http://repositorio.jesuita.org.br/handle/UNISINOS/1590 Doutorado Sat, 11 Apr 2026 19:54:51 GMT 2026-04-11T19:54:51Z http://repositorio.jesuita.org.br/handle/UNISINOS/14025 Sentidos da escola pública a partir das narrativas da comunidade escolar do Poti Velho – PI Lima, Teresinha Vilani Vasconcelos This document has as its research problem the understanding of the meanings of public school for a community in Teresina/PI and its developments in the problematization of school racism. To guide the study, I sought an understanding of the constitution of school racism supported by concepts from the philosophy of difference — State racism, in Foucault (1999) — and contemporary Brazilian sociology, in Jessé Souza (2022), based on his theorization concerning the middle class and the ralé brasileira (Brazilian underclass), problematizing public school in the neoliberal context. As empirical material, the following were used: a) documents from Firmina Sobreira Public School, Teresina/PI; b) nine semi-structured interviews with school segments and members of the neighborhood community, as well as a conversation circle with 11 students. To examine the empirical material, I draw inspiration from the concept of discourse, in Foucault, as an interpretative tool to analyze the narratives produced within the scope of the research. As main results, I highlight the meanings of public school circulating through the dimensions of learning and socialization, showing how public school resists its death and the discourse that claims it does not function — through everyday gestures of human formation and through the strength of the teacher figure. Thu, 27 Nov 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/14025 2025-11-27T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/14004 Migração, trabalho e famílias operárias: a formação do espaço urbano e a Vinícola Peterlongo (Garibaldi, RS, 1900-1960) Comiotto, Samanta Trivilin The thesis seeks to reconstruct the spaces of the city of Garibaldi, presenting them as spatialities produced by individuals and their families throughout the processes of migration and neighborhood formation. To this end, the Peterlongo winery and its workers are taken as central objects of analysis. The study focuses on the period between 1900 and 1960, which encompasses the municipality’s political emancipation and the economic growth of the factory. By examining the migration decisions made by these individuals, the thesis aims to understand the extent to which the historical process of Italian immigration affected the life trajectories of the family groups analyzed. In other words, based on the premise that the Conde D’Eu colony—now the city of Garibaldi—was created as a settlement intended to receive Italian families, it also attracted immigrants from other countries. The research also examines the background of the working-class families, addressing the motives that led them to choose industrial labor, particularly at the Peterlongo winery. The study describes the life paths of several working families in order to detail the experiences of these laborers across various spaces and in the different social roles they occupied throughout their lives. These trajectories are contextualized within the complex dynamics of human life, highlighting how individual, collective, and family choices—alongside successes, failures, and strategies—shaped the structures of life, work, and sociability of the subjects studied. The research demonstrates that family networks functioned as privileged channels of access to employment at the factory, constituting not only a form of economic insertion but also a mechanism for the reproduction and social shaping of the urban spaces surrounding the industrial unit. The kinship and proximity relationships between workers and employer reveal how personal ties influenced labor opportunities and structured community dynamics, establishing networks of trust that extended beyond strictly professional interactions. The contribution of this study lies precisely in showing that employment at the factory was not limited to its economic dimension; rather, it played a central role in shaping the city’s social configuration, revealing how the history of labor and families intersected with the organization of urban space and with collective life. Thu, 06 Nov 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/14004 2025-11-06T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/14003 A trajetória de uma mulher de elite: redes e a herança de Eufrásia Teixeira Leite - 1850-1937 Ricci, Maria Fernanda Caravana de Castro Moraes This paper investigates the trajectory of Eufrásia Teixeira Leite, a woman belonging to the 19th-century agrarian elite. The analysis focuses on her migration to Paris and subsequent return to Brazil in the late 1920s, exploring how, after inheriting a significant estate, she established transnational networks of sociability. Anchored in social history and inspired by the methodological procedures of microhistory, this research uses the life narrative of this individual as a guiding thread for a comprehensive understanding of broader historical phenomena. Therefore, the aim is to analyze the foundations, purposes, and impacts of her will, elucidating her role and contributions in the social, cultural, political, and philanthropic spheres. Furthermore, it seeks to identify what capital—economic, political, social, and symbolic—she mobilized and accumulated to ensure the execution of her will. Finally, by consulting sources such as periodicals, correspondence, cards, the last will itself, the inventory, and the legal appeals filed against it, we examine the political use of this legal instrument as a strategy to revive a project of progress for the municipality of Vassouras. Our main working hypothesis was that Eufrásia Teixeira Leite's trajectory exemplifies a singular, yet structurally anchored, form of female agency within the Brazilian elite of the 19th and early 20th centuries. By means of a combination of family strategies, financial capital, and insertion into transnational social networks, she not only preserved but significantly multiplied her inherited wealth, subverting gender expectations and using her will as a final instrument of power to shape a project of modernity and welfare for her hometown. The contested execution of this will and the subsequent political uses of its legacy reveal the conflicts, negotiations, and limitations of an elite woman's agency even after death, making it a privileged case for studying the intersections between gender, wealth, power, and memory at the turn of the century. Fri, 07 Nov 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/14003 2025-11-07T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/14002 Tiroleses na Região de Piracicaba no final do século XIX: aspectos identitários e étnicos do Tirol no Brasil italiano Toller, Fernando de Moraes This research aims to analyze, through a case study, the identity aspects of Tyrolean immigrants who settled in the region of Piracicaba, State of São Paulo, more precisely in the localities of Santa Olímpia, Santana, and Charqueada. The historical timeframe focuses on the end of the 19th century, from the arrival of the first waves of Tyrolean immigrants to Brazil in the 1870s until the end of the said century. Much has been written, researched, and published about Italian and German immigration to Brazil. However, Tyrolean immigration is not widely known, and its studies are limited to a few theses, dissertations, and scarce articles on the subject, in addition to the efforts of some Tyrolean associations that attempt, in a way, to reconstruct this migratory process. There is even a tendency in historiography to study Tyroleans in Brazil sometimes as an appendage of Italian and German immigration, and sometimes as a group entirely absorbed by Italo-German immigration .With the purpose of reconstructing, as much as possible, the Tyrolean immigration process in Brazil – especially from the perspective of this ethnic group's struggle to rebuild its identity ties in a "foreign land" and to characterize its differences in relation to other ethnicities with which it was amalgamated or confused – this endeavor adopted the following methodological steps: a bibliographic survey, work with historical sources, and the development of a case study through the reconstruction of a specific life trajectory. The research demonstrated that Tyrolean immigrants were not passively absorbed or assimilated by other immigration currents, as often suggested by historiography. On the contrary, the case study revealed an active process of identity negotiation and reconstruction of community ties. It is concluded that the Tyrolean immigration experience was marked by a deliberate collective effort to sustain a distinct identity, organized around its cultural references. Wed, 26 Nov 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/14002 2025-11-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/14001 Luiz Americano de Itabaiana: trajetória e memória pelo campo musical do Choro no Rio de Janeiro (1930-1950) Augusto, Bruno Brandão This thesis investigates the trajectory of the musician Luiz Americano between the 1930s and 1950s, proposing a reevaluation of his figure through a new methodological and analytical approach situated in the field of History and Music, in face of the peripheral treatment he has received in existing researches. The study is structured as a prism that highlights the multiple circularities between his personal life and the development of Brazilian popular music, emphasizing the need to fill narrative and interpretative gaps. The first chapter focuses on the artist’s origins in the city of Itabaiana, Sergipe. Based on primary sources, the search presents possibilities to comprehend the formation of his “musical vocation,” analyzing the influence of family, geographic, and cultural references. Elements such as the Nossa Senhora da Conceição Philharmonic Orchestra, Northeastern popular festivities and regional and military bands are presented as fundamental parts for the construction of new meanings about his early trajectory. The second chapter examines Americano’s move to Rio de Janeiro, interpreting it as a strategy to escape from precarious conditions. The research shows how prestige, networks of influence and the perception of opportunity were crucial for his social rise and professionalization. Military bands are identified as an indirect channel of training for the first orchestras and for the availability of musicians in the national scene. In this context, Americano is seen as an exception among musicians, managing to live exclusively from music, in contrast to the insecurity that is presented in the musical class of his time. The third chapter explores the relationship between music and power, situating Americano’s consolidated career within the context of the Estado Novo. His proximity to intellectuals connected to the Vargas project, his exclusive contract with Rádio Nacional, and his labor union activity (analyzed through the archives of the Sindicato de Músicos do Rio de Janeiro) suggest that he became a convenient option to represent Choro, considered as “typically Brazilian,” in alignment with the aesthetic perceptions promoted by the regime. Finally, the fourth chapter focuses on memory and heritage, positioning Luiz Americano as someone who links generations in the modern genealogy of Choro. The analysis of two key events and the results of musical contests demonstrate his representativeness among musicians and his recognition by the public, reinforcing his relevance to Brazilian cultural heritage. Tue, 28 Oct 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/14001 2025-10-28T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13990 Do naturalismo ao construtivismo: em direção a uma teoria híbrida em metaética Silva, Thiago Delaíde da The aim of this thesis is to defend an objective conception of morality by combining two distinct approaches in metaethics: naturalism and constructivism. This investigation seeks to propose an intermediate alternative between antirealism and metaphysical moral realism, insofar as both positions appear unsatisfactory. The thesis thus examines the possibility of reconciling naturalism and moral constructivism by articulating these two approaches within a hybrid conception of morality – constructivist naturalism – which preserves both the natural and empirical dimension of the moral phenomenon and its normative character. The problem arises from a potential objection to this strategy: naturalism and constructivism may be seen as incompatible approaches. This objection stems from the fact that naturalism and constructivism are often regarded as antagonistic views, commonly associated with moral realism and moral antirealism, respectively. The hypothesis defended here is that naturalism and constructivism are in fact compatible and can be complementary. The argumentative strategy developed in this dissertation maintains that it is possible to formulate a version of moral constructivism that is compatible both with a basic form of moral realism and with a non-reductive model of naturalism. This model is aligned with naturalistic theories that seek to describe the moral phenomenon on empirical grounds – without aiming to provide a normative justification – drawing on insights from evolutionary psychology, according to which the genesis of morality is closely associated with moral emotions. The constructivist counterpart aims to combine philosophical ethical constructivism with relevant contributions from social constructivism, integrating rational and social elements into a broad conception of the constructive process. From this perspective, morality, as we currently conceive it, is understood as being socially constructed upon a natural basis and subsequently rationally systematized. In this way, the dissertation seeks to defend the viability of a hybrid theory that articulates naturalism and constructivism through a dual aspect of morality: on the one hand, there are natural facts about human moral psychology – such as intuitions and emotions that constitute moral sensibility and provide the basis for moral judgments; on the other hand, the normative dimension – that is, moral norms – has its origin in moral agency. Therefore, the proposal of this dissertation does not aim to dissolve the fact/value dichotomy, but rather to offer theoretical conditions for articulating these two domains in a coherent manner, without neglecting scientific findings in the field of ethics. Thu, 06 Nov 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13990 2025-11-06T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13989 Infância, experiência e profanação dos dispositivos biopolíticos na filosofia de Giorgio Agamben Ramos, Renata Adrian Ribeiro Santos Questa tesi analizza l'esperienza dell'infanzia e le sue connessioni con le categorie di forma di vita e di profanazione dei dispositivi biopolitici, secondo il pensiero filosofico di Giorgio Agamben. Analizziamo le seguenti domande: