar entornos seguros para la reflexión sobre la pluralidad corporal, revisión de materiales didácticos inclusivos y alianzas con profesionales de salud mental. Se concluyó que la Educación Física se reafirma como espacio estratégico para deconstruir normativas opresoras, valorizando la diversidad y fomentando la autoconfianza y el respeto a las individualidades. El estudio señala la necesidad de políticas públicas educativas que integren equidad de género, representatividad e infraestructura adecuada, buscando transformar la disciplina en herramienta de empoderamiento y crítica social.; This study investigates the social representations of bodies among integrated high school students and their relationship with Physical Education classes, considering the influence of sociocultural contexts. Based on a theoretical framework integrating critical Physical Education, sociology of the body, and Social Representations Theory (MOSCOVICI, 1976, 1978, 2004), the research analyzed how hegemonic body standards are constructed, reproduced, or challenged in the school environment. The qualitative study involved 29 students from the Federal Institute of Ceará (IFCE), with an average age of 17.26 years, with a standard deviation of 0,60. Were used techniques such as Free Word Association, questionnaires, and four filmed/recorded thematic workshops. Data were analyzed through Content Analysis (BARDIN, 1977, 2011, 2016) supported by NVivo15® software. Results revealed a persistent pursuit of an idealized body (muscular, healthy), influenced by social media and mainstream media, though participants demonstrated critical awareness of the artificiality of these standards. Positive representation of Black bodies emerged as a factor for self-acceptance. Additionally, Physical Education classes were perceived as either reinforcing stereotypes or promoting inclusion, depending on pedagogical approaches. The schools should prioritize safe environments for reflection on bodily diversity, inclusive educational materials, and partnerships with mental health professionals. The study concludes that Physical Education is reaffirmed as a strategic space to deconstruct oppressive norms, valuing diversity and fostering self-confidence and respect for individuality. The research highlights the need for educational public policies integrating gender equity, representation, and adequate infrastructure to transform the discipline into a tool for empowerment and social critique. Mon, 16 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13896 2025-06-16T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13895 Pedagogia das competências: um estudo de inspiração genealógica sobre a emergência da noção de competências na área da Educação Farias, Marcela Clarissa Damasceno Rangel de The predominance of the neoliberal paradigm in various spheres of social life generates, as one of its main consequences, a shift in the objectives of educational processes toward the development of competencies. This thesis raises reflections on how the notion of competencies emerges in Education, based on borrowings and transpositions from other fields, through a process of excavation, involving the survey of documents, authors, and relevant works. In this process, the relations of knowledge and power are questioned to understand how this concept was historically constituted in Education, through documentary research of genealogical inspiration, in which documents are regarded as monuments. The research objectives were: (1) to construct the historicity of the concept of competencies, attributing meanings to it from different fields of knowledge; and (2) to understand the historical context from which the concept of competencies emerges in Education, which has become a central issue in educational discussions. The theoretical framework was developed to explore, how these ideas may result of the spread and development of Human Capital Theory and the culture of entrepreneurship in Education – a hypothesis ultimately confirmed by analysis. The first approach involved direct research into documents connected to the topic, as well as authors and works with great convergence and contribution to this thesis. The second approach involved analyzing other documents identified from the initial documents surveyed. These two approaches serve as gateways to the composition of the empirical corpus. In this excavation process, the Delors Report (1996) serves as a starting point, since understanding the establishment of the competency logic requires examining the 1950s, 1960s, and 1970s, when Human Capital Theory emerged and developed. The plot was developed from four time frames: the 1950s and 1960s, in which the developments of the Theory of Human Capital and the Learning Society in Education are analyzed, seeking the formation of a certain type of subject for a certain type of society; the 1970s, with “Aprender a ser” Report (1972), the movement to overcome intelligence and aptitude tests proposed, the evaluation of competence by McClelland (1973), and, also, the discussions on overcoming the profession model and the job model; the 1980s, with the end of the economic crisis; the 1990s, marked by the importance of Delors (1996) and the centrality of competence in education, with a focus on the formation of human capital becoming essential. It is interesting to note that, since the Career Guidance Theory movement, which criticizes the pseudoscientific use of the notion of aptitude, the “Aprender a ser” Report, and the studies conducted by McClelland (1973) a notion of competencies has been emerging, one that ultimately redefines