http://repositorio.jesuita.org.br/handle/UNISINOS/1597 PPG Educação Sat, 25 Apr 2026 09:11:41 GMT 2026-04-25T09:11:41Z 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/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/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/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/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 http://repositorio.jesuita.org.br/handle/UNISINOS/13725 Formação continuada dos atores do sistema de garantia de direitos da criança e do adolescente: uma análise com base nas deliberações das conferências nacionais (2007-2020) Oliveira, Sirlei de This thesis aims to study the perspectives of continuing education for actors in the Children and Sistema de Garantia dos Direitos das Crianças e Adolescentes (SGDCA) presented throughout the Conferências Nacionais dos Direitos das Crianças e dos Adolescentes (CNDCA). The research problem was developed based on the researcher's professional and academic experience, namely: What are the perspectives of continuing education for actors in the Children and Adolescents' Rights Guarantee System (SGDCA) observed in the Deliberations of the National Conferences on the Rights of Children and Adolescents? How are they configured in relation to the different sociopolitical contexts in which the Conferences were held? The empirical field is the Deliberations of the Conferences, which are studied through documentary analysis, with the initial delimitation being the year 2007 – the time of the first CNDCA, held after the creation of the Conselho Nacional dos Direitos da Criança e do Adolescente (CONANDA) and the publication of Resolutions No. 112 and 113 of 2006 – and the final delimitation being the year 2020, when the last Conference took place with the Deliberations available up to the time of the research. The data were processed through discursive textual analysis (Moraes 2007). As a result, the following thesis was formulated: Continuous training/qualification of the SGDCA actors is foreseen in all the Deliberations analyzed in this research, with the convergent point being suggestions for it to be provided in intersectoral and interdisciplinary actions. The documentation analyzed allows us to conclude that at the CONANDA National Conferences it was considered that through continuous training/qualification, SGDCA actors will have the possibility of an interdisciplinary perspective and the ability to articulate different public policies to offer adequate and effective responses in the defense of the rights of children and adolescents. Thu, 24 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13725 2025-04-24T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13724 Pedagogia da compaixão: problematizações sobre o trabalho docente e a EJA na série Segunda Chamada Leal, Rayane Ancelmo This paper investigates meanings about teaching work and Youth and Adult Education (YAE) conveyed and/or produced in the Brazilian series Segunda Chamada — shown on Globoplay between 2019 and 2021, written by Carla Faour and Julia Spadaccini, with artistic direction by Joana Jabace — mainly based on the analysis of the character professor Lúcia. The research is based on the fields of Cultural Studies and Teaching Studies, from a post-structuralist perspective. From these fields, the investigation is developed using the methodological procedure of screen ethnography (Rial, Carmen, 2005; Balestrin, Patrícia, 2011; Cruz, Éderson da, 2019). The main concepts that are applied as theoretical and methodological tools are: teaching (Dal'Igna, Maria Cláudia, 2023); culture and cultural pedagogy (Costa, Marisa, 2010; Camozzato, Viviane, 2014; Moreira; Antonio; Silva, Tomaz da, 2018a); and language (Meyer, Dagmar; Paraíso, Marlucy, 2021). Articulating the theoretical-methodological tools to produce the analyses, we realized that: (1) teaching is a tool that allows us to describe and analyze a pedagogy constituted in the Segunda Chamada series, the “pedagogy of compassion”; (2) this pedagogy of compassion is structured from the marks of critical educational theories and a neoliberal context that shape teaching work and pedagogical practices in YAE; (3) the pedagogy of compassion can be constituted as an important pedagogy for working with youth and adults. This supports the thesis that the teaching work in the Segunda Chamada series is constituted by a way of being a teacher, committed to teaching and to the students and, at the same time, crossed by a neoliberal context that calls on more and more teachers to take individual responsibility for transforming the life trajectories of these students. This way of being a teacher is referred to in this research as the “pedagogy of compassion”.; El presente trabajo investiga sentidos sobre trabajo docente y Educación de Jóvenes y Adultos (EJA) que son difundidos y/o producidos en la série Segunda Chamada, principalmente a partir del análisis del personaje de la profesora Lúcia. La serie brasileña, presentada en Globoplay entre los años de 2019 y 2021, fue escrita por Carla Faour y Julia Spadaccini, y tiene dirección artística de Joana Jabace. La pesquisa está fundamentada en los campos de los Estudios Culturales y Estudios en Docencia, en una perspectiva postestructuralista. A partir de esos campos, la investigación es desarrollada utilizando el procedimiento metodológico de etnografía de pantalla (Rial, Carmen, 2005; Balestrin, Patrícia, 2011; Cruz, Éderson da, 2019). Los principales conceptos que operan como herramientas teóricas y metodológicas son: docencia (Dal’Igna, Maria Cláudia, 2023); cultura y pedagogía cultural (Costa, Marisa, 2010; Camozzato, Viviane, 2014; Moreira, Antonio; Silva, Tomaz da, 2018a); y, lenguaje (Meyer, Dagmar; Paraíso, Marlucy, 2021). Articulando las herramientas teórico-metodológicas ya explicitadas, y por medio de los análisis, se pudo percibir que: (1) docencia es una herramienta que permite describir y analizar una pedagogía que es constituída en la série Segunda Chamada: la “pedagogía de la compasión”; (2) esa pedagogía de la compasión se estructura a partir de marcas de las teorías críticas educacionales y de un contexto neoliberal que configuran el trabajo docente y las prácticas pedagógicas en la EJA; (3) la pedagogía de la compasión puede constituirse como una pedagogía importante para el trabajo con jóvenes y adultos. De esta forma, se puede sustentar la tesis de que el trabajo docente, en la série Segunda Chamada, es constituido por un modo de ser docente comprometido con la enseñanza y con estudiantes y, al mismo tiempo, cruzado por un contexto neoliberal que convoca cada vez más docentes a responsabilizarse individualmente por las transformaciones de las trayectorias de vida de los estudiantes. Ese modo de ser docente es llamado, en esta pesquisa, de “pedagogía de la compasión”. Tue, 08 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13724 2025-04-08T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13723 Escola do Novo Tempo: o ensino de período integral no estado de Rondônia, uma parceria público-privada (de 2017 a 2022) Musiau, Paulo Malicka This study is the result of research on the public-private relationship established between the State of Rondônia and the Institute of Co-responsibility for Education (ICE), as well as the effects that such a partnership generates in the context of Secondary Education after the arrival of the School of Choice Model. Within this thematic context, the research aims to identify the structuring principles of the School of Choice Model, in order to understand the articulations of this