This thesis presents a dialogue between the African worldview and philosophical principles based on Yoruba culture, weaving insights and reflections on the use of the archetypes of the Orishas as a pedagogical tool in anti-racist actions and practices. Focusing on a Public Integrated Education Center (CIEP) in the west zone of the city of Rio de Janeiro, in the first stage of basic education, we will present possible paths that contemplate the applicability of Law 10.639/2003, the National Curricular Guidelines for Early Childhood Education (2009), the National Curricular Guidelines for the Teaching of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture (2004) in harmony with the valuable African cultural contribution from the Yoruba deities. The civilizing aspects systematized by Oliveira (2021) and Trindade (2005) support the sensitive points as we delve deeper into the issue of spirituality and religiosity, highlighting the benefits of continuing with actions that generate debates and challenges related to racism and religious intolerance, legitimizing the presence of the mythology of the Orixás (Prandi, 2001) in anti-racist pedagogical interventions in early childhood education. The baggage that houses the intentionality of the journey was organized through studies on Axé children, with an emphasis on the consistent elaboration of Caputo (2012) and the record of some issues presented here in dialogue with the teaching of African and Afro-Brazilian culture, which presents Yoruba mythology as a pedagogical contribution to the insertion of knowledge and understandings originating from Africa. The concept of the secularity of the State is preserved, accompanies the research and the reflections generated by it, permeating the ideas formed in this thesis.

This research aimed to analyze the factors that motivated student dropout and retention, including academic, social, and personal aspects, in order to share the results of this research to motivate the planning of actions that can contribute to the permanence of students in the Computer Science Course at the Multidisciplinary Institute (IM) of the Federal Rural University of Rio de Janeiro (UFRRJ). To this end, we chose a qualitative and quantitative (quali-quanti) approach as our methodology, considering them more pertinent to this investigation. The research field is structured in two data collection contexts. The first is based on information from data found in the Integrated Academic Activities Management System (SIGAA), and the second is a questionnaire administered to students of the course for a more detailed analysis of the causes of dropout and retention. We hope that this research will contribute as a basis for planning actions aimed at student retention in the course.

This thesis investigates the contribution of the Afro-Brazilian and Indigenous Studies,
Research, and Extension Center (NEABI) at the Federal Institute of Northern Minas Gerais
(IFNMG) to the implementation of the affirmative action policy established by Law No.
12,711/2012 (Quota Law), updated by Law No. 14,723/2023, focusing on the Black
population (pretos and pardos). Grounded in the “escrevivências” (life-writing) of the author,
a Black woman, teacher, and mother with a trajectory at IFNMG since 2006, the study asks
whether, and to what extent, NEABI makes the Quota Law effective, examining the processes
of policy introduction and implementation between 2012 and 2025. A qualitative approach is
adopted, with phenomenological inspiration and an action-research character. The research
setting comprises the IFNMG Rectory and the Araçuaí, Arinos, Salinas, and Januária
campuses, and the participants are institutional managers and NEABI representatives involved
in the implementation of the Quota Law and of the nuclei themselves. Methodological
procedures included documentary analysis of legislation and internal regulations, a
questionnaire applied to NEABI members, and semi-structured interviews with managers and
NEABI representatives. The theoretical framework articulates Stephen J. Ball’s policy cycle
analysis, relating macro contexts (legislation and national guidelines) and micro contexts
(institutional practices and lived experiences), with contributions from Nilma Lino Gomes,
Paulo Freire, and Stuart Hall, as well as Bourdieu’s concepts of habitus, field, and
reproduction of inequalities. The results indicate that NEABI acts as a central driver of antiracist
practices—such as the establishment of racial verification committees, the promotion of
Education for Ethnic-Racial Relations, and the production of institutional racial literacy—yet
its effectiveness in implementing the Quota Law is constrained by power disputes,
discontinuities, and institutional fragilities. The study concludes that NEABI’s actions
produce significant, though partial, shifts within IFNMG, especially by challenging curricula,
admission procedures, and management practices. Consolidating an effectively inclusive and
anti-racist institutional culture requires full institutionalization of NEABI, stronger
articulation with decision-making bodies, and structured permanence policies for quota
students.

This thesis analyzes the characteristics of the creation processes of the Council of Black Entities of the Interior of the State of Rio de Janeiro (CENIERJ) and the activism that built and maintained it, focusing on the final years of the 1980s and 1990s. During this period, CENIERJ strategically articulated the Black organizations in the interior of the state, with actions in more than forty municipalities, holding two annual meetings, every six months, for over three decades, demanding specific agendas for this segment, thus highlighting the strength of the interior and the historical struggle of the Black movement against racism in Brazilian society. The analysis of this trajectory seeks to highlight the silences and invisibilities experienced by the Black population, while simultaneously exposing the protagonism of the Black Movement as a historical subject confronting racial hegemony and Euro-ethnocentric values, creating tension, informing, forming, and educating for anti-racism. I considered my own experience of Blackness and the consequences of racial markers in my identity construction, combined with my activism, as decisive factors in the methodological choice of autoethnography, therefore, in constant dialogue with the research and analyses that I now present, emphasizing narratives that are still subalternized and hierarchized in Brazilian historiography. To substantiate the thesis on the contribution of CENIERJ to the consolidation of the Black Movement in the state of Rio de Janeiro, it was fundamental to address the social and political context, the characters involved in this process during the period of its founding (1987), when black activism was also maturing in the capital and throughout the country.

Games, especially traditional ones, play a significant role in the development of social,
cognitive, and cultural skills, providing an environment for cooperation and creativity.
With the transition to the digital age, it is crucial to reclaim the playful value of games,
which goes beyond entertainment by promoting essential skills for citizenship
formation. The Mancala game, with its African cultural roots, is an example of how
games can be powerful educational tools. This research seeks to explore the integration
of these games into mathematics education, promoting social cohesion, respect for
cultural diversity, and the development of social and academic skills. The aim of this
dissertation is to expand the theoretical, historical, and anthropological framework
regarding Mancala games in Brazil applied to mathematics education. The proposed
methodology aimed to conduct a critical review of the academic literature on Mancala
games, collecting relevant references from articles, books, theses, and dissertations. It
also sought to gather works that addressed the history, theory, and anthropological
aspects related to Mancala games, both in Brazil and in other cultural contexts. The time
frame covered publications from the last ten years (2014 to 2024). However, there was a
need to expand this period due to the relevance of some studies for the current research.
Traditional games, such as Checkers, Chess, and Mancala, play an important role in
human development, promoting cognitive and social skills. In a digitalized and isolated
context, playfulness emerges as an essential tool to overcome educational and social
challenges. Mancala, for example, not only teaches mathematics with a focus on
counting and strategies, but also preserves cultural narratives, promoting the
appreciation of diversity. The integration of these games into education, especially in
mathematics, contributes to a more dynamic and inclusive learning process, connecting
abstract concepts to cultural and historical contexts. The use of these games can also
develop skills such as logical reasoning, problem-solving, and social abilities, preparing
citizens who are aware and respectful of cultural pluralism.

It is in the fight against racial discrimination, in the valorization of Afro-Brazilian culture, in the deconstruction of stereotypes and prejudices that black literature has historically demonstrated an essential role. Among the cultural diversity that exists in Baixada Fluminense, black literature has its space. A space constructed in everyday life by the writers of the region themselves. The black writers of Baixada Fluminense have contributed not only to the visibility of this literary movement, but from there, in their places of activity, they have collaborated in different and significant ways in the fight against racism. To this end, some writers who were born, lived or live in this region and haver worked in the same area were selecter, considering some criteria such as different professions and forms of action in their militancy and activism. We used biographical and authorial records as documents for the analysis and sought to follow The writers’ participation in events, analyzing the relationship between their writings and their identities. In addition to the documentary research, a bibliographic search was carried out to provide a basis for concepts, narrativas, and Memories about black literature by authors such as Eleonora Menicucci, Conceição Evaristo, Maria Cristina Maciel, and Kabengele Munanga. The analysis showed that through spaces of professional activity, activism, and militancy, they fulfill their desire to disseminate black literature, while organizing thematic discussions about blackness, providing opportunities for the telling of other stories.

Since childhood, individuals are impacted by lived experiences, especially in the school environment, since children are important social actors. Therefore, themes such as the Education of Ethnic-Racial Relations (ERER), expressed by Laws 10.639/03 and 11.645/08, are essential for a curriculum concerned with social justice. On the other hand, the National Common Curriculum Base (BNCC) of Early Childhood Education (EI) does not consistently point out the approach of these laws, which can be contemplated by the municipal curricula focused on the first stage of Basic Education. With this, the general objective of this study was to analyze how the municipal curricula focused on the EI of the cities of the Baixada Flumi¬nense conceive the ethnic-racial relations for the educational processes of the children of their respective territories. This is a bibliographic and documentary research, qualitative, of a descriptive-interpretative nature. In this research, inspired by the narrative review, the articles that articulate ERER and EI are examined. In the documentary field, the BNCC, Laws 10.639/03 and 11.645/08 and the published municipal curricula of Baixada Fluminense are analyzed. The technique used for documentary bibliographic data was Bardin's Content Analysis (2016). As a result of the narrative review, five studies were found and discussed, revealing that the discussions arising from the relationship between ERER and EI are filled with the perspectives of teacher training, the daily life of Basic Education, the ethnic diversity of the stage and the look at black children. Regarding documentary research, nine curricular documents were located, namely: Duque de Caxias, Japeri, Itaguaí, Mesquita, Paracambi and Guapimirim (found in online searches); and Nova Iguaçu, Queimados and São João de Meriti (informally located). As axes of analysis, we focus on the mode and history of construction of the prescribed curricula; on the structuring of the documents; and on their respective contents. From the first axes, with the verification of the training processes and the structuring of the documents, it was noted that only Duque de Caxias presents the dialogue between ERER and EI in a coherent way throughout the documentary formulation. In relation to the contents, three categories for data analysis were drawn: (1) in the textual margins: possible allusions to ERER; (2) the teaching performance in ERER: principles, objectives, suggestions and pedagogical strategies indicated by the municipalities; (3) highlighting the child protagonism: ERER and the learning objectives aimed at children. From these categories, it was possible to notice that the municipalities of Guapimirim, Nova Iguaçu, Queimados, Mesquita, Paracambi and Duque de Caxias are the only ones in the Baixada Fluminense to explicitly consider ERER as part of the EI training course. Finally, it is worth highlighting the vast collaboration with anti-racist education of the municipalities of Paracambi and Duque de Caxias, which advance in relation to the directions of the BNCC in the context of the discussions on ERER in their documents prescribed for childhood.

This research seeks to reflect on the potential contributions of literary narratives to university education, particularly when addressing ethnic-racial and gender-related discussions in higher education. To this end, we engage in dialogue with authors such as Hall (2003), Spivak (2010), and Said (2007; 2011), understanding that the debate around subaltern studies is essential to analyzing how educational institutions construct the figure of the “Other.” Beyond this, by incorporating the contributions of Kilomba (2019), hooks (2017; 2020), Chimamanda Ngozi Adichie (2019), Walsh (2004), Santos (2023), and Freire (2013), we aim to explore possible pathways for confronting and disrupting colonial knowledge structures within the university context. Based on the perspective of Souza (2004), among other scholars, we highlight the importance of the autobiobibliographic method throughout this process, as it enables the valorization of our own histories and knowledges in spaces that have historically silenced us.

In 2003, Law No. 10.639/03 was passed, amending the 1996 Education Guidelines and Bases Law and making it compulsory to teach Afro-Brazilian culture and history in educational institutions throughout the school segment. Based on this legislation, we realise that there is a need and possibility to question possible pedagogical actions that are based on anti-racist practices and corroborate a transgressive and counter-colonial education. Therefore, I bring up the use of Estação Primeira de Mangueira's 2019 Samba-Enredo as a pedagogical ally for the construction of this liberating education. As well as being the winning samba of the year, it was one of the few songs that ‘broke through the carnival bubble’ and managed to enter several homes. Through all its historical, social and political contributions, Samba tells the story that history doesn't tell and shows different, as well as positive, narratives about the black population. My methodology is qualitative research, as I aim to contribute to multicultural education that goes beyond the classroom. Thus, in order to subvert racist logic, this dissertation sets out to discuss how the aforementioned composition can act as an ally, aiming to show innovative, anti-racist and transgressive ways of applying this law. Thus, Samba and the Estação Primeira de Mangueira gave light and coloured this thought pink, faithfully corroborating the main objective of the research.

This research focuses on teaching work, based on the understanding that contemporary society is structured by neoliberal management models that influence different spheres of human sociability. Through a sociohistorical approach and grounded in historical-dialectical materialism, this research aims to characterize the redefinition of teaching identity based on Resolution CNE/CP 2/2019, which establishes the Curricular Guidelines for Initial Teacher Training for Basic Education and establishes the BNC-Training Program (BNC-Training). This bibliographical work also includes an empirical development section based on a survey of articles from the last five years (2019-2023) that discuss BNC-Training and teaching work. We begin from the premise that BNC-Training entails teacher training and performance through market-driven aspects, separating teachers from their social function in the formative processes and human emancipation of individuals involved in educational practice. With this, we assume that from this scenario of transformations in the organization and conception of teachers' work, the teaching identity assumes a role of commodity in which the teacher is crossed by a process of alienation from his/her work.

This dissertation aims to address the phenomenon of Data Colonialism, understood as the process sustained by the appropriation and use of digital traces left on online platforms and its resonance in contemporary society. The study establishes connections between such practices and the challenges faced by teaching in the face of the advances of big tech companies, whose main interface is the digital network. The research is situated within the field of cyberculture and was developed with undergraduate Pedagogy students in their third semester, within the scope of the courses Cyberculture and Education and Curriculum Theory and Policy, taught by Professor Edméa de Oliveira Santos at the Federal Rural University of Rio de Janeiro (UFRRJ), Seropédica Campus. The central objective was to critically analyze data colonialism through the reflection on films that portray the relationship between digital colonialism and its influence on users’ practices when seeking services and products online. The methodological approach was based on research-training in cyberculture, employing the Cineclub as a pedagogical device. Data were produced through synchronous and asynchronous activities on the SIGAA platform, following the exhibition of the film “Quanto vale ou é por quilo?” and the documentary “Coded Bias”, accompanied by discussions and reflective productions. The results demonstrate that pedagogical mediation, grounded in collaborative and critical practices, enables the problematization of digital colonialism, contributing to the development of greater awareness among future teachers about the mechanisms of data collection and use in cyberspace, as well as their implications for education and for networked society.

Illiteracy among rural women in Brazil stems from historical, economic, and gender inequalities that permeate daily life and compromise school trajectories. This research investigates the experiences of three women from my family: Natalice (grandmother), Zilá (mother), and Sunamita (aunt), residents of Jaceruba, Japeri-RJ, seeking to understand how their memories and educational paths are articulated with Youth and Adult Education (EJA) in rural areas. In dialogue with popular education and rural education, the study also analyzes the "Educate to Emancipate" project, carried out in the state of Rio de Janeiro, which enabled Natalice's literacy, with her own daughters as teachers. Methodologically, the research relies on comprehensive interviews (Ferreira, 2014; Fátima, 2006), conducted in two stages, associated with the reconstruction of memories (Halbwachs, 1990; Bosi, 2007; Braga, 2000; Santos, 2009; and Soares, 2018)) and document analysis. The interviews were conducted with the three main participants, Natalice, Zilá, and Sunamita, and additionally with Natalice's sisters, Talita and Maria, who helped fill in gaps in her life story due to the worsening of her memory after an aneurysm. The procedures adopted prioritized attentive listening and respect for personal narratives, allowing experiences to be reinterpreted and contextualized in the present time. The results point to recurring obstacles in accessing school, such as early agricultural work, the distance between home and school, precarious transportation, and the burden of family care. At the same time, they highlight the potential of literacy in old age, translated into autonomy, strengthening of community ties, self-recognition, and emancipation. It is concluded that the experiences of Natalice, Zilá, and Sunamita reaffirm the centrality of contextualized adult education policies that respect the times, identities, and knowledge of rural areas, and confirm literacy as a right and as a path to active aging, social inclusion, and the intergenerational transmission of memories.

The objective of this research is to investigate the impact of Brazilian and American children’s animations in promoting educational practices that enunciate the hair aesthetic formation of children. The theoretical foundation establishes dialogues with Decolonial Pedagogy to problematize the production of knowledge through black epistemologies. For this, we will use the methodologies of Action-Research, Writing and Lived-conceived. The theoretical and methodological paradigms will be developed in two educational institutions, one formal andformal, through the display of animations and cinematographic exercises in order to analyze the imagetic knowledge seen and conceived by children of basic education.