in che modo l'infanzia, come esperienza di potenziale, nell'ambito del linguaggio e della politica, è concepita nel pensiero filosofico di Giorgio Agamben? Sulla base di questa discussione, quali connessioni possono essere stabilite tra infanzia, forma di vita e profanazione dei dispositivi biopolitici? In questa direzione, esploriamo l'ipotesi che l'infanzia consista in un'esperienza di potenziale, che si configura come un percorso proiettivo di accesso del bambino al linguaggio, in virtù dell'affermazione della sua voce politica, intesa come etica. Questa proiezione riflette il processo di costituzione dell'umano in un divenire costante, che designa il processo di soggettivazione dell'essere nel linguaggio, in un'architettura esistenziale aperta e inconcludente. La figura del bambino riflette il potere della forma di vita del bambino, l'essere che può usare il gioco profano per resistere eticamente all'operatività del biopotere. Nel corso di questa indagine, esploriamo le dinamiche del gioco destituente del bambino, rispecchiate nell'esperienza ludica del bambino, che questo filosofo considera una forma di vita. In questo senso, riflettiamo sulle performatività ludiche dei personaggi di potere, estratte dalle narrazioni, evidenziate da Agamben nelle sue riflessioni sulla profanazione; e, soprattutto, affrontiamo l'esperienza ludica compiuta dal bambino come prova generale del gioco destituente. I risultati di questo studio affermano il potere dell'infanzia e dei gesti come nuovi mezzi di disattivazione dei dispositivi secolarizzati, la cui referenzialità trova nella figura del bambino il significato di pura medialità. Sosteniamo che le performatività (non) creative compiute dai bambini nelle esperienze ludiche provano mezzi di resistenza etica, essenzialmente ludiche, che indicano l'emergere di una biopolitica minore, originata da spazitangenziali, da circoli umani, in cui il potere del gioco profano riflette la forza del potere contingente, efficiente di fronte all'operatività dei processi espropriativi del potere umano. Riflettiamo sul bambino come colui che gioca a essere il potere del nulla, pur possedendo la capacità di sospendere il peso dell'operatività dei dispositivi secolarizzati, in un movimento che promuove l'apertura del campo dell'esperienza alla dimensione del riuso, una categoria del pensiero agambeniano che si riferisce al luogo di restituzione di qualsiasi oggetto al suo luogo comune. La dinamica del puro gioco di potere del bambino punta all'irruzione del nuovo, a partire dal riconoscimento che l'opportunità è un istante che si apre inavvertitamente, attualizzando l'emergere della promessa messianica. Il modo di vivere del bambino è un paradigma di potenzialità, che riflette nuovi significati per la costituzione dell'esperienza storica, basati sulla rivoluzione nella dimensione del tempo.; This thesis analyzes the experience of childhood and its connections with the categories of life-form and profanation of biopolitical devices, according to the philosophical thought of Giorgio Agamben. We analyze the following questions: In what way(s) is childhood, as an experience of potential, within the scope of language and politics, conceived in the philosophical thought of Giorgio Agamben? Based on this discussion, what connections can be established between childhood, life-form, and the profanation of biopolitical devices? In this direction, we explore the hypothesis that childhood consists of an experience of potential, which is configured as a projective path of access for the infant to language, by virtue of the affirmation of their political voice, understood as ethical. This projection reflects the process of the constitution of the human in a constant becoming, which designates the process of subjectivation of being in language, in an open, inconclusive existential architecture. The figure of the child reflects the power of the infant's form-of-life, the being who can use profane play to ethically resist the operativeness of biopower. In the course of this investigation, we explore the dynamics of the infant's destituent play, mirrored in the child's playful experience, which this philosopher considers a form-of-life. In this sense, we reflect on the playful performativities of characters of power, extracted from narratives, highlighted by Agamben in his reflections on profanation; and, above all, we address the playful experience carried out by the child as a rehearsal of destituent play. The results of this study affirm the power of childhood and gestures as two new means of deactivating secularized devices, whose referentiality finds in the figure of the child the meaning of pure mediality. We argue that the (un)creative performativities carried out by children in playful experiences rehearse means of ethical resistance, essentially playful, that point to the emergence of a minor biopolitics, originating from tangential spaces, from human circles, in which the power of profane play reflects the strength of contingent power, efficient in the face of the operativeness of the expropriating processes of human power. We reflect on the child as one who plays at being the power-of-nothing, while possessing the capacity to suspend the burden of operativeness of secularized devices, in a movement that promotes the opening of the field of experience to the dimension of reuse, a category of Agambenian thought that refers to the place of restitution of any object to its common place. The dynamics of the child's pure play of power point to the irruption of the new, from the recognition that opportunity is an instant that opens up inadvertently, actualizing the emergence of the messianic promise. The child's way of life is a paradigm of potential, reflecting new meanings for the constitution of historical experience, based on the revolution in the dimension of time. Fri, 07 Nov 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13989 2025-11-07T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13981 Prazer da existência reconhecida (Per): experiências de travestis e transfemininas na educação formal Gomes Filho, Teodoro Antunes This thesis examines the experiences of travestis and transfeminine individuals in formal education during their transitions and the assumption of gender identity, conceiving formal education as a paradoxical territory of in/exclusion and, at the same time, of affirmation, belonging, pleasure, and satisfaction. The study aims to understand how these experiences are configured by articulating interactions of gender and sexuality, educational norms, and non-metaphysical perspectives such as feminist theory and queer theory, with particular attention to the pleasures that emerge along these trajectories. A qualitative approach is adopted, grounded in narrative interviews that privilege participants’ self-recognition and the situated production of knowledge. The fifteen narrative interviews were conducted between 2022 and 2025 with participants from different regions, states, and cities in Brazil, selected through snowball sampling, involving subjects aged 23 to 59 whose trajectories form a mosaic of contexts, generations, and educational pathways. The analyses indicate that, although traversed by violence, cisheteronormativities, and in/exclusions, these trajectories enable the elaboration of the “pleasure of recognized existence,” presented as an analytical operator constructed from excerpts of the interviews. This pleasure manifests across three interconnected axes: interpersonal recognition, a sense of competence, and the valuing of knowledge. These axes create fissures in hegemonic logics, activate displacements, and sustain the social incorporation of diversity and the affirmation of singularities within spaces of formal education. It is thus reaffirmed that, for travestis and transfeminine individuals, formal education—even when permeated by in/exclusion, normativity, and normality—also constitutes a space of pleasure grounded in recognized existences. Fri, 12 Dec 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13981 2025-12-12T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13980 Abordagens docentes para práticas de leitura no ensino médio: um estudo em duas escolas públicas de Cuiabá–MT Silva, Rosenil Gonçalina dos Reis e This research aims to analyze the reading practices developed by Portuguese Language teachers and their perceptions of how students engage with reading activities based on these approaches. The study seeks to answer the following research question: how are teaching approaches to reading practices conceived and implemented in high school by Portuguese Language teachers, and to what extent can these practices contribute to the development of students’ reading and critical literacy skills? The specific objectives include identifying the pedagogical strategies adopted by the teachers in developing these practices, understanding their perceptions of student engagement in classroom reading activities, and investigating how such practices align with the guidelines of the Brazilian National Common Curricular Base (BNCC) for Portuguese Language teaching. The theoretical framework brings together the contributions of Paulo Freire, Magda Soares, Mikhail Bakhtin, Gert Biesta, Roxane Rojo, Isabel Solé, Maria Cláudia Dal’Igna, Maria Helena Martins, and António Nóvoa, who understand reading as a social, dialogic, and emancipatory practice that goes beyond word decoding and constitutes an act of meaning-making, dialogue, and critical awareness. This qualitative study was conducted in two public schools in Cuiabá, Mato Grosso, using semi-structured interviews as the data collection instrument. The interviews made it possible to identify teachers’ conceptions, strategies, and challenges, as well as their perceptions of the BNCC and of students’ interest and participation. The results show that teachers view reading as a dynamic and social practice capable of broadening students’ understanding of the world and fostering selfunderstanding and critical awareness. However, their pedagogical intentions are constrained by an educational system that prioritizes measurable indicators, performance targets, and standardized teaching methods, often at the expense of attentive listening and the multiplicity of meanings that reading can evoke in everyday school life. Although they recognize the emancipatory potential of reading, teachers encounter difficulties in sustaining dialogic practices amid bureaucratic demands and curricular homogenization. Nevertheless, they strive to maintain proposals that strengthen listening, debate, and critical reflection, connecting texts to students’ lived experiences and social contexts. Mon, 20 Oct 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13980 2025-10-20T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13979 Narrativas de professores(as) indígenas sobre suas práticas pedagógicas em escolas de São Gabriel da Cachoeira-AM Silva, Jucilene Miranda da The organized and systematized assumptions address the narratives of Indigenous teachers about their pedagogical practices in schools in São Gabriel da Cachoeira, Amazonas State. The proposed objective was to describe the pedagogical practices and identity characteristics of Indigenous teachers in municipal schools in the urban and peri-urban areas of the municipality of São Gabriel da Cachoeira, Amazonas, mentioning: the knowledge and strategies used by the teachers, the meaning and forms of professional practice, personal histories and educational paths, ethnic diversity present, relationships established with the community, practical actions aimed at improving schools, and new tools that can contribute to the teaching-learning process of students. The specific objectives that guided the thesis are: 1. Identify elements that represent the pedagogical practices and professional identities of Indigenous teachers in municipal schools in the São Gabriel da Cachoeira-Amazonas region; 2. Observe and listen to teachers to gather information about their personal and professional trajectories, positions, and perspectives in various contexts, such as classrooms, extracurricular activities, and informal moments at their schools. This also provides opportunities for conversations with other stakeholders seeking information about the professionals in question; 3. Describe the data produced in depth, based on narratives about the pedagogical practices and professional identities of the observed teachers, highlighting elements that characterize them, considering their trajectories, relationships, professional performance, and strategies; 4. Analyze the information generated from cultural studies of Postcolonial theory and the Modernity-Coloniality group, and discuss the realities of the schools participating in the study in contrast to the importance and necessity of decolonizing subjects and knowledge in the study region. Indigenous teachers from the Tukano, Baré, Piratapuia, Tariano, and Baniwa peoples participated in this study. Throughout the various approaches, it was necessary to discuss the limitations, approaches, distances, and slip-ups produced during the methodological approaches, as well as the perceptions of these fields of experience and the observations made with the research subjects. Considering issues related to identities and teaching practices, and aware of the need to decolonize subjects and knowledge rooted in the colonial period, this study establishes a powerful dialogue with Indigenous authors, some from the Upper Rio Negro, within the field of Cultural Studies, Postcolonial Theory, and the Modernity-Coloniality group, as they have become indispensable to the construction of this thesis. The need to decolonize knowledge and subjects amidst a colonizing project with a strong tendency to silence or erase diverse cultural manifestations. Data collection involved ethnographic procedures, including questionnaires, conversations, photographs, field diaries, and observations of teachers' pedagogical practices. Based on the data collected, it was clear that the pedagogical practices described by Indigenous teachers in São Gabriel da Cachoeira, Amazonas, are closely linked to the community's journey; everyone is a participant and coresponsible for the whole. Their trajectories are marked by the redefinition of methodologies, utilizing what is unique to their cultures, and, as a community, they celebrate the knowledge and wisdom produced through Indigenous pedagogy. Mon, 29 Sep 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13979 2025-09-29T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13978 A produção do “eu” empreendedor: um olhar a partir dos Cadernos de Atividades do Jovem Empreendedor (Sebrae) Leandro, João Abel Pasini This thesis examines how the Programa Nacional de Educação Empreendedora (PNEE), developed by Sebrae in partnership with the Brazilian Ministry of Education, promotes the discourse of entrepreneurship in Basic Education and produces subjectivities aligned with neoliberal rationality. The empirical corpus consists of the Cadernos de Atividades do Jovem Empreendedor (2021), approached