DSpace Communidade:https://repositorio.pucsp.br/jspui/handle/handle/9472026-04-04T04:14:34Z2026-04-04T04:14:34ZSobre educação em sexualidade nas escolas públicas: podem as professoras falar?https://repositorio.pucsp.br/jspui/handle/handle/466422026-03-12T04:04:23Z2025-12-17T00:00:00ZTítulo: Sobre educação em sexualidade nas escolas públicas: podem as professoras falar?
Abstract: This research seeks to analyse how an educational game addressing the themes of Gender, Sexuality, Diversity, and Intersectionality promotes the construction of dialogical and critical-reflective spaces within teaching practice. The work is grounded in Vygotsky’s theoretical framework, which understands the game as a historical and cultural tool for pedagogical transformation. The methodology adopted was the CriticalCollaborative Research (PCCol), which values dialogue, co-authorship between researchers and participants, and the transformation of educational practices. The game “Let’s Talk About Gender and Sexuality at School” consists of 54 cards featuring problem situations and reflection questions that foster active listening and debate among educators. Two main instruments for data production and collection were established to conduct the research, aligned with the critical-collaborative approach. The first was (a) a pedagogical workshop in which the educational game was applied to teachers from a public school in the city of Caieiras (SP, Brazil), allowing observation of interactions, field diary entries, and collaborative notes. The second instrument was (b) a semi-structured questionnaire administered to participants after the workshop, aiming to identify perceptions, learning outcomes, and possible transformations in conceptions of gender, sexuality, and teaching practice. Drawing on the theories of Vygotsky, Freire, and bell hooks, the study advocates for an emancipatory, inclusive, and anti-discriminatory teacher education. The results suggest the importance of expanding continuous teacher training, investing in the production and acquisition of didactic materials, and creating formative and critical-reflective spaces that strengthen transformative teaching practices committed to Human Rights
Tipo: Dissertação2025-12-17T00:00:00ZCartas ao pé do ouvido: um estudo sobre subjetividade na obra de Marcus Matragahttps://repositorio.pucsp.br/jspui/handle/handle/465902026-02-07T04:03:38Z2025-12-12T00:00:00ZTítulo: Cartas ao pé do ouvido: um estudo sobre subjetividade na obra de Marcus Matraga
Abstract: The text that follows is a collection of letters addressed to the psychologist, poet, and, above all, radical militant of the Anti-Asylum Movement, Marcus Vinícius de Oliveira Silva - known as Marcus Matraga. Their purpose is to weave a guiding thread through part of his work, leading us, by the end of the narrative, to an understanding of his aspirations as a pathway for comprehending the matter of subjectivity. The research was conducted through documentary analysis, with the Memorial Matraga - developed since the second semester of 2016 - serving as the main source. From a set of 65 documents of different natures (audio, video, academic, and poetic production) by the author, three major themes were identified that allow us to understand the proposition of subjectivity that Matraga formulates for the field of Psychology: (1) the subject out of place - the subject of madness; (2) the subject and the forms of subjectivity that Psychology seeks and forges throughout its historical trajectory; and (3) the subject and subjectivity in the face of social inequality. The analysis of this body of work follows an indisciplinary path, in coherence with the psychologist’s own provocations directed at the field of knowledge and practice in Psychology, generating dialogues with epistemological and theoretical contributions selected according to their relevance to the issues at hand. Each letter presented offers reflections drawn from his production and from themes identified as central in the analysis I propose. In this way, it becomes possible to grasp that subjectivity is characterized as a “set of arrangements,” whether psychic, social, political, aesthetic, and above all, historical and political. Structuring inequality, in turn, is a condition for thinking such arrangements, given that our history bears the mark of a colonial and slave-based regime that continues to shape Brazilian ways of being today. A self-enclosed and naturalized conception of subjectivity is rejected, while ruptures with such perspectives are proposed. Furthermore, the recovery and preservation of memory emerge as essential for strengthening critical thought in the history of Psychology