the relationship with knowledge — that is, with content itself. Tue, 16 Sep 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13895 2025-09-16T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13894 Uma história da educação matemática em Tangará da Serra – MT (1974 – 1999): formação, currículo e docência Stascovian, Juliana The research depicts mathematics teaching in the municipality of Tangará da Serra, Mato Grosso, from 1974 to 1999. Documentary sources and testimonials from ten teachers who taught during this period were collected, with the initial year defined as the first work experience reported during the interview and ending with the completion of higher education by three subjects who did not yet have such training. The research question is: how was mathematics teaching structured in the municipality of Tangará da Serra between 1974 and 1999? In order to answer the question and examine the existing school mathematics culture at the time, the investigations covered the teachers' training, whether initial or continuing; available teaching materials; resources implemented by professionals; teaching strategies; structures offered for the development of the function; current legislation; school routine; student profile and school community. The methodology is anchored in Oral History with Alberti (2004, 2008, 2013) and Thompson (2002), theoretically supported by the concepts of: memory – Fischer (2005, 2011), Halbwachs (1990), and Pollak (1992); school culture – Escolano Benito (2017) and Julia (2001); history of school subjects – Chervel (1990); document and memory – Le Goff (2003) and Cellard (2012); tactics and strategies – Certeau (2014); History of Mathematics Education – Garnica and Souza (2012), Miguel and Miorim (2002, 2012) and Valente (2009, 2013); Mathematics and Education – Machado (2002); professional training – Tardif (2014). The oral and written documents provided evidence of efforts to promote training in projects such as Logos II, in secondary education, established by the Federal Government, and the Distance Learning Undergraduate Courses offered by UNEMAT to teachers in service. Continuing education has grown over the years, as have teachers' initiatives to teach mathematics, which emerged from the subjects' memories and materials, as well as from other localized sources. Continuing education has grown over the years, as have teachers' initiatives to teach mathematics that emerged from the subjects' memories and materials, as well as other localized sources. Fri, 26 Sep 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13894 2025-09-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13893 Mongakuaa: educación guaraní y (des)colonialidad en Santa María de Fe (MisionesParaguay) Martínez Galiano, Isabelino Víctor La presente investigación aborda la educación Guaraní desde la perspectiva de la (des)colonialidad, en la que se analizan vivencias y contextos de la vida campesina en los cuáles aún sobreviven formas de educación a las que denominamos en esta tesis: Mongakuaa (Educación). Así, el objetivo del presente trabajo es analizar las posibles relaciones entre la educación Guaraní, la vida campesina y la categoría de la (des)colonialidad en la comunidad de Santa María de Fe, situada en el sur de Paraguay. La pregunta que orienta la investigación busca comprender cómo las experiencias de educación Guaraní provenientes de la sabiduría ancestral e vivenciadas desde la oralidad en comunidades campesinas, se relacionan con la (des)colonialidad de la educación. Para responder a esta pregunta, los autores que sustentaron el trabajo se tesis son el Padre Bartomeu Melià sj (MELIÀ LLITERES, 1979) como una de las principales referencias para abordar el tema de la educación Guaraní con Graciela Chamorro (CHAMORRO, 1998), también Anibal Quijano (QUIJANO, 2020), Enrique Dussel (DUSSEL, 1994) y Walter Mignolo (MIGNOLO, 2007), para abordar la perspectiva teórica de la (des)colonialidad. Así también se aplicó el proceso metodológico cualitativo, la cual permitió analizar las narrativas, experiencias y vivencias de comunidades campesinas que forman parte de las formas de educación indígena. Los instrumentos y técnicas de producción de datos fueron: entrevistas con campesinos, observación en comunidades Guaraní y comunidades campesinas en Santa Maria de Fe (Paraguay) y análisis documental la cartilla denominada Ko’êti, creada por las escuelitas campesinas en el año 1973, y el folleto para alumnos del PREBIR de Fe y Alegría (Paraguay), utilizados en el año 1996. Esta pesquisa encuentra en los resultados elementos que demuestran la vitalidad de la educación Guaraní en la vida campesina a lo largo de los siglos superando el atentado de la colonia y otros signos de opresión. Traer al escenario académico este saber invisibilizado, busca contribuir con la dignificación y resistencia del ser Guaraní encubierto por la colonia.; Ko tembiapo oheka Guarani rekópepa mba’éicha oñomonguakuua hikuái, jahechakuaa haguâ upe (des)colonialidad resa’â guive ohesa’ỹijóvo umi mba’e ohasava’ekue umi ñande rapicha hekoha guive, ko’ã mba’e tekombo’e rehegua, ko’âga guive jaheróva: Mongakuaa, oikove gueteri. Hi’âite ko tembiapo rupi ohesa'ỹijo mba'éichapa ikatu oho ojuehe pe Guaraní ñemongakuaa reko ha chokokue rekove (des)colonialidad guive jajesarekóvo hese Santa María de Fe-pe, opytáva ñemby gotyo Paraguáipe. Ñamba’eporandúvo jaikuaa tape oisãmbyhýva ko tembiapo ohekáva mba’éicha rupípa umi kuaapy, oúva ñande reko ymágui ha ñande ypykue arandúgui, oguahêva ñandéve ñe’ê rupive oikove chokokue, ñande rapicha omba’apóva komunida-pe ha heta ogapýpe, omotendonde