as documents/monuments. Based on Michel Foucault and authors who engage with his theoretical contributions, the study adopts a genealogically inspired perspective to understand how the entrepreneurial practices present in these notebooks operate as technologies of the self—modes of acting upon oneself—that establish a performative matrix of conduct. The analysis identifies four central technologies: automatize oneself, entrepreneur oneself, make oneself resilient, and speculate oneself, through which the subject is interpellated to manage emotions, time, and desires as personal capital. The results demonstrate that entrepreneurial education updates the school apparatus (dispositif), transforming freedom into an imperative of self-government and ethics into emotional management, thus fabricating predictable, productive, and emotionally adaptable subjects. It concludes that although the discourse of entrepreneurship operates as a voluntary adhesion trap to neoliberal rationality, the school remains a possible space for resistance and reinvention. Fri, 28 Nov 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13978 2025-11-28T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13977 Jovens mulheres e processos de subjetivação: modos de resistir e de se (re) inventar Leite, Fabrícia Keilla Oliveira In recent decades, we have witnessed profound crises produced by a decaying capitalist system, in its financialized and neoliberal phase. Linked to this phenomenon, we have observed the rise of the far right, which sustains a conservative political wave around the world. Discourses on gender and sexuality have gained significant prominence in this scenario,becoming a field of profound disputes. In this context, young women have emerged as abarrier of resistance to the advances of a conservative logic, which threatens the advancement of policies aimed at marginalized populations. Thus, this thesis aims to discuss and problematize the forms of subjectivation of young high school students, permeated by heterogeneous discourses of gender and sexuality, constructed within the tensions of the contemporary world. Inspired by Foucauldian and feminist studies, and based on the theoretical precepts of gender performativity developed by Judith Butler, the Narrative Interview methodology was used. Twenty-one interviews were conducted with young women from the Cariri region of Ceará, enrolled in high school in the city of Juazeiro do Norte, Ceará. From the main analytical units, which emerged from the analysis of the empirical material produced, it is reported how feminist and conservative discourses penetrate the experiences o fyoung women, solidifying movements that contest gender and sexuality norms, perceived as oppressive. Reference to subjective constructions is often guided by the activation of identity politics agendas. However, some narratives encounter impasses created by such discourses,when they are unrelated to other operators of inequality. Therefore, the thesis is defended that the processes of subjectivation of young women occur in a fluid and contradictoryzone,where discourses of gender and sexuality operate, in many circumstances, inopposite directions, highlighting emancipatory limitationst. In this sense, there is a permanent and unstable movement, sustained by discourses of sexual identity and diversity, of contestation and affirmation of heteronormity. Although it moves bodies toward a field of intelligibility, it has not guaranteed a considerable portion—such as Black and poor women—the necessary impetus to achieve their status as human. It is concluded that the integration of struggle agendas that encompass the demands of women with diverse experiences is urgent andnecessary. Fri, 26 Sep 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13977 2025-09-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13976 O núcleo docente estruturante (nde) como guardião e alma do curso de pedagogia: a necessidade de um ethos formativo para a formação de professores Silva, Elilian Basílio e This dissertation investigates the Núcleo Docente Estruturante (NDE – Structuring Teaching Nucleus) of Pedagogy programs, focusing on six (6) campuses of the State University of Piauí (UESPI). The study sought to answer the following question: How do the discursive practices circulating within the NDEs of UESPI’s Pedagogy programs operate in the constitution and functioning of these nuclei for the development, consolidation, and qualification of the programs? To conduct this investigation, the Foucauldian perspective of discourse analysis and selected principles from Stephen Ball’s theory of enactment were employed, along with contributions from other scholars in teacher education. The empirical corpus comprised meeting minutes, Pedagogical Project of the Course (PPC), resolutions, and additional institutional documents.The findings revealed both compliance with legal regulations and regulatory deviations, evidenced through counter-conducts developed in some campuses. The investigation was guided by the following questions: In what ways do the decisions enacted by the NDEs shape the constitution and functioning of Pedagogy programs? How are legislation and regulatory frameworks mobilized within these nuclei to produce organizational and qualification processes? Do the NDEs’ decisions reveal propositional elements that create new possibilities for curricular and formative organization? The analyses were organized into three axes: (1) Constitution of the NDE, which discusses the structural and functional conditions of the nuclei and the absence of a distinct formative ethos; (2) NDE action in the qualification of programs, which problematizes the meanings of qualification and the tensions between legal requirements and pedagogical foundations; and (3) Modes of conduct and “regulatory deviations”, which examine resistance practices and counter-conducts that challenge normativity and produce displacements. In this context, the concepts of critique and the exercise of thought proved essential to understanding the formative ethos as a fundamental element, enabling the NDE to function as a space for formation rather than merely for regulatory compliance. Based on the analyses, the following Thesis is defended: The NDEs of Pedagogy programs, when assuming their role as guardians, are capable of establishing discursive practices oriented by a formative ethos and shifting away from a merely normative function to become spaces of critique and invention of new meanings for teacher education, thus configuring themselves as the “soul of the program.” More than ensuring legal compliance, the nucleus assumes responsibility for promoting teacher education by articulating pedagogical knowledge and strategies aimed at the continuous qualification of the programs. To this end, it becomes essential to cultivate a culture of belonging and quality, in which artesania represents the expression of careful, well-crafted work. At the same time, the NDE must consolidate itself as a space of critical reflection, capable of surpassing mere regulatory adequacy and fostering innovation and improvement in Pedagogy teacher education programs. Tue, 21 Oct 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13976 2025-10-21T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13975 Cartografia com as juventudes do ensino médio: percursos e subjetivações em uma escola pública de Cuiabá - Mato Grosso, Viana, Beatriz Pinto This thesis maps the experiences of high school youth in a public school in Cuiabá, Brazil, seeking to understand how their schooling intertwines with the production of subjectivities and the invention of ways of living, resisting, and claiming belonging. Rather than fixing identities or capturing essences, the research embraces movement, flows, and the traces that emerge from everyday crossings—particularly within the complex and contested terrain of public education. Drawing on the theoretical contributions of Deleuze, Guattari, Foucault, and Suely Rolnik, the investigation unfolds as a rhizomatic composition in which sensitive and engaged listening functions both as method and ethical-political stance. The research is qualitative and processual, with data generated through conversation circles, artistic workshops, and visual narratives—understood not merely as data collection techniques but as shared spaces of affect, creation, and critical expression. Conducted at Escola Estadual André Avelino Ribeiro, the study involved collaborative encounters that allowed youth to articulate their experiences in multiple languages—words, silences, drawings, images—capturing tensions, critiques, and desires about school life. Thematic analysis reveals that youth simultaneously see school as a space of belonging and socialization and as a setting that restricts autonomy, silences voices, and resists participation. Their narratives call for a school that respects differences, values diversity, and fosters relationships of care, trust, and mutual recognition. School experience—when mediated by dialogue, listening, and openness—emerges as a crucial element for strengthening self-esteem, expanding participation, and enabling the creation of new life projects. This study argues for rethinking pedagogical practices beyond rigid frameworks, advancing an education that privileges encounters, active listening, and recognition of youth plurality. Listening, understood as a genuine openness to the other, is proposed as a key condition for democratic and emancipatory education, where students learn not only academic content but also ways of being and becoming. In conclusion, this thesis affirms that walking alongside youth means crossing boundaries, welcoming uncertainty, and challenging certainties. Schools that embrace this movement can become fertile ground for the production of autonomous and engaged subjectivities, turning education into a space of invention, plurality, and transformation. Tue, 07 Oct 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13975 2025-10-07T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13944 O desmonte do Fundo de Financiamento Estudantil (FIES) e seus impactos estruturais na política educacional brasileira: entre a financeirização da educação e o direito social Silva, Thiago Aparecido Gomes da This thesis investigates the dismantling of the Student Financing Fund (FIES) within Brazilian educational policy, focusing on the processes of financialization and the implications for the social right to higher education. Using a qualitative methodology based on literature review, documentary analysis, and secondary data, the study examines the transformations in FIES, particularly since 2015, when the program underwent significant changes in its funding and management structure. Originally conceived as an instrument to broaden access to higher education, FIES increasingly operated under a financial logic that prioritized fiscal sustainability over inclusiveness. The findings indicate that these reforms curtailed the growth of the private higher education sector, increased default rates, and shifted financial risks to students and universities. Moreover, the research highlights the growing influence of financial agents in shaping public educational policies, contributing to the commodification of education in Brazil. The dissertation also analyzes the social consequences of these changes, such as the deepening of educational inequalities and the regression in the State’s commitment to guaranteeing social rights. Ultimately, the dismantling of FIES represents a critical turning point in Brazilian public policies for education, signaling a shift from a model of expanding social rights toward one driven by market rationality and neoliberal logic. Thu, 02 Oct 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13944 2025-10-02T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13943 Transnacionalidade comercial, identidades e dinâmicas da migração boliviana em São Paulo Ribeiro, Ivan Osvaldo Calderon Arrueta This research investigates the socio-labor dynamics of Bolivian immigrants in São Paulo-SP, thinking about the transnational trade as a complementary category of study to family and business transnationality. The implications for Bolivian immigrants in São Paulo, who build and maintain their identities in social, economic and cultural contexts, are analyzed from a multi-scalar and multi-dimensional perspective. Methodologically, the study adopts a qualitative, exploratory, descriptive and explanatory approach. The methodology included an in-depth literature review, field research with in-depth interviews and participant observation carried out in São Paulo, border cities, such as Puerto Quijarro and Corumbá and originating in Bolivia, for example La Paz and Cochabamba, as well as bibliometric analysis to identify gaps in scientific production on the subject. The empirical research focused on the transformation of Bolivian immigrants from precarious workers (analogous to slaves) to traders, evidenced in spaces such as Rua Coimbra, which has become an emblematic point of Bolivian culture and presence in the city. The results show how the flow of goods and merchandise, loaded with cultural and social significance, represents and strengthens the bonds and identity of these immigrants with their country of origin, overcoming logistical and operational challenges through networks of trust and cooperation. The work emphasizes the relevance of the “transmigrant” profile and the multifaceted approach of the “transmigrant”. Thu, 14 Aug 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13943 2025-08-14T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13942 Interações e práticas em coletivos cidadãos voltados à transformação social no cenário sociodigital brasileiro: estudo de caso do coletivo POA Inquieta Freitas, Cláudio Kury The main objective of this thesis is to analyze the collective construction and citizen practice, under sociodigital interactions and perspectives, through the case study of the Porto Alegre Inquieta Collective and its articulated dynamics of social transformation, understanding in practice its model, potentialities and limitations. The work also presents as a backdrop the subcategory of sociology, called digital sociology, a recent academic construct that endorses the context of formation and performance of collective actions and projects focused on the city. The theoretical framework added to the construction and execution of the qualitative approach research took place between 2021 and 2023. Initially, an in-depth interview script was formulated. There were 16 interviews in total with active actors with a greater or lesser degree of participation in the collective, in addition to alumni. After conducting the interviews, it was possible to extract categories of analysis, as well as obtain subsidies for the creation of a robust research instrument. To validate perceptions and categories, responses to the questionnaires were collected and studied, given by a robust sample of 128 people. The categories of dynamics and articulation, interaction and