http://repositorio.jesuita.org.br/handle/UNISINOS/1589 Mestrado Fri, 10 Apr 2026 05:36:21 GMT 2026-04-10T05:36:21Z 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/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/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/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/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/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 http://repositorio.jesuita.org.br/handle/UNISINOS/13786 O argumento cosmológico de Tomás de Aquino: uma defesa contemporânea da racionalidade da crença teísta Silva, Izaias Bernardo Monteiro da The problem of God’s existence is one of the most fundamental questions in philosophy. Doubt regarding divine reality can create unease for both the theist and the atheist, prompting the search for rational answers. In the context of the Western philosophical tradition, Thomas Aquinas developed one of the most influential arguments in defense of God’s existence: the cosmological argument. Grounded in AristotelianThomistic metaphysics, this argument seeks to demonstrate, from observation of the sensible world, the logical necessity of a Necessary Being as the ultimate cause of all that exists. This research aims to critically analyze Aquinas’s cosmological argument, its metaphysical foundations, and its relevance to the philosophy of religion. It examines the metaphysics of act and potency that underpins its structure and explores the first three ways presented in the Summa Theologiae and the Summa contra Gentiles, which address motion, efficient causality, and contingency and necessity. Furthermore, it investigates the main divine attributes inferred from this demonstration—such as simplicity, eternity, omnipotence, omniscience, goodness, immutability, and creative causality—showing their compatibility with the Christian theistic tradition. The study also considers major criticisms of the cosmological argument, especially those raised by Immanuel Kant, Bertrand Russell, and Anthony Kenny, who question the validity of inferring a necessary being from empirical experience. These objections are confronted with contemporary defenses, including those by Reginald Garrigou-Lagrange, Cornelio Fabro, and William Lane Craig, who reaffirm the argument’s philosophical coherence and its compatibility with recent scientific findings. Methodologically, the study follows a bibliographical and analytical approach, drawing from the works of Aquinas and contemporary authors. Even after centuries of debate, the cosmological argument remains influential in defending the existence of God. It concludes that the Thomistic argumentative structure remains valid and provides a solid rational foundation for theistic belief, demonstrating that faith and reason are not mutually exclusive but complementary in the search for ultimate truth. Its continued relevance today is justified by the solidity of its metaphysical foundation and its capacity to engage with contemporary philosophical and scientific questions, offering a rational response to the problem of the origin and contingency of the universe, in harmony with the theistic tradition and open to interphilosophical dialogue. Tue, 15 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13786 2025-04-15T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13773 Ler ou não ler, eis a questão Oliveira, Maria Clara Milanez de This dissertation seeks to investigate reading practices in the initial years of a public school in the municipality of São Leopoldo (RS), based on a case study with a qualitative approach, from the perspective of post-critical research in education. Data production included narrative interviews with teachers and the person responsible for the school library, questionnaires with managers and observations in the empirical field. It describes theoretical perspectives on reading practices, education, school and contemporaneity and educational management. The data produced were categorized, described and analyzed based on the methodological bricolage movement. The analyses revealed that the predominant reading practices involve short, easily accessible texts, but some teaching initiatives demonstrate concern with the development of critical thinking, imagination and pleasure in reading. Educational management emerges as a key element in driving significant changes, ensuring access to books and encouraging literary and formative reading practices. The research also presents an intervention proposal, which consists of the creation of a Literary Workshop as continuing education for teachers in the municipal network, with the aim of strengthening teacher training and promoting more critical and literary reading practices. The study contributes to the debate on literary reading training in schools and reinforces the importance of teacher training so that reading can exercise its (trans)formative potential in education. Fri, 25 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13773 2025-04-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13772 O plano de inovação na rede municipal de Porto Alegre: um estudo em busca das transformações pedagógicas Pedroso, Maria Carolina Ribeiro Given the contemporary challenges of public education and the need to align school practices with the cultural, social, and technological transformations of the 21st century, it becomes essential to understand how public policies aimed at innovation materialize in the daily life of schools. This study aimed to analyze how the Innovation Plan of the Municipal Department of Education of Porto Alegre (SMED) contributed to pedagogical innovation in municipal schools. The theoretical framework of the research addresses concepts of pedagogical innovation based on authors such as Cunha (2022), Moraes (1996), Fino (2011), and Behrens (1999), who understand innovation as an paradigm shift with traditional teaching models. Contributions from cyberculture to education are also discussed (Lévy, Lemos, Santos), along with emerging paradigms that emphasize autonomy, critical thinking, and collaborative practices in the teaching-learning process. The research adopted a qualitative and exploratory approach, using a case study in four schools. Document analysis, semi-structured interviews with principals and innovation coordinating teachers, and direct observation of innovation rooms were conducted. The collected data were analyzed using Bardin’s (2016) content analysis method, identifying patterns and thematic categories. The study revealed that the role of the Innovation and Technology Coordinating Teacher has been effective in promoting innovative practices, especially in mediating subjectivities and fostering more welcoming learning environments rooted in emotional dimensions of learning, while breaking away from traditional teaching models and encouraging more active approaches. Additionally, the Innovation Rooms proved to be promising spaces for experimenting with new pedagogical approaches, expanding learning possibilities and increasing student engagement. The results also indicated persistent challenges, highlighting the need for more participatory learning proposals, with greater community involvement through