http://repositorio.jesuita.org.br/handle/UNISINOS/1598 PPG Gestão Educacional Sun, 12 Apr 2026 01:20:59 GMT 2026-04-12T01:20:59Z 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/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/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/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 http://repositorio.jesuita.org.br/handle/UNISINOS/13596 Readequação estratégica pós pandemia da Covid-19 de uma escola privada de nível técnico na área da saúde: o caso da Escola da Paz Rodrigues, Sheila Daniela Hansen Beyond the health crisis, the COVID-19 pandemic negatively impacted various sectors of the global economy. Specifically, the Brazilian education market began facing the effects of the pandemic in the second quarter of 2020. This dissertation addresses the strategic realignment of a private technical school in the post-pandemic context. The aim was to develop an intervention proposal that strategically realigns the school based on the perceptions of its stakeholders. The research employed a qualitative approach, applied in nature, with explanatory objectives, using the Case Study method. The methods involved a literature review, document analysis, and data collection through open-ended interviews. The data analysis revealed that the strategic positioning adopted by the school is indeed perceived by its stakeholders. Furthermore, it confirmed the need for strategic adjustments to strengthen the school's brand and increase its competitiveness in the face of competition from institutions offering lower prices and more flexible admission criteria. The resulting intervention proposal from this research was the development of a short-term Strategic Plan aimed at increasing the school's market share through the recruitment of new students. Mon, 04 Nov 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13596 2024-11-04T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13595 A influência da governança corporativa na sustentabilidade econômica de instituições de ensino superior privadas Martins, Sara Pedrini Corporate governance has been the subject of studies around the world for years, especially in the business context. In implementing it, is clear that organizations are looking for tools to help them improve their management model, ensuring transparency in their information and balance in guaranteeing the interests of all stakeholders, which are conditions for ensuring their sustainability. In this sense, private for-profit higher education institutions, like other business organizations, can benefit from corporate governance, especially given the changes in the Brazilian educational scenario, which is increasingly competitive, with a reduction in the number of enrolments and growing mergers and acquisitions by publicly traded educational groups. The purpose of this study was to analyze how corporate governance practices influence the economic sustainability of a private higher education institution. To this end, a qualitative, descriptive study was carried out, based on a single case study of Atitus Educação. Data was collected through document analysis and semi-structured interviews with participants who knew and experienced corporate governance at the institution. The results show that the institution adopts a system of corporate governance and that some of the governance practices, albeit indirectly, influence its economic sustainability, such as the implementation of the executive board and the board of directors, especially when the composition includes independent directors; the existence of internal auditing and independent auditing; the definition and monitoring of academic quality guidelines; and the adoption of strategic management tools, accompanied by continuous monitoring of performance indicators. Wed, 18 Dec 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13595 2024-12-18T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13594 Desafios e possibilidades da gestão educacional nas unidades educacionais de uma Rede Confessional Católica Marques, Neuza Maria The present study results from research conducted in four Educational Units of SAGRADO – Rede de Educação, with the general objective of analyzing the challenges and opportunities encountered in the educational management of these Units from 2021 to 2023. The specific. The theoretical framework includes the school as a space and place of society; educational management; democratic management; educational management within SAGRADO – Rede de Educação.The methodological approach was based on a qualitative, exploratory method supported by the analysis of bibliographic, documentary, and data sources – the latter being obtained through questionnaires applied to staff members who are part of the educational management teams of the four researched Educational Units. The results are grounded in the Content Analysis technique, as per Moraes (1999), as it better fits the study's objectives and the work's intentionality. The research shows that the Network has effectively developed a significant “school into pastoral” movement, demonstrating its commitment to Catholic identity and the charisma of its sponsor. However, concern is highlighted in this sphere of pastoral care, regarding “being a school in pastoral care. The answers given by the participants point to a certain “reserve” of those who work in this service, although convinced of their functions, it is clear that the Pastoral cannot show its “face” in the dimension presented by the Network. As a result of the research, a set of recommendations was drawn up covering the challenges encountered in SAGRADO – Education Network schools, which aim to strengthen the identity of the Catholic school in the Network and the school in Pastoral. It is hoped that this study can contribute to the advancement of discussions about the Chaolic identity and the challenges pointed out by the managers of educational institutions, especially with regard to a certain