This research is based on the observation that many teachers experience extreme exhaustion, burnout syndrome, and other psychological disorders without receiving sufficient institutional support. In this context, the need for public policies aimed at promoting healthier and more sustainable school environments becomes evident. Initial and continuing teacher education is therefore considered an essential instrument to strengthen teachers and better prepare them to face the challenges of the profession. The main objective is to analyze how the issue of teacher health is addressed in Pedagogy undergraduate courses offered by public institutions in the Baixada Fluminense region. This is a qualitative study, grounded in theoretical references from the field and in the analysis of the curricula of Pedagogy courses offered by public universities in the region — the Faculdade de Educação da Baixada Fluminense of the Universidade do Estado do Rio de Janeiro (FEBF/UERJ), the Instituto de Educação (IE), and the Instituto Multidisciplinar (IM) of the Universidade Federal Rural do Rio de Janeiro (UFRRJ), located in the Seropédica and Nova Iguaçu campuses. In addition to the curricula, the analysis of the Pedagogical Course Projects (PPCs) is fundamental to understanding how training processes consider the factors that affect teachers’ mental health and working conditions, contributing to the development of a more critical, humanized, and professionally valued teacher education committed to educators’ well-being

The construction of the idea of knowledge expropriation as a possible way to think about knowledge production in the field of education, the object of this research, is configured as a dense and complex challenge of a theoretical and methodological nature. We established as a research problem the new configurations of knowledge production, based on the evaluative culture systematized by the main research agencies, CAPES and CNPQ, and on the way in which knowledge production has been re-signified in capitalist society based on neoliberal ideals. The general and circumscribed objective of the research is to construct a theoretical scheme, using it as a basis for the elaboration of a possible category of knowledge expropriation, tracing a new path, based on this possible category, to think about knowledge production. In methodological terms, this research is based on historical-dialectical materialism, translating into a work of theoretical and critical effort, which considers the dynamics and the economic-political-social situation as a result of the forces in dispute, which directly interfere in Education, Higher Education, postgraduate studies and, consequently, in the production of knowledge in this area. In this first moment of writing, our efforts focused on a conjunctural analysis of society, based on the concept of dependent capitalism in Florestan Fernandes and Miriam Limoeiro Cardoso. In addition, we also carried out a historical review of the university from the 1968 University Reform to the Bolsonaro government (2019-2022). The discussion is carried out in the debate on the dynamics of reforms and reconfigurations of Higher Education, so that, in the continuity of the work, it is possible to understand the movement of postgraduate studies and the production of knowledge in this context.

This research emphasizes the leading role of black children in anti-racist education, using self-portraits as a pedagogical tool to combat racism and build positive identities. Using a qualitative approach, the study analyzes artistic practices in schools, showing how self-portraits allow children to reflect on their image, racial identity, and self-esteem, strengthening their role as active subjects in the construction of knowledge. Based on Law 10.639/2003, the research advocates anti-racist practices that value ethnic-racial diversity and promote emancipatory curricula. Through the analysis of artistic productions and interactions between children in Early Childhood Education, the study reveals how their narratives and experiences are transformative tools, capable of deconstructing stereotypes and celebrating black culture. By expressing emotions, experiences, and belonging through art, black children affirm their identities and recognize themselves as subjects with full rights. The research concludes that self-portraits are political acts of resistance and empowerment, essential for promoting racial equality and strengthening identity. Black children matter, and their voices are a fundamental step towards a more just and equitable socie

This thesis investigates the multi-faceted educational practices (dance, music, percussion lessons) developed at the Mangueira do Amanhã Samba School, a children's school at Estação Primeira de Mangueira. The objective is to analyze the educational activities that take place in this space. The problem of this research is focused on the following question: how does the Mangueira do Amanhã Samba School contribute to the construction of knowledge about the history of African culture? From this central question, a second question arises: how do children experience this learning? To answer this problem, we list the following study questions: What is the role of music and dance in the children's samba school and in education about African heritage? How can the children's samba school serve as a space for learning and reflection about African heritage? How does community participation in the children's samba school strengthen the historical memory of the African continent? From this perspective, I seek to direct the focus to the educational practices at the Mangueira do Amanhã Samba School, based on the children's narratives. To make the research feasible, we consulted the Capes Database and the Brazilian Digital Library of Theses and Dissertations, as well as academic journals, in order to understand how this educational process occurs. It was necessary to resort to Afroperspective studies and Afro-Brazilian civilizing values. As a methodological contribution, this is a qualitative research, in which we used ethnography. The results achieved can be found in the final conclusions.

IN SUMMARY

...the thesis is us, the agent in language.

“Technique is everything that is not technique”. Based on this answer given by Heidegger to the question “What is technique?”, I begin the reflection of this thesis. The absurdity of the answer throws us into the abyss of the question: What is being? The question guides the intentional and intuitive path of the subject in the face of the manifestations of the object, the aspect of technique. The subject-object-subject-world synergy made the text a carousel of questions about everything that is not technical, but that constitutes us as people, the epicenter of sociocultural transformations. In the search for what is technique beyond technique, an enigma hangs in the air: I know what technique is, but when people ask me, I no longer know if it is this or that, or this is that. In the crack of the answer, everything starts to buzz once and for all in the dark, leaving only, in the silence of the lighter, the spark of the question: What is technique?, Who am I?, What is being?

Youth and Adult Education (EJA) has presented distinct contours regarding legislation and the full implementation of the Right to Education, ensuring an increase in the average schooling of the population and a reduction in absolute and functional illiteracy in our country. To contribute to a broader understanding of research focused on municipal public policies in the field of EJA, this study analyzes the perceptions of school principals regarding the implementation of public policies aimed at EJA in the Costa Verde region of Rio de Janeiro, in the municipalities of Angra dos Reis, Mangaratiba, and Paraty. To this end, we list the following specific objectives, focusing on Goals 8 and 9 of the National Education Plan (PNE) (2014-2024): to observe the (mis)alignments present in the Municipal Education Plans of the Costa Verde Region, Rio de Janeiro, in the municipalities of Angra dos Reis, Mangaratiba, and Paraty, in relation to the PNE (2014-2024); to identify the translations of Democratic Management and the selection methods for school principal positions in the political texts of these municipalities; and to understand how school principals perceive the implementation of public policy within the municipal schools that offer EJA (Youth and Adult Education). The theme presented in this doctoral thesis incorporates analytical elements to adopt the conception of this implementing agent as a Mid-Level Bureaucrat (MBL), even though, at times, their actions bring them closer to the policy beneficiaries. Moving hierarchically, this intermediary actor faces the constant challenge of connecting the upper echelons and the street level of the bureaucracy in the school unit they represent. Based on narratives presented by nine school principals participating in this study in semi-structured interviews with a qualitative approach, the methodological framework of Content Analysis, based on Bardin (1977), was used to analyze the data obtained. The results highlight the profile and perceptions of these bureaucrats regarding Goals 8 and 9 of the National Education Plan (PNE) (2014-2024). Gaps are identified regarding the academic and professional training required in municipal policy texts for the role of school principal. Significant absences were observed in courses focused on training in the area of EJA. Regarding policy, MLBs express aspects considered important for the achievement of the policy, which are grouped into the following categories: Right to Education, Policy Challenges, Teaching and Learning, and Policy Management. Finally, the study highlights structural weaknesses in the implementation of local policies, revealing significant challenges to the consolidation of Democratic Management and the appreciation of EJA (Youth and Adult Education) in these territories.

The object of study of this research is the perception of teachers, pedagogical advisors, educational advisors and directors of Youth and Adult Education in the municipal schools of Nova Iguaçu, Baixada Fluminense, state of Rio de Janeiro in seven school units of the municipality. The main objective of the thesis is to understand the correlation between the trajectory of teachers and a certain conception of teaching in this modality. We start from the hypothesis that the training processes of teachers announce a conception of teaching offered in EJA, a modality marked by the exclusion of rights and unequal access to educational processes. Thus, our research has a qualitative nature and a bibliographic and documentary character. Thus, in order to understand how we arrived at the present time, we elaborate, in the first chapter, the historical context of Baixada Fluminense in the 20th and 21st centuries with a specific point about the organization of EJA in the city of Nova Iguaçu. Furthermore, in the second chapter, we detail the organization of the municipal schools in Nova Iguaçu that offer EJA, highlighting the seven schools that represent our fieldwork. In the third chapter, we use interviews with teachers of this teaching modality so that we can understand the relationship between the training of teachers and the possible correlations with the teaching concept adopted in the schools investigated.

The general objective of this research is to understand linguistic identities based on the narratives of teachers who work in the transition between Early Childhood Education and Elementary School in a municipal school in the North Zone of Rio de Janeiro. The first specific objective seeks to epistemologically investigate the impact of dialectal discriminations from the periphery on the learning of reading and writing, as well as the pressures of a graphocentric and anti-peripheral literate culture, seeking to elucidate the challenges faced by individuals from these slum contexts. As a second specific objective, it seeks to investigate, from the perspective of Stuart Hall (2006), the social disputes that underlie the process of the constitution of multifaceted identity, highlighting the influence of social literacies on linguistic appropriation, from the perspective of Soares (1989) and Street (2007); as well as to investigate transformations in the process of literacy, reading and writing between the stages of the transition from Early Childhood Education to Elementary School. Finally, the third specific objective seeks to investigate literacy experiences based on teachers' narratives. To this end, the focus group research method was selected, as it allows us to capture the discourse and interaction between participants, highlighting concepts, feelings, attitudes, beliefs, experiences and reactions, in a way that would not be as palatable or possible with other methods. This research is necessary for the advancement of knowledge production in the area of education and linguistics, and it may also contribute to the school environment regarding the literacy and literacies stage, not as an academic prescription, but to dialogue with theory and empiricism, with a view to the evolution of the theoretical field and the improvement of didactic-pedagogical practice in spaces related to everyday school life. Regarding the results, the literature and the teachers' narratives showed the importance of the user of the Portuguese language knowing the grammatical rules, not to crystallize the language, but so that this speaker can make use of both formality and informality, according to the discursive demand to which he/she is subjected, in the context of social literacy. The practical demands regarding reading and writing, brought about by the literate society and the graphocentric culture, end up giving the teaching of the Portuguese language a perspective that does not yet encompass the literacies and the multiple voices that intersect the daily life of the classroom in the first years of Elementary School. The language is alive, dynamic and diverse, as is the multifaceted Brazilian population. The non-banking, but emancipatory education mentioned by Freire (1987), is urgent as a central objective in the educational process, seeking autonomy, praxis and free thinking of the popular classes, starting with the process of literacy and literacy practices.

This thesis is based on the challenge of considering the curricularization of extension courses using the collaborative methodology of participatory inventories as a way to strengthen and democratize the teaching of History by incorporating knowledge that is sometimes invisible. Furthermore, it is encouraged that curricularizing extension is a way of renewing teacher training, making it more dialogic and socially referenced. Thus, the general objective of this study is to analyze how participatory inventories can contribute to the curricularization of extension in History Teaching, promoting the democratization of knowledge and the integration between university, teacher training and community. To this end, this research will use qualitative research, participant observation and based on oral history as a methodological procedure, serving as an instrument of analysis of the collective activities carried out in the classroom, in the discipline Teaching History II, during the semester of 2023.2 and 2024.1, at the University Federal Rural of Rio de Janeiro, Nova Iguaçu campus. This study is expected to contribute to the understanding of the importance of curricularizing extension as a dialogical practice that favors the production of collective knowledge by redefining the social role of the university, contributing to the construction of a transformative teaching of History. This research therefore argues that the curricularization of extension contributes to a more critical, dialogical and democratic teacher training that, by using participatory inventories, breaks with traditional and hierarchical teaching models, especially in the teaching of History, favoring the democratization of knowledge by stimulating the production of knowledge in a collective manner.

This dissertation analyzes the inclusion of deaf students in basic education through the implementation and evaluation of a Brazilian Sign Language (Libras) teaching program for hearing students, based on Vygotsky’s historical-cultural perspective. Our hypothesis is that the systematic teaching of Libras as a second language for hearing students will enhance opportunities for interaction and participation in teaching and learning relationships between deaf and hearing individuals, and consequently, foster inclusion—understood in this study as a human right, as guaranteed by the Brazilian Constitution—by ensuring communicational accessibility and contributing to the full development of all students. The research is grounded in the principles of inclusive education, bilingualism, and linguistic rights, as established in Brazilian legislation, with emphasis on the Brazilian Law on the Inclusion of Persons with Disabilities (LBI) and Decree No. 5.626/2005. Based on this hypothesis, this study proposes to rethink the schooling of deaf students from a new perspective: the teaching of Libras to hearing students. Accordingly, the specific objectives are: (1) to evaluate the process of appropriation and use of Libras by hearing students in basic education; and (2) to analyze the program and its benefits for both deaf and hearing students. This is a qualitative, applied, and intervention-oriented research, conducted in a municipal public school in Niterói, with approximately 150 hearing students in the early years of elementary school and 37 deaf students enrolled in the same institution. The methodological procedures involved participant observation, field diary records, audio and video recordings, and document analysis. Data analysis was carried out using the “core meanings” methodology, which allowed the identification of the meanings produced by the participants during their engagement in the program. The study was organized in three stages: (I) mapping the school context; (II) implementation of the Libras teaching program; and (III) data analysis. The results reveal that the inclusion of deaf students goes beyond the presence of bilingual professionals and requires the sharing of a common language among all members of the school community. By learning Libras, hearing students demonstrated greater engagement, empathy, and openness to interactions with their deaf peers, promoting coexistence, affective bonds, and mutual learning. The analysis highlights that teaching Libras to hearing students contributes to building a school culture that is more accessible and sensitive to difference, fostering the breakdown of communicational barriers. It is concluded that integrating Libras as part of the basic education curriculum not only supports the learning of deaf students but also promotes more inclusive citizenship, attentive to linguistic and cultural diversity, and strengthens the consolidation of a truly inclusive school.

The aim of this thesis was to analyze the Lemann Foundation’s action and its protagonism in Brazilian education entrepreneurship, especially concerning the formation of the dominant class's organic intellectuals. The methodology employed was guided by historical-dialectical materialism and established education entrepreneurship as its empirical reference. This involved bibliographical research and a documentary analysis from the use of primary and secondary sources, conducted through searches in the country’s main databases of articles, theses and dissertations. The research approach is qualitative, due to the diversity of information gathered. However, this does not preclude content analysis based on quantitative research, which will be useful for analyzing data available on the Lemann Foundation’s website, given the widespread reach of its actions across the national territory. This action enables an effective strategy for the advancement of Private Hegemonic Apparatuses (PHAs) and their organic intellectuals, represented by large private groups and their connections with public agents, providing entrepreneurs direct access to public funds at the expense of crucial assistance for the working class in a context of unemployment, job insecurity, and precarious social life. It is, therefore, assumed that this constitutes a political choice by the Brazilian state, which has adopted the Public-Private Partnerships (PPPs) as a legitimation strategy for business intervention in Brazilian educational government actions, with the purpose of acquiring public funds and propagating the mercantile ideology in the management and in the strategic formation of capital’s organic intellectuals.

 The 2008 crisis demanded from the capital a movement to rebuild the foundations of accumulation and new strategies to reorganize bourgeois sociability. One of the strategies, chosen by capitalists to recover the economy, was increased investment in Bigtechs, alongside the implementation of austerity plans, which include a reduction in resources for social areas, such as education. At the same time, technologies have taken center stage in global educational agendas, reconfigured under the influence of new private organizations (Saura et al., 2024). Among these organizations, the work of the Center for Innovation in Brazilian Education (CIEB) stands out: an association of private institutes and foundations that, since 2016, has advised municipal and state departments and the Ministry of Education to promote the "innovation culture". CIEB also positions itself as a "point of connection", aiming to strengthen what it calls for "innovation ecosystem". In this context, the following questions emerge: What elements constituted the context for the formation of the "Innovation Center"? What is the content of the CIEB's educational assumptions? What strategies did this APH mobilize to compete for the national digitalization agenda? To answer these questions, we established as a general objective to understand the form and content of the CIEB's intervention. Specifically, we aimed to: i) analyze the slogan of educational innovation, identifying the ethical-political project it imprints on human development; ii) produce an overview of digitalization policies at a global level; iii) map the composition of the CIEB, its principles, and strategies for disseminating its assumptions; and iv) analyze the concepts and proposals that constitute its project for the digitalization of brazilian education. The theoretical framework of this research, qualitative and documentary, is based on historical-dialectical materialism and the understanding of the Integral State as a theoretical and methodological tool. Three research methodologies were combined: bibliographic survey, systematic literature review, and document analysis. The study identified that innovation is function as a slogan and ideology for disseminating the Silicon Valley ideology, where techno-solutionism predominates. This ideology was imported by CIEB and adapted to the brazilian reality. Publications, tools, and partnerships, established with civil society and the political community, have given it a strategic position in educational reforms, successfully resonating with its premises. By fostering what it calls an "innovation ecosystem", the organization has mobilized entrepreneurs from the edtech industry, garnering efforts and paving the way for the sector's connection with public education systems. We conclude that, in this process, schools are being reconfigured in three dimensions: as a "niche" of the edtech market, as a means of conforming to the sociability of capitalism in its digital age, and as a place for the consumption and production of digital commodities.

