http://www.bdtd.uerj.br/handle/1/3650 2026-04-19T20:17:57Z http://www.bdtd.uerj.br/handle/1/25538 Título: A memória na pele: cartografia de uma experiência docente com estudantes de graduação em Administração Autor: Passos, Antônio Eugênio Valverde Mariani Primeiro orientador: Amado, Luiz Antônio Saléh Abstract: This thesis is situated within the discussion about the impacts of the advancement of neoliberal thought and the development of digital media on contemporary teaching practices and aims to analyze the processes of teacher subjectivity production in the classroom experience of an undergraduate Administration course at the Federal University of Rio de Janeiro. The thesis is characterized as an autoethnographic cartography, whose data were produced from accounts recorded in the research field diary, semi-structured interviews with undergraduate Administration professors at UFRJ, and accounts produced by students of the course ACA334 – Practices in People Management, in the first semester of 2024. The thesis is structured in six sections. The first section presents the concepts that underpin the understanding of the processes of subjectivation (Deleuze, Guattari, Foucault). The second section describes and analyzes the researcher's teaching practices that preceded the research. In the third section, based on Rolnick and Kastrup, the elements involved in the subjectivation processes that led the researcher to teaching practices guided by a representational cognitive policy were discussed. In the fourth section, a concept of the classroom (Deleuze, Dewey, Kastrup, and Larrosa) was proposed, from which clues for inventive learning were sought (Maturana, Varela, Kastrup), and the pedagogical device produced for the intervention in the aforementioned undergraduate course was presented. The fifth section was dedicated to presenting the results of the intervention, when the analyzers that would place it under analysis began to emerge. The sixth section explored how digital lines, lines of appropriation, and lines of affect produced subjectivation effects in the researcher. The classroom where the intervention took place was delineated as an attentional ecosystem (Citton), characterized by a slippery functioning of attention, by a subjective reference centered on the company and competition, and by the difficulty in constructing emotional adjustments that favor the construction of joint attention (Citton). The data produced suggest that the forces at play in the classroom can equally capture students and teachers, hindering inventive learning, given the difficulty of creating an attentional regime based on care (Kastrup, Caliman, Gurgel), and the link between neoliberal forces and digital media, which favor the production of fluid subjectivities, little available for encounters based on problematization and estrangement from reality. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Tese 2025-12-18T00:00:00Z http://www.bdtd.uerj.br/handle/1/25536 Título: Entre o analógico e o digital: o lugar da interdisciplinaridade na formação de professores Autor: Aguiar, Marcia de Medeiros Primeiro orientador: Villardi, Raquel Abstract: This research investigates the role of interdisciplinarity in teacher training in undergraduate courses, contrasting the analog model, symbolizing the traditional school with its educational resources limited to the restricted information in the classroom brought by the teacher, with the digital model, resulting from the social appropriation of a set of new information and communication technologies that have emerged in the last 50 years and have profoundly altered the communication process in society, the way subjects relate to each other, the social architectures that have been built, and their inclusion in educational processes. It starts from the understanding that education, as a multiple and continuous social process, should favor practices that overcome the fragmentation of knowledge, promoting integration between different areas of knowledge. In this sense, the thesis seeks to answer the central question: whether undergraduate courses, mediated or partially mediated by digital technologies, effectively prepare teachers for an interdisciplinary practice. The methodology includes a literature review, analysis of legal frameworks and institutional documents, and the conducting of focus groups (documentary analysis) with students and teachers from undergraduate teacher training courses in the State of Rio de Janeiro, encompassing both public and private networks. The study seeks to understand conceptions, consensuses, and divergences regarding interdisciplinarity, as well as the influence of digital technologies in this process. The results include the identification of gaps in initial teacher training and the systematization of evidence of interdisciplinary practices. It concludes that teacher training, beyond fragmented specialization, needs to be guided by interdisciplinary practices that enable the expansion of students' cultural capital and foster their critical engagement with the contemporary world. