http://www.bdtd.uerj.br/handle/1/3625 Thu, 05 Mar 2026 17:53:49 GMT 2026-03-05T17:53:49Z http://www.bdtd.uerj.br/handle/1/25393 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 Thu, 04 Sep 2025 00:00:00 GMT http://www.bdtd.uerj.br/handle/1/25393 2025-09-04T00:00:00Z http://www.bdtd.uerj.br/handle/1/25270 Título: Educação franciscana e iluminismo católico: a atuação da Ordem dos Frades Menores no processo formativo colonial fluminense (1750-1850) Autor: Gan, André Ricardo Primeiro orientador: Sangenis, Luiz Fernando Conde Abstract: The thesis was developed within the research line Teacher Education, History, Memory, and Educational Practices of the Graduate Program in Education – Formative Processes and Social Inequalities. The aim of the study is to analyze the impacts of the Pombaline reforms and their relationship with Catholic Enlightenment in the context of the education promoted by the Franciscan Order in colonial Rio de Janeiro. We sought to explore how the Franciscans incorporated Enlightenment elements, emphasizing the valorization of reason and the critical study of original sources, while remaining cautious regarding state proposals for secularization. From a theoretical and methodological perspective, the research adopts a historical and critical approach, grounded in documentary analysis and the history of education. It draws on Walter Benjamin’s reflections on progress and barbarism, Pierre Bourdieu’s concept of field, and Michel de Certeau’s notion of social place, articulating political, cultural, and religious dimensions. This perspective makes it possible to understand Franciscan pedagogy as a practice situated within a field of symbolic disputes and historical tensions. The friars adopted a hybrid pedagogy that integrated humanistic and practical content without abandoning the spiritual and religious identity of the Order. This capacity to reconcile tradition and modernity enabled them to act as mediators in the intellectual and moral formation of colonial society in Rio de Janeiro, particularly through educational spaces such as the Convents of Santo Antônio and São Boaventura. The research also identifies limitations in the Pombaline reforms, whose effects were restricted by regional inequalities, local cultural resistance, and the administrative fragilities of the colonial period. In this context, the friars played a key role, with figures such as Frei Francisco do Monte Alverne, Frei José Mariano da Conceição Veloso, Frei Sampaio, and Frei Antônio de Santa Úrsula Rodovalho standing out for their efforts to mediate between Enlightenment political demands and Franciscan values. Finally, the study highlights the historical and cultural significance of Franciscan pedagogy, recognizing the friars’ contribution to the social and intellectual transformation of colonial Brazil in the eighteenth century. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Tese Tue, 30 Sep 2025 00:00:00 GMT http://www.bdtd.uerj.br/handle/1/25270 2025-09-30T00:00:00Z http://www.bdtd.uerj.br/handle/1/25268 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 Wed, 13 Aug 2025 00:00:00 GMT http://www.bdtd.uerj.br/handle/1/25268 2025-08-13T00:00:00Z http://www.bdtd.uerj.br/handle/1/25251 Título: Confluências entre Teatro, escola pública e Educação Popular na cidade: investigando outras poéticas políticas pela democratização do teatro na educação carioca Autor: Barbosa, Caroline da Silva Primeiro orientador: Tavares, Maria Tereza Goudard Abstract: This doctoral research, developed within the Graduate Program in Education – Formative Processes and Social Inequalities (PPGedu), is aligned with the research line Policies, Rights, and Inequalities. Its aim was to investigate possible pathways toward the democratization of Theater in public schools, engaging in dialogue with Augusto Boal (2010), who advocates for the appropriation of theatrical means of production by the subjects themselves, and with Paulo Freire (1967), who conceives education as a practice of freedom. From the perspective of the crossroads as a life force, inspired by Leda Maria Martins (2021b) and Antônio Bispo dos Santos (2023), the study sought to produce confluences between Theater, Public School, Popular Education, and the City, reflecting on artistic and pedagogical proposals that envision social transformation through the relationship between Theater teaching and the practice of artist-teachers in Rio de Janeiro‟s municipal public network. From a theoretical-methodological standpoint, the research adopted cartography as its method (Deleuze; Guattari, 1995; 1996), developing a mobile writing process based on the experience of a Performing Arts teacher in dialogue with other teacher-researchers of Theater education in the city. Thus, grounded in an epistemology of crossroads, this study presents reflections on possible pathways for the democratization of Theater, involving educators, artists, and students in Rio de Janeiro, and understanding that the meaning of theatrical practice in schools emerges primarily through experience, as taught by Jorge Larrosa (2018), in encounters with others through a sharing of the sensible (Rancière, 2005). Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Tese Tue, 11 Nov 2025 00:00:00 GMT http://www.bdtd.uerj.br/handle/1/25251 2025-11-11T00:00:00Z