This study aimed to understand the process of aesthetic creation carried out by children when
producing content in the digital universe. The research was conducted on the social media
platforms TikTok and Instagram, with the active participation of five children, from August
2023 to December 2024. The understandings presented here were woven from the meanings
developed through dialogues with the postulates of Mikhail Bakhtin's Philosophy of Language
and his Circle, studies conducted from the perspective of the Sociology of Childhood, and
thinkers who focus on Childhood Studies within the context of digital culture. We adopted the
methodological approach of comparison, in which we constructed meanings to answer the
questions that, for the time being, presented themselves to us regarding how children are living
their experiences, constitutive of their childhoods, within the context of digital culture. The
writing work was anchored in the studies developed by the GEPELID-UFRRJ research group
on heteroscience, which enabled us to write a thesis text on an aesthetic level in which the
events arising from the research field inspired the construction of posts, a textual form of the
digital space, in which we kept the children's voices alive. We then present the division of this
study into three levels, with four events that allowed us to reflect on the agency, authorship,
and active participation of children in digital culture processes; to understand how the
audiovisual productions created by children are specified as an aesthetic object and the authorial
indications expressed in each creation; and, further, to analyze the values expressed in children's
aesthetic productions shared on social media platforms. Given the experiences shared with
children on social media platforms and in the dialogue with the audiovisual productions they
create, we understand that, by assuming authorial discursive positions on social media
platforms, children aesthetically enunciate and express nuances of their daily experiences, as
well as the contemporary cultural configuration. Thus, they delineate the social role of children
and the place of childhood in digital culture.

The preservation of cultural and collective memory in Brazil is a highly complex issue, demanding a series of factors and relationships existing in the experiences of diverse individuals. Its remembrance and conservation, contained in narratives, are relevant, especially regarding the construction of the identity of peoples and groups. In this sense, this doctoral research proposes to establish reflections on the History of Education in Brazil, through the relevant history of the Jardim Montevidéo Municipal School, established as a rural school, located in the municipality of Nova Iguaçu, in the State of Rio de Janeiro. For the viability of this thesis, in-depth mnemonic research was established aiming at understanding the historical-social processes present in the daily practices of the individuals who make up the school community, defined as rural, under study. Thus, studies on history and memory were fundamental, as they represent the way in which (or the ways in which) humanity develops mechanisms for preserving information, that is, the way in which we store, individually or collectively, selected knowledge. Thus, collective memory is constituted by the set of individual memories; that is, according to Halbwachs (1990), individual memories, when grouped together, can contribute to the evocation of the historical construction of a given population or society, which become fixed, surpassing collective limits to the point of promoting historical construction. Through these approaches, for the realization of this qualitative research, the following methodologies were used: the contribution of Oral History (within the scope of the History of Education), documentary and bibliographic research, which allowed for the understanding of the issues necessary for the development of the research. Thus, the study of the aforementioned rural school revealed a profusion of multiple subjects who were intrinsically linked to the history of resistance of peripheral populations seeking to overcome the exploitation imposed by dominant power structures.

This work stems from questions and concerns conceived throughout my academic and professional trajectory in the field of education, motivated by the fact that I daily witness scenarios of oppression and discrimination among male and female students due to issues mainly related to gender in spaces that are originally and essentially spaces for human formation and development. The general objective of this study is to investigate gender relations and their intersections with other social markers of difference in the daily life of physical education classes. As a theoretical contribution to foster this discussion, we drew upon the work of Akotirene (2019), Bourdieu (2019), Butler (2019), Collins (2021), hooks (2018), and Scott (2019), among others. As a methodological approach, we opted for participant observation and the application of semi-structured interviews to students and teachers (GIL, 2010). This study involved two physical education teachers and eight students, all from first-year high school classes at a federal public school located in the Baixada Fluminense region. The results obtained are expected to provoke in-depth reflections in the field of physical education, aimed at promoting effective actions to combat all forms of discrimination motivated by and influenced by gender issues and other social markers of difference.

School education and workforce training have been inseparable pairs since capitalism became so complex that it required workers increasingly attuned to its accumulation demands. These synchronic movements occur during times of abundance, but especially during crises, moments that accelerates changes in the forms of accumulation and renew the hegemony of the dominant classes. The 2008 crisis was no different, and its consequences mobilized digital spaces as new frontiers of capital accumulation. In education, this translated into the more radical insertion of digital platforms, both to deepen the exploitation and control of teaching labor and to develop a workforce capable of being incorporated into the dynamics of digital labor. Combined with the impacts of the crisis, the COVID-19 pandemic represented an opportunity for widespread use of a wide range of Information and Communication Technologies, breaking down the objective and subjective barriers that still posed resistance. In this context, we have observed an unprecedented expansion of digital educational platforms produced by companies and startups that have found a vast, yet largely untapped, consumer market in public schools. The Roberto Marinho Foundation, a private apparatus of hegemony of fundamental importance in organizing intellectuals within its class, has been undergoing a reorganization of its activities, driven by the change in its institutional nature in 2022, ceasing to be a family foundation and becoming a private foundation, directly controlled by Grupo Globo. This new corporate character of FRM has resulted in a radical shift in its approach to society, which has expanded and demonstrated a much clearer privatization orientation. Thus, we endeavor to understand FRM's entrepreneurial shift from the analytical perspective of dialectical historical materialism, from which we derive the three most fundamental categories of analysis presented in the title of this thesis: labor, privatization, and platformization. These categories represent the analytical compass of our work and provide the most structuring elements of this market repositioning. However, these approaches were unable to fully explore our topic, as they did not allow for a complete immersion in the content of this repositioning. Therefore, we turned to Laurence Bardin's Content Analysis, from which we extracted the main content categories of FRM's articles: innovation, professional education, and platforms. Thus, we were able to delve into our topic based on its theoretical materials as primary sources, available primarily on its website, but also identify a new project: the Light in Education Movement (LED). As a result, we found a profusion of new educational platforms aimed at students and teachers, but also at integrating youth into the digital job market. The LED Movement also serves as a catalyst for mapping educational projects in the country, on the one hand, and as a tool for expanding the market for its educational products, on the other.

On January 9, 2003, Federal Law No. 10,639 was enacted. This legal system, the result of historical struggles of the Black Movement, especially in the last century, made the teaching of Afro-Brazilian History and Culture mandatory in public and private institutions of elementary and secondary education within the scope of the entire school curriculum. The law is characterized as an Affirmative Action Policy that seeks to combat the social inequalities imposed on the black population over time and, simultaneously, contribute to the repositioning of blacks and racial relations in the world of education (Santos, 2007). In view of this, the research intends to provide answers to the following problem: Has Federal Law No. 10.639/2003 been implemented in the Municipal Education Network of Rio de Janeiro as required by the National Plan for the Implementation of the National Curriculum Guidelines for the Education of Ethnic-Racial Relations and for the teaching of Afro-Brazilian and African History and Culture? In addition, the following study questions were formulated to help answer the problem pointed out: How did the demands placed by the Brazilian Black Movement in the field of Education, throughout the twentieth century, contribute to the implementation of Federal Law No. 10.639/2003 and its guidelines? What do contemporary research tell us about the implementation of Federal Law No. 10.639/2003 as a public policy in Basic Education? What are the possibilities of action on the teaching and learning processes based on Federal Law No. 10,639/2003 and its guidelines? Do the materials and training of the Municipal Education Network of Rio de Janeiro, made available to teachers and students, contemplate the requirements provided for in the legal documents that address the Education of Ethnic-Racial Relations? For the construction of the thesis, qualitative research was chosen, which, according to Bodgan and Bilken (1982), is based on obtaining descriptive data from the researcher's contact with the object of study, where the investigation process gains more emphasis than the final product. In the methodological part, I collected data in the field through six semi-structured interviews conducted with employees of the Municipal Department of Education of Rio de Janeiro to capture their conceptions about the application of Federal Law n. 10.639/2003 in the municipal school network. The interviewees' statements were analyzed based on some elements of Critical Discourse Analysis (CDA) (Iñiguez, 2004) and the reflections of some authors of Cultural Studies and the Neo-Marxist current.

The theme surrounding this thesis gained significant global attention in 2020, when humanity became aware of the new coronavirus. The crisis that intensified in that year shook the world, paralyzing economies, schools, and other institutions, spreading fear and altering people's daily lives. Since the LDBEN nº. 9.394/96, Early Childhood Education has been the first stage of Basic Education, and its guiding principles, interactions and play, were adapted during the pandemic. This research aims to analyze, based on the narratives of Early Childhood Education teachers, what were the emerging challenges for pedagogical practices during the pandemic and how these practices guided and/or modified the period marked by the return to in-person activities and questioned Early Childhood Education about its objectives and functions beyond the pandemic period. The aim is to understand how discourses, curriculum, and practices were experienced by these professionals during this period and how all of this helps us to develop an agenda for Early Childhood Education in the coming years. Considering that since the pandemic, different initiativies have been taken to ensure the continuity of the school year, this research was built upon the following question: how did Early Childhood Education teachers conduct their pedagogical practices during the critical period of the pandemic, during social distancing, and during the period of return to in-person activities? To answer this, we have established a dialogue between education and philosophy throughout the text. The house used as an allegory in this thesis has its land in the municipality of Duque de Caxias, and we built its foundation through the narratives of seven early childhood education teachers. The choice of its rooms, the colors of its walls, and the definition of its architecture stemmed from Walter Benjamin, but also benefited from the collaboration of Slavoj Žižek, Mark Fisher, and Ailton Krenak. The qualitative research constitutes a narrative study. Regarding the empirical field, we entered the homes of seven early childhood education teachers located in the four districts of Duque de Caxias: Centro, Campos Elíseos, Imbariê, and Xerém. As a result, the research revealed that the pandemic exposed the structural weaknesses of Early Childhood Education, while at the same time revealing the creative potential of the teachers in the face of the collapse of routine, even without specific technological training, adequate infrastructure, and the necessary governmental support. The teachers' narratives showed that, even amidst absence and fear, teaching resisted from a collective perspective. The analysis of these teachers' voices also revealed the risk of increasing early schooling and the technologization of teaching work, which intensified during the pandemic and threatens the sensitive essence of Early Childhood Education. In light of this, reaffirming the achievements made implies recognizing that educating in childhood is an act of encounter and shared creation, where knowledge is woven between bodies, voices, and imaginations. The experience lived during the pandemic revealed to us that the school only remains alive when it pulsates with presence, embraces the unpredictability of life and the daily invention of relationships. Preserving this vitality is what allows us, with Krenak, to postpone the end of the world.

This dissertation presents an investigation into the implementation of the Brazilian National Common Curricular Base (BNCC) within school practices by accompanying the daily work of an Early Childhood Education teacher in a municipal school during the year 2024, aiming to understand how pedagogical practices and their everyday adjustments are managed in light of the curricular document, and how the BNCC aligns with conceptions of childhood present in other institutional documents as well as in the school’s already consolidated practices. The research adopted the notion of the crossroads (encruzilhada) as both methodological perspective and analytical instrument, given its capacity to illuminate the ambivalences that traverse culture, society, children, families, the school, and the researcher herself, and combined this approach with the notion of discourse and its contingency, understanding curricular documents as arenas of dispute and meaning-making concerning education, childhood, and learning. The findings converge with indications from other studies by showing that the BNCC has materialized as the curriculum itself, surpassing its guiding character and assuming a normative role in the organization of school practices, operating as a device that legitimizes particular forms of pedagogical work, especially those grounded in the anticipation of learning and the rationalization of educational processes. Although the BNCC claims to value cultural diversity, multiple languages, and play as a structuring axis, it mobilizes curricular artifacts such as the fields of experience, learning and development objectives, and general competencies that function as mechanisms of selection and control of knowledge, organizing the educational experience according to a technical and developmental rationality sustained by models of a universal child and linear learning trajectories, producing truth effects regarding what is considered legitimate and desirable knowledge. By accompanying the teacher in her daily practice, the research revealed that the implementation of the BNCC occurs within an entanglement of heterogeneous forces, where experiential knowledge, curricular prescriptions, institutional demands, and the singularities of children coexist, and the crossroads as epistemology and method made it possible to understand this scenario not as a field of dichotomous choices but as a territory of tensions, negotiations, and inventions through which the school produces meanings about educating, caring, interacting, playing, in sum, about living.

This research aims to analyze the organization of pedagogical work in rural early childhood
education at the Barão de Tinguá Municipal School in the municipality of Nova Iguaçu – RJ,
through its peculiarities and the trajectory of Social Movements and Public Policies, making it
possible to understand rural education in Nova Iguaçu and possible pedagogical actions for
the integral development of early childhood education students. Through this objective, we
unfold three chapters. In the first chapter we present the municipality of Nova Iguaçu,
evaluating its trajectory in Rural Education, and we conceptualize Social Movements and
Public Policies through current legislation in Brazil. In the second chapter we conceptualize
Rural Early Childhood Education, presenting its organization of pedagogical work. In the
third chapter, we contextualize the Barão de Tinguá Municipal School and its pedagogical
actions in rural early childhood education through the Curricular Proposal of the Municipality
of Nova Iguaçu and the Pedagogical Political Project. As a methodological procedure, we
used bibliographical research on the works of Benjamin (2000), Caldart (2000), Freire (1996),
Santos (2007), seeking to understand rural education, leading us to reflect on rural early
childhood education. We conclude from the research that until today the concept of
problematizing education has not yet managed to be implemented by the teacher who lives a
drama between teaching and thinking about a curriculum that brings all hope of social
awareness, so we can understand that today's educational system also continues to teach under
pressure, so the educator today is also another victim of the educational system, having to
complete classes that are at odds with the students' reality.

In presenting the reality of black youths in the municipality of Rio de Janeiro, Bangu neighborhood, we must reflect on how discrimination, inequalities, and lack of access to opportunities, whether in the educational or professional sphere, and the lack of recognition of citizenship rights engender and foster social subalternization. The research aims to conceptualize the youths from the perspective of black young people and high school students, facing the youth violence that permeates this locality on a daily basis. Thus, we aim to look at this place through the experiences of these youthful black groups, not solely through mortality rates. The black youth of Bangu takes on the central role in the political and identity construction of the neighborhood. The study presents 13 high school students. The methodological criterion for the selection of these students was their self-declared racial identity and the desire to participate in the research, presented to all classes of the educational institution. The qualitative methodology used sensitive listening (Barbier, 2002) as an instrument, based on the narratives of interviews and group discussions grounded in a shared understanding of racism and violence. The movie M8: When Death Rescues Life (directed by Jeferson De, 2020) served as a catalyst for this debate. In subsequent meetings, the students produced educommunicative material shared on Instagram within the school routine and in the Bangu territory. Results: the research highlighted the interest of the youth in racism/violence topics; provided the creation of reflective content in the language of the youth; facilitated the expression of emotions and 'aquilombamento' (communal bonding); was well-received by the school management, which allowed the study to be conducted as an extracurricular activity and verbally expressed the institutional need to address anti-racism themes in the school.

The present research has as its object of study the pedagogical practices of literacy
teachers during the implementation of remote teaching of the COVID-19 pandemic in the
municipality of Itaguaí, Rio de Janeiro. This is a qualitative and bibliographic research.
Three interviews were carried out as research instruments. Due to and during the
pandemic, we had to adapt to the new rules of living together, living isolated from the
community, keeping the use of alcohol gel, protective masks, and taking several
precautions, besides the health problems, the emotional problems, the traumas for the
losses suffered, and for all this sudden change. In relation to professional life, we also had
to learn to work at a distance through the internet. And in the school environment it was
no different. From this new reality arose the interest in doing research that would
contribute to the understanding of so many challenges in the pedagogical practices of
professionals who dedicated themselves to the art of literacy during this period in the
remote teaching model.

Based on an understanding of the importance and social impact of vacancy reservations for black people, hetero-identification becomes an important mechanism for preventing fraud in the occupation of these vacancies, thus enabling the racial affirmative action policy to be reached by the group it is intended for, but it is necessary to debate the way in which this issue is being addressed in society, so the field of research delimited was the news portal G1, of the Globo group, as it is currently the news portal with the highest number of accesses. The aim of the research was to quantify and analyze the context of the articles published on the portal, based on the use of the term "heteroidentification" between 2018 and 2022. The methodology used was Content Analysis by Laurence Bardin (2010), both for the quantitative survey and for the qualitative analysis. The results showed that there is little interest in informing about the procedures for hetero-identification and the criteria to be analyzed in each text. A change in discourse can be seen in the fact that in the first three years, articles were published opposing the ethnic-racial vacancy reservation policy and the hetero-identification procedure. In 2021 and 2022, there was a significant increase in texts that addressed or mentioned hetero-identification. The highest incidence of publications is in public tenders, followed by higher education, but there are also records of the topic in the area of culture and the legislative branch. It was concluded that over the years more bodies have been adhering to racial quotas and hetero-identification as a way of validating ethnic-racial self-declaration, thus demonstrating the increasing public interest in making these affirmative action policies effective. Although this does not mean that the equity sought has been achieved, there have been positive achievements in this direction.