contradiction between what the Network describes and maintains as being a pastoral school and the that the research result presented. Wed, 23 Oct 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13594 2024-10-23T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13593 Os processos de recrutamento e seleção para o engajamento em uma instituição da Rede Jesuíta de Educação Fortunato, Mauro Sabino This dissertation aims to analyze the recruitment and selection policies and practices adopted at the Jesuit College, with the goal of proposing improvements that foster greater employee engagement. The research employs a qualitative approach, conducting focus groups composed of institution staff to discuss issues related to the selection process. The methodology included data collection through recorded group interviews, which were later transcribed for analysis. The research is grounded in a literature review that revisits studies on recruitment and selection, focusing on educational institutions, and seeks to engage with previous research to provide an in-depth perspective on the topic. The expected results aim not only to contribute to the understanding of engagement phenomena in the educational context but also to provide practical support for implementing better human resource management practices within Jesuit institutions. The research maintained participant confidentiality and ensured voluntary participation, emphasizing the importance of their contributions to advancing scientific knowledge in the field. Wed, 25 Sep 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13593 2024-09-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13592 Tecendo caminhos: o planejamento da coordenação pedagógica no encontro com o fazer docente Falcão, Liana Kupas This dissertation examines the planning of pedagogical coordination in strengthening teaching practices and promoting integrated educational practices. Focusing on the planning and coordination between leadership and teachers, the study investigates how intentional and coordinated planning can address growing educational demands while fostering a collaborative and innovative teaching environment. It highlights that the lack of structured planning can lead to fragmented teaching practices disconnected from the institution's educational goals. In this context, the research aims to develop a pedagogical coordination plan that responds to new educational requirements and enhances teacher performance within the school, with five specific objectives: (1) to understand the practices of pedagogical coordination through documentary analysis, (2) to analyze communication and participation actions used by pedagogical coordination, (3) to identify how dialogue with teachers, integration, pedagogical support, and the development of educational practices are implemented, (4) to investigate the monitoring of teaching work and interventions by pedagogical coordination, and (5) to present a pedagogical coordination action plan with intentional and progressive actions developed throughout the academic year, aiming to strengthen support for the teaching staff. The theoretical framework covers topics such as the history of school supervision, educational management/school administration, educational management challenges, and planning. A qualitative methodology was employed, based on a case study, which includes documentary analysis, secondary data research, and semi-structured interviews. The state-of-the-art review reveals that this research aims to contribute to the field of educational management by highlighting the importance of participatory and planned pedagogical coordination. This approach fosters teaching practices aligned with contemporary needs and realities, enriching pedagogy with intentionality and cohesion. Fri, 20 Dec 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13592 2024-12-20T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13591 Entre-lugares, itinerários formativos e educação para a cidadania global em um Colégio da Rede Jesuíta de Educação Santos, Gilmara Ferreira dos This dissertation analyzes the relationship between in-betweenness and formative itineraries in high school education within the context of a Jesuit institution, in alignment with Global Citizenship Education (GCE). It adopts a critical and reflective theoretical approach, drawing on authors such as Andreotti, Freire, Dewey and Krenak. The research explores how in-betweenness as spaces of intersection, according Bhabha, can enhance the development of critical global citizenship, in alignment with the principles of Jesuit education and the guidelines of the Jesuit Education Network (RJE). Using a qualitative approach, the study is based on the document analysis of Weekly Activity Records (RAS) and curricular syllabi. Applying Bardin’s analysis method, the research is structured around three main categories: Critical Consciousness, Intercultural Understanding, and Global Responsibility. Each category is thoroughly examined, highlighting how the flexible formative itineraries empowering thought (Pensar Empodera) and Sociology of knowledge (Sociologia do Conhecimento) from the second year of high school, contribute to an education that goes beyond traditional boundaries. This promotes critical and responsible global citizenship. The dissertation acknowledges that while formative itineraries offer valuable opportunities for advancing GCE, challenges still exist. These challenges are particularly related to integrating these practices more coherently and systematically. The dissertation acknowledges that while formative itineraries offer valuable opportunities for advancing GCE, challenges still exist. These challenges are particularly related to integrating these practices more coherently and systematically. Based on the findings, pedagogical interventions are suggested to reinforce the commitment to critical global citizenship, in line with the educational mission of the Society of Jesus and contemporary