mechanisms of dialogue and consultation. Tue, 25 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13772 2025-03-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13771 Projeto de vida no ensino médio: diálogos entre a dimensão socioafetiva e a pedagogia inaciana Valverde, Mara Raquel Amorim Martins This dissertation analyzes how the socio-affective dimension engages in dialogue with Ignatian pedagogy within the life project curriculum of a confessional high school. The objective is to understand how the socio-affective dimension—essential to the student's holistic formation—is addressed in institutional documents and how it is reflected in the life project proposal. This qualitative, document-based research focused on the analysis of four key documents from the Jesuit Education Network: the Common Educational Project (PEC), the Political-Pedagogical Project (PPP), the Integral Formation Learning Map (MAFI), and The Society of Jesus: Jesuit Schools, a Living Tradition in the 21st Century. The analysis revealed that these documents contain elements consistent with the concept of the socio-affective dimension. However, it also identified the need to deepen the conceptual foundations of these elements, aiming for a stronger articulation among them and a more effective integration of the socio-affective dimension into the life project. This includes implementing the guidelines expressed in the documents regarding care, individualized student guidance, the encouragement of self-knowledge, personal growth, and reflection on the meaning and purpose of personal choices. At the conclusion of the research, an intervention is proposed in the form of a pedagogical pathway that integrates the socio-affective dimension with the other dimensions of holistic formation. This proposal is grounded in legal guidelines and in the principles of Ignatian pedagogy, especially the Spiritual Exercises and the MAFI, with the aim of inspiring the development of the life project not only in the studied institution but also in other schools within the Jesuit Education Network. Thu, 24 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13771 2025-04-24T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13770 Perspectivas de habitar uma escola de educação infantil: práticas pedagógicas de uma escola comunitária Vargas, Krisley Pereira da Silva de The research entitled "Perspectives of Living in a Kindergarten School: Pedagogical Practices of a Community School", developed in the Professional Master's Degree in Educational Management, aims to understand how pedagogical practices are produced in a community Kindergarten School in Porto Alegre. The methodological approach adopted is qualitative, with a case study, which emerges as a significant tool for a deeper and more comprehensive understanding of specific phenomena within the school environment. The instruments for producing data were observation, interviews with school management, discussion groups with educators and analysis of the school's pedagogical documents. This variety of methods provided a comprehensive understanding of the reality experienced in that space, as well as its organization and the pedagogical practices under development. The research explores the dynamics of everyday school life, identifying how practices are influenced by community management and educational policies. The dissertation is based on concepts such as childhood as a cultural and historical construction (Larrosa, Kohan), children's protagonism and the integration between care and education (Malaguzzi, BNCC), the relationship between education and welfare in vulnerable contexts (Bujes), and pedagogical management and continuing education as elements to resignify pedagogical practices (Freire, Bondioli). The results indicate that, although community schools face challenges related to the training of educators and limited resources, they seek to present a pedagogical approach aligned with the needs of children and the demands of the community. However, the research highlighted the welfare-based nature present in the daily life of the institution studied; the lack of clarity regarding the roles and responsibilities of managers and educators, leading to work overload. It was also observed how the articulation between care and education, although necessary in a context of social vulnerability, often compromises pedagogical intentionality, generating tensions between organizational and pedagogical demands. These issues highlight the need to qualify management processes, especially regarding the roles and functions of the community school for early childhood education. In addition, resilience and innovation strategies were identified on the part of educators and managers, who, even in the face of limitations, seek to ensure the well-being of children and the continuity of pedagogical practices, highlighting the need to qualify management processes. Based on the analyses, it was possible to develop a training proposal that aims to contribute to the qualification of pedagogical practices in community schools. Entitled Pedagogical Concepts and Practices in Early Childhood Education, the technical production presented takes the form of a continuing education course aimed at managers and educators. This study can contribute to the redefinition of pedagogical and management practices in community schools and offers a reflection on the role of these institutions in the educational context of Porto Alegre. Fri, 03 Jan 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13770 2025-01-03T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13769 Governança de rede na educação básica: desafios, benefícios e sugestões para escolas privadas Araujo, Karlyne Sá de Carvalho Melo Félix This dissertation investigates the application of network governance as an effective management model in private basic education schools, focusing on promoting collaboration, innovation and equity in the educational environment. The research assumes that the complexity of contemporary challenges in basic education requires an integrated approach capable of efficiently coordinating interactions between different actors, such as managers, teachers, students and communities. Through a comprehensive literature review, the study analyzes the main network governance models — including shared governance, by lead organization and by Network Administrative Organization (NAO) and discusses their applicability and effectiveness in different school contexts. The dissertation identifies the significant benefits of network governance, such as: improving educational quality, flexibility, efficient use of resources, professional development, and promotion of innovation, strengthening community relations, psychosocial support and organizational resilience. However, critical challenges are also highlighted, such as the complexity of coordination, the need to build and maintain trust, inequality of power and resources, and cultural and organizational barriers. The research is complemented by an analysis of governance practices in Brazilian educational networks, exemplifying how network governance can be used to address problems such as resource inequality and the need for pedagogical