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Tese 2025-12-08T00:00:00Z http://www.bdtd.uerj.br/handle/1/25518 Título: O Exército Brasileiro e o inimigo cordial Autor: Conceição, André Gomes da Primeiro orientador: Oliveira, Rafael Bastos Costa de Abstract: The research originated from the following problematic question: why do Brazilian Army officers, who claim that defending the homeland is the reason for their corporation's existence and, consequently, for their own professional existence, advocate for neoliberal public policies that deepen social inequalities in the country? This problematic question arises primarily from the book "The Nation Project - Brazil in 2035," published in 2022 by the Sagres Institute. In this context, a research hypothesis was constructed: Brazilian Army generals and senior officers analyze political economy based on pseudoscientific ideas dialogically linked to neoliberalism as a normative system. From this hypothesis derived the object of study: the articulation of the public policies proposed in the book "The Nation Project - Brazil in 2035" with the human development of Brazilian Army officers. Thus, the general objective was established: to articulate the public policies proposed in the book "The Nation Project" with the human development of Brazilian Army officers. To achieve the general objective, the following specific objectives were established: 1) to present the book "Projeto de Nação," published in April 2022 by the Sagres Institute; 2) to analyze the book "Projeto de Nação," especially the chapter on globalism, in a dialogical relationship with influential authors in the Army academies and with the final papers of senior officers at the Army Command and General Staff School (ECEME), produced between 2018 and 2021; 3) to discuss the concept of nation in correlation with the assumptions presented in the "Projeto de Nação" and other documents signed by Brazilian military personnel; 4) to evaluate the public policies proposed in the "Projeto de Nação" as a synthesis of the thinking of Brazilian Army officers regarding political economy; 5) to examine the term "Military Family," its impact on the human development of Brazilian Army officers, and its relationship with the "Projeto de Nação" in the context of neoliberalism; and 6) analyze the attempted coup d'état, which culminated on January 8, 2023, and correlate it with the National Project and the professional development of Brazilian Army generals and senior officers. The methodology consisted of a documentary analysis produced by Brazilian Army generals and senior officers, with an emphasis on the book "Nation Project," as well as documents from public and private institutions on related topics. The conclusion was that the hypothesis was confirmed, and a set of proposals for reforms to the Brazilian State regarding the Armed Forces were presented. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Tese 2025-10-22T00:00:00Z http://www.bdtd.uerj.br/handle/1/25484 Título: Formação em saúde no nível superior: um estudo a partir dos cursos de graduação em saúde do Instituto Federal do Rio de Janeiro Autor: Leme, Ednéia Aparecida Primeiro orientador: Ramos, Marise Nogueira Abstract: This thesis investigates higher education in health at the Federal Institute of Rio de Janeiro (IFRJ), focusing on teaching practices and pedagogical praxis as mediations between public policies and the conflicting projects that shape professional health education. Grounded in the theoretical framework of Historical-Dialectical Materialism, the study conceives education as a social practice embedded within the totality of relations of production and influenced by multiple economic, political, cultural, and institutional mediations. The central objective is to understand how experiences of work and education in health, mediated by public policies within a neoliberal context, shape teachers and are expressed in their pedagogical practices. The research combines documentary and empirical analyses, covering Course Pedagogical Projects (PPCs) and data collected through a questionnaire and focus groups with faculty from health programs. The findings reveal the hegemonic presence of competence-based pedagogy and practices associated with active methodologies, while also indicating resistances and contradictions that emerge from efforts to integrate teaching, services, and community. Pedagogical praxis emerges as a central analytical category, evidencing the movement between reproduction and creation, conformity and critique, in teachers’ actions. Institutional conditions, curricula, and public policies are mediations that both constrain and enable the construction of a critical, socially referenced education. We conclude that teaching at IFRJ, although strained by productivist logics and work fragmentation, retains counter-hegemonic potential when guided by ethical-political principles and by the conception of work as an educational principle. Such an orientation comprehensive human development and the struggle for hegemony within public education, strengthening the Unified Health System (SUS) as an ethical-political horizon for health education. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Tese 2025-10-29T00:00:00Z