model in connection with neoliberal rationality and with the possible production of a characteristic school culture, in the State of Rondônia, between 2017 and 2022. The methodology used focuses on the Comprehensive Interview, through interviews with managers and teachers, as well as on the analysis of official documents of the New Time School Program in the State of Rondônia, in 2017. Thus, through the analysis of such interviews and the analysis of the ICE Training Notebooks, it was possible to understand that the full-time school program arouses, in managers, teachers and students, a certain culture, which is identified through the daily practices developed in the school context and in the relationship between strategy and tactics, produced in this context and understood from Michel de Certeau (1996). The school culture observed in this Program concerns some procedures carried out by the actors involved, such as: carrying out planning at school, as it is a requirement of the Program; preparing an Elective, with the aim of meeting the students' desires; acting as a tutor, sometimes during lunch or planning time; having a weekly agenda, which includes an area meeting, with the purpose of aligning and becoming aware of the activities proposed by the school management and other areas; focusing on the weekly evaluation, with a view to profitable and satisfactory results that satisfy the interests of ICE and the State Department of Education, which directly interferes in the pedagogical movements of teachers, through standardized evaluations, conditioning teachers and students to meet the demands required by the agencies responsible for basic education in the country. In light of this scenario, I defend the thesis that the New Time School Program, inspired by the School of Choice Model, presents ideological elements present in the Training Notebooks that are used by the Institute of Co-responsibility for Education to raise, in school management, in teachers and students, a culture, in certain aspects, unique to this school model. Such a model is based on a business managerialism, which prepares students to meet the desires of the labor market and conditions them to a neoliberal rationality, through a discourse of becoming self-entrepreneurs. In this sense, they will be responsible for their successes and failures, which exempts the State from its responsibility for education, in a public-private partnership that has systematically advanced in Brazilian basic education in recent years. Tue, 25 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13723 2025-03-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13722 Pedagogia dos entre-lugares: análise dos sentidos sobre trabalho docente, gênero e sexualidade produzidos e veiculados na série Rita Carvalho, Patrícia Dyonisio de This research investigates the meanings of teaching work conveyed and/or produced in the series Rita, mainly based on the analysis of the teacher character Rita; and how teaching, gender and sexuality cross and constitute these meanings. The Danish series was directed by Christian Torpe between 2012 and 2020, and distributed in Brazil by the Netflix streaming platform. The research is based on the fields of Teaching Studies, Gender and Sexuality Studies and Cultural Studies, in conjunction with the post-structuralist perspective. Based on these fields, the research is developed using the methodological procedure of screen ethnography (Rial, Carmen, 2005; Balestrin, Patrícia, 2011; Cruz, Éderson da, 2019; Tavares, Olívia, 2018; 2024). The main concepts that work as theoretical and methodological tools are: teaching (Dal'Igna, Maria Cláudia, 2023); gender intersected with sexuality (Scott, Joan, 1995; Meyer, Dagmar, 2013; Louro, Guacira, 2014); representation (Silva, Tomaz da, 2007; 2014; Louro, Guacira, 2014); between-place (Bhabha, Homi, 2018). Based on these tools and the analysis, it was possible to identify and examine two analytical categories and the following meanings produced: (1) Rita, the teacher who (doesn't) save and, at the same time, overflows, placing herself in a relationship with students and families; (2) Rita, the “weed” teacher, treated as a savior and/or (in)adequate among her peers, families and the young people she works with. Based on the meanings analyzed, the following thesis is defended: on the one hand, Rita can be understood as a reification of the relationship historically established between teaching work and women; on the other hand, the scenes and the series also promote shifts in the way the teacher relates to her teaching work. In this sense, using the concepts of teaching and inbetween-places, we propose a problematization of the dichotomies (good or bad, adequate or inadequate, saint/saviour or promiscuous) in order to analyse the in-between-places of teaching work: Rita’s relationship with herself, with school coordination, with fellow teachers, with families and with students. This way of thinking about and practicing teaching work is called, in this research, the pedagogy of in-between-places.; La presente pesquisa investiga sentidos sobre trabajo docente difundidos y/o producidos en la serie televisiva Rita, principalmente a partir del análisis del personaje de la profesora Rita; y de qué modos docencia, género y sexualidad atraviesan y constituyen esos sentidos. La serie dinamarquesa fue dirigida por Christian Torpe, entre 2012 y 2020, con distribución en Brasil por la plataforma de streaming Netflix. La pesquisa está fundamentada en los campos de los Estudios en Docencia, de los Estudios de Género y Sexualidad y de los Estudios Culturales, en articulación con la perspectiva postestructuralista. A partir de estos campos, la investigación es desarrollada utilizando el procedimiento metodológico de la etnografía de pantalla (Rial, Carmen, 2005; Balestrin, Patrícia, 2011; Cruz, Éderson da, 2019; Tavares, Olívia, 2018; 2024). Los principales conceptos que operan como herramientas teóricas y metodológicas son: docencia (Dal’Igna, Maria Cláudia, 2023); género interseccionado con la sexualidad (Scott, Joan, 1995; Meyer, Dagmar, 2013; Louro, Guacira, 2014); representación (Silva, Tomaz da, 2007; 2014; Louro, Guacira, 2014); entre-lugar (Bhabha, Homi, 2018). A partir de estas herramientas y por medio de los análisis, ha sido posible identificar y examinar dos categorías analíticas y los siguientes sentidos producidos: (1) Rita, la profesora que (no) salva y, al mismo tiempo, desborda, poniéndose en la relación con estudiantes y familias; (2) Rita, la profesora “mala-hierba”, tratada como salvadora e/o (in)adecuada entre sus compañeros de trabajo, familias y jóvenes con quien trabaja. A partir de los sentidos analizados, se defiende la siguiente tesis: por un lado, Rita puede ser comprendida como una personificación de la relación que se establece históricamente entre trabajo docente y mujeres; por otro, las escenas y la série también promueven desplazamientos en relación al modo con que la profesora se relaciona con su trabajo docente. En esta dirección, operando con los conceptos de docencia y entre-lugar, se propone una problematización de las dicotomías (buena o mala, adecuada o inadecuada, santa/salvadora o promiscua) para analizar los entre-lugares del trabajo docente: Rita en la relación consigo, con la coordinación, con compañeros docentes, con las familias y con estudiantes. Ese modo de pensar y practicar el trabajo docente es llamado, en esta pesquisa, de pedagogía de los entre-lugares. Wed, 23 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13722 2025-04-23T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13721 