https://repositorio.pucsp.br/jspui/handle/handle/9519 Sun, 05 Apr 2026 01:36:57 GMT 2026-04-05T01:36:57Z https://repositorio.pucsp.br/jspui/handle/handle/46587 Título: A interculturalidade nas políticas curriculares da Educação Bilíngue Pública da cidade do Rio de Janeiro Abstract: In the context of the implementation of a Prestigious Bilingual Education (García, 2009) within Rio de Janeiro’s public school system in 2013, as an outcome of the Rio Criança Global Program (Rio de Janeiro, 2009), emerges the need for a critical understanding of what kind of bilingual individual the Municipal Department of Education of Rio de Janeiro (SME-RJ) aims to form through its Bilingual Education Program. This research aims to investigate the perspectives of interculturality that permeate the educational policies that underpin bilingual teaching in public schools of Rio de Janeiro. The study is theoretically grounded in the concept of Bilingual Education proposed by García (2009) and Megale (2019a), Critical Interculturality by Candau (2013) and Walsh (2009), and the notion of De-encapsulated Curriculum by Liberali (2019). In terms of methodology, this is a documentary analysis based on the assumptions of Critical Collaborative Research (Magalhães, 2011). The study analyzes official normative documents and initiatives by SME-RJ related to school curriculum and student education. Data were collected through the analysis of normative and institutional documents available in the public domain. The results indicate that the existing educational policies legitimizing the functioning of bilingual public schools in Rio de Janeiro are insufficient to guide the conception of curricula and the formation of students and teachers oriented toward a critical and intercultural bilingual education. Furthermore, the current policies are mostly anchored in a conception of assimilationist multiculturalism (Candau, 2013) or functional interculturality (Tubino, 2005; Walsh, 2009), which may reinforce an encapsulated bilingual formation (Engeström, 2002; Liberali, 2019) within the SME-RJ public school system Tipo: Dissertação Wed, 17 Dec 2025 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46587 2025-12-17T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46585 Título: Educação intercultural e migração: políticas públicas e ações educacionais no município de São Paulo Abstract: This thesis investigates the articulation between intercultural education, migration, and curriculum, with an emphasis on public policies and educational actions aimed at Latin American migrants in the municipality of São Paulo. The general objective of this investigation is to analyze the interfaces between legal frameworks, curricular documents, implemented programs, and indicators of actions developed in school units, using as a reference the City Curriculum: Migrant Peoples and reports from the Municipal Education Secretariat of São Paulo. Using a qualitative approach, bibliographic research and document analysis are employed as methodological procedures. Based on authors such as Candau (2008), Santos (2003), Waldman (2012), and Oliveira (2019), the work problematizes the limits and possibilities of public schools in the face of increasing cultural diversity, especially from the mapping of migrant enrollments by Regional Education Directorate (DRE) between 2020 and 2023. In this sense, a significant increase in students from countries such as Bolivia, Venezuela, and Haiti is observed. The theoretical framework, in addition to focusing on the relevance of cultural diversity, also articulates with the concepts of human rights, social justice, and global citizenship. The reflections and knowledge built contribute to the improvement of public policies aimed at addressing inequalities from the perspective of the inclusion of migrants in the municipality of São Paulo, considered as historically invisible subjects in society. Educational policies that consider the cultural difference of this social group aim to guarantee the right to learning and the recognition of migrant identities in the school environment Tipo: Tese Thu, 11 Dec 2025 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46585 2025-12-11T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46498 Título: O acolhimento como fundamento do processo educativo: contribuições para a formação do professor educador na educação básica Abstract: This research, carried out within the Graduate Program in Education: Curriculum at thePontifical Catholic University of São Paulo (PUC-SP), and conducted in a privateschool in the state of São Paulo, aimed to understand how the welcoming of BasicEducation students, undertaken by the teacher, emerges as a fundamental attitude forthe educational process and for ethinking teacher education. Qualitative in nature, theinvestigation adopted an action research approach, supported by bibliographic anddocumentary analysis, and inspired by practice-based narratives and critical reflectionon everyday school life. The experiences analyzed — Challenge-Based Lessons andthe Project The Power of Not Yet — demonstrated that welcoming is not reduced to anaffective gesture, but is configured as an ethical, political, and pedagogical stance,concretized through personalized learning, presence, and meaningful teacher-studentrelationships.Dialogue with authors such as Carl Rogers, Paulo Freire, Miguel Arroyo, MarcosTarciso Masetto, António Nóvoa, Linda Darling-Hammond, Pope Francis, and LópezQuintás, along with UNESCO (2022) guidelines and Brazilian educational legislation— the Federal Constitution, the LDB, the ECA, the BNCC, and CNE/CEB ResolutionNo. 7/2010 — allowed welcoming to be understood as a relational and formativeprinciple that articulates theory, practice, and educational policy. The emerginganalytical categories — relational, ethical-political, emotional, and pedagogical —revealed that welcoming is a complex pedagogical category, supported by four coreprinciples: personalized learning, relationa bonding, ethical planning, and equity.The practices analyzed show that welcoming is a lived reality within pedagogicalpractice, capable of promoting meaningful learning and trengthening schoolcoexistence. The theoretical and experiential synthesis of the research highlights thewelcoming triad — personalized learning, autonomy, and relational bonding — as thefoundation of a relational pedagogy that humanizes educational practices and resignifies the act of learning. The study concludes that welcoming is an educational andformative principle — a presence that learns, a gesture that humanizes, and a paththat remains Tipo: Tese Wed, 10 Dec 2025 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46498 2025-12-10T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46497 Título: Para além das evidências: um olhar para a criança por meio da construção de contextos de aprendizagem Abstract: This dissertation was developed within the Graduate Program at the Pontifical Catholic University of São Paulo (PUC-SP) and investigates the challenges and possibilities in creating learning contexts in Early Childhood Education that recognize and value children2 as protagonists of their own knowledge-building processes. The study begins with a reflection on the role occupied by very young children in everyday school life, aiming to identify contexts that foster interaction, experience, and knowledge production. Another issue explored is whether educator-centered practices limit children's actions and thinking. Grounded in contemporary theoretical frameworks on the concept of childhood, the study advocates shifting the focus from the adult’s perspective to the child’s perspective, recognizing the child as a capable subject who feels, thinks, decides, chooses, and desires. The research adopts a qualitative approach, focusing on bibliographic and documentary analysis to understand conceptions of childhood and pedagogical guidelines that influence educational contexts. The documentary analysis includes national and international legal frameworks, along with the principles of the Reggio Emilia approach, with the purpose of highlighting how these references contribute to the development of pedagogical practices that value children's protagonism and promote meaningful learning environments Tipo: Dissertação Thu, 06 Nov 2025 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46497 2025-11-06T00:00:00Z