In 2019, according to the National Institute of Educational Studies and Research Anísio Teixeira (INEP), there were 8,400 higher technology courses (HTCs) in Brazil, of which only 14% were in the public sphere (federal, state or municipal) the rest being in the private sphere. HTCs are a type of short-term degree, with a minimum load of 1,600 to 2,400 hours. With the aim of training with a focus on the job market, its offer has shown substantial growth in recent years. The objective of this research is to analyze the trends in the development of HTCs in Baixada Fluminense, a region of the State of Rio de Janeiro neighboring the state capital. The cities that make up this region emerged and grew irregularly, without urban planning, which consolidated Baixada Fluminense as an area with housing, social, basic sanitation, public safety and educational problems. Composed of municipalities governed by politicians who are unable to guarantee basic, quality public services for the population. Understanding how the expansion and diversification of HTCs occurred in this region is extremely important, as it allows us to understand whether this professional and technological education policy aims at the formation of a new workforce or whether it aims at the ethical and moral conformation of workers. in the face of unemployment and the precariousness of work and life in society. This is basic research, qualitative analysis, explanatory in nature, which falls into the category of documentary research whose theoretical and methodological reference is historical-dialectic materialism. The data collected allowed us to highlight the nature of the process of expanding and diversifying the supply of HTCs in Baixada Fluminense and confirmed our central hypothesis that these courses, lean, flexible and precarious, more than train people to appropriate technical and professional knowledge in an integrated way with scientific, technological and cultural knowledge of the world of work and life in society, in reality they fulfill the function of lean, flexible, pragmatic, immediate training, linked to the immediate demands of the job market. From this perspective, the HTCs offered have as their main objective not only to train new type of workers, but to conform these workers to the new volatile, uncertain, complex and ambiguous reality of the lean and flexible development model of capital, in order to make them permeable to the instability, heightened competitiveness and the precariousness of the job market, preparing them to take the blame for their precarious living conditions.

This work aims to investigate the challenges and impacts of the municipalization of three Convenanted Nurseries in the city of Nova Iguaçu – RJ for the managers. Its initial motivation stemmed from research conducted during the Specialization course to obtain a degree in Early Childhood Education. At the time of specialization, while beginning the role of Early Childhood Education Manager for the Municipal Network of Nova Iguaçu. Among the functions of the position: creating and monitoring the pedagogical actions developed within the Network. It is a work built in a field that denotes familiarity, thus carrying the inherent challenges regarding the Network Manager versus that of a student researcher in the master's degree. The study is characterized as a qualitative research with methodological strategies: data collection from the Census and the Municipal Education Secretariat; as well as semi structured interviews conducted with two Directors of the Nurseries that were municipalized. The theoretical framework draws from the studies of Hannah Arendt to discuss the concept of public and private, Mattos to discuss the concept of babies, as well as Lotta to identify the Managers as middle-level bureaucrats. The text is divided into three chapters: 1) Brief overview of Early Childhood Education in the national political agenda, considering, including the policies being developed by the Federal Government currently as well as bringing the developments of such policies at the municipal level; 2) The municipalized Nurseries; 3) The challenges for the two Directors of the municipalization of the institutions and finally, the final considerations are presented. The data indicate that the municipalization process, which has taken place over the last four years, is not yet finalized because there is a lack of administrative regularization of these institutions and adaptation of spaces to the age group of the Nursery. The statements of the managers denote a profound commitment to the space they administer and carry elements that make us think about the need to assert within these institutions the concepts of babies, childhood, child, and Early Childhood Education in line with the perspective of the guiding documents of the Ministry of Education.

School libraries consist of a cultural piece of equipment inside an educational institution; for many students, it is the only formal space of access to culture, mainly literary. Despite the fact that in Brazil the right to education and culture is an inalienable constitutional right, a great contradiction is perceived: literary cultural knowledge, although extremely important, is not a central curricular concern of the school's daily life. This research aims to analyze the performance of the School Libraries of the State Secretariat for Education (SLSSE) in the city of Nova Iguaçu/Rio De Janeiro, in terms of its conceptualizations of citizenship that guide the Agents of Reading’s educational practices. From a discursive perspective, it intends to examine the practices of the professionals responsible for the use of the space and for attending to the school community: students, professionals, and families. When it comes to educational practices of the state institutions of Nova Iguaçu, old models of library use still prevail; and the initial and continuing education of the professionals assigned for the role of encouraging reading - chiefly in the city of Nova Iguaçu - do not rely on a racial multicultural approach or foundation, even though its target audience is made up of mostly black and brown students, as shown by MEC (Ministry of Education) and SLSSE. The research is ongoing and the methodological structure can be described as a dialectical approach, whose procedure selected as the most adequate to reach all the proposed objectives is the case study. To begin with, we carried out a brief history of the school libraries in Brazil. After that, we registered the current situation of the public policies regarding this cultural school equipment in the state education network of Nova Igaçu. In the third chapter, we dealt with the concepts of decoloniality, discourse, and practices that enable the effective confrontation of the racist structure that is reflected in the school's daily life. Last but not least, we briefly demonstrated the methodological path of the research.

Youth and Adult Education (EJA) is an educational modality of fundamental relevance in the reintegration of the right to education for those who were unable to complete basic education. This research proposes an investigation into the diversity of school trajectories of students in the EJA schooling process at the Santo Antônio Education Institute in the Municipality of Nova Iguaçu – IESA, in the state of Rio de Janeiro. The main objective is to understand the profile and educational experiences of this specific audience. With regard to specific objectives, the study seeks to understand the perceptions, experiences and realities of IESA students in their life and schooling processes. The students' experiences were analyzed, considering not only the educational environment, but also the different contexts that influence their trajectories. Another fundamental point of the research is the identification of the conditions, obstacles and facilitators faced by IESA students in the balance between access, dropout and retention at school, in order to obtain a comprehensive overview of the challenges that students face when seeking education at EJA modality. The methodology consisted of an interview with 10 individuals, who attend EJA at IESA. Finally, it was concluded that, with a significant majority of women, representing 80% of the 10 interviewees, mainly over 60 years old, school dropout was predominantly motivated by the need to work, highlighting economic pressure as a decisive factor. Other reasons included lack of interest in studying, learning difficulties and social issues such as early pregnancy. Some students chose to return to studies at an advanced age, seeking knowledge, with encouragement from family members and spouses, and aiming for independence and better job opportunities. The research also revealed that school dropout transcends a pedagogical issue, being influenced by economic, social and individual factors, suggesting the need for improvements in public policies and educational practices to overcome the various barriers faced by EJA students.

This study aims to verify the contributions of "Pedagogical ComVivencia" and the potential of Conservation Units as educational environments for training environmental educators. It also seeks to collaborate with new counter-hegemonic perspectives on "doing" environmental education that help build a just, egalitarian and socio-environmentally sustainable society. The crisis of civilization, the result of the disjunctive and dichotomous patterns of modern society, urgently needs to be halted, since the survival of life on the planet depends on it. Environmental education in non-formal spaces has proved to be of great importance in raising awareness of the socio-environmental issues arising from the ways of life of these contemporary societies. In this context, with a view to training environmental educators who are willing to transform themselves and others, based on the principles of critical, transformative and emancipatory environmental education, the following research problem arose: can the theoretical-methodological proposal of "Pedagogical ComVivencia" help train environmental educators? Through dialogicity between the perspectives and knowledge of Critical Environmental Education, the complexity of socio-environmental issues, the importance of training environmental educators and the possibilities of non-formal educational environments, we sought to build counter-hegemonic knowledge of "doing" Environmental Education. To do this, we used a qualitative and exploratory approach, of an interventional nature, through the modality of application research, supported by some characteristics of research-in-training, in a training process for environmental educators offered by the UFRRJ's Pro-Rectory of Extension, using bibliographical and documentary research and the application of questionnaires and interviews. The theoretical-methodological proposal of "Pedagogical ComVivencia" identified non-formal spaces in Conservation Units as fertile ground for experiences, enabling activities in search of a reconnection with nature, processes of deconstruction/reconstruction and reflection on human interactions with nature. The experiences enable educators in training to actively participate in changing their pedagogical practices, breaking with the hegemonic molds of environmental education and seeing themselves as part of the process of changing reality.

The National Curricular Common Base (BNCC) and the New High School (NEM) are public policies that propose curricular and structural changes in schools at the final stage of basic education in the whole Brazilian territory. The aim of the study is to analyze the consequences of these educational policies and their impact on School Physical Education in Rio de Janeiro. To this Master´s dissertation, two chapters were produced using different methodologies: first, adopts bibliographic research, and the second, documentary research. The first chapter was constructed through dissertations, theses, and articles that were published in databases available for download. And to the second chapter were analyzed federal documents (the National Education Guidelines and Bases Law of 1996; Law Number 13.415/ 2017) and state documents (SEEDUC Resolutions Numbers 6.018/2021, 6.035/2022 and 6.219/2023; State Board of Education 394/2021 and Electives Catalog). As results, we observed in the first chapter the business interest in public education policies and a BNCC impregnated by a liberal bias, being able to reverberate such as in high school Physical Education or in the integral human formation which aims to be promoted at the final stage of basic education. In the second chapter, the comparison between the curricular matrices of High School in Rio de Janeiro presented us with the following consequences: teacher´s reduction in workload and the risk of failure to complete the schedule in their school unit. We concluded that these Public Educational Policies (BNCC and NEM) implemented in Rio de Janeiro correspond to an educational project founded on a neoliberal bias that aims to meet the demands of the business sector, transforming education into a commodity. The consequences for Physical Education in Rio de Janeiro include the reduction of mandatory hours in High School and the use of fear, generated by the risk of losing full-time integration in the school unit. This fear serves as coercion and control to obtain the consensus and adherence of teachers in favor of the ongoing hegemonic project.

With the aim of understanding the relationship between physical education and the inclusion of children with disabilities in the context of early childhood education, this dissertation carried out two qualitative approaches divided into two chapters. In Chapter I, we conducted an integrative literature review, mapping and discussing works that deal with physical education and the inclusion of children with disabilities in the scope of early childhood education, in order to understand how academic literature has conceived the pedagogical work of the dimension of the body and movement of children with disabilities in the 21st century. In Chapter II, we analyzed two documents from the municipality of Itaguaí, namely, the "Guidelines for Special and Inclusive Education of the Municipality of Itaguaí, within the scope of the Municipal Education Network" and the "Curricular Reference of Itaguaí", aiming to analyze how Physical Education is understood within the scope of Inclusion in Early Childhood Education in the municipality of Itaguaí, identifying possible policy gaps and pointing out strategies for its materialization in school daily lives. The results indicate that elements of children's culture, such as play, games, and ludicity, combined with teacher mediation, are positive paths for the inclusion of children with disabilities in the first stage of basic education. In addition, the collaborative relationship between school and university proved to be a powerful strategy to overcome the problem of initial and continuing teacher training. The results also suggest that the municipal documents of Itaguaí present directions on the axes that should guide the pedagogical practices of teachers, as well as the principles and rights of children with disabilities, however, they have some gaps, such as the curricular organization based on a logic directed to children of elementary school, as well as the lack of details about didactic forms for the effective implementation of the guidelines for special and inclusive education.

This research aims to analyze the implementation of Law 10.639/2003 in higher education institutions in the city of Volta Redonda, two decades after its enactment. The research arises from the need to understand how formal education contributes to combating racism in its individual, collective, and structural dimensions. The text discusses the myth of racial democracy in Brazil, highlighting how the denial of racial inequalities contributes to the maintenance of structural racism. The central research problem questions whether higher education institutions in Volta Redonda are able to address Law 10.639/2003 in their teacher training programs. To answer this question, five study questions are proposed, exploring the reasons for the implementation of the law, the social actors involved, the relationship between black social movements and teacher training, and the treatment of ethnic-racial issues in undergraduate programs in the city. The study methodology is qualitative, involving curriculum analysis, interviews with professors and course managers. The selection of higher education institutions in Volta Redonda was based on the diversity of undergraduate programs offered by the institutions. The study relies on renowned researchers in the field of ethnic-racial relations. The dissertation is organized into four chapters. In the end, the dissertation seeks to contribute to the understanding of the role of education in the fight against racism in Brazil, especially in the context of higher education institutions in Volta Redonda, promoting reflections on teacher training and the effective implementation of current legislation. The results of this research revealed a lack of institutional practices to support teachers in starting work on ethnic-racial relations.

The present work aims to debate the role of Education in the maintenance of the conditions of social and socioeconomic inequalities in Brazil. From a marxist perspective and based on the dialectical and historical materialism analysis, we mean to present our research from a class perspective towards the New Secondary Education. We establish a brief contextualization of the historical processes of Brazil’s formation with the intention of recognizing the elements that continue to be a part of our economic, political and social structural organization. We present arguments to better understand the Secondary Education Reforms (laws 13.415/2017 and 14.495/2024) as an actualization of the mechanisms and strategies of exploration and oppression used by the dominant class against the working class. These mechanisms and strategies are responsible for characterizing Brazil as a nation with a dependent capitalist economy and, therefore, essentially unequal. Committing to defend the right to education and the interests of the working class in the present moment of neoliberal capitalism, we revindicate the importance of knowing the marxist theory and its criticism on bourgeois education. Our research has as theoretical basis the Marxist Theory of Dependency (SANTOS, 1973) and (MARINI, 1973), the debates about dependent capitalism (FERNANDES, 1981) and the concepts of counter-reform (GRAMSCI, 1999) and counter-revolution (FERNANDES, 1976). To support the critical theory against bourgeois education and neoliberal education, we bring back Mészaros’s (2005) and Laval’s (2019) debate. Finally, after analyzing the historical role of Brazil’s education politics, we intend to contribute to the debates and social fights that do not accept the right to education as a commodity.

This dissertation analyzes the memories and biography of Nair Theodoro de Araújo through reflections on her autonomy as a black woman, migrant from the interior of Minas Gerais, actress, reciter, black activist, maid, mother, mezzo soprano, member of the Black Cultural Association (ACN), of the Experimental Black Theater of São Paulo (TEN-SP), Pioneer in the bookstore business and businesswoman. Nair Araújo sought alternatives to reinvent herself and face the barriers that existed in a society marked by racial, social, educational, cultural and gender inequalities, as well as the political moment that the country was experiencing in the midst of a military dictatorship Based on this assumption, the research question is - What indicators contributed to Nair Theodoro de Araújo not being part of the gallery of black personalities from São Paulo, whose stories remain anonymous? To answer this question, the following General objectives were outlined: - To analyze, based on the recovery and recording of memories, the contributions left by Nair Theodoro de Araújo in the sociocultural context of São Paulo between the period 1950 and 1980. And the Specific Objectives:- To know through the records of memories and bibliographies, the life story of Nair Theodoro de Araújo.- To examine and recognize the actions of Nair Theodoro de Araújo in the sociocultural and intellectual movement through the Black Cultural Association (ACN) and the Experimental Black Theater of São Paulo (TEN-SP).-Identify and describe the events held at Contexto bookstore promoted by Nair Theodoro de Araújo with the effective participation of the black community formed by intellectuals, artists and other citizens of the time. It was decided to carry out Documentary Analysis as a methodological path for the development of qualitative research and, for data collection, several techniques were used, such as: interview, podcast listening, blog reading, magazine, consultation of articles, dissertations, theses, books, novelettes and encyclopedia. The time frame transits between Nair's prominent period in the city of São Paulo, which was between the years (1950 and 1980), moment in which she works as a businesswoman opening the Contexto bookstore that lasts until today. The Dissertation is structured in three chapters; The first, entitled - Knowing Nair Theodoro de Araújo: trajectory and challenges, explored the biography (life trajectory) of Nair Araújo, her arrival in the city of São Paulo, the process of Education and her protagonism in São Paulo society, the importance of memory as a theoretical basis for the study and construction of identity, collective memory and the representation of black women. In the second entitled, The Entry of Nair Theodoro de Araújo into the World of Arts, her career in the Experimental Black Theater of São Paulo (TEN-SP) was analyzed, including her contributions to the black movement and her impact on black representation in São Paulo theater. In the third entitled, Bibliographic Survey of Records on Nair Theodoro de Araújo (Nair Araújo), investigated the academic and non-academic publications that referenced to her. In the Final Considerations, the answer to the research question and the achievement of the objectives are brought from the interpretation of the materials that contributed to the realization of this study, reflecting on the challenges, trajectories and resistances.