Geografia em blocos: aprendizagens no metaverso Minecraft no ensino médio na perspectiva do paradigma da Educação OnLIFE Eufrásio Júnior, Nelson Luís This doctoral research investigates Geography learning in the metaverse from the perspective of the OnLIFE Education Paradigm. From the problematization of the world in the present time, the following research question emerges: how do geographical learnings emerge in the inhabitation of a metaverse? This thesis aims to understand how the Minecraft metaverse enhances Geography learning in High School. The thesis theoretically articulates inventive learning (Kastrup), the OnLIFE Education Paradigm (Schlemmer and Moreira), and Multiterritoriality (Haesbaert). The research adopts the Cartographic Method of Research-Intervention and Subjectivity Production (Passos, Kastrup, Escóssia, and Tedesco) for data production and analysis. As research tools, I present records in photos, audio and video recordings and transcriptions, seminars/workshops, and a field diary. As results, I highlight that geographical learnings in the Minecraft metaverse emerged as an invention process within a connective and problematizing habitation that involved students, the teacher, the geographical physical spaces of the school, the digital space of Minecraft, all duly articulated through an inventive pedagogical practice. This practice proved to be powerful in facing the challenges of the school’s physical structure, as well as in recognizing basic Geography concepts when re-signified in a hybridized way with the digital, in light of the OnLIFE Education paradigm. The thesis contributes as an opportunity for reflection on how inventive pedagogical practice can be developed through the act of inhabiting Minecraft, thus meeting the expectations of students who long for a connected education.; Esta investigación doctoral investiga el aprendizaje de Geografía en el metaverso desde la perspectiva del Paradigma de la Educación OnLIFE. A partir de la problematización del mundo en el tiempo presente, surge la siguiente pregunta de investigación: ¿cómo emergen los aprendizajes geográficos en la habitabilidad de un metaverso? Esta tesis tiene como objetivo comprender cómo el metaverso Minecraft potencia el aprendizaje de la Geografía en la Educación Secundaria. La tesis articula teóricamente el aprendizaje inventivo (Kastrup), el Paradigma de la Educación OnLIFE (Schlemmer y Moreira) y la Multiterritorialidad (Haesbaert). La investigación se apropia del Método Cartográfico de Investigación-Intervención y Producción de Subjetividad (Passos, Kastrup, Escóssia y Tedesco) para la producción y análisis de datos. Como dispositivos de investigación, presento registros fotográficos, grabaciones y transcripciones de audio y video, seminarios/talleres y un diario de campo. Como resultados, destaco que los aprendizajes geográficos en el metaverso Minecraft emergieron como un proceso de invención dentro de una habitabilidad conectiva y problematizadora que involucró a los estudiantes, al profesor, a los espacios físicos geográficos de la escuela, al espacio digital de Minecraft, todos debidamente articulados a través de una práctica pedagógica inventiva. Esta práctica demostró ser potente para enfrentar los desafíos de la estructura física escolar, así como para el reconocimiento de conceptos básicos de la Geografía cuando fueron resignificados de manera hibridizada con lo digital, en vista del paradigma de la Educación OnLIFE. La tesis contribuye como una oportunidad de reflexión sobre cómo la práctica pedagógica inventiva puede desarrollarse a partir del acto de habitar Minecraft, respondiendo así a las expectativas de los estudiantes que anhelan una educación conectada. Tue, 29 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13721 2025-04-29T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13719 Políticas e práticas curriculares de Educação em Direitos Humanos (EDH) na perspectiva da justiça curricular: um estudo em escolas da Rede Municipal de Ensino de São Leopoldo/RS (2015-2024) Ecoten, Márcia Cristina Furtado This thesis is situated in the field of educational policies with Human Rights Education (HRE) as its main theme and, as its object of study, the curricular policies and practices of schools in the Municipal Education Network of São Leopoldo, a city in the metropolitan region of Porto Alegre, Rio Grande do Sul, between 2015 and 2025, the year in which the São Leopoldo Municipal Education Plan came into force. Its aim is to analyze the policies that guide Human Rights Education and how these principles and guidelines are implemented in curricular practices, from the perspective of curricular justice. Based on the theoretical and epistemological conception of critical theory, this qualitative research uses documentary research as its method and works with different sources of data: legal documents, especially from the federal and municipal spheres, interviews and questionnaires. Interviews were conducted with the municipality's Secretary of Education and the managers of the two schools (supervisor and principal) selected for the study, renamed Escola Maria da Penha and Escola Maria Margarida Alves. Questionnaires were also administered to the teachers at the schools. In relation to the starting point of the investigation, to understand whether theory and practice go hand in hand on issues relating to Human Rights Education in the city of São Leopoldo, it is clear that there is a mismatch between the two aspects. There is clearly an intention to promote discussion and teacher training but, at the same time, no proposals that are effectively reflected in the training of teachers in the municipal network. Wed, 23 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13719 2025-04-23T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13717 Docências na educação infantil e as ciclotramas de suas especificidades: a criação de um ethos sensível Piva, Luciane Frosi This thesis investigates how teachers express their conceptions and position themselves regarding the specificities of teaching in Early Childhood Education. The research was conducted with teacher-researchers from public Early Childhood Education in the municipality of São Leopoldo, through meetings at the Contemporary Teaching Laboratory - LABDOC (Unisinos/CNPq), developed in two phases, in the years 2022 and 2023. The research problem was: How do the teachers, through experiments and experiences in LABDOC, express themselves and position themselves in relation to the specificities of teaching in Early Childhood Education The research was based on theoretical frameworks related to Contemporary teaching, the Field of Early Childhood Education and Studies on Childhood and Children. The concept of teaching is assumed to be a complex experience, interwoven with many threads of meaning produced always in relation to teacher training, the teaching constitution, and knowledge with children and their groups in challenging contexts. A teaching that requires the teacher to be fully present in the processes with the children, where reception, availability, listening, contribute to the creation of a sensitive ethos. Expressed in the constitution of a climate, an atmosphere, a group of sensitivity in the teacher-child relationship, acknowledging their singularities, pluralities, and complexities, hence the term teachings in the plural. A sensitive ethos because it is a condition of the trama, in the training of the Early Childhood Education teacher, contemplating knowledge of Pedagogy and Early Childhood