collaboration, individual and collective transformation, sociodigital communication, politics and sustainability were reinforced. From the perspective of digital sociology, two typologies gained greater prominence: sociological analyses of digital use and critical digital sociology. The six categories of analysis were maintained in the larger investigation: dynamics and articulation; interaction and communication; individual and collective transformation; sociodigital communication; politics; sustainability. The object of study, the epistemological and methodological journey are duly based on the observance of classical theory and the introduction of contemporary theories, with due contextualization, based on the studies of Georg Simmel, Manuel Castells and Deborah Lupton. As a theoretical contribution, the path is paved for the continuation of studies under the lens of digital sociology, investigating and deepening the model presented here, and replicating it in other collective initiatives and other social phenomena of the present times in preparation for a present and future understanding. As an empirical contribution, the replication and adaptation of the research instrument to other formats of social innovation are suggested, to be able to extract knowledge from them and improve their results for society through an emancipatory and citizen vision. Wed, 23 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13942 2025-04-23T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13918 Ativismo judicial e judicialização na perspectiva de Dworkin Silva, Wildemar Félix Assunção e Political issues have traditionally been decided within the executive or legislative branches, so judicial intervention in public policy decisions or in scientific or morally contested matters has been criticised. The objective of this study is to analyze the concept of "judicial activism" from the theoretical framework of Ronald Dworkin and its possible implication in the action of the Brazilian Supreme Court and in the judiciary in general Brazilian in the period of 2019 to 2023 in the resolution of difficult cases, after the promulgation of the Federal Constitution of 1988. Through qualitative, descriptive and exploratory research, using a bibliographic approach, this study aims to analyze whether, and if so, how Dworkin's ideas would be applied in the jurisprudence of the STF and in the judiciary in general. It is noted that, when examining Dworkin's philosophical and doctrinal framework, the STF and the judiciary in general would be allowed to take care of the normal functioning of the deliberative democratic process and the legal decisions specific to it provided for in the Constitutional text, not interfering in the determination of the specificities of political conduct. Mon, 14 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13918 2025-04-14T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13899 Quem são as mães (a)típicas? Uma análise de teses e dissertações entre 2013 e 2024 sobre a relação inclusão-família-escola Marques, Rosemary Kennedy José dos Santos What senses about inclusion and the family-school relationship, permeated by the called “atypical motherhood”, are built and spread in Education research from 2013 to 2024? And in what ways do these senses operate and how do they establish the called “atypical motherhood” in relation to inclusion and the family-school relationship? These questions guide this research, based on the following theoretical fields: studies on inclusion, studies on the family-school relationship, Gender Studies, in articulation with the post-structuralist perspective. To achieve the objectives and answer the questions, meta-research is adopted as a methodological procedure. Based on the theoretical fields previously mentioned, this study operates with the concepts of inclusion, norm, gender, motherhood, and family-school relationship to question essentialisms and naturalizations about atypical motherhood. For the analysis, two categories are organized: (1) typical and atypical mothers: correlation that produces a deficient maternal identity. In this category, articulating atypical motherhood with inclusion and the family-school relationship, two movements are identified in the analyzed research: (a) there is inequality in school inclusion and in the modes of the relationship established between family and school, reinforced by the called atypical motherhood; (b) the norms established by the school end up regulating the behavior of atypical children and women-mothers, based on what is expected to be socially acceptable for them and for the mothers who are related to the school; (2) atypical mothers who (do not) love unconditionally: thoughts on the production of a maternalinclusive model. Considering the analyzed research, in this category, the norms that regulate women-mothers of children with disabilities ways of being and mothering, in this time period, and norms that guide the behavior of mothers are questioned. Furthermore, the demands for women-mothers to assume a selfless and, at the same time, productive posture, being able to respond to risks, uncertainties, and to formulate individual and collective strategies to overcome difficulties due to the condition of disability and rare diseases of their children are also problematized. Therefore, the research supports the following thesis: the “atypical motherhood”, as called, is a political condition that produces effects on women-mothers, intensifying their individual responsibilities regarding their mothering and the school processes of their children. Atypical motherhood is based on a maternal-inclusive model that regulates and exacerbates relationships between schools and atypical mothers, historic ally filled with challenges.; ¿Qué sentidos sobre inclusión y relación familia-escuela, atravesados por la llamada maternidad atípica, se construyen y vinculan en las investigaciones en Educación de 2013 a 2024? Y ¿de qué manera estos sentidos operan y cómo posicionan a la llamada maternidad atípica en la relación con la inclusión y la relación familia-escuela? Estas preguntas orientan esta investigación, basada en los siguientes campos teóricos: estudios sobre inclusión, estudios sobre relación familia-escuela, estudios de género, en articulación con la perspectiva posestructuralista. Para cumplir los objetivos y responder a las preguntas, se adopta como procedimiento metodológico la metainvestigación. A partir de los campos teóricos mencionados, el estudio opera con los conceptos de inclusión, norma, género, maternidad y relación familia-escuela para cuestionar esencialismos y naturalizaciones sobre la maternidad atípica. Para el análisis, se organizan dos categorías: (1) madres típicas y atípicas: interdependencia que produce una identidad materna deficiente. En esta categoría, articulando la maternidad atípica con la inclusión y la relación familia-escuela, se identifican dos movimientos en las investigaciones analizadas: (a) hay desigualdad en la inclusión escolar y en los modos de la relación que se establece entre familiaescuela, reforzada por la llamada maternidad atípica; (b) las normas establecidas por la escuela acaban por regular la conducta de los/as hijos/as y de las mujeres-madres atípicas, a partir de lo que se espera ser socialmente aceptable para ellos/as y para ellas como madres que se relacionan con la escuela; (2) madres atípicas que (no) aman incondicionalmente: reflexiones sobre la producción de un modelo maternoinclusivo. En esta categoría, se cuestionan, a partir de las investigaciones analizadas, normas que regulan modos de ser y maternar de la mujer-madre de niño/a con discapacidad de este tiempo, conduciendo a la conducta de las madres. Además son problematizadas las exigencias impuestas a las mujeres-madres para que asuman una postura abnegada y productiva, capaces de lidiar con los riesgos, incertidumbres bien como de elaborar estrategias individuales y colectivas para enfrentar las dificultades y resultantes de la condición de discapacidad y enfermedades raras de los/as hijos/as. Deste modo, se sostiene la siguiente tesis: la llamada maternidad atípica es una condición política que produce efectos sobre las mujeres-madres, intensificando sus responsabilidades individuales sobre maternar y sobre los procesos escolares de los/as hijos/as. La maternidad atípica está basada en un modelo materno-inclusivo que regula y exacerba relaciones entre las escuelas y las madres atípicas, históricamente permeadas por desafíos. Wed, 25 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13899 2025-06-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13896 As representações sociais dos corpos e as suas relações com as aulas de educação física: um estudo com discentes do ensino médio integrado do IFCE Campus Cedro Leite, Marcelo Alencar Este estudio investiga las representaciones sociales de los cuerpos entre estudiantes de educación media integrada y sus relaciones con las clases de Educación Física, considerando la influencia de contextos socioculturales. A partir de un enfoque teórico que articula contribuciones de la Educación Física crítica, la sociología del cuerpo y la Teoría de las Representaciones Sociales (MOSCOVICI, 1976, 1978, 2004), se analizó cómo los patrones corporales hegemónicos se construyen, reproducen o cuestionan en el ámbito escolar. La investigación, de naturaleza cualitativa, involucró a 29 estudiantes del Instituto Federal de Ceará (IFCE), con una edad promedio de 17,26 años, con una desviación estándar de 0,60. Fueron utilizados técnicas como Asociación Libre de Palabras, cuestionarios y cuatro talleres temáticos filmados y grabados. Los datos se analizaron mediante Análisis de Contenido (BARDIN, 1977, 2011, 2016) con apoyo del software NVivo15®. Los resultados evidenciaron la persistencia de una búsqueda del cuerpo idealizado (musculoso, saludable), influenciado por redes sociales y medios, aunque los participantes demostraron conciencia crítica sobre la artificialidad de estos patrones. Se destacó la representatividad positiva de cuerpos negros como factor de autoaceptación, además de la percepción de que las clases de Educación Física pueden reforzar estereotipos o promover inclusión, dependiendo del enfoque pedagógico. La escuela debe priorizar entornos seguros para la reflexión sobre la pluralidad corporal, revisión de materiales didácticos inclusivos y alianzas con profesionales de salud mental. Se concluyó que la Educación Física se reafirma como espacio estratégico para deconstruir normativas opresoras, valorizando la diversidad y fomentando la autoconfianza y el respeto a las individualidades. El estudio señala la necesidad de políticas públicas educativas que integren equidad de género, representatividad e infraestructura adecuada, buscando transformar la disciplina en herramienta de empoderamiento y crítica social.; This study investigates the social representations of bodies among integrated high school students and their relationship with Physical Education classes, considering the influence of sociocultural contexts. Based on a theoretical framework integrating critical Physical Education, sociology of the body, and Social Representations Theory (MOSCOVICI, 1976, 1978, 2004), the research analyzed how hegemonic body standards are constructed, reproduced, or challenged in the school environment. The qualitative study involved 29 students from the Federal Institute of Ceará (IFCE), with an average age of 17.26 years, with a standard deviation of 0,60. Were used techniques such as Free Word Association, questionnaires, and four filmed/recorded thematic workshops. Data were analyzed through Content Analysis (BARDIN, 1977, 2011, 2016) supported by NVivo15® software. Results revealed a persistent pursuit of an idealized body (muscular, healthy), influenced by social media and mainstream media, though participants demonstrated critical awareness of the artificiality of these standards. Positive representation of Black bodies emerged as a factor for self-acceptance. Additionally, Physical Education classes were perceived as either reinforcing stereotypes or promoting inclusion, depending on pedagogical approaches. The schools should prioritize safe environments for reflection on bodily diversity, inclusive educational materials, and partnerships with mental health professionals. The study concludes that Physical Education is reaffirmed as a strategic space to deconstruct oppressive norms, valuing diversity and fostering self-confidence and respect for individuality. The research highlights the need for educational public policies integrating gender equity, representation, and adequate infrastructure to transform the discipline into a tool for empowerment and social critique. Mon, 16 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13896 2025-06-16T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13895 Pedagogia das competências: um estudo de inspiração genealógica sobre a emergência da noção de competências na área da Educação Farias, Marcela Clarissa Damasceno Rangel de The predominance of the neoliberal paradigm in various spheres of social life generates, as one of its main consequences, a shift in the objectives of educational processes toward the development of competencies. This thesis raises reflections on how the notion of competencies emerges in Education, based on borrowings and transpositions from other fields, through a process of excavation, involving the survey of documents, authors, and relevant works. In this process, the relations of knowledge and power are questioned to understand how this concept was historically constituted in Education, through documentary research of genealogical inspiration, in which documents are regarded as monuments. The research objectives were: (1) to construct the historicity of the concept of competencies, attributing meanings to it from different fields of knowledge; and (2) to understand the historical context from which the concept of competencies emerges in Education, which has become a central issue in educational discussions. The theoretical framework was developed to explore, how these ideas may result of the spread and development of Human Capital Theory and the culture of entrepreneurship in Education – a hypothesis ultimately confirmed by analysis. The first approach involved direct research into documents connected to the topic, as well as authors and works with great convergence and contribution to this thesis. The second approach involved analyzing other documents identified from the initial documents surveyed. These two approaches serve as gateways to the composition of the empirical corpus. In this excavation process, the Delors Report (1996) serves as a starting point, since understanding the establishment of the competency logic requires examining the 1950s, 1960s, and 1970s, when Human Capital Theory emerged and developed. The plot was developed from four time frames: the 1950s and 1960s, in which the developments of the Theory of Human Capital and the Learning Society in Education are analyzed, seeking the formation of a certain type of subject for a