innovation. In addition, the dissertation proposes a set of well-founded practices for implementing network governance in basic education schools, highlighting the importance of participatory governance, effective communication, ongoing training, and rigorous monitoring. Therefore, through bibliographical research, it seeks to answer how network governance can be implemented in private basic education schools to promote collaboration and innovation. Thus, the study concludes that network governance is an indispensable model for the transformation of educational management. The adoption of this model not only improves the quality of teaching, but also strengthens the cohesion and resilience of educational institutions, preparing them to face future challenges with confidence and competence. This work, therefore, contributes significantly to the theoretical and practical advancement of network governance in basic education, offering valuable subsidies for educational managers, policy makers, and researchers. Tue, 22 Oct 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13769 2024-10-22T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13768 Efeitos do programa Alfabetiza+POA nas práticas de Gestão Pedagógica em turmas de alfabetização Piazza, Iara Barata Collet This Dissertation seeks to investigate the effects of the Alfabetiza+POA Program training on the practices of pedagogical managers with regard to literacy. To this end, it presents a study developed with a group of supervisors from the initial years who, primarily, were also responsible for the literacy classes at schools in the Municipal Education Network of Porto Alegre. After a year of implementation of the aforementioned Program, this research focused on understanding and analyzing how the training and other actions offered had impacted the routine of these managers. Initially, a national panorama is presented with programs and public policies aimed at literacy and, from a perspective, the research focuses more on the municipal program already exposed. The structured questionnaire was used as a methodological tool. Based on the supervisors' statements, analytical categories were created, namely: the duties of the supervisor's position; the professionalization of school supervision; time to and from school; continuing training and educational and political management. To look at such categories, we used the lenses of authors who work with school supervision and its functions and postcritical authors such as Michel Foucault, Stephen Ball, Viviane Klaus, Alfredo Veiga-Neto and Zygmunt Baumann. At the end of this study, I concluded that the supervisors demonstrated that they were more aware of their duties and, therefore, more committed to their group of teachers. As a result, the feeling of speed in the passage of time in contemporary times causes anguish as it does not allow all the actions they would like to be carried out, especially those that involve continued training. Derived from this professional master's degree, a product aimed at supervisors was created, consisting of a training path aimed at assisting in the training of teachers in their different professional stages. This material was structured based on António Nóvoa's studies on teacher professionalization and considers four training paths focusing on different dimensions of a teacher's professional career. Thu, 27 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13768 2025-03-27T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13767 O brincar e o tempo na educação infantil: uma revisão de literatura sobre o tema Santos, Graziela Teresinha dos Esta disertación, desarrollada por la línea de Investigación en Gestión Escolar y Universitaria, del curso Mestrado Profissional en Gestão Educacional de la Universidade do Vale do Rio dos Sinos, tiene como objetivo investigar como el jugar y el tiempo la Educación Infantil son tratados en las investigaciones académicas. Para ello, se realizó una búsqueda investigativa en las siguientes bases de datos: el Banco de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) y la Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), del Instituto Brasileiro de Informação em Ciência e Tecnologia (IBICT), constituyéndose como una revisión de literatura. El material empírico que resultó de esa búsqueda es compuesto por siete investigaciones, que proveyeron subsidios para las dos categorías de análisis: el jugar como momento libre y pedagógico con los niños y el tiempo como el vivido y el experimentado en las instituciones de Educación Infantil, en sus múltiples espacios. Se trata de una investigación cualitativa, cuyo análisis de datos fue realizado por medio del método de análisis de contenido (Caregnato; Mutti, 2006). Para el análisis del material, el trabajo investigativo se apoyó en la perspectiva teórica sobre el jugar, con referencias de carácter sociológico con Brougère (1995; 2014); Santos, Tomazzetti e Marcolino (2022); y Silva (2021). En relación con el tiempo en conversación con la escuela de Educación Infantil, compuesta por niños, infancias, profesoras, sujetos y prácticas pedagógicas, se fundamenta en Barbosa (2006; 2013); Lima (2023; 2024); Moruzzi (2022); Masschelein y Simons (2013); Araújo, Costa y Frota (2021); Dário Junior y Silva (2018); Fochi (2020); Kohan (2003), entre otros. También se utilizó documentos que rigen la Educación Infantil, como las Diretrizes Curriculares Nacionais para a Educação Infantil (2010) y la Base Nacional Comum Curricular (2018), problematizando el jugar y el tiempo en las instituciones que atienden esta etapa de la Educación Básica brasileña. El estudio presenta, como producto final, un catálogo de referencias bibliográficas utilizadas en la investigación desarrollada y en las investigaciones analizadas, con el objetivo de contribuir a la formación profesional de docentes e investigadores(as) en el área de la Educación Infantil. La pesquisa reveló una preocupación tanto práctica como teórica, evidenciada en la búsqueda de formaciones académicas y profesionales vinculadas al área de la Educación Infantil; en la búsqueda de diálogos con el grupo de trabajo con el fin de explorar nuevas prácticas pedagógicas y posibilitar nuevas formas de pensar el tiempo y el jugar con los niños; y en la atención a vivencias y experiencias con los niños, al diálogo, a la escucha y a los tiempos que habitan la institución destinada a la Educación Infantil. Se concluyó que, para cualificar el jugar y el tiempo en la Educación Infantil, es necesario dialogar, investigar y actualizarse de manera continua sobre esa temática. Mon, 28 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13767 2025-04-28T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13766 Processos formativos e reflexivos na educação infantil: o aprimoramento da proposta pedagógica do espaço imaculada Moreira, Giselle Grandi Pires This study focuses on understanding the role of school management in the context of Early Childhood Education at Colégio dos Jesuítas, located in the city of Juiz de Fora, Minas Gerais, in terms of supporting and promoting teaching practices. In addition, the aim is to see how school management can support and promote them, involving teachers and