Education, with the languages and knowledge of the area of Art, in plots in this sensitive ethos. It is the aesthetic dimension of teaching that produces, through the sensitive, the incorporation of this teaching that is also sensitive. The theoretical-methodological approach followed the principles of (de)formation research. Based on the concepts of Craftsmanship (Sennett, 2021) and Ciclotrama (Landini, 2020), it was possible to think about the exercise of teaching, as welldone and authorial work produced by an aesthetic experience and research in different areas of knowledge. The empirical material for the analyses was produced using the following methodological procedures: transcriptions of formative meetings in LABDOC, material produced in this laboratory, and records and notes from the teachers' experiments and experiences. To operate as a lens in the analyses, a theoretical-methodological matrix in Ciclotrama was used, which allowed for the creation of a Ciclotrama of Early Childhood Education teachings through specificities in a web of relationships formed by threads of meaning - sustainment, suspension, and tension - open to countless new possible connections. Specificities are understood as peculiar characteristics of teaching in Early Childhood Education. Furthermore, the analyses allowed the formulation of arguments to defend the following thesis: The experience of training as (de)formation in a Laboratory with teachers enhances their professional development and teaching constitution, enabling questioning oneself, exposing oneself, (de)forming oneself and repositioning oneself as a teacher driven by complexity sensitivity, authorship and creation of teaching in Early Childhood Education. Both teaching and its specificities constitute ciclotramas, composed of specificities in a web of relationships formed by threads of meaning - sustainment, suspension and tension - with others and in co-formation. It involves a complex and authorial plot of relationships in Ciclotrama, because - it is art, it is creation, it is knowledge, it is experience, it is sensitivity, it is know how developed in a sensitive ethos. Wed, 16 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13717 2025-04-16T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13716 Escola Especial Concórdia: cultura escolar e práticas cotidianas na educação de surdos - Porto Alegre (1966-2020) Lopes, Luciane Bresciani Fri, 21 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13716 2025-03-21T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13715 Corpo e (des)colonialidade na educação física: histórias de vida e formação docente de professores da rede municipal de Juazeiro do Norte, CE Simões Neto, José de Caldas This study aims to investigate the relationship between (de)coloniality and conceptions about the body based on the analysis of the life trajectories, initial training and teaching practices of Physical Education teachers in the municipal school system of Juazeiro do Norte - CE. The thesis addresses how (de)coloniality can help to value body knowledge and practices, promoting a more holistic and integrative view of the body that respects cultural diversity in training and in the school curriculum. The methodology used was based on life history, through autobiographical narrative interviews, a method that allowed us to analyze how life trajectories, training and teaching practices influence the conception of the body in Physical Education. The results reveal that, although conceptions about the body are influenced by persistent colonial structures, especially in schools, there is also evidence of resistance and transformation of teachers' pedagogical practices. The data collection revealed that teachers are engaged in inclusive and critical pedagogical practices, challenging traditional norms and promoting a more equitable Physical Education. However, the teachers who participated in the study stated that they are still dealing with practical challenges and structural resistance, especially with the curriculum. The narrative interviews conducted reveal a diverse panorama of (de)colonial approaches in Physical Education and their implications for their life stories. While some teachers demonstrate an explicit commitment to inclusion and criticism of power structures, others face obstacles that limit the implementation of these practices, either due to their experiences in training or due to professional performance involved in Eurocentric influences. The study suggests the need for public policies and training programs that support (de)colonial pedagogical practices, valuing cultural diversity and promoting Physical Education that contributes to social transformation based on the epistemologies of the South.; Este estudio tiene como objetivo investigar la relación entre la (des)colonialidad y las concepciones sobre el cuerpo a partir del análisis de las trayectorias de vida, formación inicial y prácticas docentes de profesores de Educación Física en la red municipal de Juazeiro do Norte - CE. La tesis aborda cómo la (des)colonialidad puede ayudar a valorar los conocimientos y prácticas corporales, promoviendo una visión más holística e integradora del cuerpo que respete la diversidad cultural en la educación y en el currículo escolar. La metodología utilizada se basó en la historia de vida, a través de entrevistas narrativas autobiográficas, método que permitió analizar cómo las trayectorias de vida, las prácticas formativas y docentes influyen en la concepción del cuerpo en la Educación Física. Los resultados revelan que, si bien las concepciones sobre el cuerpo están influenciadas por estructuras coloniales persistentes, especialmente en las escuelas, también hay evidencia de resistencia y transformación de las prácticas pedagógicas de los docentes. La producción de datos identificó que los docentes participan en prácticas pedagógicas inclusivas y críticas, desafiando las normas tradicionales y promoviendo una Educación Física más equitativa. Sin embargo, los docentes que participaron en la investigación afirmaron que aún enfrentan desafíos prácticos y resistencias estructurales, especialmente en el currículo. Las entrevistas narrativas realizadas revelan un panorama diverso de los enfoques (de)coloniales en Educación Física y sus implicaciones en sus historias de vida. Si bien algunos docentes demuestran un compromiso explícito con la inclusión y la crítica a las estructuras de poder, otros enfrentan obstáculos que limitan la implementación de estas prácticas, ya sea por sus experiencias en formación o por su práctica profesional involucrada en influencias eurocéntricas. El estudio sugiere la necesidad de políticas públicas y programas de formación que apoyen prácticas pedagógicas (de)coloniales, valorando la diversidad cultural y promoviendo una Educación Física que contribuya a la transformación social basada en epistemologías del sur. Wed, 26 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13715 2025-03-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13714 Políticas de assistência estudantil da UNEMAT: um estudo sobre as (in)visibilidades de desigualdades sociais e educacionais Silva Junior, Joacir Mauro da This doctoral dissertation aims to understand the production and effects of the Student Assistance Policy at the Universidade do Estado de Mato Grosso Carlos Alberto Reyes Maldonado (UNEMAT) in relation to its users, analyzing whether its constitution as “assisted” (in)visibilizes social and educational inequalities. The research problem was guided by the following questions: What narratives are produced