challenges. Therefore, two intervention products are developed: a methodological process for data coding and a conclusive technical report. Thu, 17 Oct 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13591 2024-10-17T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13590 Partituras da sinfonia contemporânea: repensando os instrumentos normativos da educação musical de Porto Alegre/RS Silva, Fábio de Souza da This dissertation addresses the gaps in the normative instruments that guide music education in the public school system of Porto Alegre, especially in the context of recovery after the 2024 floods. The main objective is to analyze the normative instruments of music education for the improvement of educational management practices in the public school system of Porto Alegre. Methodologically, this is documental research, in which Bardin's content analysis was applied, focusing on the main normative documents, especially Ordem de Serviço Nº 002, to identify areas that require revision and improvement. The research adopts the theoretical framework of the "policy cycle," exploring how norms are formulated and implemented. The results indicate the need to update Ordem de Serviço Nº 002, published in the Diário Oficial de Porto Alegre on February 15, 2008, as well as to implement music programs that promote resilience and social cohesion in schools. The Political-Pedagogical Plan (PPP) is highlighted as an essential adaptive tool in this process. The dissertation concludes that music education should be recognized as a transformative and relevant tool for strengthening school communities, suggesting a collaborative approach between different government levels to ensure a more equitable and effective music education. The proposed intervention is the implementation of music programs in the public schools of Porto Alegre/RS. Thu, 24 Oct 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13590 2024-10-24T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13582 Gestão de avaliações externas em uma instituição jesuíta de educação básica: desafios e estratégias de replanejamento pedagógico Bravo Neto, Estevam This study aims to analyze how pedagogical replanning is perceived by the management and teaching staff of a Jesuit institution, part of the Jesuit Education Network (RJE). Based on the evidence obtained from external evaluations, the research seeks to identify the barriers that hinder the use of this data in the teaching-learning process. The research is grounded in behaviorist motivational theory, which provides a practical analysis of educators' behavioral responses to the stimuli provided by external evaluations. The methodology employed is qualitative, using document analysis and semi-structured interviews conducted with managers and teachers of the institution. The document analysis included the RJE’s Common Educational Project (PEC) and the school's Political Pedagogical Project (PPP), which provide insights into the institutional context and evaluative practices. The interview results identified the main challenges faced by teachers in implementing necessary changes based on the external evaluation data, such as limited time for replanning and a lack of alignment with management. The findings revealed that, despite positive perceptions regarding the usefulness of external evaluations, significant barriers exist in pedagogical replanning, especially related to work overload and the pressure to adhere to the curriculum schedule. As an intervention, the research proposes the creation of a working group responsible for mapping these difficulties and implementing a unified planning tool, integrating external evaluations into the pedagogical planning. The study concludes that, to improve the effectiveness of these evaluations, greater alignment between managers and teachers is essential, along with continuous support for replanning based on evidence generated by external evaluations. Tue, 29 Oct 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13582 2024-10-29T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13580 “ESPIE”: possibilidades de inovação pedagógica a partir da exploração de Objetos Digitais de Aprendizagem Varela, Eloisa Marques Cardoso We live in a knowledge society, in which many students are different from those who passed through school not so long ago. Education must change to keep up with the changing profile of these students. Within this context, this research aims to identify and analyze ways of enhancing the use of the ESPIE platform, as a repository of Digital Learning Objects in classroom teaching and as a strategy for strengthening pedagogical innovation. To achieve the proposed objective, a qualitative methodological approach was selected, based on a single case study. Data has been collected through document analysis, an online questionnaire and a semi-structured interview. Bardin's (2011) Content Analysis technique was used to process and analyze the data. The results of this movement make it clear that innovating pedagogically requires recognizing the difficulties, challenges, and, above all, the intentionality of teaching. This is not restricted to the mere insertion of technological devices in the classroom. The discussions were firmly rooted in the work of numerous authors, with the main theoretical contribution coming from the work of: Jaume Carbonell, Isleide Fontenelle, Vani Moreira Kenski, Maria Isabel da Cunha, Francisco Imbernón, Laura H. Dalla Zen, Ana Cristina H. Ghisleni and Eliane Schlemmer. The research has resulted in the development of a kit comprising an e-book and collectible cards. This kit aims to mobilize new ways of teaching, learning, and producing knowledge in face-to-face education scenarios. Tue, 24 Sep 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13580 2024-09-24T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13579 Transtorno do espectro do autismo na educação infantil: um estudo de caso sobre a gestão de práticas de inclusão