responsible family members and thus contributing to the improvement of Espaço Imaculada's pedagogical proposal. The theoretical framework addresses collaborative school management, supported by the perspectives of Paro (2014) and Libâneo (2015). It discusses teacher education, highlighting the importance of continuing professional development, based on the ideas of Libâneo (2001) and Nóvoa (2022). Finally, the text examines the curriculum in Early Childhood Education, reflecting on a new conception of education and curriculum that considers pedagogical practices and unwalling childhood, grounded in the works of Fochi (2023) and Barros (2018). For data collection, questionnaires were made available for online completion for ten teachers, five managers and 46 family members responsible for children enrolled in Early Childhood Education. The place where the research was carried out was the Colégio dos Jesuítas, which is part of the Jesuit Education Network and, in turn, is an apostolic instrument of the Society of Jesus. The results point to the importance of ongoing education processes, management support and partnerships with families for pedagogical practice in Early Childhood Education. The participants emphasized the transformations in pedagogical practices within the school environment, stressing that this evolution must accompany the changes observed in the empirical field analyzed. The commitment of the teaching staff was therefore evident to building teaching practices and the importance of collaborative school management in transforming an innovative culture in early childhood education. In view of the above, an intervention proposal was drawn up, which resulted in a continuing education roadmap for teachers in this segment. Tue, 29 Oct 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13766 2024-10-29T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13765 “Hoje é dia de EA!”: o espaço de aprendizagem como ambiente de múltiplas aprendizagens Amaral, Cristiane dos Santos El proyecto del Espaço de Aprendizagem (EA) tiene como propuesta garantizar la consolidación del proceso de alfabetización y el dominio de la lectura y la escritura a partir de aprendizajes lúdicos y significativos para los estudiantes de la Educación Primaria de la red municipal de São Leopoldo. La atención del EA abarca a estudiantes regularmente matriculados en grupos de 2º a 6º año que presentan dificultades en el aprendizaje y en el proceso de alfabetización, encaminados por sus docentes titulares. Las actividades se desarrollan en el contraturno escolar, lo que posibilita una atención diferenciada, con prácticas pedagógicas diversificadas, y promueve un mejor desarrollo de las habilidades de los sujetos, valorizándolos en su totalidad. Así, el objetivo de esta investigación es analizar cómo se presentan las estrategias y/o herramientas que, utilizadas por las profesionales que actúan cotidianamente en el Espaço de Aprendizagem, contribuyen a la mejora del aprendizaje de los alumnos. El referencial teórico se fundamenta en Vygotsky (2001), Soares (2017) y Kleiman (2012), entre otros. La metodología elegida fue el enfoque cualitativo, partiendo de un estudio de caso, con objetivo exploratorio (Flick, 2009; Gil, 2017), y datos generados a partir de entrevistas semiestructuradas grabadas en audio con las docentes del EA. También se emplearon la observación participante y el diario de campo (Creswell, 2007; Zabalza, 2004), analizándose los datos a partir del Análisis de Contenido, de Bardin (1977). Las actividades desarrolladas en el EA contribuyen al desarrollo y la autoestima de los estudiantes, estimulando el conocimiento a partir de diversos métodos y por medio de la afectividad, la escucha activa, el acompañamiento individual y en pequeños grupos, el uso de juegos pedagógicos, entre otros recursos. De este modo, se evidencia que el EA tiene condiciones para enriquecer el ambiente escolar como un espacio diferenciado, en el que estrategias y herramientas eficaces potencian, cotidianamente, la enseñanza y el aprendizaje de los estudiantes. Mon, 26 May 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13765 2025-05-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13764 LAB da longevidade: um laboratório em realidade virtual para ensino na prática de cuidadores de pessoas idosas Alalan, Carine Pereira The dissertation aimed to analyze the challenges and possibilities that are present in the development of a virtual reality laboratory in a course for elderly caregivers in a private technical education institution focused on the health area. In this study, data triangulation was considered, through document analysis (document analysis), technical visit to a reference space for elderly care (observational analysis) and semi-structured interviews (regarding the procedure). The results were organized with categorization, highlighting the profile of the participants, the challenges in the caregiver's performance, the challenges in integrating technologies in the Elderly Care course, the benefits of implementing a virtual reality laboratory and the elements and themes to be used in the laboratory. The intervention proposal consists of a descriptive project for the implementation of the Longevity LAB, using as a basis the Learning Object Request document used in the institution where the research was conducted. This model was chosen so that the project can be absorbed by the institution and implemented based on the work presented, but nothing prevents it from being explored by other institutions that believe in this proposal. In conclusion, the contributions of this research highlight the importance of integrating technologies, such as virtual reality, into the training process for caregivers of elderly people. The findings not only help to understand the benefits of this technology, but also pave the way for the implementation of an innovative, inclusive and accessible teaching model. Tue, 15 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13764 2025-04-15T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13752 Massificação e burocracia: gênese do totalitarismo à luz do pensamento arendtiano Costa, Thainá Junges Hannah Arendt, a German political philosopher of Jewish descent, experienced the rise of Nazism and analyzed phenomena such as massification and bureaucracy-tools used by certain politicians to dismantle traditional social and political structures, paving the way for the imposition of totalitarian ideologies. Given this context, this study poses the following research question: How do social massification and bureaucracy produce and sustain totalitarianism? To address this issue, a bibliographic methodology will be employed, drawing on articles and works related to the topic, primarily Hannah Arendt’s writings, especially The Origins of Totalitarianism (2012), Eichmann in Jerusalem: a Report on the Banality of Evil (1999), and The Human Condition (2007). This topic is considered relevant as it seeks to understand past political and social issues that remain pertinent today. Additionally, the study aims to explore how massification occurs, how bureaucracy can become dangerous, how both together lead to an alienated society, the role of