about the students who benefit from this policy? Does it (in)visibilize social and educational inequalities? Do UNEMAT students see student assistance as a form of State aid or as a mechanism of social rights? The methodology combined document analysis with the application of questionnaires to both users and non-users of the policy. The theoretical framework supported the understanding of neoliberal rationality and the ways it produces social inequalities, particularly through the weakening of class-based analysis and the reinforcement of meritocracy. The document analysis showed that, for years, UNEMAT granted scholarships in exchange for administrative tasks, and that current policies still contain punitive elements that both stigmatize students and reinforce inequality. Student discourse revealed tensions around the meanings of rights, aid, help, and work—tensions that reflect differing modes of subjectivation and often reinforce individualism. Despite contradictions and neoliberal traces, the Student Assistance Policy is essential to ensure access, retention, and graduation. The thesis argues that creating public university policies requires viewing access, permanence, and completion as social rights and continuously questioning structural inequalities. Wed, 30 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13714 2025-04-30T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13713 Universidade corporativa: relações entre estratégias imersivas e processos de ensino-aprendizagem Dias, Isadora Cardozo This research examines the relationship between immersive strategies and teachinglearning processes in the context of a Corporate University (CU), focusing on TK Elevator company. The study investigates how immersive strategies can enhance these processes to identify the most suitable ones for a CU within the organization. To this end, a qualitative and applied approach was adopted, with the methodology grounded in the Design Science Research Methodology (DSRM), featuring exploratory and experimental characteristics. The findings highlight significant contributions to both the literature and practice. Noteworthy is the mapping of immersive strategies and their alignment with the KSA framework (Knowledge, Skills and Attitudes), fostering a structured perspective for planning training programs. The organizational needs diagnosis proved to be replicable and adaptable to various business contexts. Furthermore, a practical pathway model for implementing CUs was developed, contributing to strengthening the learning culture within organizations. It is worth noting that the scarcity of studies correlating CUs and immersive strategies poses a limitation to the research, complicating theoretical contextualization. Nonetheless, the findings provide an actionable model for corporate environments, consolidating tools and practical pathways for organizations interested in immersive corporate education. Tue, 25 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13713 2025-03-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13711 Interfaces de desigualdades educacionais e sociodemográficas: o enfrentamento à exclusão escolar na rede municipal de ensino de São Leopoldo/R Souza, Henrique de Este estudio tiene como objetivo comprender los efectos de las desigualdades educativas y sociodemográficas en la exclusión escolar, considerando las prácticas de gestión educativa y escolar para su enfrentamiento, y en la denegación de la garantía del derecho a la educación básica en los distintos territorios del municipio de São Leopoldo/RS (Río Grande do Sul). Se sitúa en el ámbito de la Gestión Educativa y las Políticas Educativas. En este sentido, las desigualdades sociodemográficas han sido señaladas como elementos clave para una lectura contextualizada de los indicadores educativos. Por otro lado, las prácticas y políticas de gestión educativa y escolar también ofrecen elementos para interpretar las estrategias adoptadas para combatir la exclusión escolar y garantizar el derecho a la educación. El conjunto de presupuestos epistemológicos y teórico-metodológicos que orienta la investigación es de naturaleza crítica y dialéctica. Para ello, la metodología histórico-crítica se considera el fundamento de la investigación. Además, el Ciclo de Políticas se presenta como referente teórico-metodológico para el análisis. El municipio de São Leopoldo demostró especial preocupación por enfrentar la exclusión escolar en la Red Pública Municipal de Enseñanza, especialmente durante la pandemia de Covid-19. Esto nos llevó a investigar indicadores educativos de las 36 escuelas de enseñanza primaria de la red. Así, el estudio propone como alternativa un índice de enfrentamiento a la exclusión escolar. El análisis de estos indicadores se realizó de manera articulada con los indicadores sociodemográficos que caracterizan los barrios donde se ubican las escuelas. Para examinar las políticas y prácticas de gestión educativa y escolar destinadas a combatir la exclusión, recurrimos al Ciclo de Políticas, que proporciona elementos para analizar el contexto de la práctica y los resultados. El estudio concluyó que las desigualdades educativas y los procesos de exclusión expresados en los indicadores educativos están influenciados por las desigualdades sociodemográficas de los territorios donde se sitúan las escuelas, lo que demuestra que estos elementos deben considerarse para una comprensión crítica de los indicadores educativos y en la formulación de políticas educativas. En cuanto a las prácticas de gestión para enfrentar la exclusión, se identificaron diferentes concepciones: unas más vinculadas al protagonismo de la escuela en la garantía del derecho a la educación, y otras más relacionadas con la responsabilización de los sujetos de derecho por sus propias trayectorias educativas. La tesis que sostenemos es que existe una fuerte influencia de las desigualdades sociodemográficas en el agravamiento de las desigualdades educativas y en la producción de procesos de exclusión escolar y privación del derecho a la educación.; This study aims to understand the effects of educational and socio-demographic inequalities on school exclusion. It examines educational management practices designed to confront this issue, as well as the denial of the right to Elementary school across different territories in São Leopoldo/RS, Brazil. It is situated within the fields of Education Management and Educational Policies. Socio-demographic inequalities have been identified as key elements for contextualized interpretation of educational indicators. Furthermore, educational management practices and policies provide analytical frameworks for strategies addressing school exclusion and safeguarding the right to education. The research is guided by critical-dialectical epistemological and theoretical-methodological assumptions. Historical-critical methodology underpins the study, complemented by the Policy Cycle framework for analysis. São Leopoldo demonstrated a particular commitment to addressing school exclusion within its Municipal Public Education, especially during the COVID-19 pandemic. This motivated our investigation of educational indicators across 36 elementary schools. The study proposes a School Exclusion Index as an alternative index. Indicator analysis was integrated with socio-demographic data characterizing school neighborhoods. The Policy Cycle framework was employed to examine educational management practices and policies, providing tools to analyze practical contexts and outcomes. Findings confirm that educational inequalities and exclusion