https://repositorio.pucsp.br/jspui/handle/handle/947 Thu, 18 Jun 2026 01:58:16 GMT 2026-06-18T01:58:16Z https://repositorio.pucsp.br/jspui/handle/handle/46993 Título: Cidadania gamificada: jogos digitais como ferramenta para promover o engajamento cívico e a formação cidadã dos jovens Abstract: This research investigates the potential of digital games as mediating tools for promoting civic awareness, citizenship education, and youth engagement in public issues. In a context marked by political polarization and young people’s disinterest in traditional methods of political education, the study proposes the use of digital games as an innovative and engaging approach. The general objective was to identify the impacts of digital games on young people’s motivation and participation in citizenship education initiatives. The methodology followed a mixed-methods approach (qualitative and quantitative), including documentary analysis, semi-structured interviews, and the implementation of the “Gamified Citizenship” workshop with students from a popular pre-university preparatory course in São Paulo. During the intervention, the “Game da Cidadania” was used, developed by the Office of the Comptroller General of the Union (CGU) in partnership with the Federal University of Goiás Tipo: Dissertação Fri, 24 Apr 2026 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46993 2026-04-24T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46991 Título: O consenso na filosofia e a consensualidade administrativa Abstract: The objective of this study was to investigate how selected philosophical authors could contribute to the understanding of administrative consensuality in Brazil. To this end, the research analyzed, on the one hand, the current doctrinal landscape of Brazilian administrative consensuality, stemming from Law No. 13.655/2018, which inserted Article 26 into the Law of Introduction to the Norms of Brazilian Law (LINDB), including its potentials, risks, and unresolved doubts; on the other hand, it explored how each philosophical author could contribute in this context by offering reflections and foundations based on a rationalization of the concept of consensus. For this endeavor, an exploratory and qualitative methodology was adopted, based on a bibliographic review of scientific articles. The results revealed that, although LINDB institutionalized administrative consensuality seeking legal certainty, it also introduced substantial challenges. Concepts such as "general interests" remain ambiguous, and the absence of detailed procedural guidelines for agreements fosters risks such as the personalization of decisions and a "culture of fear" among public managers. Uncertainties also persist regarding the legal nature of agreements, the participation of third parties, the need for public consultations, the effect of precedents, and the limits of action of control bodies. As for the philosophical contributions, the work of Socrates, with its emphasis on horizontality and the maieutic and dialectical method, indicates the need to problematize the notion of vertical consensuality, and can also suggest parameters for a procedure aimed at deepening the dialogue between negotiators. Saint Augustine's work highlighted the importance of considering affections, such as love and fear, in the formation of consensus, as well as its inherent earthly limitation, pointing to the need for mechanisms for reviewing and adapting agreements. Thomas Hobbes, in turn, raises questions about the harmonization between LINDB's consequentialist logic and democratic legitimacy, warning of the risk of instrumentalization of consensus and power asymmetry in negotiations. Immanuel Kant, by proposing universalizable maxims of reason, offers a framework for interpreting "general interest" and promoting equality, although its rigidity may hinder the flexibility needed for agreements. Finally, Jürgen Habermas, by differentiating instrumental from communicative rationality, suggests that an authentic consensus must be based on ideal speech conditions, providing criteria for evaluating the democratic quality of participation and addressing informational asymmetry. It was concluded that administrative consensuality is a multifaceted phenomenon, reflecting a long and historically situated human trajectory of dealing with conflicts and seeking agreements. Article 26 of LINDB is inserted into this panorama, oscillating between the pursuit of functionality and the demand for legitimacy. Philosophical analysis proved relevant not only as a way to address current criticisms and doubts in legal doctrine but also to open new questions and avenues for research. It was understood that no single philosophical theory is sufficient to exhaust the topic, reinforcing the importance of interdisciplinary approaches for a more complete and responsible understanding of the limits, risks, and vast potentials of this decision-making tool in the context of Brazilian Administrative Law Tipo: Dissertação Tue, 14 Apr 2026 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46991 2026-04-14T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46992 Título: Impactos da inteligência artificial na aprendizagem humana: um panorama à luz da neurociência cognitiva Abstract: The rapid dissemination of Artificial Intelligence (AI) across different spheres of social life, particularly in educational contexts, has provoked significant transformations in the ways of teaching, learning, and constructing knowledge. Parallel to this movement, cognitive neuroscience has advanced in understanding the brain mechanisms involved in human learning, such as attention, memory, cognitive load, and self-regulation. Given this scenario, this research aimed to discuss the impacts of AI on human learning in the contemporary landscape through the lens of cognitive neuroscience, based on scientific literature published between 2020 and 2025. These impacts are synthesized into seven analytical categories: cognitive load, knowledge retention, student engagement, creative