propaganda in totalitarian politics, and the point at which prejudice ceases to be merely a negative social pattern and becomes a state weapon. Fri, 04 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13752 2025-04-04T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13750 O espaço geográfico como categoria filosófica: um estudo do problema do espaço em Milton Santos à luz da filosofia do trabalho de Simone Weil Santos, Matheus Henrique dos Like all the main categories of philosophical thought, space is an irresolute question. In recent centuries, Newton (empty and absolute space) and Einstein (spacetime relative to the curvature of a field) have stood out in questioning a problem that is still open, namely the ontology of space. Apart from the epistemological aspect of the problem, in terms of the nature and reality of its exteriority and/or total character, it is less clear how it is approached in conjunction with human action, in the process of overlapping between a social nature and a physical nature. In view of this, geographical space (systems of objects and actions), which for Milton Santos is a medium constructed in the work by technique, directs an interpretation of space-time that looks to philosophy for an understanding of nature that becomes social and, through this, contains an immaterial causality within itself. In order to understand its assumption as a philosophical category, we emphasize that socio-spatial formation, dialectically understood, invests itself as a material and ordered structure for thought and, at the same time, is subject to the possibility of the subject's open transformation with the world. For Simone Weil, work has a privileged place in this contradictory duality between subject and matter, as it is the key aspect for understanding the problem of knowledge through the sense of transformation of reality and the realization of human life in society. Thus, at the intersection of the passive character of being affected by exteriority and the active character of trying to dominate it, understanding finds in the extensive action of the body a living participation imprinted in space. The product of work imprints a relationship with necessity which, for Weil, is what indicates the true order of reality; therefore, it is in the space produced that the possibility of access to things in themselves is made. It is said that when the subject is alienated from the meaning of their work and their construction of society as a spatio-temporal reality, the possibility of true knowledge and the assumption of value is lost or hypostasized based on an order of power given by specific social forces. It is understood that this research makes it possible, based on a return to the concept of geographical space as a philosophical category (initiated by Milton Santos at the V ENG in 1982 in Porto Alegre), to breathe life into problems not only of an ontological and epistemic nature, such as the contradictions between mind and matter, subject and object, reason and experience, but also ethical and political ones, such as those relating to the problems of freedom and determinism, whether at a social level (in the guise of alienation and domination) or at the level of the inherently human condition in the face of the world. Fri, 28 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13750 2025-03-28T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13749 Sincronias entre a medicina grega e o pensamento filosófico: os pré-socráticos e Nietzsche Giulianis, Marco Antonio Montagner This research, entitled “Synchronies between Greek Medicine and Philosophical Thought: The Pre-Socratics and Nietzsche”, seeks to explore the relationship between philosophy and medicine, based on the assumption that this connection can be elucidated by investigating its roots in Ancient Greece. The research will be structured in two main moments: first, the relationship between philosophy and medicine in Greek Antiquity will be analyzed, focusing on pre-Socratic thought and the Corpus Hippocraticum, which underpins Hippocratic medicine; second, the reception of this relationship in Friedrich Nietzsche’s thought will be investigated, especially his reflections on the body, health and illness, and his critique of Socratic rationalism. These two moments aim to provide an in-depth understanding of the origins of this relationship and its resignification in contemporary philosophy. Fri, 28 Feb 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13749 2025-02-28T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13748 A relação entre existência e transcendência em Simone Weil: a percepção, o trabalho e a leitura como possibilidades de acesso ao Bem Kayser, Letícia This research aims to understand how Simone Weil (1909-1943), through her investigations into perception, work and the notion of reading, developed in one of her last texts, tries to explain the relationship between existence and transcendence. We understand that this problem involves the author formulating a synthesis between materialism and idealism in which the dialectical relationship between spirit and matter is seen as being subject to a transcendent order consisting of the Good itself. Therefore, to question the precedence of matter for thought is a mistake, just as reducing the subject to matter or enclosing the inclination and possibility of the Good in the domain of material things is. Based on this, he analyzes the active participation of the spirit in knowledge that occurs through perception, especially perception in work. This, in turn, allows us to know this materiality that surrounds us and which is constituted as a necessity, in the same way that it allows human beings to recreate their conditions of existence. Work also has a spiritual function in that it awakens individuals to their real condition, which is not one of domination of things, but of obedience and conformity to the same order that governs matter. Finally, he presents the notion of reading, through which he reinserts the supernatural into the world. The notion of reading that he presents is analogous to textual reading, which is why it is given this name. The world is like a text and the mind must actively receive the meanings hidden in objects. This process is active because it irrevocably involves the body, since it is related to work. It is through this that objects are understood not as ends in themselves, but as signs of this supernatural reality. Mon, 31 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13748 2025-03-31T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13732 Entre heranças e rupturas: revisitando princípios e concepções de formação humana nas práticas curriculares Machado, Viviane de Oliveira This study deals with the theme of human formation in the curricular practices of teachers in the final years of school at a municipal public school in São Leopoldo. The aim of the research is to understand the principles and conceptions of human formation that guide teaching curricular practices. The research-formation methodology (Josso, 2007, 2010) was used to lead the teachers through processes of reconstructing themselves and their formative trajectory, through oral and written