ipype (des)colonialidad rehegua ñemongakuaa. Ja’emi haguâ ko’â mba’e ñane moirû Pa’i Melià ((MELIÀ LLITERES, 1979), ñañemongeta pypukuve haguâ Guaraní ñemongakuaa reko rehe Graciela Chamorro (CHAMORRO, 1998) ndive, ha Anibal Quijano (QUIJANO, 2020). Karai Dussel (DUSSEL, 1994) ha Walter Mignolo (MIGNOLO, 2007) rupi katu ñañemongeta upe (des)colonialidad rehe. Upéicha avei metodologia cualitativa ojeheróva rupive ñambyaty umi ñe’êngatu eta, tekovekue jaikuua potávo mba’éichapa oñomongakua ñande ypykue. Ñemongeta rupive osê aipóramo tekoha Guaraní ha chokokue arandu mongakuaa rehegua Santa María de Fe-pe (Paraguay), avei oñehesa’ỹijo oñembokuatia va’ekue tekombo’e chokokue peguarâ oñembosako’i va’ekue yma ko’êtî escuelita campesínape 1973 guive ha folleto PREBIR Fe y Alegríape ojeporu va’ekue amo 1996pe. Ko tembiapo rupi iñapysê heta mba’e ohechaukáva ikyre’ỹ ha oikove añeteha umi Guarani oporomongakuaa háicha ymaite guive ko’agâite péve ojopy’ỹ há omovâ’ỹ rehe ichupe. Oguerúvo ko arandu ojehecha'ỹva académica-pe hi’âite oipytyvõ oapo haguã guaraní oñomi va’ekue colonia. Mon, 05 May 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13893 2025-05-05T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13892 Assembleia Legislativa de Mato Grosso e o retorno presencial à escola na pandemia: as relações de força entre política, educação e saúde (2020-2022) Martins, Elen Carolina This dissertation aimed to investigate the proposals that the Legislative Assembly of Mato Grosso (ALMT) adopted in light of the medical and health recommendations of competent national and international bodies and institutions, to legislate on the return to in-person classes in the context of the Coronavirus 2019 (Covid-19) pandemic, from 2020 to 2022. The general objective was to analyze these proposals, considering the possible relationships between them and the political and socio-educational context of this Federative Unit. The questions presented in the investigation were: how can the proposals of the Legislative Assembly of Mato Grosso be analyzed, in light of the medical and health recommendations, when legislating on the return to in-person classes, from 2020 to 2022? What would be the relationships between these proposals and the composition of forces within the ALMT, as well as with the socio-political and educational context in which legislators act? The chosen methodological approach was documentary analysis, based on the perspectives of André Cellard (2012). The empirical basis for answering the research questions was constituted by documents produced by national and international health agencies, as well as by bills on the subject, which were processed by the ALMT. In response to the research problem, the thesis defended is that the ALMT, with its actions and omissions, produced effects in the context of practice. Such effects were defined by the alignment of the parliamentary majority with the government project defended by the state Executive. The latter, aligned with the federal Executive, was guided by the defense of a denialist, antivaccine stance and defender of the immediate interests of the economic and business sectors, to the detriment of the interests of the majority of the population, directly influencing the conditions for the return to in-person classes in the pandemic context. Thu, 03 Jul 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13892 2025-07-03T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13891 Possibilidades de integração curricular no contexto de implementação do novo ensino médio no Rio Grande do Sul Garcia, Carolina Neugebauer The research presents an analysis of the possibilities and challenges of curricular integration in the context of the implementation of the New High School in the state education system of Rio Grande do Sul. It stems from the issue related to the tensions between the legal discourse of integration and school practices, questioning to what extent curricular integration is effectively implemented as a formative proposal in public schools in light of the guidelines of the High School reform. The objective is to understand how school subjects perceive, interpret, and operationalize curricular integration, considering the material, pedagogical, and political conditions in which they are inserted. A qualitative approach is adopted, with a case study conducted in a state school in the municipality of Sapucaia do Sul. The methodological procedures include document analysis, semi-structured interviews with administrators, teachers, and students, as well as observation of pedagogical planning processes. The research is based on theoretical frameworks from the field of critical curriculum, especially the contributions of James Beane, Jurjo Torres Santomé, Alice Casimiro Lopes, and Roberto Rafael Dias da Silva, articulated with the critique of neoliberal policies in education. The results show that, although there is a discourse that values integration, school practices remain strongly conditioned by the disciplinary logic, the lack of time for collective planning, the absence of continuing education, and the contradictions present in the normative documents themselves. It concludes that the implementation of curricular integration depends not only on the adherence of school subjects, but fundamentally on structural conditions, coherent public policies, and a collective movement capable of challenging the logic of flexibility imposed by the market, reaffirming the social role of the school in critical and emancipatory education. Mon, 23 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13891 2025-06-23T00:00:00Z