certain type of society; the 1970s, with “Aprender a ser” Report (1972), the movement to overcome intelligence and aptitude tests proposed, the evaluation of competence by McClelland (1973), and, also, the discussions on overcoming the profession model and the job model; the 1980s, with the end of the economic crisis; the 1990s, marked by the importance of Delors (1996) and the centrality of competence in education, with a focus on the formation of human capital becoming essential. It is interesting to note that, since the Career Guidance Theory movement, which criticizes the pseudoscientific use of the notion of aptitude, the “Aprender a ser” Report, and the studies conducted by McClelland (1973) a notion of competencies has been emerging, one that ultimately redefines the relationship with knowledge — that is, with content itself. Tue, 16 Sep 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13895 2025-09-16T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13894 Uma história da educação matemática em Tangará da Serra – MT (1974 – 1999): formação, currículo e docência Stascovian, Juliana The research depicts mathematics teaching in the municipality of Tangará da Serra, Mato Grosso, from 1974 to 1999. Documentary sources and testimonials from ten teachers who taught during this period were collected, with the initial year defined as the first work experience reported during the interview and ending with the completion of higher education by three subjects who did not yet have such training. The research question is: how was mathematics teaching structured in the municipality of Tangará da Serra between 1974 and 1999? In order to answer the question and examine the existing school mathematics culture at the time, the investigations covered the teachers' training, whether initial or continuing; available teaching materials; resources implemented by professionals; teaching strategies; structures offered for the development of the function; current legislation; school routine; student profile and school community. The methodology is anchored in Oral History with Alberti (2004, 2008, 2013) and Thompson (2002), theoretically supported by the concepts of: memory – Fischer (2005, 2011), Halbwachs (1990), and Pollak (1992); school culture – Escolano Benito (2017) and Julia (2001); history of school subjects – Chervel (1990); document and memory – Le Goff (2003) and Cellard (2012); tactics and strategies – Certeau (2014); History of Mathematics Education – Garnica and Souza (2012), Miguel and Miorim (2002, 2012) and Valente (2009, 2013); Mathematics and Education – Machado (2002); professional training – Tardif (2014). The oral and written documents provided evidence of efforts to promote training in projects such as Logos II, in secondary education, established by the Federal Government, and the Distance Learning Undergraduate Courses offered by UNEMAT to teachers in service. Continuing education has grown over the years, as have teachers' initiatives to teach mathematics, which emerged from the subjects' memories and materials, as well as from other localized sources. Continuing education has grown over the years, as have teachers' initiatives to teach mathematics that emerged from the subjects' memories and materials, as well as other localized sources. Fri, 26 Sep 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13894 2025-09-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13892 Assembleia Legislativa de Mato Grosso e o retorno presencial à escola na pandemia: as relações de força entre política, educação e saúde (2020-2022) Martins, Elen Carolina This dissertation aimed to investigate the proposals that the Legislative Assembly of Mato Grosso (ALMT) adopted in light of the medical and health recommendations of competent national and international bodies and institutions, to legislate on the return to in-person classes in the context of the Coronavirus 2019 (Covid-19) pandemic, from 2020 to 2022. The general objective was to analyze these proposals, considering the possible relationships between them and the political and socio-educational context of this Federative Unit. The questions presented in the investigation were: how can the proposals of the Legislative Assembly of Mato Grosso be analyzed, in light of the medical and health recommendations, when legislating on the return to in-person classes, from 2020 to 2022? What would be the relationships between these proposals and the composition of forces within the ALMT, as well as with the socio-political and educational context in which legislators act? The chosen methodological approach was documentary analysis, based on the perspectives of André Cellard (2012). The empirical basis for answering the research questions was constituted by documents produced by national and international health agencies, as well as by bills on the subject, which were processed by the ALMT. In response to the research problem, the thesis defended is that the ALMT, with its actions and omissions, produced effects in the context of practice. Such effects were defined by the alignment of the parliamentary majority with the government project defended by the state Executive. The latter, aligned with the federal Executive, was guided by the defense of a denialist, antivaccine stance and defender of the immediate interests of the economic and business sectors, to the detriment of the interests of the majority of the population, directly influencing the conditions for the return to in-person classes in the pandemic context. Thu, 03 Jul 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13892 2025-07-03T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13890 Os sentidos de justiça curricular presentes nas políticas direcionadas ao ensino médio no sul do Brasil Spanholi, Alexia de Avila This work aims to analyze the meanings and productions of curricular justice in the high school curricula of the southern states of Brazil. To this end, the research adopts a qualitative approach, using document analysis of the three state curricula from the South of the country. The guiding questions that motivated this dissertation were: How have high school curriculum policies addressed the issue of curricular justice? What meanings are produced, and what practices are encouraged in their curricular documents? The research also aims to: a) understand how, historically, high school curricula have addressed the issue of justice within their specific contexts; b) systematize the concept of curricular justice through the lens of learning; and c) highlight how this notion of justice is expressed in the proposals found within the state curricula. In the preliminary writing stages, I rely on Connell, Fraser, and Silva to discuss the concept of justice as it is produced, as well as authors such as Santomé and Tejerina to define high school and its curriculum, drawing from a historical perspective of this stage in basic education. Following this, I present the documents analyzed: the Referencial Curricular Gaúcho (2021), the Base Curricular de Santa Catarina (2022), and the Documento Curricular Base do Estado do Paraná (2021), briefly outlining the specificities of each document. After the analysis, the results indicate that these state curricular documents do, in fact, produce curricular justice by valuing diversity, promoting the redistribution of knowledge, and expanding participation and recognition of school subjects. This collective construction of curriculum points toward a more inclusive, democratic school that is committed to social transformation. Mon, 25 Aug 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13890 2025-08-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13865 Representações sociais da pobreza entre sujeitos pobres do bairro Farrapos em Porto Alegre-RS Siqueira, Luis Davi Vicensi This Thesis investigates the social and discursive practices of poor individuals living in the Farrapos neighborhood in Porto Alegre (RS), based on the Theory of Social Representations (TSR). Based on semi-structured interviews, the research aims to understand how the social representations of the poor residents of the Farrapos neighborhood are configured and expressed, analyzing their discourses, everyday practices, and the symbolic meanings attributed to their living conditions. The study also seeks to identify how these subjects construct their representations of poverty and incorporate, in their narratives, the views developed by non-poor social groups. The theoretical foundation is mainly based on the contributions of Serge Moscovici, Denise Jodelet, and Sandra Jovchelovitch, allowing us to an understand the symbolic processes involved in the construction of representations. The data analysis was conducted through interpretative content analysis and, complementarily, by the Central Nucleus Theory proposed by Jean Claude Abric. By valuing local knowledge, the Thesis proposes a critical and situated reading of poverty in the Farrapos neighborhood. Wed, 25 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13865 2025-06-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13864 Políticas públicas em disputa: o movimento pela base e a construção da hegemonia na educação brasileira Tisatto, Cristian Andrei This dissertation analyzes how the Movimento Pela Base (MPB) built its capacity to influence the National Curriculum Policy Reform (RPCN), particularly in the formulation and implementation of the Base Nacional Comum Curricular (BNCC), between 2013 and 2018. The research stems from concerns about the role of business foundations in Brazilian educational policy, investigating the repertoires and strategies employed by the MPB as a form of collective business action. Using the case study methodology (Yin; Gerring), it mobilizes the concepts of repertoires of action (Abers, Serafim, Tatagiba, 2014), business strategies (Mancuso, 2004; 2007) and, above all, Gramscian categories such as hegemony, civil society, organic intellectuals, war of position, historical bloc, and the expanded State. The study demonstrates that the MPB acted as a Private Apparatus of Hegemony (APH), organizing consensus within civil society and articulating with political society to institutionalize its agenda. Hybrid practices were identified, such as data production, training of administrators, media mobilization, preparation of pedagogical guides, alliances with Consed and Undime, and the occupation of state councils, which configure performances of hegemony, a category proposed in this dissertation based on the notion of performance originally developed by Charles Tilly, here redefined to capture the totality of business action. The conclusion is that the MPB was able, albeit temporarily, to achieve hegemony in the educational field and institutionalize its agenda, revealing that entrepreneurs also innovate in repertoires of collective action and that further studies are needed on the influence of non-state actors in the formulation of public policies. Wed, 05 Nov 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13864 2025-11-05T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13842 Educação para o antropoceno no século XXI: a educação integral em outra(s) perspectiva(s) Silva, Julival Alves da In the face of the global emergencies of the 21st century, new demands arise for education in the building of a sustainable future for all, and integral education is highlighted as a necessity for this purpose. The general objective of this paper is to discuss the potential of integral education as a necessary path to address the emergencies of the Anthropocene in the 21st century. The specific objectives are: i) to explore how the theme of integral education has been addressed in educational research in Brazil in the 21st century; ii) to understand the official Brazilian discourse in proposing a national integral education policy; iii) to highlight the prevailing paradigm of integral education in the Brazilian reality of the 21st century; iv) to discuss the reach, limits and potential of the prevailing discourse and paradigm of integral education in Brazil; and v) to envision how integral education in Brazil can go beyond the limits of its prevailing discourse and model, and respond in an essential way to the emergencies of this century. The methodological approach is qualitative, specifically bibliographical and documentary analysis, with a narrative and systematic literature review, based on 85 doctoral theses associated with the theme. Its theoretical and conceptual references are in the theses in education studied; in the contributions of Basil Bernstein's Theory of the Pedagogical Device; in the critical sociological perspective on neoliberal society, by Dardot and Laval (2016), and in the reflection on knowledge and complex thinking by Edgar Morin (1999; 2002), among others. The analyses indicate that both the research in education and the official discourse and the predominant models of educational practices associated with integral education in Brazil are linked, above all, to the national policy of the Mais Educação Program, currently suspended, and that despite its wide national incidence, such discourse and model are limited by being characterized as a government policy. Educational integrality, however, when understood with rationality, can reveal itself to be the essential path for education in the Anthropocene of the 21st century.; Frente a las emergencias globales del siglo XXI, se plantean nuevas exigencias a la educación para construir un futuro sostenible para todos, y la educación integral se destaca como una necesidad para tal fin. Este trabajo tiene como objetivo general discutir el potencial de la educación integral como camino necesario para enfrentar las urgencias del Antropoceno en el siglo XXI. Y como objetivos específicos: i) explorar cómo el tema de la educación integral viene siendo contemplado en la investigación educativa en Brasil en el siglo XXI; ii) comprender el discurso oficial brasileño al proponer una política nacional de educación integral; iii) destacar el paradigma predominante de la educación integral en la realidad brasileña del siglo XXI; iv) discutir el alcance, los límites y las potencialidades del discurso y paradigma predominante de la educación integral en Brasil; y v) visualizar cómo la educación integral en Brasil puede ir más allá de los límites de su discurso y modelo predominantes y responder de forma esencial a las necesidades urgentes de este siglo. El enfoque metodológico es cualitativo, de tipo análisis bibliográfico y documental, con revisión narrativa y sistemática de la literatura, basada en 85 tesis doctorales asociadas a la temática. Sus referentes teórico-conceptuales están en los aportes identificados en las investigaciones educativas estudiadas; en las contribuciones de la Teoría de Dispositivos Pedagógicos de Basil Bernstein; en la perspectiva sociológica crítica en torno a la sociedad neoliberal, de Dardot y Laval (2016), y en la reflexión sobre el conocimiento y el pensamiento complejo de Edgar Morin (1999; 2002), entre otros. Los análisis indican que tanto la investigación en educación