TEDE Coleção:
http://www.bdtd.uerj.br/handle/1/3650
2024-03-29T07:38:37Z“Isso é coisa pra falar”: ocupar, ocupar-se, desocupar. Histórias com uma ocupação estudantil
http://www.bdtd.uerj.br/handle/1/21593
Título: “Isso é coisa pra falar”: ocupar, ocupar-se, desocupar. Histórias com uma ocupação estudantil
Autor: Muniz, Adriana Werneck Russo
Primeiro orientador: Amado , Luiz Antonio Saléh
Abstract: This thesis aims to problematize the experience of student occupation that took place at the Paracambi campus of IFRJ in the year 2016. This problematization serves as an analytical exercise of estrangement and questioning, removing it from the realm of prior knowledge. To do so, stories of occupation are recounted, emerging with the multiplicities of memories and the unpredictabilities of encounters-interviews produced through the aesthetic-political-methodological tools of Oral History; writing as a space of experience; and the assumptions of implication analysis. These stories of occupation are intended, above all, as provocations, with the aim of bringing visibility to certain conditions of possibility that allowed the emergence of that occupation and the questions it raises about our present. I also seek to denaturalize practices that, as a neoliberal normalization motif of life, attempt to govern the conduct of student-subjects; analyze the escapes, captures, deviations, inventions, intensities that the stories of the occupants allow passage for; and experiment, through oral history, with the production of singular, fragmentary, contingent, and implicated stories. These are stories that, in an attempt to deviate from the pursuit of a supposed neutrality, and exposing the "backside of the tapestry," aim to produce singular practices of thought that enhance the suspension/questioning of certain practices co-engineered in institutional spaces of knowledge production: academia, school, and history. At the same time, these are stories of occupation of these spaces.
Instituição: Universidade do Estado do Rio de Janeiro
Tipo do documento: Tese2023-12-19T00:00:00ZEducação Profissional Técnica de nível médio no Brasil: reconstrução histórica das disputas dos anos 1930 a 2014
http://www.bdtd.uerj.br/handle/1/21586
Título: Educação Profissional Técnica de nível médio no Brasil: reconstrução histórica das disputas dos anos 1930 a 2014
Autor: Neves, Bruno Miranda
Primeiro orientador: Frigotto, Gaudêncio
Abstract: Esta tesis examinó, a lo largo de diferentes gobiernos (1930-2014), la relación entre la estructura económica social, política y jurídica y la dualidad estructural en la educación brasileña, estudiando cómo la integración de la educación profesional a la escuela secundaria apunta a la posibilidad de cruzar a la escuela unitaria y la educación Politécnica. La cuestión central fue interpretar cómo se expresan los embates frente a la dualidad educativa, en la relación entre estructura económica, política, jurídica y educativa en el proceso histórico de la sociedad brasileña y, en qué medida el Decreto nº 5.154/2004 - que posibilita la integración de la educación profesional en la enseñanza media - contribuye a la formación integral del ser humano. Un proceso que se relaciona directa y fuertemente con las luchas por la superación del capitalismo dependiente, de la modernización conservadora y del Estado autoritario. La hipótesis que orientó esta investigación fue la de que la Educación Profesional Técnica Integrada a la Enseñanza Media resulta de un proceso de luchas en contrapunto a los idearios hegemónicos de educación que se manifiestan en los debates de la Ley de Directrices y Bases de la Educación Nacional (LDB) de 1996 y en la confrontación con la dualidad estructural impuesta por el Decreto nº 2.208 de 1997, afirmándose como posibilidad de travesía a la formación omnilateral. Se han priorizado los embates entre formación integral y formación unilateral propios de la sociedad de clases. En el plano de los procedimientos metodológicos, se utilizó el estudio y la revisión de la legislación y de la literatura especializada sobre la problemática, subrayando la gestión de la Educación Profesional en las siete décadas analizadas. Finalmente, se presenta una síntesis del inicio de la experiencia educativa soviética, de las formulaciones de Antonio Gramsci y de cómo éstas se constituyeron en inspiración para la proposición de la Enseñanza Media Integrada a la Educación Profesional, en los gobiernos liderados por el Partido de los Trabajadores. Considerando que en los embates de las propuestas vinculadas a la clase trabajadora con aquellas oriundas de la clase poseedora del capital, lo que sobresale son las formas pendulares de educar a los trabajadores, mayoritariamente reiterando la iniquidad de la sociedad brasileña, y, en raros lapsos temporales, dirigiéndose parcialmente a las necesidades de las clases subalternas.