capacity, self-monitoring, critical thinking, and ethical aspects. This was a qualitative study of a basic nature, descriptive and exploratory in type, utilizing a bibliographic research method in the form of a narrative review. The data collection was conducted across multidisciplinary academic databases. The results of the analysis indicate that recent scientific literature points to both potential benefits of AI in learning, such as support for self-regulation, personalized instruction, and the reduction of extrinsic cognitive load and neurocognitive risks, especially those associated with cognitive offloading, a possible reduction in mental effort, the weakening of critical thinking, and over-reliance on automated systems. Furthermore, it was observed that the impacts of AI on processes such as knowledge retention, engagement, creativity, and selfmonitoring depend heavily on the mode of pedagogical integration of these technologies, rather than just their presence in learning environments. Limitations of the study include the scarcity of long-term empirical research and the emerging nature of the field, characterized by heterogeneous and sometimes inconclusive results. Nevertheless, this work contributes to the systematization of AI’s impacts on the neurocognitive processes of human learning, offering theoretical foundations for critical reflection, the design of more conscious educational practices, and the development of future research. From a social and educational standpoint, it is expected that these findings will assist educators, managers, and policymakers in the more balanced, ethical, and responsible adoption of AI technologies in educational spaces Tipo: Dissertação Thu, 16 Apr 2026 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46992 2026-04-16T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46990 Título: Dinâmicas do ciclo vítima–agressor no cyberbullying entre adolescentes de escolas privadas de alto padrão em São Paulo e a construção de um modelo institucional de prevenção e combate à violência sistemática escolar Abstract: In the context of contemporary youth sociability, increasingly mediated by digital platforms, understanding cyberbullying has become an urgent concern. This urgency is particularly evident in high-income private schools attended by upper-class adolescents with substantial economic resources and a significant accumulation of social and symbolic capital. Within these elite environments—marked by intense competition for prestige, constant peer surveillance through digital networks, and strong pressures for recognition—practices of exposure, humiliation, and retaliation assume specific configurations, closely intertwined with the dynamics of distinction that structure these social spaces. It is within this context that this dissertation is situated. Its central objective is to investigate how moral disengagement and the desire for revenge influence the transition from victim to aggressor in cyberbullying, as well as to analyze the implications of this transition for identity formation, power relations, and the online and offline social networks of these adolescents. The study is theoretically grounded in five core frameworks. Bandura’s concept of moral disengagement provides insight into how adolescents legitimize retaliatory behavior by suspending ethical restraints through socially shared justifications. Bourdieu’s theoretical perspective enables the interpretation of elite schools as fields of symbolic struggle, in which capitals, hierarchies, and mechanisms of distinction shape belonging and trajectories of conflict. Bauman’s analysis illuminates the logic of visibility and fluidity in digital interactions, wherein public humiliation acquires social value by being transformed into performance before an audience. Coleman’s contribution highlights how the weakening of trust networks and social capital reduces collective constraints and amplifies incentives for aggression. Finally, Paulo Freire offers analytical tools to understand how institutional silencing and the lack of recognition of suffering foster revenge as a socially intelligible response. Methodologically, the research adopts a mixed-methods design with a quantitative emphasis. Data were collected in two waves between 2023 and 2025 across five high-income private schools, involving a total of 818 adolescents. Anonymous questionnaires were administered, including sections on victimization and perpetration in digital environments, perceptions of norms and school climate, patterns of social media use, and repertoires of retaliation. Open-ended items captured individual narratives concerning conflict, public exposure, status, perceived injustices, and expectations of response. The findings indicate that the victim-to-aggressor transition cannot be explained solely by individual experiences of suffering, but rather is embedded in relational and institutional dynamics characteristic of elite schools, where symbolic performance pressures are particularly strong. Retaliation emerges as a strategy primarily when schools fail to adequately acknowledge incidents, when support networks are fragile, or when the digital audience—whether silent or encouraging—offers prestige and opportunities for social repositioning. In more cohesive and dialogical school environments, equipped with clear and consistent protocols, a significant reduction in this transition is observed. The study concludes that, in this context, cyberbullying operates as a social practice that regulates internal hierarchies, reinforces distinctions, and organizes youth identities under the logic of visibility and competition. As an applied contribution, this dissertation proposes guiding principles for an institutional protocol of response, mediation, and documentation, aimed at interrupting cycles of revenge, restoring social bonds, and strengthening networks of care within the school environment Tipo: Tese Mon, 27 Apr 2026 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46990 2026-04-27T00:00:00Z