https://repositorio.pucsp.br/jspui/handle/handle/9519 2026-04-30T13:44:01Z 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 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 São 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, António Nóvoa, and Fernando José 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 an 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 2026-03-06T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46836 Título: Experiência de uma coordenadora pedagógica em um contexto de parceria público-privada na Rede Municipal de Ensino de Santo André (2017 - 2024) Abstract: This dissertation investigates the impacts of the public-private partnership (PPP) established between the Santo André municipal Department of Education and the Public Interest Civil Society Organization (OSCIP) - Education Partners. Based on the author's professional experience as a pedagogical coordinator, the critical analysis examines the impact of this collaboration on the training processes of teachers and management teams in Elementary School (Grades 1-5), as well as the impasses it created in the municipal democratic curricular culture, from 2017 to 2024. This qualitative research adopts a critical-analytical methodology, based on professional memoirs and document analysis. The results demonstrate that the partnership, despite its focus on efficiency and quality, implemented a conservative modernization project (Apple, 2005). This project replaced collective curriculum development mechanisms with a centralized managerialist model, prioritizing the standardization of pedagogical practices, the implementation of large-scale assessments, and the homogenization of teacher training. This dynamic resulted in the depletion of teachers' intellectual autonomy and the subordination of the educational project to mercantile logic. The conclusion is that this PPP model has deepened democratic setbacks, fostering the erosion of teacher autonomy, the naturalization of inequalities, and the weakening of schools' political-pedagogical projects. The research argues that the supposed "efficiency," celebrated through indexes and rankings, is a fallacy that masks the symbolic violence (Bourdieu, 1997) exerted on teachers and students, highlighting a glaring disparity between official metrics of success and the precarious realities experienced on the school floor. The triangulation of data in this study reinforces the coherence of the theoretical framework, which dialogues with authors such as Apple (1989, 2002, 2006a, 2006b, 2012), Giroux (1997, 2011), Freire (1991, 1996), and Sacristán (2013, 2017). Finally, the study reclaims educators' daily resistance as a fundamental political-pedagogical act, arguing for the urgent need for policies rooted in social justice, democratic governance, and the reaffirmation of public schools as spaces for human emancipation Tipo: Dissertação 2026-03-06T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46803 Título: Percepção estudantil sobre o novo ensino médio e os itinerários formativos Abstract: This thesis investigates the impacts and student perceptions of the implementation of the New High School Model (Novo Ensino Médio – NEM), with an emphasis on the articulation between General Basic Training (Formação Geral Básica – FGB) and Formative Itineraries (Itinerários Formativos – IF), in a private school in São Paulo that serves scholarship students from socioeconomically vulnerable communities. The central objective of the study is to examine how students who attended High School between 2022 and 2024 experienced the curricular changes introduced by Law No. 13.415/2017, and how they attribute meaning to the development of competencies, curricular flexibility, and the tensions between preparation for the labor market and admission to higher education. Methodologically, the study is grounded in participatory action research and employs narrative analysis as its primary interpretative approach. The data corpus consists of academic memoirs written by students during the second year of High School (2023), as well as reflective texts produced by graduates in 2025, who were already engaged in higher education or the labor market. The theoretical framework draws on key authors in curriculum studies and educational policy, including Chizzotti in the grounding of action research; Clandinin, Connelly, and Zaccarelli in narrative analysis; Ponce and Arroyo in discussions of curricular justice and educational territory; Sacristán, Freitas, and Ball in the critical analysis of neoliberal curricular policies and the pedagogy of competencies; and Cavalcanti Alves, whose concept of “cultural battlers” is employed to characterize the socioeconomic profile and social mobility aspirations of the research participants. The findings indicate that, although students recognize the development of socio-emotional and oratory skills (soft skills) within the Formative Itineraries, they express critical perceptions regarding the weakening of conceptual content (hard skills) necessary for university entrance examinations and academic life. The narratives reveal a tension between the promise of autonomy and the reality of a fragmented educational experience, suggesting that even in a well-resourced school context, the reduction of the FGB generated insecurities concerning the solidity of students’ theoretical foundations. The thesis concludes that the effectiveness of the NEM depends on a rebalancing between methodological innovation and equitable access to classical knowledge, otherwise risking the erosion of curricular justice for socially vulnerable youth Tipo: Tese 2026-02-12T00:00:00Z