https://repositorio.pucsp.br/jspui/handle/handle/9519 2026-06-15T22:02:08Z https://repositorio.pucsp.br/jspui/handle/handle/46975 Título: Serviço de atendimento à rede em ambiências hospitalares e domiciliares (SARAHDO): uma análise crítica com crivo de referenciais freireanos Abstract: This thesis aims to analyze teacher education, from the perspective of Paulo Freire, as a process capable of contributing to humanizing pedagogical practices within the Service for Educational Support in Hospital and Home-Based Settings (SARAHDO), a public policy of the State Education Network of Bahia. Situated within the Education–Health interface, SARAHDO is responsible for providing education to students who are ill and undergoing medical treatment, in accordance with the proposals of Hospital Classes and Home Pedagogical Assistance. The study investigates the pedagogical intentionalities of SARAHDO and has as its main objective the presentation of concepts and principles for the development of critical-reflexive teacher education. Justified by the absence of a pedagogy that respects the specificities of these students, this dissertation, grounded in Freirean theoretical frameworks, seeks to open space for the recognition and validation of human rights, while presenting possibilities for the construction of pedagogical practices aligned with Paulo Freire’s dialogical perspective. The research involves documentary analysis of national legislation related to education for ill students, as well as a bibliographic review of authors who, like Freire, are committed to the right to socially grounded quality education. The study investigates how a Freirean approach to teacher education can contribute to the development of teaching practices aimed at fostering critical consciousness and the resignification of the life histories of students served by SARAHDO. Grounded in critical theory, this qualitative study adopts participant research as a means of valuing teachers’ voices throughout the research process. The study involved nine SARAHDO teachers from the Territorial Education Center (Núcleo Territorial de Educação NTE 05) in the municipality of Itabuna, Bahia. Data production procedures and instruments included document analysis, a questionnaire, and interviews with the nine teachers, in addition to two moments of collective discussion, referred to as Dialogical Encounters, organized into three groups of teachers and conducted both in person and online to ensure broad participation. The data produced were organized into analytical categories based on a Freirean conceptual framework centered on continuing teacher education. The analyses indicate that dialogue precedes and structures all pedagogical actions within SARAHDO, guiding educational practices through sensitive listening and fostering a humanized, welcoming space that enables the critical development of ill students. The results demonstrate that, from a critical perspective, adopting dialogue as the structuring axis of continuing education can ensure the development of critical consciousness, promote the reading of reality aimed at transformation, and support meaningful learning processes. Thus, within a reflective proposal, dialogue favors, provokes, demands, and enables continuing education oriented toward the transformation of pedagogical practices. Anchored in Freirean dialogicity, this research contributes to rethinking educator education practices by promoting human valorization and reflective engagement, demonstrating that participation—as opposed to passive observation—in formative processes can foster emancipation, autonomy, and the production of learning within an inclusive, just, and transformative educational framework Tipo: Tese 2026-04-24T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46957 Título: Educação infantil e justiça curricular: um estudo de caso em uma escola municipal de educação infantil da cidade de São Paulo Abstract: This research focuses on the curriculum of Early Childhood Education and, as its object of study, the curriculum of a Municipal Early Childhood Education School in the city of São Paulo. The investigation aims to analyze how the curricular practices developed in a Municipal Early Childhood Education School in the city of São Paulo express, challenge, and enable the construction of Curricular Justice (Ponce, 2023), identifying which elements of daily pedagogical practice can contribute to the promotion of social justice (Fraser, 2002) in Early Childhood Education. The research objectives are: 1) to map the historical trajectory of conceptions of childhood in the São Paulo Municipal School System; 2) to identify curricular practices that demonstrate intentionality, strategies, and actions aimed at promoting Curricular Justice in Early Childhood Education; 3) to analyze how the selected curricular practices express dimensions of Curricular Justice – knowledge, care, and democratic coexistence – and in what way they contribute (or not) to the construction of social justice. The research starts from the conception of curriculum as a complex social practice that involves historical-social construction; ideological disputes; spaces