Trindade, Danielli de Oliveira The increasing number of autistic children included in early childhood school within the Municipal Education Network of Porto Alegre has heightened the demand for the Specialized Educational Assistance (SEA) for the public of the first stage of basic education. The service in question must comply with the regulations and guidelines regarding special education from the perspective of inclusive education. This paper has the objective to present recommendations to qualify the inclusive practices for children with Autism Spectrum Disorder (ASD) in early childhood education schools in the Porto Alegre Municipal Education Network. The methodology adopted was the case study, using semi-structured interviews and document analysis of main legislation ruling special education at both federal and municipal levels, as well as guidelines related to childhood education and to special education of Secretaria Municipal de Educação de Porto Alegre (SMED). Teachers from early childhood schools, from Early Education and Initial Psychopedagogy services, and a representative of the special education management at SMED were interviewed. From the analysis of collected data, the positive evaluation related to effectiveness of the service of Early Education and Initial Psychopedagogy was clear. It was also made explicit the lack of SEA for all the target audience of special education, the SMED’s challenges regarding the processes of monitoring and evaluating inclusive practices and evaluation of inclusive practices and the differences concerning the access and the permanence of autistic children on the municipal and partner networks. As a result of the research, a group of recommendations was drawn up that aim to strengthen the implementation of more inclusive practices that are in line with national and municipal guidelines on the matter. It’s expected that this study will contribute to the advance of knowledge about ASD and enable the improvement of municipal management towards ensuring the right to education in the inclusive perspective in Porto Alegre’s municipal education network, starting from early childhood education. Mon, 25 Nov 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13579 2024-11-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13578 Sobre modos de proceder: competências do gestor escolar na Rede Jesuíta de Educação Neves, Anderson Vidigal The specificities of management in the school context are a relevant topic in the field of Education. In this sense, school managers need to develop specific competencies to meet the demands of this environment. The objective of this research was to structure a competency matrix to assist in the identification, selection, and training of school managers within the Jesuit Education Network (RJE). Through an exploratory qualitative approach, data were collected via an online questionnaire sent to RJE school directors and analyzed using the Content Analysis technique. The results highlighted that the competencies most valued by the directors include skills related to pedagogical management, school climate and culture, administration, and people management. Additionally, specific dimensions of continuous training were identified as priorities, such as strategic leadership, effective communication, and conflict resolution. Based on these findings, the "Competency Matrix for RJE School Managers" was proposed, systematically organizing the knowledge, skills, and attitudes expected of these professionals. This matrix not only reflects the confessional values of the Network but also aligns the competencies with contemporary educational demands. The proposed intervention aims to support the development of continuous training programs, strengthening managers' ability to lead Jesuit schools toward academic and human excellence. Mon, 30 Sep 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13578 2024-09-30T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13460 Engajamento institucional: um estudo sobre o engajamento dos colaboradores da Rede Jesuíta de Educação – RJE Carmo, Cristiane do People management must act as a strategic component aimed at the planned use of approaches specific to the institution's employees in order to contribute to the implementation of the organization's strategies. This study analyzes what are the determining factors in the engagement of collaborators from schools of the Jesuit Education Network (JEN), and suggests an improvement plan. Based on a study with the participation of four hundred and eighty-seven respondents, some of whom consider themselves in a leadership position, which was carried out in two stages. Using a quantitative and qualitative method, data were collected through document analysis, survey and interviews with some directors of the Jesuit Education Network (JEN). The results indicated that JEN employees feel engaged in their work. They also indicated that the feeling of belonging makes the difference to reach a greater objective, which is the mission of the Society of Jesus. Finally, this research presents recommendations, such as highlighting the area of people management, making internal communication clearer and more effective, among others. Tue, 19 Oct 2021 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13460 2021-10-19T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13393 Gestão de uma organização educativa: os efeitos dos processos decisórios no trabalho docente Moreira, Viviana Pérez This dissertation addressed the effects of management decisions on the performance of the teaching staff at an educational institution within the Jesuit Education Network (RJE) during the years 2021 to 2023. The study aimed to understand how changes in the school's management structure during this period affected the teachers' work and the pedagogical and learning processes. The research problem investigated how these changes were perceived by teachers and managers and what the implications were for teaching