http://www.bdtd.uerj.br/handle/1/3625 2026-05-11T21:39:44Z http://www.bdtd.uerj.br/handle/1/25563 Título: O direito à creche no município do Rio de Janeiro: desdobramentos da lei 12.796/2013 na dinâmica de famílias das classes populares Autor: Alencar, Carolina Silva de Primeiro orientador: Tavares, Maria Tereza Goudard Abstract: This thesis presents the trajectory of a doctoral research project developed within the Graduate Program in Education – Training Processes and Social Inequalities (FFP/UERJ). The study focuses on the impacts of Law No. 12,796/2013 on the daily lives of working-class families living in the neighborhood of Caju, in the city of Rio de Janeiro, particularly those with children aged 0 to 3 enrolled in municipal public daycare centers. Motivated by the personal, professional, and academic paths of a teacher dedicated to early childhood, the research is situated within the field of Early Childhood Education, addressing the right to daycare as a social right of both the child and the family. The study analyzes how Law No. 12,796/2013, by extending compulsory schooling from the age of four, affected the availability of daycare spots and reduced full-time attendance in municipal public daycare centers in the studied neighborhood, directly impacting families led by women. Drawing inspiration from Michel de Certeau (2014), the research seeks to understand the tactics employed by these families in the face of inadequate public policies, revealing practices of resistance and everyday reinvention in the struggle for young children’s right to education. From a theoretical and methodological standpoint, the study adopts a qualitative-quantitative approach guided by “doubt as method” (Garcia, 2008) and informed by the feminist methodology perspective (Terragni, 2015; Biroli, 2018). The empirical work is based on semi-structured interviews with five women who lead their families. Additionally, data regarding the number of enrollments in municipal public daycare centers in the neighborhood of Caju between 2013 and 2023 were collected and analyzed, covering the ten years following the enactment of Law No. 12,796/2013. The research engages in dialogue with authors such as Spivak (2021; 2010), Zago (2000), Freire (1978; 1992; 2005), Henriques (2018), Sarti (2018), Gohn (2008), Crenshaw (1989), Carneiro (2020), Gonzalez (2020), and Mainardes (2006), among others. It proposes an intersection between the fields of Early Childhood Education and Popular Education (Rosemberg, 1984), articulating categories such as class, gender, race, and age. The thesis is structured in four sections: the first presents the researcher’s trajectory and methodological path; the second outlines the bibliographic mapping and contextualization of the neighborhood and interviewed families; the third discusses women, family, and the right to daycare; and the fourth analyzes Early Childhood Education in the city of Rio de Janeiro, emphasizing the effects of Law No. 12,796/2013 and the family tactics developed in response to the scarcity of full-time daycare spots in the studied area. Ultimately, the research seeks to understand how public policies for Early Childhood Education are lived, reinterpreted, and contested by working-class families, highlighting the need for a public, full-time, and socially just Early Childhood Education system—one capable of ensuring the right to childhood and the dignity of women and children living in vulnerable contexts. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Tese 2025-11-17T00:00:00Z http://www.bdtd.uerj.br/handle/1/25562 Título: A Formação de Professores/as do Ensino Primário em Moçambique: Políticas de Formação no Período 1975-2022 Autor: Lourenço, Florentino Maria Primeiro orientador: Tavares, Maria Tereza Goudard Tavares Abstract: This research, entitled THE TRAINING OF PRIMARY SCHOOL TEACHERS IN MOZAMBIQUE: TRAINING POLICIES IN THE PERIOD 1975-2022, falls within the line of Policies, Rights and Inequalities, linked to the Postgraduate Program in Education ―Formative Processes and Social Inequalities. This study arises in a context where education in Mozambique is challenged to expand and guarantee access for all children, especially in primary education, in compliance with Law No. 18/2018 of December 28th of the National Education System (SNE) and the Constitution of the Republic of Mozambique. Its general objective is to investigate the policy of primary school teacher training in Mozambique (1975-2022), its relationship with the increasingly plural, intercultural, and bilingual school. It problematizes the training of primary school teachers in the monolingual modality – training exclusively in Portuguese – in a context where primary education is carried out in two modalities: monolingual, in Portuguese; and bilingual in a Mozambican language, including sign language, and in Portuguese (Article 12, No. 3 of Law No. 18/2018 of December 28th). Our thesis argues for the need for bilingual training for primary school teachers (Portuguese and a Mozambican language) to work in bilingual schools. Our methodological approach is qualitative research based on document analysis, interviews with six individuals who participated in the revolutionary context of national liberation, a detailed state-of-the-art review, and a literature review. The work is structured into an introduction and four sections that delve deeper into the thesis's issues. And by way of final considerations, where we pointed out that the choice of Portuguese as the official language in Mozambique and for teaching requires a more complex and multifactorial interpretation, since internal and external political, ethnic, and ideological issues, associated with the lack of a Mozambican lingua franca; the speed with which events unfolded in the period immediately following the revolution “determined” this choice as a way to “save the nation under construction.” The policy of training teachers in the bilingual modality requires a balanced and consistent approach, based on negotiations and consensus, without essentialism. Considering short-term “capacity building” and “training” as occurs in teacher training seems to treat bilingual education superficially. The Curriculum Plan for the Teacher Training Course for Primary Education and Adult Educators does not fulfill the objective of preparing teachers capable of working in bilingual education (Portuguese and a Mozambican language), as it does not aim to develop skills and competencies to write and speak that language. However, fifty years after National Independence and about two decades after bilingual education, the country, due to the complexity of global geopolitical issues as well as its concrete reality, is challenged to rethink the monolingual training of primary school teachers, in order to allow future teachers to speak, write and understand the cultural and political importance of the languages they will use as a means of teaching in the bilingual modality, thus promoting the academic success of all Mozambican children. