https://repositorio.pucsp.br/jspui/handle/handle/9519 Thu, 28 May 2026 18:23:28 GMT 2026-05-28T18:23:28Z 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 Fri, 27 Mar 2026 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46923 2026-03-27T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46896 Título: O uso da inteligência artificial nos cursos ead na área de saúde no Brasil sob uma perspectiva libertadora Abstract: This research analyzes the relationship between the use of Artificial Intelligence (AI) in Distance Education (DE) courses in the health field in Brazil, during the period from 2020 to 2025, and the principles of Paulo Freire’s liberating education. The justification stems from the observation that DE, although consolidated as an important vector for democratizing access to higher education, presents challenges related to massification, the loss of interpersonal connections, and the possible dehumanization of the educational process tensions now amplified by the use of intelligent technologies. The central hypothesis is that AI, depending on its intentionalities and the way it is integrated into the curriculum, can either strengthen emancipatory practices based on dialogue and learner autonomy or reproduce a technicist, “banking” model of education. The theoretical framework is grounded in the works of Paulo Freire and Álvaro Vieira Pinto. Methodologically, the study adopts a Systematic Literature Review (SLR) with a qualitative approach, considering studies published between 2020 and 2025 in the BDTD, CAPES Journals, and SciSpace databases. Results indicate that, although AI is recognized as a potential mediator of autonomous and personalized learning, its application still occurs under an instrumental and technocratic bias, limiting the construction of genuinely liberating practices. The study reinforces the need for educational policies and curricula that guide the ethical, critical, and humanizing use of AI in health education Tipo: Dissertação Mon, 16 Mar 2026 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46896 2026-03-16T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46854 Título: Programa de diversidade cultural do Sesc São Paulo: estudos sobre institucionalidade e desigualdade de trocas Abstract: This study presents and discusses the Cultural Diversity Program of Sesc São Paulo. Its objective is to analyze the discourse found in the documents that guide the implementation of the program, its relationship with international instruments and treaties, as well as to assess the models of educational action involved in the institution, the underlying concepts, challenges, and the outcomes of its implementation. As a focal point, the analysis examines the educational actions related to the program and the main projects carried out by Sesc São Paulo, with particular emphasis on the initiatives proposed by Sesc Sorocaba, an operational unit that regularly develops activities for a wide range of audiences. The methodology employed is discursive textual analysis, aiming to reflect on the concepts and practices used in the program, based on the founding document of the Cultural Diversity Program, the Cultural Policy of Sesc São Paulo, and records of programmatic actions found in internal materials and those made available in the virtual environment. The author’s experience as an audience member, manager, and artist complements the proposed methodological approach. The study also offers reflections on the complementarity between formal and nonformal education, addressing shared challenges, practices, and concepts, drawing particularly on authors such as Paulo Freire, Marilena Chauí, Michael Apple, Maria da Glória Gohn, Carlos Rodrigues Brandão, among others Tipo: Dissertação Wed, 18 Mar 2026 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46854 2026-03-18T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46844 Título: Hibridismo crítico como método: reconstrução curricular no ensino médio Abstract: This doctoral dissertation, developed within the Graduate Program in Education: Curriculum at the Pontifical Catholic University of Sao Paulo (PUC-SP), in the research line New Technologies in Education, critically investigates the concept of blended learning as it has been appropriated in public policies, educational discourses, and contemporary practices, particularly in secondary education. Grounded in a critical epistemology and in dialogue with Paulo Freire, Antonio Novoa, and Fernando Jose de Almeida, the study proposes critical hybridism as an analytical, political, and epistemic category, situated at the intersections of subjects, knowledges, territories, times, and social spaces that surround the school.The research is based on the understanding that rhetoric derived from the concepts of innovation, personalization, and student autonomy has frequently obscured curricular disputes and reduced so-called blended learning to a technical-instrumental logic aligned with neoliberal and individualistic rationality, with significant impacts on the curriculum, teaching practice, and the meaning of student protagonism detached from lived reality. In contrast, the dissertation argues for co-protagonisms as structuring principles of critical and socially committed pedagogical ecosystems, offering a reflection on the role of the teacher within a methodology that has progressively devalued their function and professional agency.This is a qualitative study of na applied and theoretical–propositional nature which, by displacing blended learning from a merely methodological approach to a political-pedagogical event, reaffirms the curriculum, its multiple actors, and school practices as a territory of justice, cultural production, and integral human formation Tipo: Tese Fri, 06 Mar 2026 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46844 2026-03-06T00:00:00Z