http://hdl.handle.net/11422/27111 Tue, 21 Apr 2026 07:22:09 GMT 2026-04-21T07:22:09Z http://hdl.handle.net/11422/28346 Title: Pejotizar é precarizar: escrevivência de uma professora-pesquisadora a partir de sua vivência e dos relatos de três professores de matemática pejotizados no Rio de Janeiro Author(s)/Inventor(s): Cabral, Beatriz Ribeiro Advisor: Silva, Ulisses Dias da Abstract: This dissertation aims to understand how the outsourcing of teaching labor through individual legal entities (commonly referred to as pejotização) impacts the work of mathematics teachers in private schools in the city of Rio de Janeiro. Pejotização is understood as a hiring prac tice that replaces formal employment under the Consolidation of Labor Laws (CLT) with the registration of the teacher as a legal entity, usually through the status of Microentrepreneur In dividual (MEI), thereby transferring responsibilities and risks from the school to the teacher. The research is grounded in the author’s lived experience and builds on implicated accounts of teaching practices, critically examining recent transformations in labor relations—especially in the aftermath of the 2017LaborReform—markedbytheadvanceofneoliberalismandthefinan cialization of education. This is a qualitative study, based on historical-dialectical materialism and inspired by the ethical-aesthetic approach of escrevivência, which values situated listening, lived experience as a source of knowledge, and writing as an act of resistance. Secondary data from Brazil’s Federal Revenue Service on MEI registrations in the education sector were mo bilized, alongside mediated conversations with outsourced mathematics teachers to construct the analyzed accounts. The findings indicate that pejotização weakens labor bonds, renders te aching work invisible, and compromises professional identity by denying basic rights such as paid vacation, year-end bonuses, and social security coverage. The accounts reveal how this hiring arrangement deepens historical inequalities, intensifies teacher isolation, and undermines collective bonds within schools. The discourse of autonomy, often used to justify outsourcing, conceals relations of subordination and contributes to the normalization of precariousness. The study concludes that pejotização is not merely a new contractual model, but part of a broader po litical project of state withdrawal and commodification of teaching as a social, pedagogical, and political practice. In light of this scenario, the dissertation reaffirms the importance of collective organization, the strengthening of professionalization, and the development of public policies that recognize and protect the work of mathematics teachers. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação Thu, 10 Apr 2025 00:00:00 GMT http://hdl.handle.net/11422/28346 2025-04-10T00:00:00Z http://hdl.handle.net/11422/28259 Title: O ensino de álgebra para o estudante surdo associando libras e material manipulável Author(s)/Inventor(s): Vancini, Eduardo Oliveira Advisor: Gomes, Cristiane Ruiz Abstract: This dissertation aimed to investigate didactic strategies for teaching Algebra to deaf students, through the integration of Brazilian Sign Language and the use of manipulatives. The proposal is grounded in the perspective of Inclusive Education and in the need to ensure equity in access to mathematical knowledge, considering the linguistic and communicational specificities of deaf students. In this regard, the research was guided by the following question: how can the use of Libras, combined with manipulable teaching materials, enhance the teaching of Algebra for deaf students? The investigation followed a qualitative approach, structured in three stages. The first stage consisted of semi-structured interviews with educational interpreters of Brazilian Sign Language working in basic education, in order to identify challenges and strategies in the mediation of mathematical content. In the second stage, manipulable teaching materials were developed, designed to favor the understanding of algebraic concepts through visual and tactile resources. The third stage involved the implementation of a didactic sequence composed of four lessons, addressing introductory Algebra topics — unknowns, algebraic expressions, first-degree equations, and binomial products. The results indicate advances in the conceptual understanding of students, reinforce the role of interpreter mediation, and suggest more accessible pedagogical practices. Thus, this study contributes to the reflection on inclusive teaching methodologies, highlighting the role of the teacher in bilingual education and the relevance of visual communication and tactile support in the learning process of abstract content by deaf students. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação Tue, 26 Aug 2025 00:00:00 GMT http://hdl.handle.net/11422/28259 2025-08-26T00:00:00Z http://hdl.handle.net/11422/28240 Title: Teorema de pick: apresentando uma forma de calcular áreas e a sua contribuição para o cálculo de volumes Author(s)/Inventor(s): Teixeira, Claudio Reis Advisor: Santos, Walcy Abstract: This work was built based on the Pick's Theorem and how to calculate areas in a differentiated way. The Pick's Theorem proves to be a powerful mathematical tool that allows the calculation of the area of simple polygons in a very effective way. Its approach is especially useful for polygons that are not regular, as it is not necessary to apply specific formulas for each type of polygon. In this work, you will also see in one of the chapters the contribution of this theorem in three-dimensional calculations, which it was extended to the calculation of volumes. In 2019, an application of the Pick's Theorem was conducted in a 9th-grade class at a Municipal School in Rio de Janeiro, where the students were able to experience a different way of working with polygons and, as a result, in addition to engaging in the learning process, they obtained very satisfactory results in the task application. The method proved to be efficient for the calculations performed, which highlights its importance as a tool for teaching and learning mathematics. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação Tue, 01 Aug 2023 00:00:00 GMT http://hdl.handle.net/11422/28240 2023-08-01T00:00:00Z http://hdl.handle.net/11422/28190 Title: Potencialidades da narrativa autobiográficas de uma professora de matemática: um percurso de experiências e auto(trans)formação Author(s)/Inventor(s): Pereira, Evelin Cardoso Benvindo Advisor: Assemany, Daniella Abstract: This dissertation aims to investigate my process of self-(trans)formation as a Mathematics teacher throughout my professional teaching career, striving for an empathetic pedagogical practice. The general objective of this study is to unveil some of my professional experiences that influenced my self-(trans)formation as a Mathematics teacher for Basic Education students. I intend to achieve the following specific objectives: i) revisit my professional journey, emphasizing the context of the project 'Corrupt. Me?!'; ii) reveal moments of autonomy, creativity, collaborative work, and creative insubordination in my teaching trajectory; and iii) verify my moments of sensitive listening, critical reflection, problematizing dialogues, perception of incompleteness, and awareness. To this end, I use the methodology of autobiographical narrative, with a qualitative approach, to seek understanding how personal and professional experiences contribute to my professional development and the adoption of a sensitive and reflective stance, both inside and outside the classroom. The research is based on my experience reports and reflective records, and on the narrative involving the development of an interdisciplinary project with 9th-grade students (Ensino Fundamental), which reveals itself as the space for greatest teacher reflection. The theoretical framework is based on the concepts of self-formation, self-(trans)formation, creative insubordination, and autobiographical narrative within the contexts of pedagogical practices. The results show that critical reflection on my own experiences allows for the reframing of challenges and the enhancement of teaching strategies, motivated by the experience of dynamizing the interdisciplinary project. I highlight my self-(trans)formation, which reveals an empathetic teacher with a more humanized teaching posture. As future perspectives, I emphasize that the perception of my path of teacher self-(trans)formation is configured as a continuous process, in which reflection on practice and sensitive listening become fundamental for my pedagogical performance, emerging with greater awareness and eager for transformations. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/11422/28190 2025-01-01T00:00:00Z