https://repositorio.pucsp.br/jspui/handle/handle/15944 Sat, 04 Apr 2026 01:55:41 GMT 2026-04-04T01:55:41Z https://repositorio.pucsp.br/jspui/handle/handle/46555 Título: A construção de sentido na escola: a linguagem das artes entre a contemplação e a prática Abstract: This participatory, dialogical, and interventionist research is grounded in phenomenology and decolonial perspectives to investigate the relationship between art, meaning, and education. Developed in collaboration with the Research Group “Educational Practices and Psychoeducational Attention in School, Family, and Community – ECOFAM,” it weaves together the thoughts of Paulo Freire and bell hooks, questioning the marginalization of art in the school environment and advocating for its emancipatory potential. The study emerges from a personal narrative that contrasts traditional education with the rediscovery of art as a practice of freedom, denouncing its colonial instrumentalization and proposing its re-signification based on popular knowledge and collective experiences. The methodology, anchored in phenomenology and participatory research, involves observations in a public school in the Western Zone of São Paulo, art workshops, reflective meetings with children from Elementary School I (ages 9 to 11) and Elementary School II (ages 12 to 14), as well as field diary entries, forming a space for listening, expression, and collective creation. The results demonstrate that art, lived as an existential language, enables the expression of silenced affects, the collective elaboration of experiences of exclusion, and the re-signification of the school space as a territory of listening, creation, and belonging Tipo: Dissertação Mon, 15 Dec 2025 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46555 2025-12-15T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46516 Título: O adolescente e seu projeto de vida: um caminho a ser acompanhado Abstract: High school students undergo profound physical, emotional, social, and intellectual transformations. It is during this period that they generally begin to gain greater clarity about their interests, abilities, and future aspirations. High school, the final stage of basic education, aims, according to the Base Nacional Comum Curricular (BNCC – National Common Curricular Base), to develop activities that encourage young people to reflect on their future and build their life projects. The states have defined, in their educational legislation, the Life Project as a curricular component with a specific workload. This paper is a documentary research study that seeks to understand how some Brazilian states approach the topic of Life Project and how they have established its inclusion in schools, whether as a cross-cutting theme or as a curricular component. The theoretical framework for this research is based on the studies of Damon (2009); Leão, Dayrell, and Reis (2011); Araújo, Arantes, and Pinheiro (2020) on life projects, and Machado (2016) on projects. The data were gathered through research in the curricular documents of the states of Roraima (North), Paraíba (Northeast), Goiás (Central-West), Minas Gerais (Southeast), and Paraná (South)—one state from each Brazilian region. Although this may seem limited within the educational scope of the country, according to dialectical materialism theory, there is a fundamental principle in which this singular reality can be considered “part of the general movement” (Bock, Furtado, & Teixeira, 2023, p. 75). So far, the analysis reveals that the concept of Life Project is tied to career choice and the world of work, leading to the conclusion that, although the topic is of significant importance in youth development, the way it is currently being addressed does not allow the subject to achieve the objectives proposed by the BNCC Tipo: Dissertação Wed, 03 Dec 2025 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46516 2025-12-03T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/45510 Título: Formação em psicologia no Brasil e compromisso social: uma análise à luz da teoria das representações sociais Abstract: Psychology education constitutes a symbolic and political field in which meanings about the profession and its social role are constructed and contested. This study aimed to analyze, through an integrative review of the literature available in the Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), from 2011 to 2024, how Psychology education in Brazil has been discussed in relation to social commitment. The research articulates the Theory of Social Representations (TSR) with the notion of social commitment proposed by Bock (1999a). Data analysis involved two steps: textual analysis using the IRaMuTeQ software and content analysis. The results reveal significant tensions between hegemonic educational models, grounded in clinical, technical, and individualistic traditions, and critical approaches aimed at social transformation. The data reflect emotional responses such as insecurity and frustration regarding the training offered, but also a desire for change. Contradictory representations emerged between a traditional Psychology and more progressive proposals, alongside curricular guidelines and policies that operate as normative devices often shaped by neoliberal rationality. Within this context, it is possible to affirm that, although widely advocated in the analyzed literature, the social commitment of Psychology has yet to be effectively consolidated as a structuring axis of professional training. Furthermore, the study identified key thematic absences in the dissertations and theses reviewed, such as the limited emphasis on Clinical Psychology and Psychological Assessment, understood as expressions of symbolic disputes that define what is considered legitimate in professional education. The gap between proclaimed ethical-political commitments and the lack of engagement with technical and epistemological foundations constitutes one of the most relevant contradictions highlighted by this research. In a context marked by curricular fragmentation and competing training models, such absences hinder the development of an integrated education capable of critically linking theory, technique, and social responsibility. As a theoretical contribution, the articulation between TSR and the concept of social commitment enhances the analytical potential of the theory, reaffirming its interventionist and politically engaged dimension. By highlighting the meanings attributed to professional education and the symbolic conflicts it entails, this study provides insights for rethinking curricula and promoting a model of training that integrates technical competence, critical reflection, and ethical commitment to Brazil’s social reality Tipo: Tese Wed, 01 Oct 2025 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/45510 2025-10-01T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/45490 Título: Narrar-se no hoje, projetar-se no amanhã: juventude e perspectivas de futuros Abstract: This research seeks to understand the complex relationships between youth narratives and their future perspectives. The investigation is guided by the problematic of multiple configurations of contemporary youth condition and situation and how the many ways of being young influence the prospection of future horizons. Considering research on the constitution of the concept of youth, we understand that youth experiences are guided by social structures and not by intrinsic characteristics. Now, if youth is configured as a social category, constructed in a historical process in constant transformation, we must reflect on who are, currently, our young people? How are youth existences recognized and welcomed in their singularities? What do young people expect from the future? Such questions shape the central theme of our research, whose general objective is: To analyze, from autobiographical narratives, how young people delineate their future perspectives. The specific objectives are: To know how the youth condition of participants is characterized, To identify, through autobiographical narratives, what their future perspectives are, and To verify how young people elaborate these perspectives. The research presented here was developed from the theoretical-methodological perspective of autobiographical studies. The research was anchored in the theoretical-methodological foundations of autobiographical narratives (Passeggi, 2012; Ferrarotti, 1985; DeloryMomberger, 2014) and developed with 9 young people aged 17 and 18 years. For data production, twelve Narrative Workshops were conducted. The main research findings indicate the identity constitution process as a complex and dynamic phenomenon, characterized by simultaneous movements of self-knowledge, projection of future possibilities, search for social belonging and construction of existential meaning. The participants' autobiographical narratives show youth not only as a transitional period, but as an important moment in the biographical elaboration process, where elements of the past, present experiences and future aspirations converge Tipo: Tese Thu, 23 Oct 2025 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/45490 2025-10-23T00:00:00Z