This thesis aims to analyze the educational inclusion policies of students with
disabilities, considering intersectionality, based on the conception of the Special
Education managers of the cities that are part of the Permanent Forum of Special
Education from the Perspective of Inclusive Education in Baixada and Sul Fluminense/
RJ. The assumptions of Qualitative Research were used, with intersectionality as a
theoretical-methodological option. For the production and interpretation of data, the
documentary method by Ralf Bohnsack was used. The investigation had as its locus four
cities participating in the Permanent Forum on Special Education from the perspective of
Inclusive Education in Baixada Fluminense/RJ, namely: Mesquita, Nova Iguaçu, Paty do
Alferes and Seropédica. The investigation is part of the interinstitutional project:
“Intersectoral research and actions between education and health to promote schooling
and development of children with congenital Zika virus syndrome in Baixada
Fluminense,” which is funded by FAPERJ. Considering that there is a worsening in the
structures of inequality and exclusion for individuals with disabilities, taking into account
markers of gender, race and poverty, the results indicate that the search for the principle
of the Human Right to equality promotes a set of legal actions in the policies of inclusive
education. The Special Education Managers of the cities surveyed have concepts
regarding the provision of services to students with disabilities in accordance with legal
assumptions; They are aware of the specificities of the Special Education audience and
the implications that gender, race and poverty markers generate in the deepening of
inequalities, amplifying them in relation to students without disabilities. Action on local
educational inclusion policies is designed in a fragmented manner, as are national
policies. The historic movement of partnerships between Special Education and other
bodies has found in intersectorality a possible way to address the intersectional demands
of students with disabilities.

This work developed reflections on Facebook, based on Gramsci's concept of civil
society. He made some considerations about the social network Facebook and its
implications in social spheres. We sought to reflect on the possibilities of teaching
history using the Quinhoar Ensino de História page on Facebook as a teaching
resource in primary education classrooms. The research used the page “Quinhoar:
Teaching History” to mobilize the concepts of gender, class and race, within a
perspective of social reproduction theory. Some studies by Paulo Freire were used to
promote democratic, inclusive education that resists the capitalist order. The
research began with the following question: Is it possible to teach history through a
Facebook page? Throughout the research, it was concluded that yes, as long as the
teacher pays attention to the following findings: online social networks, and the
internet, are under great control of marketing interests, because of the way the
algorithms were written; Many students have already mastered knowledge that
allows them to circulate through social networks and obtain knowledge. These two
conclusions created the following impasse: How to teach critical history through the
Quinhoar page, mobilizing the knowledge that students already have, in a social
network subjected to capitalist logic? The solution found was to produce and use
teaching materials through the Quinhoar history teaching page, but subordinating
them to the historical context experienced on the classroom floor and turning the
focus of the research to the demands of face-to-face teaching.

The MPA (Small Farmers Movement / founded in 1996, makes up Via Campesina Brazil), in its internal formations, problematizes the relationship with the State, mobilizes its base to pressure the government for improvements in living conditions, but, aware of the contradictions of the State, takes on a critical defense of the strategic role of public policies achieved by popular movements. Even governments assuming partnerships (which carried out several more popular actions), proved to be incapable of advancing on the path to a rupture, at certain times dedicating themselves to moderate actions avoiding the loss of elites, illustrated as maintenance of the current Capitalist society. The construction of the concept of Peasant Education worked on by the Small Farmers Movement is part of its conception of a political program brought together under the aegis of the Peasant Plan. Through the rescue of primary sources such as newspapers, letters and propaganda and training materials, we bring a reading of the contribution of agrarian anarchism to the Social History of the Peasantry, as well as Peasant Education, which has already been surveyed on its bases in Marxist thought, but that the recovery of historical libertarian peasant education experiences was still very timid. Education towards the emancipation of the peasantry is part of the field of popular education and is nourished by the sociological sources of classist conceptions and Peasant Biopower. It works as a support tool in the transformation of capitalist society into a new, fairer economic model. Through this Action Research we experience spaces of the Peasant Education Collective, participate in meetings, promote activities, systematize pedagogical experiences of autonomous projects (mutual aid collectives, exchanges, fairs) and fight for the rights of peasant families to access institutional education (programs of EJA, PPP of Basic Education schools, higher education). The group of participatory methodologies (action research, participatory investigation, methodological praxis) allows the agent who assumes the role of researcher to breathe peasant culture as a living manifestation, loaded with their reading of the world and which recreates/resignifies knowledge on a daily/collective basis. We hope that the current work performs the social function of research into popular construction. Exercising the dialogue of knowledge.

This thesis investigated the fabric of knowledge on sexual and reproductive rights in the daily
life of Colégio Estadual Rio de Janeiro, in Volta Redonda/RJ. The study included students
enrolled in the 1st to 3rd year of high school and their teachers, understood in this work as
cultural practitioners. Although sexual and reproductive rights are human rights guaranteed in
international documents and national legislation, they are still the target of numerous violations.
The theoretical-epistemological scope of the research considered the contributions of Paulo
Freire, bell hooks, Nilda Alves, Edméa Santos and Roberto Sidnei Macedo. Methodologically,
this qualitative study was based on the assumptions of Research-formation in cyberculture, in
dialogue with the Freire's conception of education and Intersectional Feminist theory, using as
instruments the field notebook and script sheets of conversations in cybercultural circles. The
search for generating themes and clues for youth interest in sexuality in everyday school life
were the threads that led the first movements of this research. Cybercultural circles, the main
device of this study, were inspired by the idea of culture circles developed by Paulo Freire. The
methodological use of this training, research and learning-teaching device considered the
dialogical and ethical character of Freire's thought, taking into account the potential of
conversation networks established inside and outside the school. In Freirean and cybercultural
circles, the mediation of conversations was guided by the premises of online education. The
curriculum acts mediated at school and digitally in the network, made it possible to hold nine
meetings in Freirean and cybercultural circles and materialized in (cyber)creations on the
prevention of patriarchal violence, teenage pregnancy and Sexually Transmitted Infections,
such as HIV/AIDS, produced in a collective and inventive way. The co-creations that emerged
from the data produced in the research (narratives, production of texts and fanzines, images,
audios, videos, etc.) were woven together, based on the way in which practitioners gave new
meaning to the official curricular proposal for learning-teaching the topic covered. The
interpretative analysis of the production of data produced in the Freirean and cybercultural
experiences that we mediated at school highlighted two underlying notions or analytical
categories: Online Education and Implicated Teaching and Cyberfeminist Formation
Ambiences, which succinctly revealed the importance of teaching action in the fabric of sexual
and reproductive rights curriculum acts and the power of cyberfeminism in mediating formation
environments committed to non-discriminatory education, at school and in cyberspace.
Reflection on the research findings also favored the construction of indicators for teacher
formation from the perspective of non-sexist, anti-racist and anti-LGBTQIAPN+phobic
education.

This research seeks to identify - from the perspective of embodied cognition - contributions and limitations of an environment with tablets+GeoGebra in the learning process of sixth-grade students regarding quadrilaterals in Elementary School. It involves a pedagogical intervention developed in a public school where the author teaches. Tasks related to quadrilaterals in GeoGebra on tablets were elaborated and implemented. Data were collected through the researcher's field diary, student records for proposed activities, audio and video recordings, and screen recordings. Semantic analysis focuses on the aspects emerging in task resolution and the signs involved in this process. Various functions of touches are identified: those that contribute to measurements and those that reveal and classify are examples of some of them. It is also observed that gazes, constructions, and interactions on the screen, focused on the grid and measurements, contributed to the understanding of the definitions of quadrilaterals, rectangles, and squares, especially through their internal angles. The use of the grid emerged as an intriguing artifact in the emergence of concepts, properties, and measurements. The thesis argues that working with quadrilaterals in this type of environment should also include explorations and measurements of angles and analysis of diagonals, and not just observation of sides.

This Thesis focused on the interface between Human Rights, Inclusion in Education and Conceptions of Disability. The general objective was to identify whether the Fundamental Right to Education has guaranteed Inclusion from the perspective of Diversity and Equity. Some specific objectives were outlined in the search for answers to this main question: a) characterize the inseparability between the concepts of Human Rights and Fundamental Rights to Inclusion in Education b) understand what the Epistemology of Inclusion in Education is c) characterize the Epistemology of Inclusion in Education from the perspective of Critical Theory d) characterize the critical, epistemological and political thoughts of Inclusion in Latin America and the Caribbean e) identify the paths of the constitution of Brazilian public policies on Special Education and Inclusive Education f) characterize different conceptions on Disability from the perspective of Historical Paradigms and in the contexts of Public Policies. The study's premise was to carry out critical, epistemological and ontological discussions to transform Inclusion, as an innovative concept of conceiving a world of other possibilities. The research was configured as a theoretical study. The methodological design of this study was a qualitative approach; As for the objectives, it was outlined as exploratory research. The methodological path was carried out through documentary and bibliographic review and analysis. As a technique, we used exploratory bibliographic research, using secondary sources - theoretical/academic material produced and analyzed, on the research topic, to categorize the collected data, carrying out their analysis. When collecting data from the Global South, we delimited the research locus to the Latin America and Caribbean region, reducing the scale of observation in the documentary material to nineteen countries. We directed the searches towards the microanalysis of the object of study, which focused on public inclusion policies, carrying out comparative analyzes with Brazil. The research was configured as a theoretical study. The methodological design of this study was a qualitative approach; As for the objectives, it was outlined as exploratory research, using technical procedures from bibliographical research. As a data collection instrument, we used content analysis. The methodological path was carried out through documentary and bibliographic review and analysis.As a technique, we used exploratory bibliographic research, using secondary sources - theoretical/academic material produced and analyzed, on the research topic, to categorize the collected data, performing content analysis. When collecting data from the Global South, we delimited the research locus to the Latin America and Caribbean region, reducing the scale of observation in the documentary material to nineteen countries. We directed the searches towards the microanalysis of the object of study, which focused on public inclusion policies, carrying out comparative analyzes with Brazil. The analytical lens that inspires and supports this research is in line with the thoughts of Theodor Ludwig Wiesengrund Adorno (1903-1969), on the issue of emancipation in the educational process. The Fundamental Right to Education encompasses civil, political, social, economic and cultural rights and there is a huge number of individuals who do not have access to them, compromising the full enjoyment of their citizenship and the possibility of benefiting from them. The findings show us that the basic rights to education are not being covered as recommended in current public policies. There is no possibility of structural changes in a multifaceted society without the leading role of Education. Inclusion in Education aims to democratize and universalize access to levels and stages of education, based on the principles of Human Rights, making experiences diverse, inclusive and repairing the trajectories of historically excluded and invisible subjects.

This work investigates the inventive ways of inhabiting the territory of Rio das Pedras, with and beyond the planning or precariousness of its terrain. Located in the West Zone of Rio de Janeiro, Rio das Pedras bears the marks of its inhabitants' memories, the discrepancies of the powers and shortages that constitute it, and a network of elaborations that configure it as a space of resistance. The Cine & Rock collective and the Pinheiro square appear as anchor points for displacement in the region. In this sense, thinking about how people, especially young people, create ways of belonging in this part of the city is a way of illuminating the following thesis: It is in the daily invention, humanizing territories, that people create beyond the strategic demands that reduce their bodies. It is in the breadth of these place-making bodies that spaces are resized in their physical and imagined aspects. The methodology of cartography is listed in this research as a resource for thinking about and experiencing places, by accessing memories and walking through them, in an exercise of concomitance between the resource of crossing out points on the map of the region and conducting a kind of bricolage that relates narratives, news and imagery mapped in and about Rio das Pedras. The research begins with an autobiographical recovery of the meaning of inhabiting, which makes memory the first resource for mapping places. Next, we understand cartography as a way of diving, and we use its tools to tread the edges of the Rio das Pedras territory, visiting points in the region until we arrive at Praça do Pinheiro, the birthplace of the Cine & Rock collective. The relationship between young people and the city unfolds as the focal point of this meeting place, which brings the research together in the action of cleaning up the square. From this intersection on the map, which is based on a meeting place in the region, we conduct our reflection in dialog with authors who are in tune with the aesthetic dimension of territoriality, which is always inseparable from the micro-politics that define it. In the tension between conformity and resistance, the relational space of the city is endlessly reworked as an educational practice. Even though hunger is relativized by the needs involved in surviving, and beyond the discarding of things and experiences, the aesthetic dimension of precarious daily life presents itself as "worlds that deny themselves and also exist by virtue of this denial" (HISSA. p.85, 2010). It is in the inability to maintain programmed obviousness that the inventiveness of every day happens, in the inner times of subjects in creative dialogue with their places.

It is already a consensus that the deep environmental crisis in our society and the temporal transition from the 20th century to the 21st century constitute a much larger process—a civilizational and instrumental rationality crisis. The great challenge brings the need to re signify the production of knowledge based on assumptions grounded in the dialogue of knowledge. In this context, the present thesis intends to reflect on the path taken by Agroecology at the Brazilian University, analyzing the Federal Rural University of Rio de Janeiro, highlighting the Bachelor's Degree in Agricultural Sciences. Starting from the history of Agroecology in Brazil and its movements of organization and structuring, as well as the production of knowledge related to the construction of agroecological knowledge, we seek the internal and external correlations of forces that impact not only the development of UFRRJ's structuring documents in their research and extension production but especially their practices, the presences and absences of didactic-pedagogical activities that have Agroecology as a structuring axis, thus constituting a contribution to thinking about the environmental dimension of Agroecology in professional training in Agrarian Sciences and the urgent need for propositions that address the ongoing climate crisis. The theoretical assumptions are based on the historical-critical perspective, with the analytical method being the historical-dialectical materialism. The results found denote an institution concerned with the environmental theme from its most permanent documents such as statute and regulations, both in its principle and in its objective, which is reflected in the Institutional Pedagogical Project. In management, seeking the construction of its Environmental Management Policy, however, with the absence of agroecology as a formative assumption and political-institutional linkage. When observing the production through dissertation and thesis research, a vast production in agroecology is presented and, in the scope of extension, some extension activities such as events, projects, courses, and products in the area of agroecology are presented, but still diminutive compared to the environmental area. The documentary analyses of the course Pedagogical Project and the curriculum matrix of the Bachelor's Degree in Agricultural Sciences show an institutional effort to offer a course with a profile aimed at addressing socio-environmental challenges, starting from interdisciplinarity and sustainability as principles. The discomfort lies in the lack of unity in the face of the diversity of experiences and the systematization of such experiences.

ProfHistória is a professional Master's degree program in History Education, offered nationally as a continuing education program for teachers, at postgraduate level, for history teachers working in initial education (primary and secondary education) in Brazil. The aim of this doctoral research is to understand the process of professional development of history teachers in Brazil, as perceived by graduates of the Professional Master's Degree in History Education (ProfHistória), based on their training experience in the program. The research methodology was based on a qualitative approach and classified as a case study. The techniques and instruments used to collect data were document analysis, a questionnaire and a focus group with ProfHistória graduates. The data generated in the focus group was analyzed and interpreted using thematic-categorical content analysis. The research results show that ProfHistória is a continuing education program for teachers that contributes to teacher professional development, due to the fact that its training design is aimed at professional improvement and upskilling and at training history teachers/researchers as professionals that are qualified to teach history, as well as strengthening the teacher identity of its graduates and valuing teachers’ work and career. The conclusion is that ProfHistória is a postgraduate program aimed at the continuing education of primary and secondary education history teachers, which focuses on the training of teacherresearchers. It is closely associated with the interests and needs of initial education teachers and involves training centered on the school environment, curricular innovation in history education and teachers’ career development.

The fabulation, the primal art of telling stories, gained prominence in the Modern/colonial World-system, with this, the white European man proclaimed himself the narrator of the Story of the “New World”. He invented black people, however, they were stripped of their names, languages, histories, past and humanity. Furthermore, the black man was imprisoned in a network of meanings in a direct relationship with cisheterosexuality as if there was only one possibility for black people to experience their masculinity and sexuality. Meanwhile, queer black men were linked to caricatural, ridiculing and laughable signs. So, how can we misunderstanding these networks of meanings? Therefore, the present thesis aimed to caring for queer black masculinities, in order to build affective pedagogical learning communities, that is, to building (im)possible worlds through intersectionality and critical education for equality, social emancipation and free subjective expression of queer black masculinities in education. To achieve the main goal, I had to rethink masculinities studies through black feminist and transfeminist theories. In this way, colonial fabulation not only confined black people in their color, but also, builded normative somatic fictions that confined black masculinity and sexuality in a certain cisheteropatriarchal model of masculinity. Education was also rethought from a critical, transgressive and affective perception. I holded my methodological roat between autoethnographic writing and literary writing. The research involved the participation of seven queer black men teachers, that narrated your Writing Experiences. After analyzing the teacher’s Writing Experiences was possible write together our Queer Fabulations. If, before, we were objects by colonial fabulation, now, we write our Queer Fabulations in order to be authors our histories.