practices. Through a qualitative approach, involving interviews, questionnaires, and document analysis, the research sought to provide insights into the relationship between management decisions and teachers' work. In conclusion, the change in the management model revealed notable positive aspects, such as organization, communication, autonomy, and focus on professional functions. There was a favorable perception regarding the efficiency and transparency of management, as well as the new administration's ability to streamline and resolve demands more effectively and autonomously. However, there is an imperative need for school management to be sensitive to the needs of the teaching staff, to show greater presence in the teachers' daily lives, and to promote a collaborative and effective educational environment. As an intervention, it is proposed to develop a School Management Guidelines Manual as a practical initiative to provide clear guidelines and recommendations based on the conducted research. Thu, 29 Aug 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13393 2024-08-29T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13392 O CHATGPT como recurso nos processos de ensino e aprendizagem: sob a ótica de professores e alunos de uma Rede de Educação Básica Privada Carvalho, Rita de Cássia Junqueira de This research aims to verify how the use of ChatGPT occurs in Basic Education based on the perceptions of students and teachers at Colégio Loyola, a private school in Belo Horizonte. The theoretical framework addresses the following topics: artificial intelligence, 21st-century education, artificial intelligence in education, ChatGPT, the role of the teacher, and management in innovative pedagogical practices. The research, which combines qualitative and quantitative approaches, used a questionnaire as a data collection instrument and involved 7th-grade students from Middle School II and their teachers as participants. The research reveals that ChatGPT can be a useful tool to assist in the learning and teaching of various subjects, providing quick responses and facilitating the compilation of ideas. However, it also points out challenges, such as the need for ethical regulations and concerns about the possible atrophy of students' intelligence due to excessive dependence on Artificial Intelligence. The study concludes that, although ChatGPT has great potential as an educational resource, its use must be critical and conscious. The tool should be integrated in a way that complements traditional teaching, promoting reflection and critical thinking among students. This dissertation can contribute to understanding how emerging technologies like ChatGPT can be applied in basic education, offering valuable insights for educators and educational policymakers. Wed, 31 Jul 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13392 2024-07-31T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13391 Os fundamentos, as narrativas e as observações sobre o novo ensino médio: um estado do conhecimento sobre o tema (2018- 2023) Crestani, Regina Anzolch This dissertation analyzes the recent developments of the New High School, culminating in the restructuring of this educational stage according to Law No. 14,945/2024. The study aims to understand the appropriations and analyses made about the New High School proposal based on the survey of academic productions in the period between 2018 and 2023, through the configuration of a state of knowledge of the dissertations, theses and articles published in the period, outlining a general view of the topic. As methodological support, search and systematization software for the collected materials was used. The study addresses the role of the school and its actors, the formation of the curriculum, constructions and legal bases from a historical perspective. Throughout this analysis, criticisms and questions from researchers in the field of Education are highlighted, who point out the instabilities of the educational system and the setbacks in its implementation. Most of these positions highlight a policy marked by a lack of participation, resulting in delay, discontinuity, emptiness and a lack of dialogue with unequal proposals and disregard for our youth. The research culminates in a technical-scientific database, which emerges as an essential tool for consolidating and systematizing accumulated knowledge, facilitating access and dialogue between researchers, educators and managers. In this way, it provides support for the construction of educational strategies and solutions that promote more viable and effective practices, with a continuous and multifaceted approach, contributing to a well-founded reflection on the direction of basic education in Brazil, promoting a fairer secondary education in terms of access, opportunities, retention and quality. As an intervention proposal, two technical-scientific databases are presented: legal documents and bibliographic documentary rescue from theses, dissertations and productions, in order to facilitate searches based on the interest of those who access them, optimizing time and allowing information to be accessible, thus collaborating with other research and teacher training actions. Mon, 30 Sep 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13391 2024-09-30T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13390 Governança e gestão de redes educacionais: o impacto da Rede Jesuíta de educação básica do Brasil Risaffi, Pedro de Carvalho e Silva The last few decades have witnessed massive technological, social and economic transformations that have led to the emergence of new relationship models between people and institutions, which characterize the so-called Network Society. In this context, the development of inter-organizational networks has become a means of expanding the cooperation between institutions in order to respond to a highly competitive and constantly dynamic environment. Following this trend and in line with the global initiatives