processes reflected in educational indicators are significantly influenced by territorial socio-demographic disparities. This demonstrates that these elements must be considered in any critcal understanding of educational indexes and the development of effective educational policies. Regarding management practices, two distinct approaches were identified: (1) practices emphasizing school agency in guaranteeing educational rights, and (2) approaches focusing on individual accountability of rights-holders for their educational trajectories. The thesis argues that socio-demographic inequalities profoundly intensify educational disparities and drive processes of school exclusion and educational rights deprivation. Wed, 23 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13711 2025-04-23T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13710 A reconfiguração do regime de colaboração federativa no Brasil: atuação e influência do Movimento Colabora Educação Sena, Hélio Cleidilson de Oliveira This thesis had the following research problem: how does the Movement Collaborates Education (MCE) re-enacts the understanding about the regime of collaboration between federal entities? As a general objective, the research sought to understand how the regime of collaboration between federal entities in Brazil is constituted. As specific objectives, the research sought to explain the influence of MCE in the production of a collaborative regime between federal entities in the context of new forms of network governance; identify and analyze concepts and practices (forms of action) that characterize the collaboration regime of the MCE; and reflect on the implications of this collaboration regime for school education. The methodology used included documentary analysis, and the empirical material was composed of legislation in the educational area and 16 e-books from MCE and partners. The work presents a mapping of the activities and publications of the MCE, carried out through its website; a brief history of the Inter-American Development Bank; the literature review, verifying the works that approach this research; a discussion on the transformations of contemporary society and the challenges to education, with theoretical-epistemological propositions; besides the analysis of empirical material. This analysis was carried out from four analytical categories: the regime of collaboration through legislation; the e-books, the actors and the partners of the MCE; the understanding of the regime of collaboration by the MCE and the practices that characterize it; and the improvement of educational indicators and the implications of the collaborative regime re-enrolled by the MEC for education. Among the main findings of the research, stand out: the survey and mapping of MCE data, which contributed to future studies in the educational area, showing how business actors are acting in education; the literature review, by means of which the scarcity of studies related to the cut proposed in this thesis and showed the originality and relevance of the research; the historical panorama of the IDB, which pointed out how the supranational actors have interfered in the educational guidelines; the discussion of the transformations of contemporary society, from globalization and neoliberal rationality, which highlights the effects of competitiveness, performativity and merit in the conduct of governments and governed; and the analyses, which pointed out how the business actors, in the case studied, the MCE, have guided and influenced the educational practices, re-inscribing the regime of collaboration. Wed, 16 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13710 2025-04-16T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13709 A curricularização da extensão nos cursos de licenciatura em Matemática no Instituto Federal de Mato Grosso: um estudo no contexto das reformas curriculares Cardoso, Fernando Henrique The curricularization of university extension, although marked from the National Education Plan (2001-2010), was not effective until 2019, with Resolution No. 7/2018 - which established the Guidelines for Extension in Brazilian Higher Education - being the milestone for its implementation. From then on, research into the curricularization of extension began to consider new factors and, as extension was implemented in curricula, research spaces expanded. Undergraduate curricula have been permeated by new guidelines, such as CNE/CP Resolution No. 2/2019 - which defined the National Curricular Guidelines for the Initial Training of Teachers for Basic Education and established the Common National Base for the Initial Training of Basic Education Teachers. Based on these documents - which resulted in changes to the curricula of degree courses - this research focuses on university extension and its relationship with the curriculum of three degree courses in Mathematics at the Federal Institute of Mato Grosso (IFMT). The impacts on the promotion of specific and pedagogical knowledge in these courses are investigated, given the demand for the curricularization of extension. The study considers the defense and relevance of the knowledge addressed in teacher training, especially with regard to Michael Young's powerful knowledge. The methodological approach chosen is qualitative and exploratorydescriptive, using a multiple case study, with each course analyzed as a distinct case. The sources of evidence included interviews, documentation and bibliographic research. In analyzing and interpreting the data, the analytical technique of cross-case synthesis and content analysis was used. The thesis defended is that the inclusion of extension in the curricula of IFMT degree courses in Mathematics will create opportunities for the integration and valorization of specific and pedagogical knowledge, intertwined with the graduate's performance at school, which will also become a space for the promotion of plural knowledge. However, the strategy adopted for the curricular reformulation of these courses, which was based on standardized practices focused on compliance with legislation, without a deeper analysis of the social aspect of extension, resulted in a curricular matrix with few modifications and which prioritized the reorganization of subjects to allow for the workload allocated to extension. Furthermore, curricular adaptations during the course, aiming to adapt to the students' reality, can promote democratic elements and the appreciation of the student's voice, resulting in more significant curricular transformations. Mon, 24 Feb 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13709 2025-02-24T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13707 Educação e (i)mobilidade social: uma análise a partir de estatísticas educacionais e sociais Birnfeldt, Caroline This thesis presents the development and application of the Living Conditions and Social Mobility Index (ICVMS), created as an original analytical tool to articulate educational and social statistics, highlighting crucial inequalities in Brazil. The aim of this thesis is to understand, analyze, and problematize the forces that act upon the (im)mobility of individuals within contexts of in/exclusion during the period of democratization of Brazilian education. This is a statistical study, whose materiality is composed of questionnaires from the Basic Education Assessment System (SAEB), covering the period from 1995 to 2021—a timeframe defined for encompassing the consolidation of basic education as a social right following the 1988 Constitution and the regulations introduced by