http://65.108.49.104:80/xmlui/handle/123456789/518 Wed, 23 Sep 2026 13:19:48 GMT 2026-09-23T13:19:48Z http://65.108.49.104:80/xmlui/bitstream/id/30cfbb59-82f0-4080-8970-d66e8cc1528b/MESTRADO.png http://65.108.49.104:80/xmlui/handle/123456789/518 http://65.108.49.104:80/xmlui/handle/123456789/1274 A função social da educação em Paulo Freire e os desafios da educação no contexto neoliberal This study was developed within the Graduate Program in Education (Academic Master's Degree) at Centro Universitário Mais (UniMAIS), under the research line Education, Culture, Theories, and Pedagogical Processes. Its primary objective is to analyze the social function of education from Paulo Freire's theoretical perspective and to develop a critical examination of the social function assumed by education under the influence of contemporary neoliberal rationality. The study is guided by the following research question: to what extent does Freire's conception of the social function of education constitute a critical alternative to contemporary neoliberal rationality, and what are the implications of this opposition for human development, democratic citizenship, and social transformation? The research adopts a qualitative approach based on bibliographical and documentary analysis, grounded in the critical examination of classical and contemporary works in the fields of philosophy of education, critical pedagogy, and social theory. The methodological framework is based on the historical-critical perspective, which understands education as a social phenomenon embedded in historically determined economic, political, cultural, and social relations. This approach makes it possible to analyze educational processes in connection with the transformations of the capitalist mode of production, disputes over public educational policies, and competing conceptions of human development in contemporary educational thought. The theoretical framework establishes a dialogue with scholars who conceive education as a social and political practice, particularly Dermeval Saviani, Gaudêncio Frigotto, Michael Apple, Henry Giroux, and István Mészáros. The analysis of neoliberal rationality is supported by the contributions of Perry Anderson, Pierre Dardot, Christian Laval, Marilena Chaui, and Byung-Chul Han, whose works elucidate the expansion of market logic beyond the economic sphere into culture, education, and the formation of subjectivities. The findings indicate that Paulo Freire's thought remains highly relevant because it offers a critical alternative to educational conceptions that subordinate human development to market imperatives. His defense of education as a practice of freedom continues to provide a robust theoretical and ethical foundation for understanding the school as a space for the democratization of knowledge, the strengthening of democratic citizenship, and the construction of a more just, democratic, and socially inclusive society. Dissertação Tue, 01 Sep 2026 00:00:00 GMT http://65.108.49.104:80/xmlui/handle/123456789/1274 2026-09-01T00:00:00Z http://65.108.49.104:80/xmlui/handle/123456789/1273 A DIMENSÃO ESTÉTICA DA ARTE LITERÁRIA NA EDUCAÇÃO INTEGRAL DO ESTUDANTE DO ENSINO FUNDAMENTAL ANOS INICIAIS This research is affiliated with the Graduate Program in Education – Academic Master’s Degree at Centro Universitário Mais – PPGE/UNIMAIS, within the research line Education, Theory and Pedagogical Processes (L1 – ETPP). Its theme focuses on the aesthetic dimension of literary art in the integral education of students in the early years of Elementary School. The research problem guiding this study is: how does the aesthetic dimension of literary art contribute to the integral education of students in the early years of Elementary School? The general objective of this research is to analyze the importance of literature as art and as an aesthetic experience in the integral education of students. The study is based on the premise that literature, understood as an artistic manifestation, plays a fundamental role in the development of sensitivity, imagination, and human formation. In this regard, the study draws on the reflections of Antonio Candido and Antoine Compagnon concerning the humanizing function of literature; Rildo Cosson’s contributions to literary literacy; Marisa Lajolo’s discussions on the teaching of literature; as well as the reflections of Tzvetan Todorov and Lev Vygotsky on aesthetic experience and the role of art in human development, in addition to the other theorists referenced throughout this research. Based on this premise, the following specific objectives were established: 1) to discuss the meaning of literature as art; 2) to identify and interpret the proposals presented in the National Book and Reading Plan (PNLL) and the Brazilian National Common Core Curriculum (BNCC) for the teaching of literature in Elementary School; and 3) to highlight the importance of literature for student development. The research method is informed by historical-dialectical materialism. The study is characterized as a qualitative, bibliographic, and documentary investigation aimed at analyzing academic productions and official documents that guide the teaching of literature in the early years of basic education. The dissertation is structured into three chapters. The first discusses literature from the perspective of text and context, examining its conceptual and aesthetic foundations. The second examines the guidelines established by official documents for the teaching of literature in the early