http://hdl.handle.net/11422/64 Mon, 20 Jul 2026 15:59:19 GMT 2026-07-20T15:59:19Z http://hdl.handle.net/11422/29679 Title: Zonas de silêncio nas relações de trabalho docente na educação básica brasileira (2011-2024) Author(s)/Inventor(s): Souza, Artur Gomes de Advisor: Motta, Vânia Abstract: This thesis aimed to understand the determinants of the contractual forms of the teaching workforce in state Basic Education in Brazil, with an emphasis on the expansion and the obscuring of data regarding the temporary hiring of teachers, in contrast to permanent positions. The research analyzes certain economic, political, and social determinants underlying this phenomenon, in connection with State reform, the export-oriented pattern of productive specialization of Brazilian dependent capitalism, demographic transition, and the increase of constant capital in the so-called “educational industry.” Through documentary analysis of the production of international organizations (UNESCO, World Bank, IDB) and national capital organizations—namely the Private Apparatus of Hegemony “Todos Pela Educação” Movement, as well as the mobile action fronts “Movimento Profissão Docente” and “Movimento Pessoas à Frente”. To understand the moments of capital in their regional and national derivations, the study draws on the content of 49 master’s dissertations and seven doctoral theses addressing temporary teachers and their contractual forms in Basic Education. We interrogate the zones of silences of capital through the analysis of official statistical data (Censo Escolar/INEP, RAIS, PNAD/IBGE). The findings demonstrate a shift in education state networks from 473,289 to 781,729 temporary teachers between 2011 and 2024, with substantial growth of temporary contracts in municipal systems and predominance in state systems, configuring a floating relative surplus population of teachers. We also observe a shift of the workforce from state systems to municipal and private systems in elementary education, alongside the maintenance of state systems as the main employer in secondary education. In early childhood education, there has been growth in the number of teachers in municipal and private systems. We identify zones of silence in bourgeois documents, which omit the centrality of reducing the wage mass allocated to teaching workers through reform proposals that deepen the fragmentation of the category. One such example is the long-term temporary contract, which allows greater control over teaching labor through large-scale testing, monitoring, and individual accountability of teachers for student outcomes. We propose as a hypothesis, to be investigated in future studies, that this constitutes one of the factors shaping the “new type” of teacher desired by bourgeois coalitions active in education. This would involve a teacher hired under a standardized contract term, who is not permanent but has provisional stability for six years, after which they undergo a new selection process, alongside increased ease of dismissal for striking workers by bourgeois organic intellectuals acting through performance evaluation and institutional fit criteria. It is concluded that contractual instability is a structural element of Brazilian dependent capitalism, with profound implications for reducing the wage mass allocated to teachers and fragmenting the teaching workforce. The expansion of temporary contractual forms has also provided room for a qualitative transformation in teaching work in the 2020s, as anticipated by the World Bank and representatives of local capital. We reject the hypothesis of a teacher shortage or a “possible teacher blackout,” which is both unfounded and somewhat cynical given the large contingent of teachers attempting to enter the profession but being excluded through selection processes. Finally, we demonstrate a trend toward the intensification and extension of teaching workloads, as well as the deepening of precarious conditions in access to schooling and knowledge in the country. Publisher: Universidade Federal do Rio de Janeiro Type: Tese Mon, 15 Dec 2025 00:00:00 GMT http://hdl.handle.net/11422/29679 2025-12-15T00:00:00Z http://hdl.handle.net/11422/29597 Title: Poéticas dos possíveis: o potencial emancipador das aulas de teatro na escola Author(s)/Inventor(s): Tosta, Luciana Advisor: Nogueira, Monique Andries Abstract: This research, which is part of the area of Drama Teaching, had the general objective of analyzing the relations of emancipation in the space of theater classes at school, considering the profile of the teacher, the proposed practices and the narratives of former students, supported by the concept Poetics of the Possibles. In order to do this, it held Chatting Circles to identify whether or not the teachers had emancipatory potential, through a characterization established by the research, which considers the political, philosophical and cultural background of each teacher to be essential in emancipatory processes. The practices narrated by the participating teachers were analyzed based on the following categories: autonomy, social commitment, interdisciplinarity and creative processes. Chatting Circles were also held with former students, guided by a key question about the possible legacy left by theater classes at school. The concept of emancipation is guided by Critical Theory, mainly by Adorno, which is the same of Paulo Freire's understanding of conscientization. Both are joined by Augusto Boal and Bertolt Brecht to support this thesis, and dialog with Aristotle, Marilena Chauí, Walter Benjamin, among others. The work debates issues such as the power of the Cultural Industry in Education and the negative consequences of the atrophy of fantasy, through the eyes of psychoanalysis. It also proposes an anthropophagic perspective for methodology, in a fertile field of experiences such as theater epistemology. It also brings up the urgency of seeking pedagogical strategies to combat the barbarities of the present, such as contributing to the building of autonomy, critical thinking, affective attitudes towards others, the fight for rights and the strengthening of democracy. As a result, the research points out that some difficulties in the educational system can contribute