the 1996 LDB (Law of Guidelines and Bases of National Education). The ICVMS was constructed based on variables related to dignity (having access to a bathroom, bedrooms, a refrigerator, and a car) and analyzed across race/color and regional categories, aiming to demonstrate how inequalities limit social mobility in Brazil, even amidst educational advancements Based on the concept of in/exclusion, it is argued that the variables of color/race and, above all, the country’s geographic regions reveal a progress that is unevenly distributed, which prevents or hinders the improvement of living conditions and, consequently, the mobility of certain individuals within the inclusion gradient, keeping them peripherally integrated. Systemic and systematic racism, which reproduces itself in everyday social practices even without a formalized structure, is highlighted. It is concluded that the expansion of access to basic education does not, by itself, break the cycles of exclusion and precariousness. In this sense, despite advances in schooling, the meritocratic promise of social mobility is not fulfilled for everyone, reproducing and intensifying historical inequalities. Thu, 15 May 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13707 2025-05-15T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13705 Um ensaio teórico a partir do inventário bruxesco: mulheres, violência e narrativa Mariot, Alini This dissertation, as a theoretical essay, analyzes how schools might function as an “anti-bonfire” in confronting violence against women, based on the witch figure. In order to do that, a witchcraft inventory was created to tell the story of women that have been murdered since the ancient times to the present days, as even though the visible bonfires have been extinguished, violence against women is still alive in contemporary practices. This investigation aims to establish a relationship between patriarchy, witch hunts, the rise of capitalism and the control of female bodies. Based on this historical view, it also examines public policies that seek to combat violence against women, with a focus on Brazil. Finally, this research argues that schools can be a crucial space for human formation that still invests in narrative practices, by enabling people to problematize their own experiences as well as those of others, thus being able to create other narratives of themselves. The main theoretical references are Federici, Telles, Butler, Foucault, Petit and hooks. It has been concluded that, by incorporating these practices, the school can effectively become an “anti-fire”, capable of both facing the narrative crisis we have been experiencing and opening up spaces for confrontation to deal with violence against women. Fri, 14 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13705 2025-03-14T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13704 A invenção dos direitos de aprendizagem e desenvolvimento nos documentos curriculares da educação infantil no Brasil Marangoni, Aline da Silva Serpa This thesis discusses the rights to learning and development proposed in guiding documents for Early Childhood Education, supported by a theoretical and documentary perspective on the concepts of child, childhood, and curriculum. The central issue that guided this research sought to investigate the historical trajectory through which the invention of children’s rights to learning and development was shaped, as established in the guiding documents for early childhood education, within a curricular perspective of the right to education in Brazil. The methodological inspiration comes from Thomas Popkewitz’s (1997) Social Epistemology, which enables an examination of theoretical frameworks and documents, situating the ways in which knowledge is intertwined with the "social" world to produce power relations. In seeking to answer this central research question, we initially present the historical and social trajectory that led to the recognition and emergence of the notion of child and childhood (Ariès, 2014; Freitas, 2001; Kohan, 2005; Narodowski, 1993), as well as the concepts and perspectives on curriculum and curricular policies for childhood, drawing on authors such as Abramowicz and Kramer (2023); Apple (1998); Carvalho et al. (2021); Moreira and Silva (2013); Popkewitz (1994, 1997, 2001); Santos and Macedo (2021); and Silva (2021). To further understand how the collective right to education becomes a child’s individual right to learning and development – to live together, play, participate, explore, express, and know oneself – as stated in the BNCC document (Brazil, 2017) and other documents analyzed, contributing to neoliberal policies that increasingly invest in the production of the neosubject (Dardot & Laval, 2016), we examined several guiding documents for Early Childhood Education (Federal Constitution, 1988; Statute of the Child and Adolescent, 1990; Law of Guidelines and Bases, 1996; National Education Plan; RCNEI, 1998; DCNEI, 2009; BNCC, 2017). These documents confirmed our initial hypothesis that these individual rights had already been taking shape prior to the BNCC (Brazil, 2017), and that they can be– and are – taken up by different proposals aiming either to democratize or standardize the subject. Our thesis, consolidated at the end of this study, confirms the hypothesis raised at the beginning of the research, that the rights to learning and development were consolidated long before the BNCC document (2017), marking a historical trajectory that began with the Federal Constitution of 1988 and gained greater visibility after the 1996 LDB, even if they were not always presented as rights, or even cited with greater emphasis in some documents, as we observed in those whose bias is to reference and subsidize the construction of the early childhood education curriculum, than in others, of a more legislative nature. However, all six rights appeared in some of the documents, still resembling each other in their conceptual approach. Sun, 25 May 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13704 2025-05-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13610 Currículos tecnossolucionistas no ensino médio: narrativas de estudantes pesquisadores da Fundação Liberato a partir da participação nas feiras de ciências Daniel, Maira Graciela El presente trabajo tuvo como objetivo analizar las prácticas de educación científica en la enseñanza media técnica a través de narrativas sobre la formación del estudiante investigador en tiempos de mercantilización del yo. La fundamentación teórica se basa en autores de la teoría social crítica que perciben la contemporaneidad a través de la lógica neoliberal, la cual sincroniza las esferas de la vida configurando la existencia de neosujetos bajo la hegemonía de valores individualistas, competitivos y flexibles. En este sentido, las ferias de ciencias y tecnología para alumnos de secundaria desempeñan un papel destacado en la vida escolar y, por lo tanto, en la construcción del currículo escolar de acuerdo con el imaginario sociotécnico vigente. La metodología desarrollada incluyó nueve entrevistas narrativas en profundidad realizadas con egresados de la escuela Fundación Liberato, ubicada en Novo Hamburgo/RS, quienes tuvieron una experiencia constante con las ferias de ciencias escolares y el contexto de premiaciones. Además, se analizaron documentos del currículo prescrito, como los Planes de Enseñanza, el Plan Político Pedagógico y el Manual con orientaciones para la realización de proyectos de investigación. A través de este análisis, se buscó comprender cuáles son las