In short, here is the desire: to think of the reader in action in the acts of those there. Think about
it from the perspective of likes or dislikes; of the pleasures and displeasures, in short, of the
affections and affections resulting from the readings we make of the world. Thinking about the
man who reads (all people) in the world with the world. The man immanent in the world is the
is-being of the world in and with language. Language is the world of thinking man, homo
sapiens. In language and with language, each man is a world for himself in the world that
speaks in him, language speaks. Man is and is not in languages, languages are acts, ways of
apprehending oneself and the world, of worlds. In the world of immanent thought, the universe
is in the diverse, in worldly phenomena, Aristotle, the diverse manifests the one. Of what
constitutes us: the essential reading of the world, the instituting act, preceding every word; oral
or written. According to Paulo Freire or Heidegger, man speaks, he is subject-object: he speaks
based on the language that speaks in him. To this end, there is a need for a choice to initiate the
institution of this man, that of a reader, the verb read, which will place the man in the making
of his humanity, a logos to be exercised. Read, walk, read, choose, read, build, read, live. The
path of this writing is built through readings. Walking here means building a work of art, the
work itself, its language, to taste it with wisdom in the search for the transformation of the
common reader, into a Sisyphos reader, with the daily task, action, one of someone who is
establishing the I like reading, walking and finding my way around, all this through the habit
of consuming what gives you pleasure, forming yourself based on your choices, refining and
becoming more demanding. To understand the discussion about the whole human being based
on taste, its constitution and institution, Agamben (2017) elevates taste to the field of aesthetics,
a privilege of knowledge. Savoring is feeling knowledge, it's not just liking it, it's tasting a
pleasure that has been established. And along this path, the theoretical-methodological path of
this research directed towards philosophical-literary thought following a phenomenological
destiny, that is, bringing philosophy closer to science, seeing the phenomenon as itself, from
experience, in experience. We present our readings materialized in a dialogical text, with
reflections over the course of four years, in order to synthesize a new reader. We understand
the fundamentality of choice, we observe one signing up to the world with one's own work of
art, one's self, one's language, one's readings, one's interests. Readings are the way, and they
need to always be in action. Action does not require haste, “walk slowly, do not rush, because
the only place you have to get to is yourself”, says Ortega y Gasset. The field of research is life,
and this is up to each person to make their own selection, their taste as the basis.

This study, carried out in a teaching unit of the state public network, brings an analysis of the potential of the proposal of “pedagogical coexistence” for training, in this case, the professionalizing technical course, with an agroecological bias. This training environment (the school) is located in the Baixada Fluminense region, in the state of Rio de Janeiro. Developed in a critical perspective and based on discussions about the concepts worked on in technical secondary education, we put into practice Pedagogical Living as a methodological strategy in training and self-training. A practical concept that has been worked on and experimented with in this context of serious civilizing crisis. The use of socio-environmental processes, combined with the collective vision of the construction of concepts and this professional training that infers in the relationship with nature, served, during the research, as a basis for multireferentiality. The study sought to work moments of practices and re-reading of practices, theories and experimental applications, enabling unique experiences and powerful interactions. This plurality of knowledge, which we believe, strengthens training actions for trainers through meaningful Experiences practices that bricolate professional training, environmental responsibility and the investigative power of integrating spaces (the school). Thus, potential practitioners emerge from the transformations inserted and constructed in processes that gave meaning to the identification of practitioners as actives in the deconstruction of hegemonic patterns, for the construction of other ways of being and being present in society. It is a trajectory of implementation of training environments, with the objective of working on an interdisciplinary training and contextualizes it. And this formative scenario is assembled and reassembled, in a critical perspective of operative/reflexive possibility that escapes from systemic imprisonments to walk towards new possibilities of methodological practices.

The need for a discussion centered on Black women in Brazilian and Colombian Natural
Sciences, categorizing their voices, times, and academic trajectories while highlighting
the interconnections between race and racism in both Brazil and Colombia, is an emerging
issue. Both countries have multiracial societies where racial issues play a significant role
in various aspects of social, economic, and political life (Lerma, 2019; Wade, 2018;
Gonzalez, 2020; Davis, 1944). Black women have often been regarded as mere bodies,
lacking intellect, more than any other group of women; conversely, they are excluded
from being seen as producers of knowledge and holders of power (Carneiro, 2023). This
thesis presents a research approach that investigates the visibility and contributions of
Black women doctors in the field of Natural Sciences in Brazil and Colombia. It is based
on the narratives of five Black professors—three Brazilian doctors and two Colombian
doctors—showing their trajectories and the nuances related to the understandings
surrounding various manifestations of institutional, structural, recreational, and genderbased racism that affect their professional experiences. It also addresses the challenges
they face in legitimizing their presence in the academic scientific space. The exploration
is motivated by the absence of Black female representation in the field, reflecting on the
marginalization of these scientists' voices in a predominantly male and white domain. The
objective is to analyze these women's professional journeys, recognizing their challenges
and achievements, while highlighting their experiences with the potential to inspire future
generations. The main axes of the study include the analysis of the historical context of
race and racism, the barriers faced, the influence of racial and gender identity on academic
experience, and strategies of resistance against discrimination. The work proposes a
qualitative research design, employing semi-structured interviews, focusing on current
scientists. It emphasizes the importance of making visible the contributions of Black
women in science, which are often overlooked, and the need for broader reflection on the
disparities faced by different groups in academia. The research is organized into five
chapters that address the ideologies of race and racism, the landscape of Black women
scientists, the perspectives of the interviewees, and their life narratives, creating a
dialogue between Brazilian and Colombian experiences. The investigation aims to
contribute to a form of empowerment, while also pointing out that the disparity in access
to higher education and graduate programs for Black women is a factor that limits the
presence of Black women doctors in the Natural Sciences. Therefore, this work serves as
a starting point for exploring the experiences of these women, facilitating the
identification of experiences among doctors in this category and enabling the discovery
of strategies that could be adopted to promote greater equality and inclusion in this sector.

This paper seeks to understand the educational policies aimed at children who live the refuge experience, which in many aspects, is a field still to be deepened. The research is focused on the understanding of the offer of educational rights, guaranteed by legislation at the national level, as well as the municipal public policies of shelter in the public school system in the city of Nova Iguaçu in Baixada Fluminense. We arrived at this field through a mapping of the institutions in the municipalities that make up the Baixada, in order to find our subjects, through direct contact with the Municipal Education Departments. To this end, in addition to the analysis of the legal aspects, we used the conversation, as a methodological option, with the pedagogical teams and the teachers of the units that attend the children, as well as the staff of the Municipal Secretary of Education of the municipality. The theoretical concepts are based on the assumptions of Mikhail Bakhtin (2003, 2014, 2017) who reveals the "no alibi of existence", thus affirming the responsive attitude, and Freire (1987, 1996) who points out the process of "being more" that should be realized in the communion and solidarity of existents. The concepts of children and childhood based on childhood studies (ARIÉS, 1986; SARMENTO, 2005; CORSARO, 2011 and LOPES, 2006, 2008, 2018) permeate this study. It also dialogues with the concepts of Rua (1997) and Mainardes (2006) in the understanding of public policies, their nature and relationships. The present research has a qualitative approach in which evidence was sought in verbal and visual data for the understanding of the events. In view of what was observed in this study despite all the legislation, there are still gaps for the effective access and permanence of the subjects in the Brazilian educational system.

The purpose of this research is to explore an organization within the Black Social Movement, the Instituto de Pesquisas das Culturas Negras (IPCN) and the historical narratives constructed from the 1970s to the1990s in that space. This research was conducted through semi-structured interviews with former and current associates and presidents who passed and remain in the IPCN. Additionally, we engaged with the history of the formation of the Black and Social Movement in Brazil with focus on Rio de Janeiro. Given this, the goal was to carry out an excerpt on the narratives of construction and permanence/resistance of the IPCN from the perspectives of the interlocutors who were part of it from the institute’s inception until its establishment, examine these narratives by considering the intersections of social factors, including race, gender, and society.The study aims to elucidate the historical significance of IPCN within Rio de Janeiro's society and the broader context of social movements."

Non-formal learning spaces, understood as places outside the school atmosphere, can be educational scenarios and are places that can contribute, support and/or complement learning. This research intends to expand reflections on the achievement of the goals of the ODS - Sustainable Development Goals in Brazil, based on the diagnosis of the CTTro - Traditional Community of Terreiro and its other adherents of African matrix religions, as a way of organization to put into practice the demands determined by the UN Agenda 2030 - United Nations. In Brazil and in the world, there are heterogeneous destabilizing situations generated by problems related to hunger, poverty, inequalities, lack of basic sanitation, social injustices, among other obstacles that imply the living conditions of future generations. To alleviate the controversies, an online course was created, together with a babalorixá, with the desire to present, learn about and discuss aspects of the SDGs in line with the cosmovision of religious traditions of African and Afro-Brazilian matrices , as a way of promoting a dignified life for the people of the terreiro, eradicating intolerance, racism, violence and discrimination. Proposal supported by the ambitious Agenda 2030, in the understanding of SDG number 04 - Quality Education, in nonformal education, in literacy and in Federal Law 10.639/2003 and 11.645/2008. The meetings were held virtually, promoted by lives, with the participation of religious leaders, practitioners of African matrix religions and other supporters. The research was carried out through records of situations experienced in this non-formal education space and interviews. For a better understanding of the issues raised in affirmative action, it was necessary to analyze the construction of the black category (GOMES, 2003, 2010, 2017; MUNANGA, 2004, 2005), the relationship between race and coloniality (QUIJANO, 2010), as well as other themes that emerged for the understanding of positivities and ethnic-racial relations in CTTro. The considerations germinated by the research invite us to rethink about the practices for the historical rescue and strengthening of the ―chão do terreiro‖, provoking new crossroads that disrupt hierarchical, Eurocentric, intolerant and racist patterns, which disqualify Afro-Brazilians and those who practice the African origin religions.

The following research begins through the matters of the particular universe of the researcher, specifically by attentively listening to her daughter - a black child in kindergarten, studying in the south zone of Rio de Janeiro, same area that she lives. Her voice, already as a teenager, summed up in one sentence, feelings, experiences, consciousness and pain. Listening to that voice brought the researcher back into a past time of construction of her trajectory, revisiting her own childhood and her construction as a black woman. The voice heard, transported her to a hermetic field, into two senses: almost not visited and for shielding by itself. Maybe this field has been protected by the economic profile of the students of a school defined as “elite” of the south zone of Rio de Janeiro - target group of the research - that includes kids in the age group that goes from 5 to 8 years old. The research has the goal to understand, through the voices of black children, if the racism at an elite south zone school, in Rio de Janeiro is noticeable or not, in their perspective. We questioned the kids through extracted inquiries that proposed the identification of racism in day to day scholar activities, through listening to children from an elite school; listening to children about how they deal and feel about racism; investigate how an elite school works the racial issue at a social and pedagogical context; analyze the identity and representative processes of black children, in a elite context. At first, we started with a methodological proposal, listening to children through in person activities, customized in a collective and collaborative way, creating a dialog with the proposals already developed by the field. In this context, the children are invited to participate in all of the architecture of the research, like real "researching" beings. A relevant data is that the route of the research crossed paths with the pandemic, through the quick spread of the SAR-COVs 2 virus, that causes COVID-19, and one of the preventive measurements against the virus is social distancing, leading the schools to be closedfact that transferred the qualitative nature research to a hearing research utilizing media resources, highlighting gamification or "cyber ethnography", strategy taken in consonance with the age group, created, prototyped, verified and validated with the participation of children external of the field. Prototyping allowed an analysis of important indicators to the presentation, customization and after the field application. After the negotiations and the organization, the field closes itself to the research settling in a time lapse - distressful for the researcher - that brought an initial look beyond the walls of the desired field. Now, closing the path, was taken to an incredible discovery of a school in the same area, with economically privileged people, with a story that intercrosses with her in a maternal matter, the education and the black daughters and sons. The research had to be rerouted, without loosing it's essence of listening, inserting the children in an interactive observative format during moments at the backyard - space where words and interactions happen naturally, propitiating an organic perception. A backyard where a magic orbits around a mango tree and it's fruitful branches.

This work is the result of research carried out in the Master's in Education in Contemporary
Contexts and Popular Demands, at the Federal Rural University of Rio de Janeiro. It proposes
a theoretical reflection on how racism affects literacy in early childhood, observing proposals
for literary literacy and education offered to children under six years of age in Vale do
Bonsucesso in Teresópolis, in the municipality of Rio de Janeiro, and also the tensions in the
construction of a anti-racist education (GOMES, 2019) and literary literacy (COSSON, 2014)
experienced by the teacher-researcher. The present work proposes to map and discuss the
access and use of children's literature books offered by the PNLD to early childhood education
schools in Vale do Bonsucesso, and to analyze whether this collection contains books with
racial themes and black representation, in order to constitute more a tool that contributes to the
effective applicability of law 10.639/03 and the promotion of anti-racist education. Through
the analysis of critical discourse and participant observation, this study will unravel the
possibilities and impossibilities of building a diverse and equitable school and literary
environment. As a preliminary result obtained through a bibliography review, it is perceived
that a non-dichotomous relationship between theory and practice is fundamental for the
promotion of anti-racist education and that the literary literacy offered to early childhood in the
Bonsucesso Valley needs to be observed with great attention, since racism does not stop and
does not spare early childhood. During the research, it became evident that my concerns about
racism in the school environment were not individual, but collective

This work intends to analyze the LGBTIA+ movement of the Federal Rural University of Rio de Janeiro through Coletivo Pontes in its 16 years of existence, becoming one of the oldest active collectives of the university. In order to contextualize the actions of Coletivo Pontes, we carried out an investigation based on the Pontes' generations, that is, the different moments of the collective and its representatives. The central idea is to bring varied perceptions about the action of Coletivo Pontes throughout its existence, in order to analyze the sociopolitical scenarios in which these different generations were inserted and how such contexts influenced the actions organized by the group. We based our study on a descriptive and documentary exploratory research methodology, given the scarcity of bibliographic material about the Coletivo Pontes. The investigation was based on empirical debates that run through the entire work, using a pre-structured interview script with the leaders and activists of each generational moment of Pontes in order to know the profile, their political analyses, understandings in relation to Pontes and public policies aimed at the LGBTIA+ population. This research, therefore, points to the importance, not only of political training in collective spaces such as Pontes as a mechanism for qualifying human/professional training, but also reiterates the relevance of groups with identity agendas at the university, either by acceptance or by political action in the guarantee of rights in all spheres of sociability.

Maria Firmina dos Reis was a teacher and writer from Maranhão of the 19th century, who is currently being recognized as one of the precursors of Brazilian women's and black literature. Her first novel, Úrsula, was published in 1859, revealing the author's anti-slavery face. The novel also inaugurates the so-called Afro-Brazilian literature, that is, the literature of Afro-descendant production, whose theme is blackness from its own perspective. Maria Firmina dos Reis also systematically collaborated with the São Luís press, publishing a series of texts and short stories, in addition to the book of poetry entitled Cantos à Beira-Mar, from 1887, returning more forcefully to her abolitionist ideals. Despite coming from the masses, the author did not necessarily address them, finding in literature a form of political and artistic expression. For, even though she did not live as a slave, she watched closely the ills of slavery, which is evident in much of her work. Based on this understanding, the present work aimed to study the reasons for silencing Maria Firmina dos Reis, seeking to highlight the importance of taking the author to classrooms in different teaching modalities. For that, a literature review was carried out, where authors were sought to explain the late recognition of an author who critically debated historical and social themes, within a literary universe that dialogued with her time, contesting many aspects of the society of her time.

The dissertation “Introduction to the Concept of the Extended Privatization of Brazilian Education through a case analysis based on the actions of the Lemann Foundation, an enterprise of the richest man in Brazil” began to be produced in 2020, 30 years after the World Conference on Education para Todos em Jomtien, was qualified in 2022, the year in which 20 years of existence and performance of our research object, the Lemann Foundation, are celebrated, and is being defended in 2023, when the Neoliberal Historic Block, today in its Social- Liberal, completes 50 years of Hegemony since the 1973 Organic Crisis. Its title, linked to this chronological coincidence, speaks for itself. In this way, the main objective is extremely clear and consists of rephrasing the objective question: can it be said that there is an ongoing development of the phenomenon of the Extended Privatization of Brazilian Education? For this, we use the Gramscian concept, absolutely central, of the Expanded State as a Methodological Tool, in order to carry out, in a documental way, a case study dissecting the actions, partnerships and endeavors of the philanthropic family organization of the richest man in Brazil, Jorge Paulo Lemann. Social relevance is perceived when one considers that it is scientifically proven, according to a wide bibliography, that it has been 30 years since Educational Reforms, organized by International Organizations and philanthropic foundations such as Lemann's, have been undertaken in Latin America, and more specifically in Brazil, to help adapt this region from the periphery of global capitalism to its place in the current International Division of Labour. Apart from that, becoming aware of the bourgeois strategies that are developed via the educational segment with the aim of generating Consensus, is the first step to provoke, in the words of Aparecida Tiradentes, “the necessary indignation to organize the energies of the struggle of the working class” (SANTOS, 2012, p.8), in order to combat them. However, the aforementioned route follows: analysis of the materiality of current capitalism; to then explain the model of education that contemplates this peripheral Neoliberal superstructure; and finally we carry out the case study dialectically clashing the works of the Lemann Foundation against bibliography critical of it, which will inquire about the billionaire's specific interests in national education, especially public education.

