http://www.bdtd.uerj.br/handle/1/3649 2026-05-11T21:55:28Z 2026-05-11T21:55:28Z Deplan, Carlos Wendell Camara http://www.bdtd.uerj.br/handle/1/25568 2026-04-06T15:44:05Z 2025-12-12T00:00:00Z

Título: Lugar de afeto, aquilombamento e produção de saberes: perspectivas da educação antirracista em um coletivo sociocultural em Morro Agudo Autor: Deplan, Carlos Wendell Camara Primeiro orientador: Barata, Denise Abstract: The present research focuses on the interrelations between antiracist education and Afro-descendant popular movements through the work of a sociocultural collective, the Instituto Enraizados, which operates in Morro Agudo, a neighborhood in the Baixada Fluminense region of Rio de Janeiro. The Instituto Enraizados, or Quilombo Enraizados, is a civil society institution whose social actions highlight the formative potential of Afro-Brazilian knowledge through a wide range of sociocultural activities committed to human development and characterized by expressive forms that communicate, attribute meaning, and shape ways of being and existing. The study investigates the activities promoted by the institute and their potential as new and creative forms of life production within cultural, social, and political contexts. It is a study of educational practices that bring together expressions of Black culture to create and articulate artistic and cultural production strategies and alternatives, in order to give meaning to existence, as well as to understand and act upon the reality of peripheral communities. The research establishes a dialogue on the production of knowledge within the actions of this sociocultural movement, aiming to understand practices of freedom and the strengthening of ways of being, existing, and belonging to a given reality, as well as to enhance alternatives for social transformation. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação

2025-12-12T00:00:00Z Oliveira, Lucas Soares de http://www.bdtd.uerj.br/handle/1/25517 2026-04-14T16:30:29Z 2025-12-08T00:00:00Z

Título: “Se o livro chamou de índio...”: O livro didático de História no âmbito da Lei 11.645/2008 Autor: Oliveira, Lucas Soares de Primeiro orientador: Villardi, Raquel Marques Abstract: This project aims to analyze the role of the textbooks approved by PNLD in the teaching of History of indigenous peoples during the colonial period, based on what is established by Lei 11.645/08. The textbook, as a teaching tool, was established in education prior to History as a discipline, serving as support to endorse narratives and establish the teaching approach to themes and competencies considered necessary. However, in the 21st century, where it is not necessarily the only teaching material, we will investigate the role attributed to it in everyday school life. Regarding History teaching, the BNCC establishes that it is responsible for forming a critical citizen who values diversity, breaking with ethnocentric and hierarchical views. In this context, we emphasize that indigenous peoples were formally inserted into the basic curriculum only in the 21st century. Considering the relevance of indigenous peoples in the construction of national identity, Lei 11.645 attempts a historical and counter-colonial reparation by proposing the deconstruction of stereotypes and stigmas deposited on indigenous populations. Using the criteria and competencies established for the History discipline, an analysis of the textbook will be made in this unfolding. In this sense, we reinforce the importance of prioritizing the reflections of indigenous authors regarding the school approach outlined since its approval, assuming their protagonism in carrying out our analyses. Methodologically, a documentary analysis of the textbooks for Ensino Fundamental II approved in the most recent edition of PNLD will be conducted, followed by the creation of focus groups with the purpose of analyzing the material from the teachers’ perspective. Through this study, we intend to promote a debate between the indigenous movement, the narratives of the textbooks, and the teachers, projecting the evaluation of the results obtained in the school environment. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação

2025-12-08T00:00:00Z Loureiro, Bruna Peroba http://www.bdtd.uerj.br/handle/1/25481 2026-03-16T16:22:19Z 2025-10-24T00:00:00Z