interrelaciones con el currículo vivido en la formación del estudiante que se convierte en investigador durante su trayectoria escolar, en tiempos en los que el discurso del proceso formativo individualizado y la empresarialización de sí mismo se han convertido en un lugar común dentro de las escuelas. La superposición del análisis del currículo prescrito y del currículo narrado permitió identificar la existencia de una convergencia hacia el currículo tecnosolucionista. El currículo tecnosolucionista se entiende como un enfoque educativo que orienta y valora el uso de la tecnología como respuesta universal a los desafíos sociales, económicos y ambientales. A partir de estas consideraciones, se encontraron los siguientes resultados: ante las configuraciones contemporáneas del sistema capitalista, el neoliberalismo permea todas las esferas de la vida, influyendo en las acciones cotidianas y moldeando la subjetividad de los individuos. Este proceso da origen a neosujetos regidos por la hegemonía de valores individualistas, competitivos y adaptables a las estructuras empresariales, lo que se refleja incluso dentro de las escuelas y en las ferias de ciencias. Por un lado, esta lógica valora la capacidad individual, promoviendo el ascenso cultural, social o económico de cada sujeto de manera aislada. Por otro lado, argumento que, en el contexto neoliberal, el imaginario sociotécnico conforma la producción de la ciencia en una "jaula de acero individual", donde la mercantilización del yo sostiene un sistema de racionalización y control. Este proceso restringe la autonomía y la creatividad de los individuos, imponiendo reglas rígidas a la producción científica escolar y condicionando la participación de los estudiantes investigadores en ferias de ciencias bajo la lógica del currículo tecnosolucionista.; The present study aimed to analyze scientific education practices in technical high school through narratives about the formation of student researchers in times of self-commodification. The theoretical framework is based on authors from critical social theory who perceive contemporary society through neoliberal logic, which synchronizes different spheres of life and shapes the existence of neosubjects under the hegemony of individualistic, competitive, and flexible values. In this context, science and technology fairs for high school students play a prominent role in daily school life and, consequently, in shaping the school curriculum according to the prevailing sociotechnical imaginary. The methodology developed included nine in-depth narrative interviews conducted with graduates from the Fundação Liberato school, located in Novo Hamburgo/RS, who had consistent experience with school science fairs and the award system. Additionally, documents from the prescribed curriculum, such as Teaching Plans, the Political-Pedagogical Plan, and the Manual with guidelines for conducting research projects, were analyzed. Through this analysis, the study sought to understand the interrelations with the lived curriculum regarding the formation of students who become researchers during their school years in times when the discourse of individualized formative processes and self-entrepreneurship has become commonplace in schools. The overlap between the analysis of the prescribed curriculum and the narrated curriculum revealed a convergence toward the technosolutionist curriculum. The technosolutionist curriculum is understood as an educational approach that prioritizes and values the use of technology as a universal response to social, economic, and environmental challenges. Based on these considerations, the study found the following results: given the contemporary configurations of the capitalist system, neoliberalism permeates all spheres of life, influencing everyday actions and shaping individuals' subjectivities. This process gives rise to neosubjects governed by the hegemony of individualistic, competitive, and business-adaptable values, which are reflected even within schools and science fairs. On the one hand, this logic values individual capacity, promoting cultural, social, or economic advancement for each subject in isolation. On the other hand, I argue that in the neoliberal context, sociotechnical imaginary shapes the production of science into an "individual iron cage," where the commodification of the self sustains a system of rationalization and control. This process restricts individual autonomy and creativity, imposing rigid rules on school-based scientific production and conditioning student researchers’ participation in science fairs within the logic of the technosolutionist curriculum. Fri, 04 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13610 2025-04-04T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13552 Tessituras sobre o par docência e corpo na produção acadêmica educacional entre 2018 e 2022 Paula, Jorge Luiz de This research presents a critical analysis of the intersection between teaching and the body in educational academic production. The main objective was to investigate the meanings attributed to the pair teaching and the body in academic educational research, specifically in the period between 2018 and 2022. The fields of Teaching Studies, Gender Studies and Body Studies, in conjunction with the poststructuralist perspective, underpin the research and support the analysis. The methodology adopted is meta-research, a systematized critical approach to reviewing existing studies. The results reveal a diversity of approaches to the pair of teaching and the body. On the one hand, the body is often treated in a fragmented way in education, with an emphasis on physical or biological aspects, to the detriment of a more integrated understanding. On the other hand, meanings are identified that associate the body with the construction of identity and the personal and professional development of teachers. The thesis makes it possible to problematize the dichotomies of body and mind, theory and practice, since it identifies and analyses meanings based on an approach that does not distinguish between the concepts of body, teaching and teaching practice in the research examined on teacher training.; Esta pesquisa presenta un análisis crítico de la intersección entre docencia y cuerpo en la producción académica educacional. El principal objetivo fue investigar los sentidos atribuidos al par docencia y cuerpo en las pesquisas educacionales académicas, específicamente en el período entre 2018 y 2022. Los campos de los Estudios en Docencia, de los Estudios de Género y de Cuerpo, en articulación a la perspectiva postestructuralista, basan la pesquisa y sostienen los análisis. La metodología adoptada es la metapesquisa, un abordaje crítico sistematizado de revisión de estudios existentes. Los resultados permiten dar visibilidad a una diversidad de abordajes sobre el par docencia y el cuerpo. Por un lado, el cuerpo es frecuentemente tratado de modo fragmentado en la Educación, con énfasis en los aspectos físicos o biológicos, en detrimento de una comprensión más integrada. Por otro lado, se identifican sentidos que conectan al cuerpo a la construcción de la identidad y al desarrollo personal y profesional de profesores/as. La tesis permite problematizar las dicotomías cuerpo y mente, teoría y práctica, una vez que identifica y analiza sentidos sostenidos en un abordaje que no diferencia los conceptos de cuerpo, docencia y práctica docente en las pesquisas examinadas acerca de la formación de profesores/as. Tue, 29 Oct 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13552 2024-10-29T00:00:00Z