The work analyzes the critical behavior of Grupo Globo (formerly Organizações Globo) towards the First Special Education Program of the Integrated Public Education Centers (I PEE - CIEP), which took place during the first Leonel Brizola government, 1983-1987, in Rio de Janeiro. Pierre Bourdieu's sociological concepts are used as a theoretical framework and an attempt is made to incorporate elements of Antônio Gramsci's theory of hegemony. Elements of debates related to the “theory of dependency”, the “theory of knowledge” (inspired by Frankfurt) and the sociology of Brazilian education were also used. That is, concepts and debates that help to identify the determinants of Grupo Globo's performance, correlated to its social field, inherent to its expansion of political and economic power at the national level, resulting in the dominance of the cultural industry. It strives, however, for not relegating the importance of the cultural sector in its vast activity (including economic activity), whether in the spheres of production, dissemination or art, nor making a value judgment of Grupo Globo employees, in the various segments, of the journalism to audiences, as it is precisely a source of work and income. It seeks to contextualize the conflict between Grupo Globo and the Leonel Brizola government, considering the characteristics of the Brazilian political field in the final moments of the military dictatorship, in which different political and economic views on the possible paths of the country are outlined. An exhaustive survey was carried out of journalistic articles, including editorials, by O Globo about the I PEE-CIEP, based mainly on O Globo's own Digital Collection. Social agents active in the I PEE-CIEP and in the communication sector of the first Leonel Brizola government were contacted and interviewed, who, in addition to reporting the experience, indicated bibliography, documents and materials from the alternative media. The research results show a critical behavior in the hundreds of articles in the newspaper O Globo addressed to the I PEE - CIEP, with a more general argument related to the "poor" efficiency of public management, aiming to disqualify the model of public education that proved to be contrary to its interests in two preponderant, albeit indirect, directions, that of incorporating a socially critical pedagogy and consequently generating greater cultural resilience in the new generation in Rio de Janeiro. Consequently, and simultaneously with the immediate result, the antagonism between the hegemonic media and quality public education, or more directly between the cultural industry and popular education, crystallized.

The study entitled “Implications of social distancing in the teaching practice that mediates knowledge in the Youth and Adult Education Program (PEJA)” aims to investigate the consequences of measuring social distancing in the practice of teachers working in the respective program. The qualitative research will have the participation of fifty professors of both sexes, of different age groups, who teach for a period of more than two years, teaching any Curriculum Component (Discipline), in the teaching modality of Youth and Adult Education - EJA -, in eight school units, in Elementary School - 1st and 2nd segment -, which offer day and night PEJA, located in the 6th Regional Education Coordination (CRE) in the Municipal Network of Education in Rio de Janeiro. The Questionnaire and the Focus Group were used as instruments dedicated to prospecting and extracting in the everyday universe, often made invisible by modern science, precious information that would contribute to the understanding of the reality of social distancing, experienced by teachers in their practice, in the transposition of teaching face-to-face to remote, considering the pandemic context. Alves, Berino, Krenak and Santos were chosen authors, for assuming a leadership role in this research related to contemporaneity. As the study with everyday life does not analyze data, the speeches of the professors that reflect the guiding feelings of their practices will be associated with the Freirean concepts of “Limit Situations” or “Viable Unpublished”. We hope that the conclusions reached lead us to reflections which may enable new surveys concerning the theme, based on ethics and solidarity with educators in this atypical, unimaginable and epidemiological moment.

The purpose of this research is to analyze access to vacancies in day care centers. The right of children to daycare was established as a public policy in the 1988 Constitution and reinforced in LDB 9394/96, which considered Early Childhood Education the first stage of basic education, with daycare being the segment aimed at babies and children up to 3 years old. It turns out that more than twenty-five years after the enactment of this right, in 2022, day care services did not materialize as a right for the broad Brazilian population. This research is based on the hypothesis that supply is less than demand and, therefore, many arrangements are carried out in the contexts of education departments and institutions. Knowing these arrangements and highlighting the strategies for distributing vacancies is the objective of this investigation. The theoretical framework is constructed in the interlocution between education, the sociology of organizations and the analysis of public policies. Access to daycare places, as well as other educational policies, takes place in an arena of disputes, in this sense, the cut proposed by the investigation, turns to the regulations and strategies of the networks in the definition of the distribution of vacancies, in the actions of the representatives of Early Childhood Education and the role that the directors of the institutions assume in the face of the implementation of this policy. In the theoretical framework adopted, the directors and these representatives work in the middle layer of the bureaucracy, being named as middle-ranking bureaucrats. The empirical field is the municipalities of the Baixada Fluminense that accepted the challenge of serving children under one year old in Early Childhood Education. Methodologically, this is a study with a qualitative approach that, through analysis of documents, questionnaires applied to representatives of the Early Childhood Education teams of the education departments and as well as interviews with directors of public daycare centers, intends to know the clashes, challenges and strategies used in the implementation of this policy. As a result, we verified through the questionnaires that although the efforts of the municipalities in complying with the legislation are recognized, one cannot fail to consider that, even fulfilling what determines the legal frameworks, many children still cannot conquer the right to day care, and wait on waiting lists; the number of children attended indicates that the municipalities are far from the PNE target for day care centers. Faced with the lack of vacancies in day care centers, municipalities carry out raffles and classification procedures, strategies that filter, through priority criteria, the selection of children. The data produced through the interviews indicate how much the managers, motivated to overcome the challenges that emerge in their daily lives, adopt practices, sometimes personal. In this way, they use their discretion as a means of organizing the stages formulated by the municipality's Department of Education, including to resolve the demand for vacancies. Thus, from these methodological instruments, it was possible to know the institutional arrangements and highlight the strategies of the Secretariats and the directorates of the day care centers.

This study sought to investigate the creation process of the Anton Dworsak Municipal School in the 2nd district of Duque de Caxias and how its municipalization occured. The neighborhood that had been inaugurated in 1947 was in full growth and inhabited by many migrants who arrived both from other states and from other countries. The locality, which already had a large allotment and several commercial houses, also had a school-aged population that did not attend school because because there was no public school in the locality. The educational action of the government had not reached the place. Guided by his concern for those children out of school, his life story in the midst of World War II, which made him migrate from Yugoslavia to Brazil. Anton Dworsak mobilized the region's community and, with the help of some residents, sought material and legal means and built the school. The construction was carried out on land provided by the City Hall and the building, when built, began to be managed and maintained by it. As the government did not document the heritage and Anton had died a few days before the end of the work, some residents who participated in the action and construction of the building, organized a Center for the Improvement of Vila Maria Helena and Jardim Primavera and built the building for the residents' association on the same land as the school, and when documenting the building session, they also incorporated the building school. Until then, the school was maintained by the Municipality of Duque de Caxias and the building was donated by the Center for the Improvement of Vila Maria Helena and Jardim Primavera. That needs and does not go through the reforms that guarantee the community the education space it needs.

The history of education in Brazil would not be the same without changes that consider the representations of several parts that compose it and without an effort for renewals, updates, and the creation of educational policies that consider the professionals who work in educational institutions. One of the prominent figures who have been part of this history and who still advocate for different perspectives is Professor Osmar Fávero. Throughout his career, he has fought and continues to fight tirelessly for a more popular, social, and democratic education, aiming for different levels of education to mutually reinforce a system through thoughtfully develope educational policies. This dissertation, therefore, investigates the theses and dissertations supervised by Dr. Osmar Fávero, based on his Lattes curriculum, to bring forth a discussion on the themes of Youth and Adult Education (EJA, in Portuguese) from the perspective of his students who defended master's and doctoral degrees between 1974 and 2018, the last record found at the time of this research. Taking a closer look at Professor Osmar Fávero's trajectory as a current supervising professor, this attempt not only seeks to pay tribute but also to preserve the history of the researcher who has been present and played a significant role in the history of education and EJA in Brazil.

This research aims to analyze and understand Local History in the formative process of the Bachelor's Degree in History and the Bachelor's Degree in Field Education at the Federal Rural University of Rio de Janeiro in Seropédica between the years 2000 and 2023, presenting a curriculum and extracurricular investigation based on a conceptual, theoretical, and methodological evaluation of the local historical formation of future teachers trained in these courses. It is a qualitative research, employing two investigative procedures: case study and comparative study. From a documental research centered on the Pedagogical Political Projects of the analyzed courses, on the curricular guidelines, course abstracts and institutional documents governing extracurricular activities, it was observed that the Bachelor's Degree in History has a curriculum where localism has little space, shifting the formative responsibility to curricular activities. On the other hand, the Bachelor's Degree in Field Education experiences a territorializing dynamic that encompasses the Pedagogical Political Project, courses, pedagogical tools, and extension activities as mechanisms for engagement with community spaces. As a result, teacher education recognizes local memories, histories, and experiences of the field areas as inseparable from professional practice in its various dimensions - in assessment production, pedagogical planning, and didactic organization.

The main objective of this research is to analyze gender performances of some black fags in
the city of Rio de Janeiro, more specifically, members of the black collective LGBTQIAP+,
called “Is it a boy or a girl?” (EMM), in which I was one of the founders in 2020, during the
COVID-19 pandemic. We understand this collective as a space for “critical racial literacy”
(FERREIRA, A. 2015), in which its members build narrative performances of gender identity.
Performance has the Latin origin of the word formare, which in translation for us would be
“to form, create, give form”. We used ethnography as a methodology, which according to
Clifford (1998, p. 21) is not a data collection technique, but an anthropological proposal to
look at and understand the alterity that "is, from beginning to end, immersed in writing".
From this ethnographic perspective, we used a conversation wheel (LEVORLINI;
PELICIONI 2001) as data construction procedures, and other activities such as a workshop
and an artistic performance. After analysis, I identify the hierarchical and oppressive
relationships that are perpetuated in the history of many black queues, in addition to
perceiving the different forms of oppression, and their modus operandi, I present, as a result
of this research, resistance strategies of the LGBTQIAP+ population and the mechanisms of
every black movement giving strength to the continuity of the activities of the Collective -
EMM. Gender performances are built in social relations, these performances also socially
determine who lives and who dies, who commands and who obeys, narrative and gender
performances promote tensioning on different orders, whether in the academic, political,
economic or social aspect.

This theoretical work aims to analyze the continuities and changes in the ongoing training of teaching practice over the past 20 years. The focus was on the specific time frame from 2015 to 2022, with particular attention to knowledge related to education and sexuality in the school context, focusing on clashes of narratives that have influenced educational policies in Brazil. On the one hand, these have favored the accumulation of symbolic capital anchored in the moralism of religious fundamentalist groups; on the other hand, they have also provoked the need for approaches to the subject in schools by other political and professional agents, with a notable emphasis on the psychoanalytic approach. Attention is drawn to the identification of a repressed demand in the desire for knowledge about sexualities, aiming at possible interventions in pedagogical practices. In this regard, a review of psychoanalytic theory and education literature was conducted to discuss the pathways of sexualities from the Lula government to the present day. Psychoanalytic theory was used to analyze the clashes in pedagogical practices. In the field of education, its historical trajectory and methodologies identified the educator's position in the political debate on genders and sexualities. Finally, authors such as Michel Foucault (2005), Pierre Bourdieu (1974), Maria Cristina Kupfer (2004), and Jimena Furlani (2011) provide the theoretical foundation. These aspects emphasize the importance of critically examining the political and social implications of these dynamics in teacher training and educational practices.

This dissertation aimed to study the entrepreneurial formulations that permeate Brazilian curriculum policies and their intentionality in the formulation of an educational project that focuses on the adjustment of the working class to a bourgeois society project. In this regard, we investigated the behavioral modeling in the policy proposals of Todos pela Educação (TPE) from the High School Reform (REM) and the National Common Curricular Base (BNCC) and the influences of TPE’s organic intellectuals in shaping ideas about the respective reforms. The general objective of the research was to to understand the policy formulations of Todos pela Educação and the defense of specific interests and ideas by its organic intellectuals for the Brazilian curriculum, in the period from 2006 to 2022, which intend to model the behavior of Brazilians students through of school training. We list the following as specific objectives: I) identify the relationships between the Program for Educational Reform in Latin America (Preal) and Latin American Network of Civil Society Organizations for Education (Reduca) in the construction of business hegemony in education in Latin America; II) investigate the recommendations of international organizations, especially the World Bank, in the last decade for education and the relationship between their propositions and the policies of Todos pela Educação; III) understand the role of Todos pela Educação and its intellectuals in building consensus around a certain human formation project; IV) understand in the proposals for the curriculum policies of Todos pela Educação, especially the National Common Curricular Base and the High School Reform, the emphasis on modeling the behavior of basic education students; V) investigate, using the “revolving door” movement, the circulation of intellectuals from Todos pela Educação and their role in concertation between the various bourgeois interests. We use historical materialism as a research method and the Gramscian theoretical-methodological contribution of the Integral State. One of the significant contributions of this research was the identification of a “revolving door” movement, involving several intellectuals associated with Todos pela Educação. From our analyses, it was identified that these intellectuals move between the state apparatus and civil society organizations, such as the World Bank and the OECD, facilitating the circulation of ideologies and policies that can be consolidated in an educational project not only in Brazil, but also in Latin America, exemplified by Reduca. As a leader of the social-liberal front regarding Brazilian education, the TPE plays a significant role in aligning business interests with its policy proposals, which is largely due to its prominent composition of businesspeople. Within the construction of BNCC and REM policies, we highlight the creation of the Movement for the Common National Base, articulated by Todos pela Educação. Therefore, the interests defended by the TPE and its intellectuals represent formulations for an educational project anchored in the globalized agenda that is based on the modeling of behaviors, where school education must focus on “essential learning”, aiming for students to have the “competencies of the 21st century”, with socio-emotional skills playing a crucial role in this training project.

This study aims to analyze whether the actions of the Minha Casa, Minha Vida Program
(PMCMV) contribute to the formation of political education according to a social-democratic
ideology. The research universe consists of projects of the Program carried out in the Baixada
Fluminense under the administration of center-left governments. We seek to understand the
relationship between the actions of the Program and the results of the electoral processes that took
place after its creation. The Program is analyzed according to Offe's formulations on social
policies and Bourdieu's formulations on the political, economic, and educational fields,
considering specificities of Brazilian society. The definition of the research universe was
based on the characteristics of the Baixada Fluminense, such as: high housing deficit, low
education levels, strong social inequality, and political domination by oligarchic groups. One of
the hypotheses of this study is that there are no abrupt ruptures in the way social agents classify
reality as a result of public policies, unless significant changes in the possession of economic
and cultural capital are brought about.

The present study aims to comprehend the pedagogical interactions that took place on the Facebook social network among educators, families, and children in early childhood education during the Special Home Regime imposed by the Covid-19 pandemic. A period in which family members and guardians began to be seen as mediators, actively participating in children's school tasks. We will construct understandings regarding the statements expressed in visual and audiovisual productions posted on the social network of the Infant Development Space "Cidade de Lídice," given the effective alternative relationship between school and family during the period of social distancing. Therefore, the issues on which this research proposal is based are as follows: What educational arrangements were used in early childhood education during the studied period? What dialogues took place among the practitioners? Which subjects were enunciated there? What can we comprehend from the images posted during the pandemic period? How do the images produced during the Covid-19 pandemic present the experience of the subjects in this educational space? And with specific objectives: to observe if the bond between children, families, and educators could be maintained; to point out the tactics of the subjects in carrying out the activities; to understand the statements expressed in the analyzed productions. The theoretical/methodological assumptions are grounded in Mikhail Bakhtin's Philosophy of Language, and by engaging in a dialogue with Michel de Certeau, we will pinpoint the practitioners' tactics in carrying out the activitie. As a practice, this research intends to take an imagistic journey, pointing out the practitioners tactics in carrying out the activities, engaging in dialogue with Michel de Certeau. However, this research is not about analyzing the image itself, in what information the image alone brings, but about the possibility of reconciling the study of the use of imagery language in reflections on educational action in times of Covid-19. It is hoped that the reflections constructed in this investigative path can assist early childhood educators in deepening dialogues about working with children alongside families, with possible uses of online social networks in communication support.