to the emancipatory potential of theatrical practice at school, as they can cause teachers to lose their motivation. However, the participants in the Circles showed up to be resistant citizens, concerned about the capacity and political influence of their work. The former students spoke of a positive legacy from their experiences in theater classes. Therefore, it was observed that theatrical language as a subject at school can enrich the processes of building autonomy and emancipation. Publisher: Universidade Federal do Rio de Janeiro Type: Tese Fri, 22 Mar 2024 00:00:00 GMT http://hdl.handle.net/11422/29597 2024-03-22T00:00:00Z http://hdl.handle.net/11422/29596 Title: A perspectiva da educação popular em ações de acesso ao ensino superior na Universidade da Integração Internacional da Lusofonia Afro-Brasileira por classes populares da Guiné-Bissau Author(s)/Inventor(s): Tavares, Cidália Mendes Correia Advisor: Santos, Enio José Serra dos Abstract: This work is a master's dissertation that seeks to study the perspective of Popular Education in actions for access to Higher Education by working classes in Guinea-Bissau. Its main objective is to analyze the role of Popular Education in preparing young people from the working classes of Guinea-Bissau to enter Higher Education at the University of International Integration of Afro-Brazilian Lusophony (Unilab). To this end, qualitative research was conducted based on semi-structured interviews with Guinean students who participated in the Emancipa Malês preparatory course and are currently studying at Unilab. The data from these interviews were cross-referenced with bibliographies from researchers on Popular Education, popular preparatory courses, and higher education. It is understood that higher education in Guinea-Bissau is very precarious and requires effective public policies to improve its functioning. Among the many factors that hinder Guinean students' access to and retention in universities, the lack of free higher education and the centralization of universities in Guinea-Bissau stand out. Thus, the working classes, especially those living in the interior of Guinea-Bissau, are unable to access and remain in higher education and end up seeking alternative study options outside the country. In this sense, the relevance of this research is understandable, as, by examining the entire process of incentives fostered by Popular Education initiatives for students in higher education in Guinea-Bissau and Brazil, it is hoped that this will contribute to the development of higher education in these countries and also serve as a theoretical basis for future researchers on topics related to Popular Education. This research opens avenues for further investigation and exploration of the Popular Education developed by the Emancipa Malês Network, extending the analysis of the process of preparing students from Angola, Cape Verde, Mozambique, and São Tomé and Príncipe for admission to Unilab, given that the focus of this research was on Guinean students. Furthermore, in-depth research on the development of popular education in the pre- colonial, colonial, and post-colonial periods in Guinea-Bissau and its impact on society. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação Mon, 21 Jul 2025 00:00:00 GMT http://hdl.handle.net/11422/29596 2025-07-21T00:00:00Z http://hdl.handle.net/11422/29580 Title: Formação de professores surdos: memória e narrativas de práticas na docência Author(s)/Inventor(s): Martins, Mônica Astuto Lopes Advisor: Kelman, Celeste Azulay Abstract: Despite the fact that university level education for Deaf people has become a reality, many of them are still unable to work in the area of knowledge in which they have graduated. We sought to investigate the formative paths, the constitution of Deaf teachers’ teaching throughout history up to the present day and what place teachers occupy in the educational scenario. This thesis has as a general objective analyze the formative paths and the life history of some Deaf teachers, observing how they work in the area in which they have graduated. The specific objectives are: a) Research the area of activity and spaces occupied by Deaf teachers in teaching subjects and school content in bilingual education institutions; (b) Analyze the academic training and teaching knowledge of the Deaf participating teachers and (c) Research their professional trajectories, bringing concepts and gaps about the training process that may emerge from the stories brought in the video narratives. The theoretical basis of the research is a historical-cultural approach, focusing on discourses that show the relationships between language, language and ideology; on reflections about teacher formation (Tardif, 2010; Nóvoa, 2018, 2017, 2011, 1997) and performance of Deaf teachers; from the perspective of critical and intercultural multiculturalism in bilingual education (Kelman, 2015; Walsh, 2021, 2012, 2009; Ivenicki, 2018). To construct the data, a qualitative approach methodology was used. Instruments used were 215 questionnaires answered by Google Forms, through selection and detailing of twelve of the forms received from the teachers and the interlibrist vídeo narratives (neologism between interview in Libras) with 10 (ten) Deaf participants, which were transcribed and translated into written in Portuguese. Content analysis was applied to form and describe the ten possible categories that involve the results of this thesis (Bardin, 2016). Through this research, gaps were found in continuing education and plural/intercultural education; the lack of awareness and greater efforts on the part of educational institutions to implement educational/linguistic policies and the difficulties in the employability of Deaf teachers in other disciplines and areas of knowledge, so that interculturality and access to quality education for deaf students can be made viable, considering their linguistic and educational uniqueness, subsidized by Law number 14.191/2021, which includes it as a teaching modality in Guidelines and Bases of Nacional Education/1996. Publisher: Universidade Federal do Rio de Janeiro Type: Tese Wed, 26 Feb 2025 00:00:00 GMT http://hdl.handle.net/11422/29580 2025-02-26T00:00:00Z