Instituição: Universidade do Estado do Rio de Janeiro
Tipo do documento: Tese2023-03-30T00:00:00ZDe novo, redução da maioridade penal: explosões incessantes do discurso punitivo
http://www.bdtd.uerj.br/handle/1/21569
Título: De novo, redução da maioridade penal: explosões incessantes do discurso punitivo
Autor: Terra, Ana Marcela da Silva
Primeiro orientador: Scheinvar, Estela
Abstract: This thesis is the result of concerns experienced in the daily life of a social activist and worker during internships and work experiences in spaces of deprivation of liberty and in projects with adolescents in conflict with the law. Methodologically, the research begins by questioning the strength and permanence of the struggle to reduce the age of criminal responsibility in debates on public policies, in parliament and in the media, despite the ECA (Statute for Children and Adolescents) predicting that adolescents from 12 years of age be held accountable for infractions, including deprivation of liberty. The research makes clear how the punitive desire demands that the penal age be lower and lower, especially knowing that poor and black people will be the targets of punishment. With the aim of making this topic an analysis tool to understand the mechanisms that call for more punishment, a path of study was built on laws, control techniques, theories and practices that endorse the myth that the more and sooner you punish and, above all, incarcerate, the safer society is. The discussion about the biopolitical control of bodies (Foucault) and its updates with Necropolitics (Mbembe) were fundamental to debate the construction of undesirables and the idea of freedom consumed by liberalism. The way prisoners were treated during the COVID-19 pandemic was an interesting scene of analysis to understand the sparks that contribute to the various forms of punishment in society. War on drugs and mass incarceration are understood as naturalized policies that set the tone for how social conflicts are addressed in contemporary times, individualizing problems, and making punitive differentiations depending on which bodies are addressed to them: if young and black, mostly with prison and death. Racism pervades all analyses, since the foundation of Brazil has as one of its bases the enslavement of people, whether native or introduced to the country by trafficking, and the first laws were built from the idea of eliminating enslaved and former enslaved people. Penal abolitionism appears, then, as an alternative to the horror of prisons and criminal justice, effective in killing and incarcerating the black, poor, and young portion of the population. The punitive discourse, supported by theories, is updated in the practices of social workers and judges. In a different sense, this thesis produced another type of look, supporting non-punitive practices and seeking to generate explosions that contribute to building the power of life and not of death.
Instituição: Universidade do Estado do Rio de Janeiro
Tipo do documento: Tese2023-02-06T00:00:00ZAs políticas públicas de democratização do acesso à educação superior e o retrato socioeconômico dos estudantes ingressantes: a experiência da Universidade Federal Fluminense entre 2006 e 2018
http://www.bdtd.uerj.br/handle/1/20969
Título: As políticas públicas de democratização do acesso à educação superior e o retrato socioeconômico dos estudantes ingressantes: a experiência da Universidade Federal Fluminense entre 2006 e 2018
Autor: Souza, Renata do Nascimento de
Primeiro orientador: Mancebo, Deise
Abstract: The public agenda for higher education in Brazil over the last two decades has set goals, among others, for expanding the system and democratizing student admissions. Recent research on the profile of higher education students has revealed a trend toward democratizing the socioeconomic profile of Brazilian campuses due to this expansion process and the implementation of affirmative action policies in the sector. In this thesis, a case study was conducted at the Federal Fluminense University (UFF), with the overall objective of understanding how public policies impacted the profile of UFF entrants. Thus, the population of this research consisted of students entering in-person undergraduate courses between 2006 and 2018 at UFF academic units located in the city of Niterói, specifically those in the Pedagogy and Medicine courses. The analyzed data were collected from the sociocultural questionnaire of the entrance exam and the socioeconomic questionnaire of the National High School Exam (ENEM), totaling 60,975 analyzed questionnaires. The analysis compared the profile of entrants through two distinct selection processes: the entrance exam and the Unified Selection System (SISU), considering variables such as gender, age, color/race, school origin, parents' education, and gross family income. The research results revealed changes in the overall profile of UFF/Niterói entrants in Pedagogy and Medicine. Overall, over the thirteen years of investigation, there was an increase in the entry of the more popular layers, black students, and graduates from public high schools. However, after the adoption of SISU as the sole selection process for UFF, the Pedagogy course showed a trend different from the overall profile of the institution, with an increase in the entry of white students, graduates from private schools, and an increase in parents' education and gross family income. Nevertheless, the profile of entrants to the Pedagogy course remained more popular than the overall institution and the Medicine course. In general, after the implementation of the Quota Law (2012), the profile of incoming students to UFF/Niterói via SISU proved to be more democratic than the profile of entrants via the entrance exam.
Instituição: Universidade do Estado do Rio de Janeiro
Tipo do documento: Tese2023-10-31T00:00:00Z