Tipo: Tese2025-12-12T00:00:00ZA interculturalidade nas políticas curriculares da Educação Bilíngue Pública da cidade do Rio de Janeirohttps://repositorio.pucsp.br/jspui/handle/handle/465872026-02-07T04:03:34Z2025-12-17T00:00:00ZTítulo: A interculturalidade nas políticas curriculares da Educação Bilíngue Pública da cidade do Rio de Janeiro
Abstract: In the context of the implementation of a Prestigious Bilingual Education (García, 2009) within Rio de Janeiro’s public school system in 2013, as an outcome of the Rio Criança Global Program (Rio de Janeiro, 2009), emerges the need for a critical understanding of what kind of bilingual individual the Municipal Department of Education of Rio de Janeiro (SME-RJ) aims to form through its Bilingual Education Program. This research aims to investigate the perspectives of interculturality that permeate the educational policies that underpin bilingual teaching in public schools of Rio de Janeiro. The study is theoretically grounded in the concept of Bilingual Education proposed by García (2009) and Megale (2019a), Critical Interculturality by Candau (2013) and Walsh (2009), and the notion of De-encapsulated Curriculum by Liberali (2019). In terms of methodology, this is a documentary analysis based on the assumptions of Critical Collaborative Research (Magalhães, 2011). The study analyzes official normative documents and initiatives by SME-RJ related to school curriculum and student education. Data were collected through the analysis of normative and institutional documents available in the public domain. The results indicate that the existing educational policies legitimizing the functioning of bilingual public schools in Rio de Janeiro are insufficient to guide the conception of curricula and the formation of students and teachers oriented toward a critical and intercultural bilingual education. Furthermore, the current policies are mostly anchored in a conception of assimilationist multiculturalism (Candau, 2013) or functional interculturality (Tubino, 2005; Walsh, 2009), which may reinforce an encapsulated bilingual formation (Engeström, 2002; Liberali, 2019) within the SME-RJ public school system
Tipo: Dissertação2025-12-17T00:00:00ZVideoentrevistas com migrantes de crise: uma proposta curricular multimodal engajadahttps://repositorio.pucsp.br/jspui/handle/handle/465892026-02-07T04:03:36Z2025-12-15T00:00:00ZTítulo: Videoentrevistas com migrantes de crise: uma proposta curricular multimodal engajada
Abstract: This thesis investigates video interviews done with crisis migrants as a resource for analysis and pedagogical potential, articulating sensitive ethical listening, with social commitment. The work is based on the observation that migratory experiences, often marked by ethical-political suffering (Sawaia, 2001) and structural violence (MartínBaró, 1990), rarely find space for enunciation in school curricula. At the same time, these experiences carry within them potentialities of agency and resistance that, when narrated, can be converted into collective and transformative knowledge. The research was developed within the framework of Critical Collaborative Research (PCCol, in Portuguese) (Magalhães, 2007), assuming the perspective that the participating subjects are co-creators of knowledge. Video interviews were conducted with six migrants from the Global South, living in São Paulo, in shelter spaces, such as “Missão Paz” and “Parque da Água Branca”. The resulting material, recorded using multiple multimodal resources, allows us to observe gestures, pauses, body language, and significant silences. The analysis focused on dramatic events in the narratives, moments in which ethical-political tensions, manifestations of perezhivanie (Vygotsky, 1998), and gestures of agency (Stetsenko, 2023) become evident. Such events reveal how migration trajectories are permeated by exclusion and, at the same time, by the creation of new possibilities for existence and belonging. Inspired by the notion of living-writing (Evaristo, 2020), this research proposes to understand video interviews as practices of co-authorship in which memory, body, and voice intertwine in the production of insurgent and collective knowledge. These audiovisual documents constitute ethical experiences of listening and sharing, capable of reconfiguring power relations and expanding expressive repertoires. Finally, the thesis discusses the educational potential of these materials, relating them to the processes of immersion, emergence, and insertion (Freire, 2021). Without effectively applying their direct application in the classroom, the thesis points to the possibility of technically qualifying the videos and developing future pedagogical proposals that recognize migrant narratives as a legitimate site for knowledge production and critical curriculum construction
Tipo: Tese2025-12-15T00:00:00Z