of the Society of Jesus, the Jesuit Education Network of Brazil (RJE) was established in 2014 to promote articulated work based on Ignatian educational identity and charisma. This study aims to analyse how the RJE's governance and management practices have impacted Jesuit schools and propose actions to improve the Network positive incidence. The methodology used was a case study, which was developed through documental analysis, quantitative data from an internal diagnosis, semi-structured interviews with school staff and participant observation of strategic moments in RJE's governance and management. Triangulation of data was chosen as the method of analysis in order to identify convergences and divergences between these different data sources. The findings revealed a non-centralized network with well-established governance and management mechanisms, which has strengthened the institutional identity and preserved a good level of the school autonomy. Among the challenges are high leadership turnover, administrative and financial flows and shared technology services. Finally, the study demonstrates the need to enhance sharing of good practices and develop actions towards pedagogical innovation. Based on these results, the study makes recommendations for improving the governance and management of the RJE. This research sought to establish evidence of the progress made in the first decade of the Jesuit Education Network, highlighting the main lessons learned, in order to inspire other networks and institutions with the same aspiration to transform society through education. Thu, 14 Mar 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13390 2024-03-14T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13389 A prática do professor discernidor e a responsabilidade do gestor na condução dos processos pedagógicos Batista, Paula Motta This research investigates the role of educational administrators in the Elementary School I of Colégio Loyola regarding the formation of the discerning teacher, aligned with the principles of the Jesuit Education Network (RJE). The concept of "discerning teacher," introduced by Priest Klein, emphasizes the importance of educators developing a critical and reflective view of their pedagogical practice, based on Ignatian values. The concepts of Imbernón, Antônio Nóvoa, Isabel Alarcão, and Osowski are used to support the understanding of teacher education and educational management. These authors help to substantiate the importance of having teachers who are researchers of their own practice in a Jesuit school, as well as administrators as a participatory process in a school organization, aiming to achieve student learning and human formation. The central problem addresses the need to strengthen teacher education practices, ensuring greater integration between educational administrators, teachers, and the educational commitments of the RJE. Objectives include analyzing the actions of educational administrators, proposing interventions to strengthen teacher education, and promoting an educational culture aligned with Jesuit principles. The results indicate that while there is autonomy in teachers' practices, there is a gap in promoting collective reflection and aligning practices with Ignatian values. The research is qualitative and exploratory, involving literature review, document analysis, questionnaires, and interviews. A five-stage intervention is proposed, led by the Unit Pedagogical administrator, including collective study of texts, targeted classroom observation, evaluation meetings, action plan development, and self-assessment. It is concluded that strengthening the formation of the discerning teacher is essential to promote quality education in the context of Colégio Loyola, aligned with the principles of the Jesuit Education Network. Fri, 03 May 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13389 2024-05-03T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13388 Gestão de projetos como articulação entre o pedagógico e o administrativo à serviço da missão educativa Argollo, Juliana Rocha de This dissertation is the result of an investigation into the contribution of Project Management as a tool for articulating strategic decisions, both in the pedagogical and administrative spheres, through participatory management, in the context of a basic education school. The research was developed at Colégio Antônio Vieira, in a school belonging to the Jesuit Education Network (RJE), an educational institution anchored in the fundamental concepts of Project Management. Bearing in mind this vision focused on this type of management and seeking an improvement in the pedagogical-administrative interrelationship, this research had the general objective of demonstrating how Project Management can be used as a tool for articulating strategic decisions, in the pedagogical and administrative scope, through participatory management. To this end, it was a single case study, adopting a qualitative methodology of a descriptive nature. Thus, the benefits of participatory management and its possible impacts on the implementation of Project Management were highlighted, analyzing the main existing project management models, resulting in the proposal to institutionalize Project Management through the creation of a Permanent Management Committee of Projects and a project matrix to evaluate strategic initiatives. The results indicated that the adoption of these practices can minimize risks, maximize results and promote continuous improvements in the institution, aligning with the strategic objectives and guiding documents of the Jesuit Education Network. Based on these analyses, a viable Intervention Plan was drawn up, which paves the way for new studies that can evaluate how to propose the implementation of project management for strategic decisions in RJE schools and, perhaps, in other educational institutions. Fri, 19 Jul 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13388 2024-07-19T00:00:00Z