narratives. Through meetings inspired by the African worldview, organized based on Adinkra symbolism, the teachers were able to reflect, individually and collectively, on the principles and conceptions of human formation, recognizing the different influences that manifest themselves in their curricular practices. For contextualization purposes, the study analyzed the effects on curricular practices of two curricular policies that are divergent in relation to the human formation project: the BNCC (Brazil, 2018), which represents a standardization policy, aligned with the assumptions of educational neoliberalism, and the DOCT-SL (São Leopoldo, 2021), which declares itself to be a Freirean-based policy, assuming a role of resistance in the face of neoliberal impositions in education. Charlot (2020); Freire (1987, 1996) and Nóvoa (2022) were the main authors of the theoretical foundation, articulating their ideas through the theoretical categories of human formation, policies and curricular practices, and the writings of Apple (2001, 2017); Arroyo (1999); Ball; Maguirre and Braun (2016); Biesta (2012, 2018); Dalbosco (2021); Dal'Igna (2023); Fritsch (2017); Laval and Vergne (2021); Leite and Fernandes (2010); Morin (2000, 2005) among others. It was found that curricular practices are organized based on principles and conceptions of human formation that teachers have built up over the course of their training, with little critical reflection and collective discussion about policies and other elements that interfere with them. The study identified the presence of contradictory and incoherent discourses and practices, in which discourses related to critical and progressive theories, with a strong presence of Freirean ideas, were confronted by the predominance of conservative curricular practices aligned with the neoliberal project. Despite this, it was found that the teachers recognize these contradictions, as well as the need to change their practices, but this recognition in itself is not enough to mobilize the necessary transformations, since there are many factors involved, including issues internal to the teachers themselves and the whole process of building their personalities and professionalism (Nóvoa, 2009). The pressures of curricular policies of standardization, performativity and accountability, and the demands of society, added to the influences of a formative trajectory strongly marked by conservative and/or traditional practices, require teachers to constantly reflect and affirm what they believe, together with their colleagues, in the context of the school. This movement calls for the construction of a culture of collegiality and another institutionality in initial and continuing training (Nóvoa, 2009). Research and training proved to be a powerful methodological resource for provoking in-depth reflections on teaching and on the principles and conceptions that guide curricular practices. Such reflections and awareness-raising, in an individual and collective spiral movement, are essential for a debate on contemporary education as a public good and a common good (Nóvoa, 2022), leading to human formation based on the principles of solidarity and democracy. Fri, 21 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13732 2025-03-21T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13720 Gestão democrática e o provimento de cargos: a participação na escolha de gestores em escolas municipais de uma rede de ensino Gonçalves, Mellany Canabarro This work is the result of an academic research project submitted in partial fulfillment of the requirements for the Master’s Degree in Education at the Graduate Program in Education at Unisinos. It focuses on democratic management and the process of appointing school leadership positions in public schools, with an emphasis on community participation in this process. The theoretical framework is organized into four categories: Democracy, Democracy and Democratic Management in Education, Historical Materialism, and the Provision of the School Management Position and Democratic Management. The research was conducted in the municipal education system of São Leopoldo, in the state of Rio Grande do Sul, Brazil, seeking to understand how school leaders are selected and how democratic practices are manifested in everyday school life. A qualitative approach was adopted, combining the analysis of official documents regulating the selection of school leadership teams with interviews conducted with two school principals and two teachers. The results show that, although the municipality has regulations in place for the direct election of principals, there are still gaps between what is stated in the legislation and what occurs in practice. In some schools, the school community participates effectively in decision-making; in others, participation remains limited, particularly among families. Despite some progress — such as valuing open dialogue and the role of school councils — challenges persist, especially those related to time constraints, bureaucracy, and community engagement. The findings highlight the importance of strengthening practices that promote dialogue, shared responsibility, and the collective construction of school management, going beyond the electoral act and working toward the consolidation of a truly democratic culture in public education. Fri, 11 Jul 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13720 2025-07-11T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13718 Bebês na creche: brincar, investigar, relacionar e aprender na perspectiva das pedagogias participativas Focesi, Luciane Varisco A partir de las contribuciones del campo de estudios de las Pedagogías Participativas para la educación infantil, este estudio ha buscado comprender el modo que los bebés y los niños pequeños del grupo de edad de 1 año, de una escuela de educación infantil pública, de la ciudad de Novo Hamburgo, se relacionan, investigan y aprenden sobre sí mismos, sobre el otro y sobre el mundo en la vida cotidiana de las parvularios. La escuela en cuestión, es participante del Observatorio de la Cultura Infantil - OBECI, siendo una importante variable pedagógica para esta pesquisa. Teniendo en cuenta lo que fue expuesto, los objetivos de esta investigación han sido: a) identificar estudios y pesquisas existentes en el campo de la Educación, cuya temática se aproxima de la pesquisa destinada, o sea: bebés, relaciones y aprendizaje, a partir de la revisión integrativa; b) comprender el modo que los bebés y niños se relacionan, investigan y aprenden sobre sí, sobre el otro y sobre el mundo; c) asumir la pedagogía como cuadro referencial para pensar sobre los bebés en las parvularios; d) contribuir con el abordaje pedagógico participativo en construcción del OBECI en la especificidad de la parvulario; e) documentar pesadamente el cotidiano educativo del grupo de niños de la FE1, de una escuela infantil pública y participante del OBECI; f) revisitar los “observables” del cotidiano educativo en momentos de planificación con el grupo de profesores de la referida clase, a fin de apoyarlos a percibir los modos con que los bebés aprenden; g) contribuir para el campo de las Pedagogías Participativas, especificamente