como el discurso oficial y los modelos predominantes de prácticas educativas asociadas a la educación integral en Brasil están vinculados sobre todo a la política nacional del Programa Mais Educação, actualmente suspendido, y que a pesar de su gran incidencia nacional, tal discurso y modelo son limitados por ser caracterizados como política de gobierno. La integralidad educativa, sin embargo, entendida racionalmente, puede resultar el camino esencial para la educación en el Antropoceno del siglo XXI. Mon, 24 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13842 2025-03-24T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13777 “A imprensa também governa”: embates jornalísticos e lutas pelo poder entre o jornal o dia e a “imprensa alheia” Lima, Nilsângela Cardoso This thesis analyzes the self-reference discourse and the political and partisan activity of O Dia newspaper from 1959 to 1962, a period in which the PTB member Chagas Rodrigues led the state executive. The organization was created in 1951 and, though it discursively presented itself to the reader as “an independent, a political and a news” newspaper facing the political disputes among the parties (PSD, UDN and PTB), it was used as a political weapon according to the interest of its owner, Raimundo Leão Monteiro. To understand the editorial line and the political-partisan activity of O Dia newspaper in the administration of Chagas Rodrigues (PTBUDN), the research corpus is specially composed by articles published by Teresina press from 1959 to 1962, in addition to other sources and documents, such as: periodicals, statistical data, magazines and government messages etc. The research methodology adopted was Discourse Analysis, from the perspective of Michel Foucault (2009; 2010), and the theoretical framework is based on the concepts of Antonio Gramsci (2004), Teun Van Dijk (2008), Serge Berstein (2009), Rodrigo Patto Sá Motta (2014), Barbara H. Rosenwein (2011) and Pierre Bourdieu (2011; 2007). In the light of theoretical and methodological framework, it was verified that O Dia newspaper and the oblivious press were put into service of the struggle for the party political power and their editors assumed the role of agents of PSD, UDN and PTB parties, in an attempt to interfere with the political game and in the construction of reality by establishing values, concepts, classifications, emoticons, making someone believe in what they intended to make visible and known through words, language, combative journalistic discourse and discomposure. A journalistic culture which was engendered in political cultures, manifested itself, above all, through fights, disputes, the symbolic struggle among the editors of O Dia and the other press organizations in Teresina from 1959 to 1962, demonstrating the idea that the “press also governs”.; Esta tesis analiza el discurso autorreferencial y la actuación política y partidista del periódico O Dia en los años 1959 a 1962, periodo en que el petebista Chagas Rodrigues estuvo al frente del ejecutivo estatal. El medio fue creado en 1951 y, aunque se presentaba discursivamente al lector como un periódico "independiente, político y noticioso" frente a las disputas políticas existentes entre los partidos (PSD, UDN y PTB), fue utilizado como arma política de acuerdo con los intereses de su propietario, Raimundo Leão Monteiro. Para comprender la línea editorial y la actuación político-partidista del periódico O Dia durante el gobierno de Chagas Rodrigues (PTB-UDN), el corpus de la investigación está formado principalmente por los artículos publicados en la prensa de Teresina en el periodo de 1959 a 1962, además de otras fuentes y documentos, como: periódicos, datos estadísticos, revistas, mensajes gubernamentales, etc. La metodología de investigación adoptada fue el Análisis del Discurso, desde la perspectiva de Michel Foucault (2009; 2010), y el marco teórico se basa en los conceptos de Antonio Gramsci (2004), Teun Van Dijk (2008), Serge Berstein (2009), Rodrigo Patto Sá Motta (2014), Barbara H. Rosenwein (2011) y Pierre Bourdieu (2011; 2007). A la luz del marco teórico y metodológico, se verificó que el periódico O Dia y la prensa ajena fueron puestos al servicio de la lucha por el poder político-partidista, y sus redactores asumieron el papel de agentes de los grupos pessedistas, udenistas y petebistas, intentando interferir en el juego político y en la construcción de la realidad al instituir valores, conceptos, clasificaciones, emociones, haciendo creer en aquello que pretendían tornar visible y conocido por medio de las palabras, del lenguaje, del discurso periodístico combativo y de las recriminaciones. Una cultura periodística que, engendrada en las culturas políticas, se manifestaba, sobre todo, por las peleas, las disputas, la lucha simbólica entre los redactores de O Dia y los demás medios de comunicación de Teresina entre 1959 y 1962, demostrando la idea de que "la prensa también gobierna". Thu, 10 Oct 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13777 2024-10-10T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13776 Rezar e festejar: religiosidade popular e patrimônio cultural no reisado do norte do Piauí e leste maranhense (2009-2024) Rocha, Maria do Amparo Moura Alencar The “Santos Reis” or “Reisado” festival that we analyze in this thesis is a redefinition of a ritual that was introduced to Brazil by Portuguese colonists who celebrated the birth of baby Jesus by making reference to the three “Wise Men”. This was a religious event found throughout the Iberian Peninsula, in which it was common to give and receive gifts along with singing and dancing in homes. In the North of Piauí and the East of Maranhão, the festival dedicated to the “Santos Reis”, which begins with the payment of an ex-voto in recognition of a grace received, has become traditional. The festival is composed of several symbolic elements, typical of the Northeast and representative for the celebrants. Among them are specific costumes, prayers and and songs, as well as characters such as the “boi”, the “cavalo vem”, the “burrinha” and the Caretas. In this work, we study celebrations of “Santos Reis” the took place between 2009 and 2024 in cities in the North of Piauí and East of Maranhão, asking how the experience revived in this practice composes the history of people and places. Based on the consultation of a reference historiography on the theme of popular devotions (Brandão, 1980; Zaluar, 1983) and religious festivals dedicated to the Three Kings (Barroso, 1996; 2013; Cornélio, 2009; Menezes, 2018). Our objective is to analyze the diversity of the theatricalization of faith in the celebrations of the Three Kings in these two territories, which illuminates the understanding of aspects still unknown in the historiography about the Reisado. The Three Kings festival is configured as a cultural heritage of the festival-goers, which promotes in the subjects involved, the appreciation of their history and culture, emerging from it rich constructions for the understanding of the diversity of the celebration of the Saints. And also, it contributes to reflections on the relationships between individuals and groups, their practices, giving indications of how social and cultural roles are constructed, consolidating actions, knowledge and doings of religious practices. Thu, 08 May 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13776 2025-05-08T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13775 A criminalidade feminina no Piauí: as representações da criminosa nos jornais e processos criminais, no período de 1981 a 1999 Araujo, Lucélia Nárjera de This study assesses female criminality in Piauí State between 1981 and 1999. More specifically, we address the social and legal representations of women and their criminal charges. We seek to understand how gender and moral conditioning, based on social roles, are triggered to accuse or defend defendants. The body of this research is based on crime news published in the newspapers “O Dia” and “O Estado” and an analysis of the criminal proceedings. In addition to these sources, bibliographical and statistical data are added, approached using the methodology of discourse analysis and Italian microhistory, following the suggestions of Giovanni Levi (2020; 2011) and Carlo Ginzburg (1989). We used theoretical frameworks from Michel Foucault (2005), Pierre Bourdieu (2011), Roger Chartier (2001), and Joan Scott (1995). Through these lenses, it was observed that women committed various crimes, for diverse reasons, acting with cunning, courage, insensitivity, boldness, and cruelty. In the analyzedsources, women were represented with the stereotypes of “murderer”, “criminal”, and “dangerous”. Through criminal proceedings, it was verified that the gender category permeates legal practices, mentioned in the speeches elaborated to convict or acquit defendants, based on the representation of social roles conceived for men and women. Through a multidisciplinary dialogue between History, Sociology, and Law, the present research indicates that legal agents resorted to the moral conduct of defendants to formulate their defenses or accusations.; La presente analiza la criminalidad femenina en Piauí entre los años 1981 y 1999. Para eso abordamos las representaciones sociales y jurídicas sobre las mujeres y sus acciones criminales. Buscamos aprender cómo las condiciones del género y la moral, basado en el papel social activado a fin de acusar o defender a las reas. La documental obtenida en la investigación está compuesto por publicaciones en los diarios "O Dia" y "O Estado" y análisis de casos penales. A estas se suman datos bibliográficos y estatísticos, analizados por la metodología del análisis del discurso y la micro-historia italiana, siguiendo las sugerencias de Giovanni Levi (2020,2011) y Carlo Ginzburg (1989). Utilizamos referências teóricas de Michel Foucault (2005, Pierre Bourdieu (2011), Roger Chartier (2001) y Joan Scott (1995). A través de la perspectiva adoptada, se observa que las mujeres cometieron crimenes diversos por motivos vários, actuando con astucia, coraje, insensibilidad, crueldad y osadía. Fueron representadas con los estereotipos de 'asesina', 'criminosa', 'peligrosa'. Por medio del curso procesal penal se corroboró que la categoría de género supera las prácticas jurídicas, referidas en los discursos elaborados para condenar o absolver a las acusadas. Basado en la representación de papeles sociales creados al masculino y femenino. A través de un diálogo multidisciplinario entre Historia, Sociología y Derecho, la encuesta muestra que los letrados analizaron la conducta moral de las imputadas para formular sus defensas o acusaciones. Wed, 27 Nov 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13775 2024-11-27T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13774 A FUSVE e a transformação de Vassouras/RJ - da economia cafeeira à cidade universitária Alves, Jesimar da Cruz This study investigates the historical and socioeconomic transformation of the municipality of Vassouras, located in the interior of the state of Rio de Janeiro, from its rise as a coffee center in the 19th century to its consolidation as a university city in the 21st century. During the Second Reign, Vassouras emerged as one of the main coffee producers in Brazil, playing an essential role in the national economy. However, the crisis in the coffee sector, the abolition of slavery, and structural changes in the global economy caused a gradual decline of the city, which culminated in a period of economic stagnation throughout the early 20th century. The research analyzes the historical, economic and social factors that drove the transition of Vassouras to an educational center, with emphasis on the role of General Severino Sombra in the founding of the University of Vassouras. The methodology adopted is qualitative and descriptive, based on documentary analysis and bibliographic review of municipal and regional historical sources, as well as iconographic and notarial collections. The results show that the creation of the University of Vassouras and its sponsor, the Severino Sombra Educational Foundation, represented a fundamental milestone in the economic and social revitalization of the municipality, bringing new investments, job creation, and increased demand for services, in addition to the appreciation of the region's historical and tourist heritage. The expansion of academic and hospital activities consolidated Vassouras as an important hub for higher education and medical care in the state of Rio de Janeiro. However, the process of institutionalization and growth also faced challenges, such as economic crises, resource management, and competition with other higher education institutions. Thus, this thesis contributes to the understanding of the processes of change and permanence in the socioeconomic development of Vassouras, inserting the history of the municipality into a broader context of urban and educational transformation in Brazil. By correlating the decline of the coffee cycle with the emergence of a new economic model centered on education, this work shows how Vassouras reinvented itself in the face of the challenges imposed by the country's economic and social dynamics. Fri, 25 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13774 2025-04-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13751 Na disputa pela herança política kantiana: a defesa dos princípios libertários na filosofia política e jurídica de Kant Ribeiro, Sergio Adriano It is understood that there is a dispute over Kant’s political legacy among different political traditions. This study is situated within the debate on Kant’s political heritage, analyzing the possibility of a dialogue between his political and legal philosophy and principles that extend beyond the classical liberal tradition, approaching libertarian conceptions. The investigation is based on Kantian concepts of natural law, external freedom, private property, private law, and the limits of state action. It is argued that, in Kant’s view, the State's purpose is to guarantee individual freedom as an end in itself, acting exclusively within the executive and juridical spheres. The central problem of this research lies in the tension between autonomy and heteronomy in the context of obedience to state laws. According to Kant, an individual is autonomous when they submit only to laws derived from their own consent. However, the imposition of legal norms by the State may suggest a state of heteronomy, raising the central question of this investigation: is it possible for a State to exist without violating Kantian individual rights? If so, what would be the structure of such a State? Given this problem, it is argued that if freedom, as grounded in natural law, property, and private law, is violated by state action, a problem of political and legal coercion arises. In this sense, state intervention could lead to the suppression of an individual's external freedom, thus constituting a contradiction within Kantian principles themselves. Wed, 26 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13751 