http://www.bdtd.uerj.br/handle/1/3626 2026-03-14T23:45:21Z 2026-03-14T23:45:21Z Falci, Fabiane de Santana http://www.bdtd.uerj.br/handle/1/25393 2026-03-03T16:18:31Z 2025-09-04T00:00:00Z

Título: O novo ensino médio como projeto hegemônico: expressões da precarização do trabalho docente no Rio de Janeiro Autor: Falci, Fabiane de Santana Primeiro orientador: Lino, Lucília Augusta Abstract: This dissertation examines the effects of the Novo Ensino Médio (New High School) reform on teaching work in the state public schools of Rio de Janeiro. Based on the hypothesis that this reform reflects a politically driven neoliberal agenda, it explores how the new guidelines reshape pedagogical responsibilities according to market imperatives. A qualitative methodological approach was adopted, applying a questionnaire to 61 teachers from nine state schools located in the neighborhood of Bangu, in the capital of Rio de Janeiro, a region marked by a history of exclusionary housing policies. The findings reveal work overload, reassignment of teachers to areas outside their academic background—particularly due to compulsory migration to formative itineraries curricular fragmentation, and the absence of teacher appreciation policies. The predominance of the “Life Project” component, often assigned to Language teachers, is highlighted, not only due to the lack of specific training but also as an attempt to reconvert teaching work, which exacerbates both objective and subjective precariousness. The analysis is grounded in a critical socio-historical perspective, drawing on the concepts of hegemony, organic intellectual, liberating education, and the precarization of teaching work, anchored in the works of Antonio Gramsci and Paulo Freire, alongside other educational scholars. It concludes that the Novo Ensino Médio reinforces the logic of an education of quality restricted to a privileged few, undermines the integral formation of students, and precarizes teaching work while weakening the critical and formative role of public schools. This study seeks to contribute to the critique of ongoing educational policies, highlighting their manifestations in schools located in urban peripheries and strengthening the debate on the advance of neoliberal policies in teaching work. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação

2025-09-04T00:00:00Z Vasconcellos, Mariah Lima Alcantara de http://www.bdtd.uerj.br/handle/1/25268 2026-02-03T14:28:47Z 2025-08-13T00:00:00Z

Título: “Decifra-me ou te devoro”: a concepção de qualificação profissional do Senac RJ perante as metamorfoses no mundo do trabalho Autor: Vasconcellos, Mariah Lima Alcantara de Primeiro orientador: Barbosa, Carlos Soares Abstract: This research focuses on the professional integration of young Brazilian workers in light of current technological advances and the prevailing neoliberal ideology. Especially in the service sector, the working class has been shaped by fragmented and scattered training. Following this perspective, the objective is to analyze Senac RJ's concept of professional qualification, as well as it’s understanding of the insertion of young Brazilian workers into the world of work in the present day. The first chapter is dedicated to a brief review of the literature with the aim of surveying what the scientific field has already constructed on Senac RJ's conception of professional qualification and the methodological procedures of the research. The following chapter discusses the concepts that permeate work and professional training, bringing them closer to the enigmas that aim to ensure the maintenance of hegemony, such as the flexibilization of work and everything that it entails. Brazilian educational legislation, especially with regard to professional education, is also present in this chapter. Chapter 3 presents the S System and Senac, focusing on the characteristics that reveal their concept of professional qualification. Based on the analysis of the institution's course plans and social media, carried out in the fourth and final chapter, it was possible to identify the intention to exploit individuals who, in search of professional integration, invest in training that propagates conditions that do not correspond to reality. Remaining faithful to its founding proposal, Senac RJ links “professional qualification” and “success,” concretizing a conservative perspective on professional training that values entrepreneurship and induces the working class to be subservient to market demands. Thus, we conclude that Senac RJ's professional qualification contributes to the precariousness of the working class's life from youth onwards, collaborating to maintain social inequality. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação

2025-08-13T00:00:00Z Ribeiro, Ladyane Gago http://www.bdtd.uerj.br/handle/1/25160 2025-12-15T12:43:54Z 2011-04-18T00:00:00Z

Título: A questão cultural enquanto formação humana: investigando os interesses em disputa nas políticas culturais da cidade de São Gonçalo Autor: Ribeiro, Ladyane Gago Primeiro orientador: Tavares, Maria Tereza Goudard Abstract: This piece of work for the Masters Degree in Education of UERJ / FFP intends to present the importance of the cultural matter for the human formation, trying to understand the intrinsic relation between the social historical juncture and the cultural formation in São Gonçalo, and their implications for the development of Cultural Political Policies in São Gonçalo County. Firstly, it was necessary to investigate and conceptualize the ideological meaning of the words policy and culture, in order that they could contribute and support the interests in dispute that underlies the Public Policy creation without forgetting the gramscian perspective. The empirical research was defined having as a background the IV Cultural Conference of São Gonçalo because it is one of the mechanisms of social control, which brings the State participation (in the strict sense) and civil society together, placing that relationship in the gramscian perspective in opposition to the neoliberal perspective. Through the speech of five interviewed people, the documents and the conference scenario, it was possible to visualize the possibilities and limits that characterize the human formation in São Gonçalo. The present piece of work has not as an aim to extinguish this so complex and wide question, but to advance in the debate about the cultural matter since it represents a tool in the dispute for an anti- hegemonic social project. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação

2011-04-18T00:00:00Z Nunes, Michele Barreto http://www.bdtd.uerj.br/handle/1/25110 2025-12-03T12:19:48Z 2025-07-22T00:00:00Z

Título: Enredamentos formativos e cibercultura: experiências do projeto "Café com currículo" Autor: Nunes, Michele Barreto Primeiro orientador: Garcia, Alexandra Abstract: This work, titled Formative entanglements and cyberculture: experiences of the ―Café com currículo‖ project, has as its general objective to investigate formative experiences of teachers that are woven in the sharing of knowledge in daily school life with the articulation between schools and the university in an interface with cyberspace. Inspired by the idea of ―co-shared‖ formation (Garcia, 2015), the research seeks to understand how teachers in educational training and in practice produce knowledge amidst practices that resist curricular standardization and the hegemonic logic of control. Among the specific objectives are: analyzing the effects of shared formative processes on the problematization of curricular reproduction; reflecting on the CyberCafé (2020) and Café com Currículo (2024) projects as hybrid experiences of professional teacher development; and recognizing the knowledge that emerges from the contingency and lived experience of teachers in school settings and their digital cross-pollinations. The research adopts a qualitative approach within the field of studies in/of/with daily life (Alves, 2008), mobilizing conversation circles and teacher narratives — understood as practices of listening and knowledge production — as its methodology. The recordings of the formative circles make up the corpus of the findings of this research and are treated as intercessors, as they cross and provoke thought, displacement, and invention. Throughout the investigative journey, the research began to value the knowledge produced in the time-spaces of the school and beyond its walls, recognizing teaching as an inventive practice and curricula as fields of dispute and creation. Such understanding emerged from the analyzed formative experiences, revealing that teacher training processes are woven in the sharing of daily knowledge, in the meetings between schools and the University, and in the reinventions made possible by cyberspace. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação

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