years of Elementary School. The third analyzes the importance of literature for student development, with an emphasis on literary literacy and literary creation. Dissertations and other studies addressing literature as art, reader formation, and aesthetic experience in the school context are also examined. The study further highlights the fundamental role of pedagogical mediation in this process, as the teacher acts as a mediator between the literary text and the developing reader, thereby producing and expanding the student’s literary experience. Dissertação Tue, 01 Sep 2026 00:00:00 GMT http://65.108.49.104:80/xmlui/handle/123456789/1273 2026-09-01T00:00:00Z http://65.108.49.104:80/xmlui/handle/123456789/1247 AS POLÍTICAS DA GESTÃO ESCOLAR: FINALIDADES EDUCATIVAS NO CONTEXTO NEOLIBERAL This dissertation is linked to the research line Education, Institutions, and Educational Policies of the Graduate Program in Education at Centro Universitário Mais (UniMais) and is part of the research activities developed by the Research Group Educational Policies and Educational Purposes of Schooling (PEFEE). The study analyzes how educational purposes, shaped by the neoliberal context and expressed in policies related to school management, influence the educational process and the actions of school administrators in public schools. The guiding research question is: how do educational purposes defined within a neoliberal context influence the educational process and the work of school administrators? The general objective is to analyze how the educational purposes and guidelines contained in official documents influence the development of the educational process and the actions of school administrators. The specific objectives are: (i) to investigate the educational purposes of school management under the tension between conservation and transformation, considering democratic management as the central analytical category; (ii) to examine the incorporation of democratic management into the main normative documents of Brazilian education, identifying how educational purposes are (re)defined and the advances, limits, and contradictions involved in this process; and (iii) to analyze theoretical approaches that explain the influence of these purposes on the educational process and on administrative practice, confronting management models with the democratic principle. This is a qualitative study of a theoretical nature, grounded in authors who adopt historical-dialectical materialism as a method of analysis, employing bibliographic and documentary research procedures. In order to understand the phenomenon in its depth and contradictions, the theoretical framework includes authors such as Afonso (2009), Dourado (2007, 2020), Freitas (2012), Gadotti (2011), Libâneo (2012, 2016, 2023), and Paro (2003, 2010). By adopting democratic management as an analytical category for understanding the competing educational purposes, the findings indicate that although normative frameworks consolidate democratic management as a structuring principle, its implementation remains constrained by structural conditions, centralized decision-making, and managerial rationalities aligned with neoliberal ideology. At the same time, experiences of resistance are identified, particularly through the strengthening of collective participation, the development of the School Political-Pedagogical Project, and the reinforcement of deliberative bodies such as councils and assemblies. It can therefore be argued that school management constitutes a field of dispute between conservation and transformation: under neoliberal logic, it tends to be reduced to a mechanism of control and standardization; under a democratic perspective, it may assert itself as a political practice committed to the social quality of education, equity, and the emancipation of subjects. Dissertação Sun, 01 Feb 2026 00:00:00 GMT http://65.108.49.104:80/xmlui/handle/123456789/1247 2026-02-01T00:00:00Z http://65.108.49.104:80/xmlui/handle/123456789/1246 TRANSGENERIDADE MASCULINA E EDUCAÇÃO: UMA REVISÃO DE LITERATURA À LUZ DOS ESTUDOS DE GÊNERO E SEXUALIDADE This study aims to present what research indicates regarding male transgender identities, taking the categories of gender and sexuality as the theoretical framework underpinning the investigation, in dialogue with education. To this end, it discusses the main perspectives within gender studies and the theory of performativity (Judith Butler, 2023); gender, sexuality, and education (Berenice Bento, 2014, 2011, 2008; Guacira Lopes Louro, 2013, 2010, 2007, 2004, 1997); as well as the contributions of Michel Foucault (1988, 1979), which elucidate how discourse operates in the constitution, regulation, and maintenance of power within society. The study adopts historical- dialectical materialism as its scientific method, consistent with its qualitative nature, and is grounded in a rigorous bibliographic review conducted in the Brazilian Digital Library of Theses and Dissertations (BDTD/CAPES), in addition to scientific articles, books, and papers presented at academic conferences. The findings highlight the urgency for educational institutions to invest in professional training aimed at addressing issues related to gender and sexual diversity, increasingly present in everyday school contexts, as well as to promote actions that foster their social recognition and inclusion within the educational sphere. Dissertação Sun, 01 Feb 2026 00:00:00 GMT http://65.108.49.104:80/xmlui/handle/123456789/1246 2026-02-01T00:00:00Z