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Tese 2026-02-23T00:00:00Z http://www.bdtd.uerj.br/handle/1/25527 Título: Uma pedagoga entre experiências e Políticas de Educação Especial na Perspectiva da Educação Inclusiva em Niterói: tramas gestuais diariadas e colagens de um movimento formativo Autor: Monteiro, Raquel Rosa Reis Primeiro orientador: Ribetto, Anelice Astrid Abstract: Esta tesis se elaboró en el marco de la línea de investigación "Políticas, Derechos y Desigualdades" del Programa de Posgrado en Educación: Procesos Formativos y Desigualdades Sociales de la Facultad de Formación Docente de la Universidad Estatal de Río de Janeiro, São Gonçalo, Río de Janeiro, Brasil. Se trata de una investigación que aborda tres marcos legales que permean el campo de la Educación Especial e Inclusiva en la Red Municipal de Educación de Niterói: la Política Nacional de Educación Especial desde la Perspectiva de la Educación Inclusiva (Brasil, 2008), la Carta de Reglamentos de la Red de Educación de Niterói (Deliberación nº 31/2015) y la Deliberación n.º 035/2017. Trabajamos con estos documentos para forjar nuestro campo problemático: ¿cómo, dentro de estas políticas, se entrelazan las atribuciones y acciones de un pedagogo con las experiencias con docentes, familias y estudiantes con diagnóstico de discapacidad? Forjada en el campo de la filosofía de la diferencia, la investigación se produjo como un esfuerzo cartográfico en compañía de Deleuze y Guattari (2011), Agamben (2018), Skliar (2014), entre otros. El enfoque cartográfico se desplegó como una narrativa, rastreando procesos e intersecciones dentro de la enseñanza, cuestiones que impulsaron toda la investigación. Para relatar estos efectos, produjimos dos gestos sensibles: escribir diarios basados en la imagen (en transparencia) de un mural escolar y crear collages. Estos dispositivos se entrecruzaron en todos los lados, narrando los impactos en el grupo de investigación Coletivo Diferenças e Alteridade na Educação (Colectivo Diferencias y Alteridad en la Educación), la escuela, la universidad pública, los docentes, las familias, las lecturas, etc. Usando las nociones de gestos, exploramos su significado político en conexión con nuestras prácticas y los documentos citados, y nos preguntamos: ¿Cómo se conectan las políticas con la vida? ¿Cómo un pedagogo teje gestos entretejidos en la fragilidad de las experiencias dentro de las prácticas institucionales con docentes, estudiantes diagnosticados con discapacidades y sus familias? Cuestionamos los gestos (no las acciones) de las leyes. Así, en la última parte del trabajo se seleccionaron algunas palabras (como acciones) de las Políticas (incluir, estar juntos y guiar) y se entrelazaron con experiencias cotidianas. Las acciones legales (como dispositivos legales) aparecen en el texto y (en el centro) en la narrativa de un pedagogo que navega entre la política y los gestos. La intención no fue ignorar la importancia de la legislación; más bien, el objetivo fue tejer con ella, observar lo que parece no pertenecer a ninguna regulación establecida al interactuar con otros. Este trabajo se convierte en una invitación a considerar otras posibilidades para el rol del pedagogo en el sistema escolar de Niterói, uno que va más allá de la repetición de prácticas oficiales, acciones técnicas o institucionales: implica dar espacio a los gestos, abrazando un conocimiento pedagógico más relacional que no necesariamente se traduce en un proceso normativo en el encuentro con el otro. Sostenemos que, en el campo de la educación especial inclusiva, educar (más que acciones) es quizás ofrecer gestos que se puedan sentir en el mundo y que, de una manera muy singular, dieron origen a este trabajo. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Tese 2026-02-09T00:00:00Z http://www.bdtd.uerj.br/handle/1/25478 Título: Epistemicídio no PNLD Literário 2020 (Anos Finais): O Desligamento das Negreituras - A fala é de quem? Autor: Dias, Liliane Lemos de Oliveira Primeiro orientador: Oliveira, Márcia Lisbôa Costa de Abstract: While positioned as a policy to democratize access to reading, the 2020 National Literary Schoolbook Program (PNLD Literário) reveals a central tension between representation and erasure. This dissertation therefore aims to analyze how the program operates a process of epistemicide—the invalidation of knowledge produced by Black authors—which results in what is termed here the detachment from negreituras: the symbolic exclusion of Black aesthetics and worldviews. The study employs a qualitative and critical approach, combining documentary analysis of the program's official call for proposals with content analysis of the selected works by Black authors and their accompanying teacher's manuals. Its theoretical framework draws on scholarship regarding epistemicide (Sueli Carneiro, Boaventura de Sousa Santos), the disauthorization of Black speech (Grada Kilomba), the curriculum as a site of symbolic power (Nilma Lino Gomes), and the school's function in upholding the myth of racial democracy (Kabengele Munanga). The findings show that the inclusion of Black authors does not lead to epistemic validation; instead, the pedagogical approaches suggested in the support materials often simplify, folklorize, or place the Black experience under tutelage, reinforcing a hegemonic perspective. In conclusion, answering the question "Whose voice is it?", this research argues that the discourse within the 2020 PNLD Literário is overwhelmingly mediated by white and institutionalized instances, perpetuating an effective mechanism of silencing and disconnecting students from the power of negreituras' intellectual productions. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Dissertação 2025-09-02T00:00:00Z