https://repositorio.pucsp.br/jspui/handle/handle/10269 2026-05-30T01:52:49Z https://repositorio.pucsp.br/jspui/handle/handle/46934 Título: Livro didático de arte: análise para o desenvolvimento da alfabetização em arte nos primeiros anos da educação básica Abstract: This master's research investigates the dialogue between verbal and non-verbal texts in the Art textbook, understanding it as an object of school culture and as a pedagogical resource in the processes of literacy in Art in the initial grades of Elementary School. The study aims to analyze how the articulation between word and image, in the context of the Art textbook, contributes to the construction of meanings and to the development of aesthetic, critical and cultural reading of students, seeking to answer the question of how these modes of language interact to promote literacy in Art. Methodologically, it is a qualitative research, of an analytical and interpretative nature, which adopts content analysis as a central procedure, applied to the 3rd year volume of the collection A Conquista: Arte, approved by the PNLD 2023, considering its structure, organization of contents, pedagogical proposals and relationships between verbal and visual text. The results indicate that the integration between image and word enhances the construction of meanings and expands the possibilities of artistic reading, as long as it is mediated by the teaching action, since the material does not present itself as a self-sufficient resource. It was found that images occupy a central role in didactic proposals, while verbal texts act as guides for activities, requiring mediations that deepen contexts, meanings and cultural experiences. As the main contribution, the study shows that literacy in Art is effective as a relational, sensitive and critical process, in which the textbook assumes an organizing function of the curriculum, being re-signified by the teaching practice and by the valorization of orality, collective reading and the cultural diversity of students Tipo: Dissertação 2026-03-16T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46931 Título: Entre igreja, escola e cidade: um estudo prosopográfico de alunas da escola normal livre nossa senhora do bom conselho, de Taubaté-SP (1954-1969) Abstract: The present study had as its object of investigation the collective biography of the students who studied at the Escola Normal Livre Nossa Senhora do Bom Conselho, located in Taubaté, in the Vale do Paraíba, region of the state of São Paulo, and directed by the female Catholic congregation of the Sisters of Saint Joseph of Chambéry. The private institution, with strong ties to the local Church, was dedicated, during the 1950s and 1960s, to the training of teachers qualified to teach in primary education. Situated within the field of the History of Education and the theme of confessional normal schools of the mid-twentieth century, this study sought to outline the socioeconomic profile of the normal school students in order to answer the following question: who were these students and what relationships did they and their families establish with the aforementioned institution and with the city of Taubaté? Thus, the objective was to problematize the connections between school, city, and culture, as well as between female education and Catholicism. To this end, the methodological indications of Prosopography or Collective Biography were adopted, based on Stone (2011), Charle (2006), and Heinz (2006), with the aim of understanding the formative universe inherent to that educational institution and its relations with the broader context. The set of sources comprised 367 student records and other related sources. For data analysis, the research employed the theoretical contributions of Social History, particularly the approach of E. P. Thompson (1981, 1998), regarding the links between education and culture. The results showed that the normal school students were mostly Catholic and residents of Taubaté or nearby cities, especially from central neighborhoods. They came from middle and upper classes, whose families held diverse occupations, such as commerce, public service, liberal professions, rural activities, and political positions. The evidence corroborates the idea of a confessional institution that offered a formation anchored in the religious and moral values of the time and had a selective social composition, since it served specific segments of society. Furthermore, it was found that that educational institution and the educational project of the Sisters of Saint Joseph of Chambéry were articulated with the cultural, political, social, and urban dynamics of that historical conjuncture Tipo: Dissertação 2026-03-11T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46918 Título: A cobertura jornalística da educação infantil: um estudo sobre as representações no jornal O Estado de S. Paulo (2013-2023) Abstract: Drawing on Roger Chartier’s theoretical framework on cultural history, this research investigated how the newspaper O Estado de S.Paulo represented early childhood education between 2013 and 2023. Engaging with the reading of the press as a social actor proposed by Heloisa Cruz and Maria do Rosário Peixoto, the study sought to understand how coverage built approaches about early childhood education and teaching work. The analysis involved 182 articles, from the editorial sections Educação (Education), Metrópole (Metropolis) and Notas & Informações (Notes & Information). The corpus was organized through a data collection instrument composed of 15 analytical categories, designed to map both morphological aspects (gender, authorship, editorial location) and discursive ones (central themes, frameworks and interviewed people), allowing the crossing of variables to identify representation patterns. The results revealed a clear dichotomy: while private schools are presented as a showcase of innovations, projecting a particular childhood aesthetics ― of urban, middle-class and upper-class and globalized children ―, the public ones are portrayed in the vast majority of reports as something “to be solved”. This framework is reinforced by a hierarchy of voices that, exploring the intersection between childhood and gender, delegates the representation of the family almost exclusively to mothers, while privileging management positions and silencing teachers. This approach becomes even more complex by disregarding the fundamental importance of early childhood education as a right, and the central role of female teachers in children’s integral development Tipo: Dissertação 2026-03-17T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46913 Título: A terceira cabaça da educação: denúncias, propostas e utopias do movimento LGBTI+ brasileiro e argentino Abstract: What are the denunciations, proposals, and utopias regarding gender and sexuality in education elaborated by the Brazilian and Argentinian LGBTI+ movements? This research aims to identify and systematize these elaborations based on interviews with LGBTI+ activists and the analysis of historical documents produced by the social movements themselves, understood as political archives of denunciation, proposition, and utopian imagination. Methodologically, the investigation is inscribed within the perspective of crossroads, articulated with the notion of spiral time, rejecting linear readings of history and privileging the intersection of times, experiences, territories, and knowledge. Groups from Brazil and Argentina were selected, considering the pioneering role of the latter in the Latin American LGBTI+ struggle and its influence on the constitution of the Brazilian movement. The research shows that education is historically configured as a central territory of dispute, marked by institutional violence, silences, and conservative attacks, but also as a space of resistance, knowledge production, and the formulation of alternative educational projects. Throughout the thesis, we analyze reports of LGBTI+phobia in the school environment, proposals for a comprehensive, intersectional, queer, transfeminist, and counter-colonial sexual education, as well as the educational utopias developed by the LGBTI+ movement as a method of survival, creation, and anticipation of other possible worlds. The theoretical framework prioritizes LGBTI+, Latin American, queer, transfeminist, and decolonial authors, in dialogue with studies on social movements and education. We argue that these elaborations are not limited to curricular inclusion, but point to the creation of new educational spaces and modes of existence, systematized in the notion of the “third gourd” of education, understood as a political-pedagogical crossroads guided by collectivity, ancestry, and radical imagination Tipo: Tese 2026-03-20T00:00:00Z