2025-03-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13747 Por uma bioética ambiental de Hans Jonas: cōnscīre aude sobre a ética ambiental e a tecnologia Maciel, Joelson de Campos Cette thèse se concentre sur le principe de précaution et le concept de développement durable en tant qu’instruments de la bioéthique environnementale et en tant que catégorie éthicophilosophique, ainsi que sur leur relation avec les nouvelles technologies. Nous concevons la bioéthique environnementale comme une vision moniste psychophysique et une éthique de la responsabilité : l’être humain comme partie intégrante de l’environnement qui se défend contre les menaces qu’il a lui-même créées. Les points de départ sont la critique par Hans Jonas de la causalité psychique chez Hume et la réponse de Kant, comme exemples de l’éloignement de l’homme par rapport à la nature. À cela s’ajoute l’évolution du concept de nature jusqu’à aboutir à ce que nous définissons aujourd’hui comme biodiversité. S’opposant à une pensée éthiquement irresponsable envers l’environnement, Hans Jonas dénonce le fait que l’exploitation technologique omnino omnia de la planète puisse mettre en péril l’existence même de l’homme. Le choix de Hans Jonas se justifie par l’actualité du thème et par la nécessité de formuler une planification éthique avec des normes claires pour protéger les générations futures des risques d’extinction. L’analyse de la formation de la pensée éthique environnementale sur ce problème est fondamentale pour révéler tout le vide éthique antérieur concernant l’usage de la technologie dans ce champ exploratoire de l’environnement – que ce soit en croyant à sa source matérielle infinie, à ses lois magiques, ou encore en ignorant les éléments « extra-humains », classés comme « hasard ». Nous pouvons également attribuer comme cause de ce vide éthique le fait que le « principe vie » luimême soit devenu une exception face aux bouleversements subis par la métaphysique et la cosmologie, faisant de la mort, du néant, de l’accord dodécaphonique, la règle pour de nombreux penseurs modernes. Ceux-ci ont perdu la capacité de croire en autre chose que le « moi transcendantal », le logos, les lois de l’entendement. Ainsi, nous sommes passés de la maxime des Lumières sapere aude à cōnscīre aude, c’est-à-dire du classique « ose savoir » à « ose être conscient » de ce que nous produisons lorsque nous utilisons la technique. Thu, 27 Feb 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13747 2025-02-27T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13746 Nietzsche’s speculative pragmatism Hickmann, Gabriel Cunha This work proposes a reassessment of Nietzsche’s philosophical significance through an engagement with contemporary thought and the aporias of the present. By reconstructing Nietzsche’s perspectivism—situating it within his broader intellectual framework and its dialogue with the philosophical tradition (particularly critiques of Kantian idealism)—we demonstrate how this stance, more nuanced than often assumed, resists traditional misinterpretations, especially those advanced by Critical Theory. Our analysis reveals that Nietzsche’s work converges with a speculative pragmatist position, a term employed by thinkers like Isabelle Stengers to describe their own theoretical approaches. This recontextualization not only clarifies Nietzsche’s methodological commitments but also illuminates underappreciated affinities between his thought and contemporary debates. Finally, we trace how Nietzschean ideas resonate in current philosophy, arguing that these developments, if we are right, shed new light on the broader implications of Nietzsche’s philosophical project in a broad sense.; Questo lavoro propone una rivalutazione del significato filosofico di Nietzsche attraverso un confronto con il pensiero contemporaneo e le aporie del presente. Ricostruendo il suo prospettivismo—collocandolo all’interno del suo quadro intellettuale più ampio e del suo dialogo con la tradizione filosofica (in particolare le critiche all’idealismo kantiano)—dimostriamo come questa posizione, più sfumata di quanto spesso si assuma, resista alle interpretazioni tradizionali, specialmente quelle avanzate dalla Teoria Critica. La nostra analisi rivela che l’opera di Nietzsche converge con una posizione pragmatista speculativa, un termine utilizzato da pensatori come Isabelle Stengers per descrivere i propri approcci teorici. Questa ricontestualizzazione non solo chiarisce gli impegni metodologici di Nietzsche, ma illumina anche affinità sottovalutate tra il suo pensiero e i dibattiti contemporanei. Infine, tracciamo come le idee nietzscheane risuonino nella filosofia attuale, sostenendo che questi sviluppi, se la nostra tesi è corretta, gettino nuova luce sulle implicazioni più ampie del progetto filosofico di Nietzsche in senso lato. Thu, 05 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13746 2025-06-05T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13731 Das tessituras de um percurso formativo nas licenciaturas: a constituição docente sob as lentes de uma matriz formativa Paim, Viviane Catarini This thesis investigates the teaching constitution of future teachers, shaped by the formative journey of the Bachelor’s Degree Programs in Biological Sciences and Pedagogy at IFRS Campus Vacaria. The choice of these degree programs was based on the need for a shared culture among teacher education courses, oriented towards teacher preparation, despite each having its specificities. The problem of the research was to understand how the training path of these courses develops the teaching constitution process of future teachers. The theoreticalmethodological approach followed the principles of (re)training research, unfolding in two stages: an online questionnaire and formative meetings in a Contemporary Teaching Laboratory (LABDOC) that included all education students, from newcomers to graduates. Furthermore, the narratives and movements emerging in the LABDOC were linked to the Pedagogical Projects of the courses. The research references included studies on contemporary teaching, teacher education, and teacher constitution, among others. For analysis, a Formative Matrix based on Gert Biesta’s studies regarding the concept of Education and Teaching was used, focusing on the triad of domains of purpose in educational action: qualification, socialization, and subjectification. The Formative Matrix was taken as a comprehensive tool that integrates and relates these domains, as well as the driving forces for the formative journey. Through its lens, the analyses point to the need to strengthen teacher preparation within the formative journey of Bachelor’s Degree Programs. This requires considering the development of teaching experiments and experiences from the beginning of the journey to enable an understanding of the inseparability of theory and practice in teaching and the articulation between pedagogical and specific knowledge in the formative field. In this way, teaching gains new meanings that move away from discourses of romanticization or the impositions of managerial models in Education and the language of learning, as education students are challenged to create and experience an authorial teaching practice. Therefore, the thesis defended is that it is important to assume a training matrix (qualification, socialization and subjectivation) in the course of undergraduate education and to view education as (re)training, involving teaching experiments and experiences from the start of the course to create and live a formative ethos that produces a “becoming subject” of future teachers, authors of their own teaching practices. Wed, 26 Feb 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13731 2025-02-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13730 Dinâmicas do campo da educação de surdos na revista espaço Zilio, Virgínia Maria This thesis investigates the dynamics that constitute the field of deaf education by analyzing editions of the Revista Espaço, published between 1990 and 2002 by the Instituto Nacional de Educação de Surdos (INES). The research is grounded in Foucaultian studies and the perspective of translanguaging as a theoretical lens. It aims to identify and problematize the dynamics that shape the field of deaf education. In this context, translanguaging is not limited to the use of multiple languages, but opens space for rethinking deaf education beyond linguistic centrality, incorporating other dimensions. Revista Espaço was chosen as the research material for being a space of knowledge production and circulation that reflects and shapes the disputes, tensions, and transformations in the field of deaf education in Brazil. Methodologically, the research is divided into two analytical movements: the first examines the tables of contents of the first 19 editions of Revista Espaço; the second analyzes 42 selected texts, from which 96 excerpts were extracted in the search for dynamics. After reading them, the analytical development revealed the presence of dynamics that led to the construction of the following sets of meanings: 1) antagonistic thinking; 2) diverse languages; and 3) collectivity. Based on these analyses, I argue that antagonistic dynamics receive greater emphasis in the selected materials, often overshadowing other dynamics that also constitute the field of deaf education. Finally, this research hopes to contribute, through the discussions developed, to reflections on educational policies and practices, as well as to rethinking education from a more open and less polarized perspective, that recognizes dynamics present in deaf education and the school environment, such as collective coexistence and the diverse languages that enable dignified communal living for all who participate in it.; Esta tesis investiga las dinámicas que constituyen el campo de la educación de sordos a partir del análisis de ediciones de la Revista Espaço, publicadas entre 1990 y 2002 por el Instituto Nacional de Educação de Surdos (INES). La investigación se basa teóricamente en los estudios foucaultianos y en la perspectiva de la translengua como lente teórica, con el objetivo de identificar y problematizar las dinámicas que conforman el campo de la educación de sordos. En este contexto, la translengua no se limita al uso de múltiples lenguas, sino que abre espacio para pensar la educación de sordos más allá de la centralidad lingüística, incorporando otras dimensiones. La Revista Espaço fue elegida como material de investigación por ser un espacio de producción y circulación de saberes que configura y refleja las disputas, tensiones y transformaciones en el campo de la educación de sordos en Brasil. Metodológicamente, la investigación se divide en dos movimientos analíticos: el primero examina los índices de los primeros 19 números de la Revista Espaço; el segundo analiza 42 textos seleccionados, de los cuales se extrajeron 96 fragmentos en la búsqueda de dinámicas. Tras su lectura, el desarrollo analítico evidenció la presencia de dinámicas a partir de las cuales se elaboraron los siguientes conjuntos de sentido: 1) pensamiento antagónico, 2) lenguajes diversos y 3) colectividad. A partir de estos análisis, sostengo la tesis de que las dinámicas antagónicas reciben mayor relevancia en los materiales seleccionados, opacando muchas veces otras dinámicas que también componen el campo de la educación de sordos. Finalmente, la investigación espera contribuir, a partir de las discusiones desarrolladas, a reflexiones sobre las políticas y prácticas educativas, así como a repensar la educación desde una perspectiva más abierta y menos polarizada, capaz de valorar las dinámicas presentes en la educación de sordos y en el ámbito escolar, como la convivencia colectiva y los diversos lenguajes que permiten una vida comunitaria digna para todos los que participan en ella. Tue, 06 May 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13730 2025-05-06T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13729 A cidade como objeto de estudos em um laboratório de docências: possibilidades educativas a partir dos espaços físicos e modos de vida Borba, Vinícius Silveira In this thesis, I investigated educational possibilities involving a “crooked, open and modest” city, which I define as inspired by the description by sociologist Richard Sennett in his work Building and Living: Ethics for an Open City. Basic Education teachers participated in a formative research project in a contemporary teaching laboratory, taking the city as an object of study through concepts and tools from Urban Studies. I approached the theme of education and cities in its different aspects, demonstrating that this issue has mobilized efforts in philosophical, sociological, political, and urban studies, but still requires pedagogical approaches and emphasizing the importance of the teacher in building a city where physical space is constructed in harmony with collective well-being and ways of life. To produce and analyze data, I developed a formative research project in a laboratory of contemporary teaching practices, aimed at studying tools and concepts from the field of Urban Studies with Basic Education teachers from the city of Charqueadas (RS), to describe and analyze, through cartography, the constitution of educational proposals involving the city, developed by these teachers as they explored the urban forms of Charqueadas (RS) as an object of study. The LABDOC – City of Charqueadas served as an empirical space for experimentation, where collective experiments and studies enabled the research through co-formative and collaborative experiences, with the sharing of knowledge and expertise. The teaching work produced in the laboratory was followed and analyzed through a cartographic lens and the educational possibilities involving the city, as shaped by the analytical outcomes, were described and presented with inspiration from Invisible Cities by Italo Calvino. The results supported my conclusion that a teacher education conducted in a participatory and collaborative laboratory setting, grounded in Urban Studies concepts and tools for analyzing physical spaces and city life as an object of study, provides resources that enhance a teaching practice committed to developing critical awareness of the city and addressing the social and urban needs and desires of students.; En esta tesis investigué las posibilidades educativas en torno a una ciudad “torcida, abierta y modesta”, que defino como inspirada en la descripción del sociólogo Richard Sennett en su obra Construir y vivir: ética para una ciudad abierta. Profesoras de Educación Básica participaron en una investigación formativa en un laboratorio de docencias contemporáneas, tomando la ciudad como objeto de estudio a partir de conceptos y herramientas de los Estudios Urbanos. Abordé la temática de la educación y las ciudades en sus diferentes aspectos, demostrando que esta cuestión ha movilizado esfuerzos en los estudios filosóficos, sociológicos, políticos y urbanísticos, pero que requiere estudios pedagógicos, evidenciando la importancia del profesor en la construcción