Título: O Novo Ensino Médio e a formação para o mundo do trabalho: análise das disputas no campo da educação em face das correlações de forças Autor: Loureiro, Bruna Peroba Primeiro orientador: Oliveira, Rafael Bastos Costa de Abstract: This dissertation aims to map and analyze the institutions, class fractions, and processes that shape the dispute over public education, the Ministry of Education, and the reform and implementation of Secondary Education since 2017, covering the administrations of Michel Temer, Jair Bolsonaro, and Luiz Inácio Lula da Silva. The study seeks to examine the processes that structured both the debate and the implementation of the New Secondary Education throughout the national territory, considering the correlations of forces operating within the State. In this context, the research acknowledges the ongoing involvement of private entities and institutions that compete for public resources, contest the ethical-political orientation of Brazilian youth, and advance the consolidation of a business-oriented logic within the school environment, with the purpose of shaping compliant subjectivities capable of accepting a precarious and fragmented reality under the ideology of individual success. Throughout the investigative process, it was observed that there has been a reconfiguration of the State’s role in the provision of social public policies aimed at ensuring access to citizenship. To investigate these dynamics, documentary and bibliographic research drew upon academic articles, bills, ordinances, programs, journalistic publications, and official documents. These sources made it possible to identify the transformations implemented in the Secondary Education curriculum, as well as the mediations and contradictions that permeated the reform process. As a result, the educational arena has increasingly become a fertile ground for the intervention of the business sector, which seeks to transform the educational process into a commodity. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação

2025-10-24T00:00:00Z Franco, Renato Anacleto http://www.bdtd.uerj.br/handle/1/25344 2026-02-26T14:00:07Z 2025-10-21T00:00:00Z

Título: Componente curricular projeto de vida: pedagogia-coach para a educação do século XXI Autor: Franco, Renato Anacleto Primeiro orientador: Barbosa, Carlos Soares Abstract: This dissertation aims to identify the pedagogical-ideological basis of the Life Project (CCPV) curriculum component through the analysis of four educational works, namely: Education for Life (Editora Moderna), Eu posso: projeto de vida (I Can: Life Project) (Editora Pipoca Doce), GPS: Guia de Protagonismo no Século XXI (GPS: Guide to Protagonism in the 21st Century) (Editora Moderna), and Se liga na vida (Get Connected to Life) (Editora Moderna). The CCPV is part of the new high school curriculum, which was introduced in 2017. Its purpose is to help students develop a set of cognitive and social-emotional skills, such as self-awareness, resilience, self-management, entrepreneurial spirit, and youth leadership. The official discourse is to align education with the new skills of the 21st century, but we find that it is a teaching-learning ideology based on what we call pedagogy-coaching, following the guidance contained in reports and studies by international organizations and private institutions in Brazil, such as the United Nations Educational, Scientific and Cultural Organization (UNESCO), the Organization for Economic Cooperation and Development (OECD), the Ayrton Senna Institute, the Lemann Foundation, and the All For Education Movement. The empirical corpus of the research consisted of analyses of the textbooks considering the historical-dialectical materialism method, especially based on the categories of appearance and essence. Developed by organic intellectuals of capital, this pedagogy is centered on spontaneous teaching and learning to the detriment of knowledge elaborated and historically produced by humanity. Furthermore, it emerged as a postmodern pedagogical practice linked to neoliberal principles and the corporate culture of self-motivation, self-management, and performance, shifting the focus of the educational process from historical-social mediations to the subjective accountability of students. The results of the research indicate that the objective of this pedagogical rationality is to reframe the role of education and the teacher, reducing it to that of a motivational coach. The teaching process is mediated by active methodologies, in which the teacher acts as a coach, a path designer, and a life project manager. In this study, pedagogy-coaching does not refer only to a critical metaphor, but is conceived as a concrete analytical category, arising from the structural transformations that have been occurring in the field of education, especially the psychologization of education because of job insecurity and neoliberalism. However, the central problem lies not only in the criticism of the incorporation of social-emotional skills into the basic education curriculum, but also in the ideological function that this discourse fulfills in the context of the structural crisis of capital. It is, therefore, a movement that aims to cover up the contradictory and structural determinations of the capitalist system, generating a discourse in education for the formation of a new type of worker. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação

2025-10-21T00:00:00Z