https://repositorio.pucsp.br/jspui/handle/handle/10238 Sat, 04 Apr 2026 04:03:21 GMT 2026-04-04T04:03:21Z https://repositorio.pucsp.br/jspui/handle/handle/46642 Título: Sobre educação em sexualidade nas escolas públicas: podem as professoras falar? Abstract: This research seeks to analyse how an educational game addressing the themes of Gender, Sexuality, Diversity, and Intersectionality promotes the construction of dialogical and critical-reflective spaces within teaching practice. The work is grounded in Vygotsky’s theoretical framework, which understands the game as a historical and cultural tool for pedagogical transformation. The methodology adopted was the CriticalCollaborative Research (PCCol), which values dialogue, co-authorship between researchers and participants, and the transformation of educational practices. The game “Let’s Talk About Gender and Sexuality at School” consists of 54 cards featuring problem situations and reflection questions that foster active listening and debate among educators. Two main instruments for data production and collection were established to conduct the research, aligned with the critical-collaborative approach. The first was (a) a pedagogical workshop in which the educational game was applied to teachers from a public school in the city of Caieiras (SP, Brazil), allowing observation of interactions, field diary entries, and collaborative notes. The second instrument was (b) a semi-structured questionnaire administered to participants after the workshop, aiming to identify perceptions, learning outcomes, and possible transformations in conceptions of gender, sexuality, and teaching practice. Drawing on the theories of Vygotsky, Freire, and bell hooks, the study advocates for an emancipatory, inclusive, and anti-discriminatory teacher education. The results suggest the importance of expanding continuous teacher training, investing in the production and acquisition of didactic materials, and creating formative and critical-reflective spaces that strengthen transformative teaching practices committed to Human Rights Tipo: Dissertação Wed, 17 Dec 2025 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46642 2025-12-17T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46564 Título: Escrevivência, literatura infantil e formação de formadores: práticas transformadoras no contexto antirracista Abstract: This study articulates escrevivência, ancestral memory, and pedagogical practice to investigate how antiracist children’s literature can function as an instrument of resistance, identity formation, and social transformation. Drawing on the trajectory of a mixed-race woman who is an early childhood educator, author, and illustrator of children’s literature, the research analyzes the interweaving of life, work, and teaching practice as a unified body of knowledge and action. Anchored in CriticalCollaborative Research (PCCol), the investigation centered on a workshop with public school teachers, revealing the potential of literature as a formative tool, a vehicle for engaged listening, and a means of curricular unblocking. The study dialogues with authors such as Conceição Evaristo, bell hooks, Silvio Almeida, Kabengele Munanga, Cida Bento, Paulo Freire, and others, providing the foundation for a critical, engaged, and liberatory pedagogy. It proposes the concept of miscigenânsia as an expression of the specific pain experienced by mixed-race individuals who do not find full recognition in any single ethnic identity. The results demonstrate that literary authorship, rooted in lived experience and ancestry, enhances emancipatory educational processes, broadens the construction of positive identities, and legitimizes the knowledge of historically marginalized subjects. Thus, the research reaffirms the power of escrevivência as an insurgent epistemology and literature as a transformative pedagogical practice Tipo: Dissertação Mon, 08 Dec 2025 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46564 2025-12-08T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46559 Título: Erro como aprendizagem: estudo colaborativo com professores do EF Abstract: This dissertation investigates how assessment practices can shift from a classificatory paradigm to a formative perspective oriented toward student autonomy. It is grounded in a theoretical framework that brings together genetic epistemology, the typology and pedagogical function of error, and contemporary literature on formative feedback. The state of the art indicates consensus regarding the potential of error as a didactic resource and the role of teacher authority as ethical and epistemic mediation; however, it also reveals real-world constraints on implementation: pressure for grades, limited time, a school culture centered on punitive correction, and little explicit articulation of criteria. Methodologically, this is a qualitative, exploratory-collaborative study anchored in a Reflective Group with five teachers from the early years of elementary education. Content analysis was conducted with openness to emergent categories; triangulation across sources; and collaborative validation of the codes with participants. The findings show a trajectory of shift: from using error as a marker of insufficiency to treating it as diagnostic evidence of students’ reasoning. Teachers reported gains when they began to name quality criteria explicitly and to describe “what the response shows and what it does not yet show,” replacing labels with descriptive language. Effects emerged in the emotional climate, in students’ metacognition, and in teachers’ replanning. Reported barriers included time management, multiple class groups, the absence of stable routines for making criteria explicit, and cultural resistance. Facilitators included peer co[1]assessment, teacher–student dialogue, and brief self-assessment protocols. It is concluded that “assessment for autonomy” depends on an articulation that integrates clarity of criteria, reading error as evidence, action-oriented feedback, and institutional spaces for revision and retesting. The contribution lies in demonstrating, with situated practice data, that small, well-designed routines—when supported by mediating teacher authority—increase the likelihood of effective feedback use and generate short learning cycles with observable gains in student autonomy Tipo: Dissertação Fri, 05 Dec 2025 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46559 2025-12-05T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46550 Título: As significações dos professores do programa aprendizagem do Senac São Paulo Abstract: This research investigates the meanings that teachers in the Senac São Paulo Learning Program attribute to public policies on access to and permanence in the world of work. The fact that the author was born and raised in a vulnerable community motivated him to seek a path to social transformation through education and public policies. The study analyzes the program, regulated by Law No. 10,097/2000, as the central axis of a network of public policies that aim to promote inclusion, reduce inequalities, increase employability, and ensure sustainable career paths for young people. However, in practice, it faces contradictions, as many companies comply with it formally, offering low wages and repetitive tasks. We adopted HistoricalDialectical Materialism and Socio-Historical Psychology as our foundation. Thus, in our analyses, the categories of Historicity and Contradiction were essential, with the Nuclei of Meaning being used as a procedure for analysis and interpretation. The information was produced through semi-structured interviews with teachers in the program. The study explores how the diversity of teacher training and the lack of specific specialization constitute pedagogical practices. The findings reveal challenges such as teacher turnover, the lack of alignment between companies and Senac's methodology, and the need for contextualized training. The study concludes that, despite its potential, the program often reproduces precarious working relationships under neoliberal logic. It is crucial to rethink policy to ensure not only inclusion, but also dignity of work and critical training, overcoming contradictions Tipo: Dissertação Fri, 07 Nov 2025 00:00:00 GMT https://repositorio.pucsp.br/jspui/handle/handle/46550 2025-11-07T00:00:00Z