de una ciudad donde el espacio físico sea construido en consonancia con los modos de vida y el bienestar colectivo. Para producir y analizar datos, desarrollé una investigación formativa en un laboratorio de docencias contemporáneas orientado al estudio de herramientas y conceptos del área de la ciencia de los Estudios Urbanos, destinada a las profesoras de Educación Básica de la ciudad de Charqueadas (RS), para que, a través de la cartografía, describieran y analizaran la constitución de propuestas educativas que involucraran la ciudad, desarrolladas por las profesoras al explorar las formas urbanas de Charqueadas (RS) como objeto de estudio. El LABDOC - Ciudad de Charqueadas fue un espacio empírico de experimentación que, mediante la realización de experimentos y estudios colectivos, posibilitó la investigación a través de experiencias coformativas y colaborativas, con el intercambio de saberes y conocimientos. La producción docente realizada en el laboratorio fue acompañada y analizada de forma cartográfica, y las posibilidades educativas que involucraban a la ciudad, constituidas a partir del producto analítico, fueron descritas y presentadas tomando como inspiración Las ciudades invisibles de Ítalo Calvino. Los resultados me dieron sustento para concluir que una formación docente realizada en laboratorio, de forma participativa y colaborativa, y basada en conceptos y herramientas de los Estudios Urbanos para analizar los espacios físicos y modos de vida de la ciudad como objeto de estudio, ofrece herramientas que potencian el ejercicio de una docencia comprometida con el desarrollo de la criticidad sobre la ciudad y con los deseos y necesidades sociales y urbanas del alumnado. Tue, 29 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13729 2025-04-29T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13728 As docências e os modos de ser docente dos professores de Educação Física no IFRS: experiências de formação, coformação e (de)formação Locatelli, Tiago This thesis presents an investigation into the teaching and ways of being a teacher of Physical Education teachers at the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS), who work in technical courses integrated with secondary education. The research sought to answer the following research question: how do Physical Education teachers in technical courses integrated into the IFRS High School develop their teaching and what are their ways of being a teacher at this level of education? Faced with this question, this thesis, linked to the area of Education and Physical Education, aims to understand and analyze the teaching and ways of being a teacher of Physical Education teachers, in a (de)formation research carried out in the Physical Education Teaching Laboratory (LABDOC) of the IFRS. The research materials analyzed were: an online questionnaire — answered by IFRS Physical Education teachers — and the transcripts of the narratives of four LABDOC meetings. The analyses were organized by creating meaning groups that bring together the main recurrences and do not exclude the differences and singularities of the research material. The materials were analyzed using concepts/tools such as: training as (de)training, co-training, craftsmanship, experience, experiments, thought exercises and radical or hyper-critical criticism, which revealed the following results: IFRS Physical Education teaching was understood as plural — teaching — because it is complex, diverse and has different meanings. For this reason, it was characterized as authorial, embodied, committed and engaged. The ways of being a teacher, represented by the ways of being and acting of IFRS Physical Education teachers, were mobilized by legal and institutional recommendations; by different understandings of Physical Education; by different subjectivities; by the specific contexts and structural conditions of each IFRS campus. In view of this, the thesis is defended that the continuing education of Physical Education teachers, even for teachers with postgraduate qualifications, does not guarantee the constitution of a formative ethos. In view of this, there is a need to promote continuing education in the educational institutions where they work, in co-training, in an experimental and experiential way, in order to problematize their teaching and their ways of being a teacher, mobilized by the concept of (de)formation.; Esta tesis presenta una investigación sobre la docencia y los modos de ser docente de los profesores de Educación Física del Instituto Federal de Educación, Ciencia y Tecnología del Río Grande del Sur (IFRS), que actúan en cursos técnicos integrados a la enseñanza media. La pesquisa ha buscado responder a la siguiente cuestión investigativa: ¿cómo los docentes de Educación Física de los cursos técnicos integrados de la enseñanza media de IFRS desarrollan sus docencias y cuáles son sus modos de ser profesores en este nível de enseñanza? Delante de este cuestionamiento, esta tesis, vinculada al área de la Educación y de la Educación Física, visa conocer y analizar las docencias y los modos de ser docente de los profesores de Educación Física, en una pesquisa (de)formación realizada en el Laboratorio de Docencias (LABDOC) de Educación Física del IFRS. Los materiales de pesquisa analizados fueron: un cuestionario enlínea — respondido por los profesores de Educación Física del IFRS — y las transcripciones de las narrativas de cuatro encuentros del LABDOC. Los análisis fueron organizados por medio de la creación de grupos de sentido que reúnen las principales recurrencias y no excluyen las diferencias y las singularidades del material de pesquisa. Por medio de conceptos/herramientas como: formación como (de)formación, coformación, artesanía, experiencia, experimentos, ejercicio de pensamiento y crítica radical o hipercrítica, se realizaron los análisis de los materiales, que evidenciaron los siguientes resultados: la docencia en Educación Física del IFRS fue entendida como plural — docencias — por ser compleja, diversa y con distintos sentidos. Por eso, fue caracterizada como autoral, encarnada y comprometida. Ya los modos de ser docente, representados por los modos de ser y actuar de los profesores de Educación Física del IFRS, fueron movilizados por las recomendaciones legales e institucionales; por los distintos entendimientos acerca de la Educação Física; por las subjetividades diferenciadas; por los contextos específicos y por las condiciones estructurales de cada campi del IFRS. Delante de eso, se defiende la tesis de que la formación continuada de profesores de Educación Física, mismo para los docentes con calificación en nivel de postgrado stricto sensu, no garantiza la constitución de un ethos formativo. Delante de eso, se percibe la necesidad de promover la formación continuada en las instituciones de enseñanza que actúan, en coformación, de manera experimental y experiencial, para problematizar sus docencias y sus modos de ser profesor, movilizados por el concepto de (de)formación. Mon, 31 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13728 2025-03-31T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13727 A (in)visibilidade dos trabalhadores com deficiência intelectual Santos, Thamille Pereira dos Considering the inclusion of people with disabilities in the labor market, this thesis questions how regulations on labor inclusion and statistics on living conditions, education, and employment allow us to visualize the conditions of young people and adults with disabilities and position them within this context. The objective is to understand, analyze, and problematize the inclusion of young people and adults with disabilities in the labor market. To this end, the study relies on the analysis of government statistical data from population, educational, labor, and institutional surveys conducted between 2010 and 2023, as well as federal regulations governing labor inclusion between 1989 and 2015. The reading of these materials and the problematization developed are based on a perspective of Foucauldian studies. Among the research findings, it is noteworthy that people with disabilities have low levels of education, which represents one of the main barriers to entering the labor market. Furthermore, when they do enter, they predominantly occupy low-skilled positions, receive the lowest salary ranges, and face a lack of labor rights, informality, prejudice, and stigma. This precarization is even more pronounced for individuals with intellectual disabilities, who experience greater inequalities within the group itself. The situation worsens when intersected with gender, income, race, age, and education level. The inclusive labor regulations and the latest data on work-related education reveal that education operates within an ableist logic, defining people with disabilities through the lens of incapacity, which contributes to low schooling levels. Moreover, these regulations reinforce inequalities and precarization by placing the sole responsibility for inclusion in the labor market on the person with disabilities. Vocational training is primarily aimed at placing individuals with disabilities in low-skilled jobs, without focusing on their professional development. The defended thesis argues that the processes of (in)visibility in public policies and statistics reinforce inequalities and precarization in the labor market for people with disabilities. When intersected with gender, race, age, and type of disability, these inequalities become even more pronounced, constructing a worker perceived as unproductive in contemporary society.; Tomando como contexto la inclusión de personas con discapacidad en el mundo del trabajo, la presente tesis cuestiona cómo las normativas sobre inclusión en el mundo del trabajo y las estadísticas sobre las condiciones de vida, escolaridad e inclusión en el mundo del trabajo permiten visualizar las condiciones de los jóvenes y adultos con discapacidad y posicionarlos en este mundo. Su objetivo es conocer, analizar y problematizar la inclusión de jóvenes y adultos con discapacidad en el mundo trabajo. Para ello, invertimos em el análisis de datos estadísticos gubernamentales sobre investigaciones poblacionales, educativas, laborales e institucionales en el período de 2010 a 2023 y de las normas federales que regulan la inclusión em el mundo del trabajo en el período de 1989 a 2015.La lectura de los materiales y la problematización desarollada se realizan desde una perspectiva de la estudios foucaultianos. Entre los encuntros de la investigación, se destaca que las personas con discapacidad tienem un bajo nivel de instrucción, lo que representa una de las principales limitaciones para el acesso al mundo del trabajo. Además, cuando ingresan a el mundo del trabajo, ocupan puestos que requieren bajas calificaciones, reciben osas menores remuneraciones y enfrentan la ausencia de derechos laborales, la informalidad, los prejuicio y el estigma. Esta precarización se agrava en el caso de las personas con discapacidad intelectual, quienes se ven aún más desiguales dentro del propio grupo. Esta precariedad se intensifica cuando existe uma interseccionalidad entre género, ingreso, raza, edad y nivel de educación. Las normativas inclusivas para el mundo del trabajo y los datos más recientes sobre capacitación para el trabajo muestran que la educación opera dentro de una lógica capacitista, definiendo a las personas con discapacidad em función de la incapacidad, lo que contribuye a la baja escolarización. Además, las normativas reverberan desigualdades y la precariedad, colocando a las personas con discapacidad como las únicas responsables de su inclusión en el mundo del trabajo. La formación para el trabajo tiene como objetivo inserción, sin apuntar a su profisionalizaci[on. La tesis defende que los procesos de (in)visibilidad en las políticas públicas y las estadísticas refuerzan las desigualdades y la precariedad en el mundo del trabajo de las personas con discapacidad. Cuando se suman las intersecciones de género, raza, edad y tipo de discapacidad, estas desigualdades se agravan aún más, constituyendo un trabajador considerado no productivo para la sociedad contemporánea. Wed, 09 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13727 2025-04-09T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13726 (Re)conhecimento, diagnóstico e mascaramento: narrativas de si e modos de subjetivação de sujeitos autores Camurça, Tatiana Apolinário More and more autistic people are sharing their own narratives and conducting their own research, recording knowledge. These experiments are as heterogeneous as the condition of being autistic. In addition to theorizing about autism, they write about their observations and readings of other peers, putting on stage multiple types of texts written first-hand. The experience of autism, together with theorizations on neurodiversity and theorizations from the field of Foucauldian studies in education, mobilized the research that gave rise to this Doctoral Thesis, whose research problem is: What operations on themselves do the authors mark in their narratives? Based on the problem and the early handling of the material, the main objective of the research was defined, which is to problematize the self-narratives produced/written/published by people who recognize themselves as autistic, based on the reading, systematization and analysis of the concepts of neurodiversity, subjectivation and selfnarratives. As far as the theoretical field is concerned, I present it as another path, not that of the clinic, of the psychologization and symptomatization of individuals, but that of the singularity of being autistic as part of human life. In the field of neurodiversity, there are philosophers, sociologists, educators and neurologists who defend autism as one more variety of the existence of plural and diverse lives. To this end, 31 books written by autistic authors constituted the research material. Of the total, 26 were analyzed because they are written in the first person singular or because they contain their authors' self-narratives. Through the analytical modus operandi, which sought to be guided by the forms of subjectivation present in the self-writings, it was possible to visualize three major forms of subjectivation of the subjects: (Re)knowledge, diagnosis and masking. Each of these allows us to conclude that the diagnosis marks a common point for all of them, as they say that it initiates a process of self-recognition and they begin to question the discourse on being normal. The thesis defended in the paper is that the diagnosis itself is not a bad thing; however, it is the uses of it that subjectivize in different ways. The diagnosis becomes a defining factor for them, because by recognizing themselves as autistic, they can resist the practices of normalization. After all, this is yet another form of life that cannot be eliminated or pushed aside. The main contributions of this work to the field are the tensioning of the concept of normality based on autistic writing. Tue, 08 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13726 2025-04-08T00:00:00Z