para pedagogía de la parvulario, a partir de las narrativas y reflexiones de las escenas analizadas. El cuadro teórico referencial utilizado está ancorado en el campo de las Pedagogías Participativas, especificamente en los siguientes abordajes: Emmi Pikler; Elinor Goldschmied; High Scope y Pedagogía-en participación, en diálogo con el abordaje pedagógico del OBECI. La pesquisa, de naturaleza cualitativa, ha sido desarrollada por medio de un estudio de caso único debido a su carácter holístico y la necesidad de basarse en “fuentes múltiplas de evidencias” (YIN, 2015). Asi, el caso de investigación ha sido un grupo de 15 bebés y niños y sus respectivos profesores, de la Escuela Municipal de Educación Infantil Joaninha, integrante del OBECI. La producción de datos ocurrió en el 2023, a través de observaciones in loco, registros, encuentros con los profesores del grupo de la FE1 y análisis de documentos oficiales de la escuela y de la Secretaría Municipal de Educación. El método de análisis ha sido estructurado con base en los principios de Creswell y Creswell (2021), considerando la triangulación de datos propuesta por Yin (2015). Así, surgieron cuatro categorías analíticas: i) jugar; ii) relatar; iii) investigar; iiii) aprender. Con los análisis, ha sido posible inferir la importancia de definirmos una pedagogía autoral e intencional que pueda sostener las acciones educativas desarrolladas en la práctica junto con los bebés y niños muy pequeños. En ese estudio, las pedagogías participativas ganan un lugar de suma importancia y visibilidad a partir de la observación atenta de las acciones de los bebés, para la construcción de una pedagogía brasileña para la educación infantil. Fri, 28 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13718 2025-03-28T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13712 Terceira cabaça de Exu: análise dos sentidos sobre gênero e sexualidade nos currículos dos cursos de Pedagogia das universidades brasileiras Ferreira, Isabella Rocha Azevedo What meanings about gender and sexuality are conveyed and constructed in the curricula of Pedagogy courses at Brazilian universities? In what ways do these meanings cross over and shape the training paths of future teachers? These questions guided this research. To answer them, we used and articulated the concepts of gender, sexuality, curriculum, teaching, power and truth, from the theoretical fields of Gender Studies, Sexuality Studies, Curriculum Studies, Teaching Studies and Foucauldian Studies. The methodological procedure chosen was documentary research, as we understand that documents are not just a record of the past, but a product of the society that produced them — voluntarily or involuntarily — crossed by power relations (Le Goff, Jacques, 2013). The documents were produced by the author by systematizing the subjects that mention gender and/or sexuality in their titles in Pedagogy courses at Brazilian public, community and private universities. We also used the research found in the literature review, which dialogues with the aforementioned empirical material. To select the universities, a search was carried out in the National Council for Scientific and Technological Development repository of research groups, using the descriptors “gender” OR “sexuality” and the filter by area of Education, in which 66 universities and 39 academic activities were mapped. After analyzing the documents based on the research questions, two processes of regulation of gender and sexuality in the curricula of Pedagogy courses were identified, and a third movement of deregulation. These three processes make up the thesis defended in this research on the three gourds of Exu. At the same time, gaps were analyzed that indicate the progress that universities have made in introducing and working on gender and sexuality in conjunction with curricula.This defends the thesis that these three processes can be understood as a tidal movement, in which we can see retreats, setbacks, as well as advances and directions that we can't measure or predict; the waves may occupy a small part of the sand, but they can also operate in a grandiose way. This process of deregulation through the gaps is called “the third gourd of Exu”, inspired by an itan (in this dissertation, told by Linn da Quebrada), that Exu received two gourds, one with good and one with evil, and mixed them to be poison and to heal. The research thesis is also anchored in the following theoretical foundations: “teaching humanity” (Dal’Igna, 2023); “teaching as an offering” (Dal’Igna, 2024d); “curriculum” (Silva, Tomaz da, 2007a); and, the power of the guardian people (Peixoto, Norberto, 2019). In this research, the analyses may also indicate that Exu forms the third gourd, breaking with the idea of good and evil. It is argued that we should not look at empirics in a negative way, as if there were no advances in curricular matrices, but that we should look for a third way, that we should look at these processes critically, which this dissertation calls the third gourd of Exu. Wed, 26 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13712 2025-03-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13708 Por uma outra cultura avaliativa: a avaliação escolar nos anos iniciais do ensino fundamental em um laboratório de docências Sebastiany, Eduarda This research aims to identify and analyze how the teacher-researchers of the early years of Elementary Education position themselves regarding school assessment and what meanings they attribute to it. The empirical material was produced through formative research in a Laboratory of Contemporary Teaching Practices (LABDOC), which is consolidated as a spacetime for (re)training teachers in Basic and Higher Education. The analytical exercise is based on the narratives produced in LABDOC, involving experiments and experiences among the teacher-researchers from schools and university researchers, articulated with official documents and the political-pedagogical projects of the schools in which they work. The theoretical framework, from a post-structuralist perspective, involves studies on teacher education, contemporary teaching practices, and specifically, assessment. In the field of assessment, authors such as Rejane Ramos Klein, Domingos Fernandes, Jorge Pinto, Maria Teresa Esteban, and Luiz Carlos de Freitas have contributed to the critical discussion of the topic. The formative research developed enables an understanding that pedagogical assessment practices are shaped by regimes of truth and the prevailing culture of assessment, which permeate public policies, regulations, teachers’ formative experiences, and consequently, their teaching practices. In this study, the imperative of assessment within a neoliberal rationality is identified as the dominant regime of truth that sustains and produces new ways of being a teacher and a student in contemporary times, impacting teaching work. This makes it possible to show that assessment, in the teaching practices of the participating teacher-researchers, is presented as continuous, permanent, and "focused on learning." As a result of this study, it was possible to create arguments that inspire everyday attitudes, which may act as