of power; cultural choices; and the exercise of identities (Ponce, 2023). The research questions guiding the studies are: How can an Early Childhood Education curriculum be guided by and committed to social justice? What elements can contribute to this construction? The research will be constituted through an instrumental case study (Gil, 2002) and the concept of Writing-Life (Evaristo, 2017) and is organized in four stages: A systematic literature review on the history of children's rights in Brazil and conceptions of childhood in the São Paulo Municipal School System; study and presentation of the concept of Curricular Justice; Analysis of practices and documentation of an Early Childhood Education unit; analysis and systematization of data. The theoretical framework is fundamentally based on Ponce (2023) and Fraser (2002) Tipo: Dissertação 2026-04-09T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46941 Título: Reserva natural Sesc Bertioga e visitas mediadas: contribuições para o currículo escolar do ensino fundamental Abstract: This dissertation presents the results of a research study aimed at analyzing the proposal of the Mediated Visits Program at the Sesc Bertioga Nature Reserve. It investigates non-formal educational practices carried out within this environmental conservation area, their articulation with national curricular guidelines, and their potential integration into school curricula. The study adopts a qualitative approach, employing bibliographic research and the analysis of Brazilian educational legislation, as well as institutional and pedagogical documents related to the Reserve’s educational activities, conducted within a case study framework. The theoretical foundation draws on key studies in education, curriculum theory, and ecopedagogy, notably the works of Freire (2024), Casali (2022), Gimeno Sacristán (2013), Apple (2001), and Gadotti (2000), who conceptualize curriculum as a social, political, and cultural construction. In the field of Environmental Education (EE), the research engages with contributions by Sorrentino et al. (2005), Jacobi (2003), Padua (2012), and the National Environmental Education Policy (Law No. 9.795/1999), which understand EE as a formative, critical, democratic, and participatory process. The dissertation contextualizes Sesc’s institutional trajectory and highlights the role of the Sesc Bertioga Nature Reserve as a socio-educational space oriented toward sustainability, citizenship, and research, emphasizing the contributions of Mediated Visits in fostering direct contact with nature, environmental awareness, and meaningful learning. The findings indicate that EE practices demonstrate strong potential to enrich school curricula by integrating scientific, cultural, and environmental knowledge, contributing to students’ holistic development and supporting the construction of a critical, inclusive, and sustainability-oriented educational perspective across multiple dimensions Tipo: Dissertação 2026-04-09T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46923 Título: Um trabalho profissional com a potência de ampliar a consciência crítica: SESC São Paulo Abstract: Work, historically associated with processes of alienation and exploitation in the context of contemporary capitalism, can also constitute an educational and formative space that contributes to the expansion of critical consciousness, especially when shaped by emancipatory perspectives. This dissertation investigates the educational role of work within the Social Service of Commerce of São Paulo (Sesc São Paulo), understanding it as a formative practice in the field of non-formal education and analyzing its contributions to the expansion of employees’ critical consciousness. The objective of the study was to understand how the work journey at Sesc São Paulo may foster processes of critical reading of reality, civic education, and the conscientization of subjects. The theoretical framework is grounded primarily in the thought of Paulo Freire, articulated with contributions from the field of critical curriculum studies and non-formal education, highlighting authors such as Michael Apple, Branca Jurema Ponce, Agostini, and Passos. The research adopts a qualitative approach, encompassing a bibliographic survey, documentary analysis of institutional texts, and field research. For data collection, semi-structured interviews were conducted with employees of Sesc São Paulo, aiming to understand the meanings these subjects attribute to their work experiences. Data analysis followed the assumptions of content analysis, enabling the construction of analytical categories related to perceptions of work, critical consciousness, and institutional intentionality. The results indicate that, although work is situated within a context marked by contradictions inherent to capitalist society, Sesc São Paulo presents institutional conditions that favor educational experiences in the field of non-formal education, contributing to the expansion of critical consciousness, the strengthening of citizenship, and the development of social practices oriented toward social justice Tipo: Dissertação 2026-03-27T00:00:00Z