fissures or breaches in the contemporary culture of assessment driven by neoliberal rationality. It is proposed that, through small acts of resistance to the prevailing logic expressed in assessment, it may be possible to develop a more ethical and fair evaluation within everyday teaching practices and the educational process. In summary, the study advocates for a different culture of assessment, in which school evaluation assumes its ethical dimension as a constitutive part of the educational process rather than merely serving the purpose of qualification. It calls for an assessment that is less individualizing and performative – an assessment that is truly educational. Mon, 14 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13708 2025-04-14T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13706 Programa Tarin como prática intercultural: cartografia social pedagógica com pessoas migrantes Torres, Ana Carolina La investigación busca, a través de la observación y la propuesta de intervenciones, elementos de interculturalidad presentes en las clases del curso de Português como Língua de Acolhimento (PLAc), que es una acción dentro de TARIN, el Programa de Atención Humanitaria a Migrantes y Refugiados, con participación en reuniones y producción de una cartografía social pedagógica (CSP), entendido como un recurso viable en el estudio de las cuestiones analizadas en el curso 2024/01, elaborado en una intervención sobre las visiones sostenidas en el imaginario de la persona migrante que busca Brasil y cómo es la vida cotidiana dentro de la nueva realidad que se inserta , buscando de modo del ecossistêmica populacional (Barragán y Amador, 2014), relaciones territoriales basadas en sus vínculos y rupturas con la naturaleza, además de delimitaciones políticas y administrativas. En un segundo ejercicio cartográfico, buscamos comprender qué conjuntos de conocimientos perciben las personas migrantes frente a las relaciones con los brasileños, constituyendo material de análisis fundamental para el presente estudio con el fin de establecer un diálogo con la interculturalidad en estos procesos, que cambia a través del escenario migratorio actual y de vez en cuando. El objetivo es investigar las prácticas interculturales presentes en las relaciones entre migrantes en el contexto de las clases de Portugués como Lengua Acogida, percibiendo sus impresiones y marcas durante sus desplazamientos geográficos, desplegándose en objetivos específicos como la elaboración de cartografías, el análisis y percepción de los migrantes sobre sus experiencias iniciales en el país, la comprensión de las prácticas interculturales presentes en el PLAc y el establecimiento de una relación entre las narrativas personales registradas y las vivencias en el contexto de Tarin. Proponer la alternativa de la interculturalidad requiere afirmar que es necesario defender a los estudiantes de todos los orígenes culturales y lingüísticos, que son fundamentalmente diferentes en muchos aspectos de la forma en que los profesores fueron socializados en su época (Santiago; Akkari e Marques, 2013, p. 93). Por lo tanto, a través del estudio buscamos analizar el conjunto de acciones en el PLAc y comprender las prácticas de interculturalidad, intencionalmente pedagógicas o en las relaciones que se establecen dentro del contexto. Wed, 26 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13706 2025-03-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13693 A influência do estigma e da vergonha na vida da mulher autista de diagnóstico tardio Lucas, Priscila Jaeger This study analyzes how stigma and shame impact the identity formation of autistic women diagnosed in adulthood. Based on narratives from women within the autistic community, particularly among neurodivergent groups, it investigates the consequences of late diagnosis on self-perception, leading to feelings of inadequacy. While a diagnosis in adulthood provides relief by explaining pre-existing difficulties, it also prompts a re-evaluation of identity. The adopted methodology is qualitative, involving semi-structured interviews and content analysis, allowing participants to share their experiences and deepen the understanding of the associated emotions, including the shame triggered by the social stigma surrounding neurodivergence. This study seeks to raise awareness of these women's experiences and stimulate discussions that promote inclusion and adequate support. The findings support the hypothesis that late diagnosis, although representing relief by providing an "explanation" for previous difficulties, intensifies shame due to social stigma. This study integrates concepts of identity, stigma, and shame, advocating for the need for specific interventions that consider the particularities of autistic women within the context of neurodivergent activism and diagnostic and support practices. Mon, 25 Nov 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13693 2024-11-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13597 Clima organizacional: o trabalho das lideranças acadêmicas a partir da perspectiva docente no Colégio dos Jesuítas – Juiz de Fora/MG Lima, Suellen de Almeida This study focuses on organizational climate, emphasizing the role of management from the perspective of teachers. The central question investigates how academic leaders can effectively manage organizational climate by considering teachers' perceptions. The main objective is to propose organizational climate management practices for academic leaders, based on the analysis of teachers' perceptions. The research was conducted at Colégio dos Jesuítas in Juiz de Fora/MG, part of the Jesuit Education Network, involving representatives from both the teaching staff and academic leadership. A qualitative case study methodology was employed, classified as exploratory-descriptive. Data were collected through semi-structured interviews with both teachers and academic managers. The analysis involved interpreting empirical data and establishing connections with the theoretical framework underpinning the research. The results indicate that teachers have a positive perception of the organizational climate at Colégio dos Jesuítas, highlighting the significance of the institution's philosophy and values. However, interviews also identified areas requiring greater attention from management, suggesting points for improvement in managing organizational climate. The discussions with academic leaders revealed a convergence between the perceptions of managers and teachers regarding the organizational climate. Leaders acknowledge their central role in fostering a positive institutional environment and emphasize the importance of collective well-being. The intervention project proposes a framework, presented as a recommendations card, serving as a practical guide for Colégio dos Jesuítas. Finally, it is concluded that the findings of this research can offer important support for critical reflection and effective action by academic leaders, contributing to the construction of a healthier and more stimulating organizational climate, essential for strengthening the educational community. Wed, 13 Nov 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13597 2024-11-13T00:00:00Z