From this research we can state that the existence of instruments alone does not enable learning, as it is through the dialogical and dialectical relationships of social interactions that we learn and internalize knowledge. This study sought to understand how the mediations carried out by families in the school activities of students enrolled in the first segment of Elementary Education occurred, through Emergency Remote Education (ERE), due to the social isolation resulting from the Covid19 Pandemic. To this end, we analyzed family members' statements about what it was like to experience this experience from a sociocultural perspective. Being a Human Sciences research, following the heteroscience bias, conversation is used as a methodology to listen, responsibly and responsively, to the families of students at Escola Municipal Professor Joaquim de Freitas, in the municipality of Nova Iguaçu/RJ. The conversations took place according to the preference of those responsible for the student: in person or via WhatsApp, by video call or audio exchange. Family members were invited to participate in the research via WhatsApp message and/or in person. The research was carried out through cyberspace, initially due to the issue of the health crisis and later because it was the most comfortable way chosen by those responsible. The conversations took place between two thousand and twenty-one and two thousand and twenty-three. Since it is through language that we interact socially and constitute ourselves, here we weave a dialogue between the voices of family members, the texts of theoretical references and the researcher to build an understanding of “unique and unrepeatable acts”, as Bakhtin tells us. With Bakhtin's concepts forming the basis of the gate, of the passages that we build and that are moving, changing as we weave new bases for other gates that appear along the way. In Vygotsky, we look for the concept of mediation. At Roudinesco, we work with the concept of contemporary family. With Santos and Lemos, we bring the concepts of cyberculture, cyberspace and analyze how the ERE was configured in the School Unit where the study took place. Lopes contributed methodologically based on the conversation methodology.

Based on autoethnography, it understands gender colonialism in the dynamics of coming out within the final years of Elementary School. The author makes an autoethnography problematizing how the normativity of gender and sexuality develops when a queer child has his dissident identity exposed within the school and its consequences. To this, the author tells how was her coming out in the 6th year of elementary school in Brazil, still at the age of 12- years-old, in the city of São João do Sabugi, in the countryside of State of Rio Grande do Norte, and how from then on her life was entirely resignified by practices of gender violence. In this way, the author focuses on understanding how social exclusion by gender and sexuality composes a kind of gender colonialism from Ancient Age to Modern Age, and how such relationships are still crossing the field of school, encompassing a violence involvement of learning. As a source, it uses autobiographical reports previously published in an online activist site web, for the Laboratory of Languages and Sexual Diversity (LALIDIS), linked to the State University of Southwest Bahia, in the year 2020. The work perceives how the sexgender-sexuality colonialism within the educational system shapes a series of marked violence on the queer child does not correspond to the social pattern of heterosexuality and cisgenderism, conjecturing a punitive education social project. Attention is drawn to care for dissident children.

Body image can be described as the representation of one's own body through an idealization of oneself, and it can be altered based on interactions and relationships with the external world. Body image can be influenced by parents, peers, media, and other factors. When body-related messages from the media, which often project an idealized and unrealistic body image, are uncritically assimilated, they can trigger changes in body image. Protective factors for body image refer to strategies that contribute to a more positive and healthy perception of one's own body and appearance, acting preventively against negative body image. However, studies in this area are still scarce, especially regarding knowledge about protective factors for body image in adolescents with visual impairments. Therefore, the aim of this current research is to identify protective factors associated with body image in school-going adolescents with visual impairments, with a focus on media messages about the body. This research is characterized by a crosssectional, descriptive, qualitative study. For data collection, the focus group technique was used, and 15 students from the second segment of Elementary School with selfreported visual impairments participated in this study. A moderator's guide with the dynamics and questions was used. This guide included questions about media, body image, and protective factors. Data analysis was conducted using categorical content analysis, consisting of three stages: pre-analysis, material exploration, and results treatment. From the content analysis of the focus group meetings, four categories were developed: (1) Protective Factors and Media Messages; (2) Media and Body Image; (3) Body Evocations: Concepts and Values; (4) School Physical Education. As a way to protect themselves from media messages about the body, the participating students emphasized positive thoughts about themselves, valuing their abilities and potentialities. Strengthening cognitive filters protects individuals against the influence of media body standards, safeguarding negative changes in feelings related to appearance, and also acting preventively in the development of body dissatisfaction, contributing to a greater appreciation of the body. Therefore, it is essential to consider this issue in didactic and pedagogical strategies in the educational context, particularly in School Physical Education classes, as Physical Education is the primary curricular component that deals with the body and its potentialities.

This Master's thesis aims to present the contributions of Maria Stella de Azevedo dos Santos to Brazilian education: a woman of black ancestry, dissident of heterosexuality and Ialorixá. To this end, I start from a brief study on Brazilian social- racial formation, arguing how the action of eugenicists established barriers that prevented the full insertion of black people in social life, particularly in education, and compare it with the situation of black people in education contemporary Brazilian. The study by Ruth Landes (2002) entitled “The City of Women”, is also important as it reveals the power of women from Salvador in their Candomblé terreiros, but also passages of racism in everyday social relations and roles of genre established at the time. I also discuss the grandeur of the life of Mãe Stella de Oxóssi, and the history of the foundation of the Ilê Axé Opó Afonjá terreiro, the sequence of Ialorixás of the house, as well as the social legacy left by Mãe Stella in the construction of a museum, library and a municipal school.

Considering that Racism is a white social construction founded on the idea of race created to segregate, hierarchize and dominate, this research is anchored in the analysis of Narratives from the socio-constructionist perspective of Moita Lopes (2003), dialoguing with the concepts of discourse as a social practice (Blommaert, 2005). Investigating how five high school teachers from a school unit in the city of São Gonçalo, metropolitan region of the State of Rio de Janeiro, think about their Literacy practices, what their daily confrontations are, the strategies of these teachers and the importance of Racial Literacy (Pinheiro, 2023), understanding that Racism needs to be combated, including within the school space. Thinking about Literacies as a tool to reinvent the world from Africa, weaving networks of knowledge that contribute to the deconstruction of Eurocentric Narratives and that reinforce the idea of resistance and black power, pointing out paths to the black becoming of the world that Mbembe presents in Critique of Razão Negra (Mbembe, 2022). Think about practices and methodologies that transform, overflow and promote critical thinking. The research demonstrates that the necessary epistemic turn requires constant training from teachers, dialogue between peers, structured schools and pedagogical practices approved with the dark becoming of the world.

The aim of this research is to analyze structural racism and the consequences of segregation in
the educational system, specifically in the second cycle of elementary school, in the city of
Bananal-SP. In order to get to the educational area of Bananal society today, it is necessary to
look around and understand the social characteristics of the municipality's history. In this way,
I investigated (based on interviews, documentary analysis and on-site research) the structure
of the city, from its physical aspects, through the housing organization of the residents, the
privileged groups and the cultural characteristics of the population, to the way in which the
municipality´s education reflects the values considered relevant by its inhabitants and
continues to propagate, from its structure, the reflections of racism. The intention is to
contribute to the re-signification of stories, encouraging anti-racist practices, guided by Laws
10.639/03 and 11.645/08 and the DCNERERs, as well as encouraging more reflection among
people, in order to overcome social prejudices. As a result, it is hoped that the privileges of
the city's wealthy and white population will be drastically reduced, so that a more harmonious
and just society can be created.

This study aims to analyze to what extent the debate on Homeschooling, as a political and
social project, contributes to the advancement of the Ultraconservative Liberal Front in the
Brazilian scenario over the last decade. For this analysis, it was based on the perspective of
Integral State, using the theoretical framework of the Sardinian philosopher Antonio Gramsci.
In this way, it is considered essential to identify and analyze the respective private apparatuses
of hegemony (APH) and organic intellectuals related to the theme, considering their actions
both in civil society with the National Homeschooling Association (ANED) and in political
society. To do this, we organized the study into 3 stages. In the first part, we sought to
contextualize the reader about the scenario that allowed the rise of the ultraconservative
liberal front. Then, the performance of the Ultraconservative Liberal Front in Education and
the performance of ANED in civil society were analyzed. To understand the role of these
actors in both civil and political society, we used Sonia Regina de Mendonça's analysis
methodology to briefly map the main organic intellectuals involved. In conclusion, the study
focused on the articulations of ANED as a private apparatus of hegemony in political society
and the respective intra-class tensions that encompass the debate. For this purpose,
bibliographic surveys were conducted on the country's main research platforms, such as
SciELO (Scientific Electronic Library Online), ANPed (National Association of Graduate
Studies and Research in Education), and CAPES Journals (Coordination for the Improvement
of Higher Education Personnel). This stage aimed to situate how Homeschooling has been
analyzed by intellectuals. Then, the performance of ANED on social media platforms such as
Youtube, Instagram, and Facebook was examined to observe the strategies used for
ideological construction and propagation. Finally, a legal survey was conducted regarding
Homeschooling to map the movements of the debate within the political society. From the
entire analytical context built throughout the study, it was found that Homeschooling serves as
an ideological foundation for the values that govern the Ultraconservative Liberal Front: ultra
liberalism and ultraconservatism.

Due to racialization as a base criterion for the economic-social development of humanity, and more specifically of Western society, especially from the creation of the Black and its intertwining with the concept of slave throughout the capitalist project that continues to unfold (becoming -black of the world), the contemporary philosopher Achille Mbembe (2018) and the rappers from the group Racionais MCs (1990; 1992; 1993; 1997; 2002; 2014) deepened the criticism of the executioners of what Mbembe (2014; 2016) conceptualized as necropolitics . In this sense, our objective was to investigate rap culture as a way of confronting the effects generated by necropower in Brazil. Medologically, the research begins bibliographically, hermeneutically and ethnographically-textually, seeking to understand and correlate concepts developed by the Cameroonian philosopher and Brazilian rappers. To achieve this, the problem was summarized as follows: How do the hip-hop movement and rap culture [Racionais MCs] criticize and confront necropolitics in Brazil? To answer the question, we initially investigated the development of the concept of race described by Mbembe in his works, as well as examining the narrative performance of the Racionais in line with the hip-hop movement as the culture that subverts the various ills faced specifically by black racialized individuals. in Brazil. Thus, taking the CRN as a starting point, and considering the obstacles faced in the (re)construction of identities despite the constraints of the delirium of the European creation of race/racism, this investigation emphasizes rap as a political-social, cultural commitment and educational. Therefore, in addition to being artists, Mano Brown (Pedro Paulo Soares Pereira), Ice Blue (Paulo Eduardo Salvador), Edi Rock (Edivaldo Pereira Alves) and KL Jay (Kleber Geraldo Lelis Simões) are urban thinkers, organic intellectuals whose work effectively contributes to the development of reflections and strategies for survival, resistance and re-existence in confronting necropower. The investigation demonstrated that the critical-narrative dimension of Racionais hip-hop and rap reveals the situation of necropower, from everyday life to institutions, enabling awareness (Freire, 1979) of peripheral subjects (D'Andrea , 2013; 2020) and MPIFs (Okereke; Alves; Ribeiro, 2017), keeping rap's commitment (Sabotage, 2000) alive in building an anti-racist society.

This work aimed to understand the potentialities of online and hybrid education in university teaching in the context of the COVID-19 pandemic. We present discussions on the importance of teacher training for teaching in cyberculture, reflecting on themes such as digital and cybercultural inclusion, dialogue and interactivity, interactive didactic design, and post-critical curriculum acts. Our methodological choice was cyber-research-training due to its intertwining with multireferentiality, complexity, cyberculture, and studies in/on/with daily life. This methodology was adopted because of the understanding that the process of training the teacher-researcher occurs simultaneously with training their students, resulting in an exchange of knowledge that emerges in the relationship between the city and cyberspace. The research field was the daily life of the Theories and Curriculum Policy discipline of the Pedagogy Degree at UFRRJ, where experiences were lived in online and hybrid modalities. We adopted project pedagogy in planning the activities of the discipline, organizing classes to integrate synchronous (face-to-face and online) and asynchronous (SIGAA) activities, creating activities for the production of media curriculum artifacts with a post-critical curriculum approach aimed at the development of teacher training moments. As research findings, we identified four notions: project pedagogy in online university education, interactive and collaborative online teaching in pedagogical mediation, experiential learning in the articulation of practice-theory-practice, and the potential of digital networking in the articulation between spaces, times, and pedagogies.

This thesis proposes to carry out an investigation about the performance of organizations
linked to Banco Bradesco with Brazilian education, analyzing their proposals, conceptions
and strategies to transform particular interests into something apparently universal. The proposal presented in this research is the result of the analysis work carried out at the State, Power and Education Research Laboratory (LIEPE), located at the Federal Rural University of
Rio de Janeiro (UFRRJ). During this period, the work developed was focused on identifying
the business performance, both in the diffusion and in the context of implantation of new
management models of the public administration, having as a central point of these researches
the identification of the Private Apparatuses of Hegemony that act or influence the formulation and dissemination of public policies for education. Therefore, it is in this soup of ideas, in
this rich broth of readings and debates that the research proposal of this thesis arises, identifying that the history of bankers is an omitted chapter in our historiography. We complete this
century with a relative lack of knowledge about the origin of the main Brazilian private banks.
A cycle of the banking history of this country is also completed with the progressive denationalization of this sector of activities, including reaching the large retail banks. Therefore,
we reaffirm the importance of the topic to be highlighted, in view of the central role played by
banks in the expansion of Brazilian Capitalism. As Bradesco Bank was one of the main locomotives of this process, being it, at the moment, the second largest national private bank and
its foundation, created in the 60s, the fifth largest “philanthropic association” in Latin America, we justify its relevance and importance. Intellectuals linked to banks, now called “representatives of financial capital”, participate in the composition of several boards of directors of
the main organizations that spread bourgeois hegemony in the implementation of educational
policies in the Brazilian public education network. . When this fraction of the financial capital
is not present with its intellectuals in the decision-making frameworks, they present themselves as financiers or executors. We adopted as a methodological theoretical framework the
theoretical framework developed by the Italian Marxist Antônio Gramsci, so that these tools
allow the understanding of Fundação Bradesco's ability to organize the performance of different fractions of capital and opposing fractions in civil society and the capacity of the complex
pedagogical training formed by a network of own schools to materialize the school education
project of financial capital in political society. Therefore, this thesis has as its fundamental
objective the analysis of Fundação Bradesco in society, its social action and its respective
relations with the capitalist regulation model. To do so, we will seek to demonstrate the foundations and categories of analysis that make up the Marxist theory.

The theme of this thesis is the study of business associativism in education in the early decades of the 21st century in Brazil. For this purpose, we take the study of the Movimento Brasil Competitivo (MBC) as the empirical object. The Movimento Brasil Competitivo, since its inception, has been the primary organization of civil society responsible for continuing total quality programs, state reform, and educational reform in the country. The notion of competitiveness is a fundamental value to be disseminated by the organic intellectuals of the MBC in all spheres of social life. In this sense, education plays a prominent role in the process of consensus-building around the pedagogy of competitiveness. The pedagogy of competitiveness, centered on the concepts of productivity, competence, and total quality, emerged as a response of the global bourgeoisie to the organic crisis of capital in the 1970s. In education, the discourse of competitiveness repeats throughout the history of Brazilian education, circulating in different business associational entities. We point out that the MBC assimilated this discourse of competitiveness and disseminated it in both civil and political society. The movement also acted through other means in shaping the pedagogy of competitiveness. In this regard, the objective of this thesis is to analyze the role played by the MBC in the diffusion of the pedagogy of competitiveness in education. Furthermore, we propose to identify and analyze the nature of the MBC's action in education. As a methodological procedure, we systematize the analysis of primary and secondary data, such as official documents produced by the MBC, interviews taken from websites, scientific literature related to the topic (articles, dissertations, and theses), news, and articles linked in widely circulated journals related to or produced by the MBC and its members. In this way, through the Gramscian theoretical-methodological framework, we understand the MBC as a private apparatus of hegemony structured from entrepreneurs belonging to different fractions of the Brazilian bourgeoisie and representatives of political society, which fulfills the historical task of the ruling class to incorporate and operate its interests within the State apparatus.

This thesis is located in the field of child studies, which has connections with the issues of online education carried out in the period of the Covid-19 pandemic and the consequences in the lives of children who, in the face of the challenge posed, began to produce their own understandings. These children who, when taken to school, assume the role of a student and with that a series of characteristics that lead them to divide, in addition to children's cultures, school cultures. This research intended to contribute to the analysis of the Brazilian experience of online education resulting from the COVID-19 pandemic from the perspective of some of those involved: children. What are the narratives of these subjects for the practices adopted as a pedagogical alternative to the social isolation imposed on subjects in an attempt to preserve themselves alive? We have as theoretical requests the indissolubility of the three spheres of culture: ethics, aesthetics and epistemology and the non-alibi for existence, since the subject responds for his actions, for which we base ourselves on the Philosophy of Language by Mikhail Bakhtin and his collaborators. Our theoretical contribution is based on three major axes, childhood studies (SARMENTO; CORSARO), online education (SANTAELLA; LÉVY; SANTOS) and daily life studies (CERTEAU; FERRAÇO). Our research deals with a specific group of subjects, thus producing an understanding of the process, among many others within the Bakhtinian perspective. We rely on Bakhtin (2011), for whom the specificity of human sciences needs to consider the relationship between the researcher and expressive, speaking subjects. In research, we need to address the other; it is not up to us as researchers to ask ourselves or others, in the presence of a mute object, a dead thing; speech is specifically addressed to the one we intend to know. Thus, talking to the other is the best way to understand the meanings he attributes to his utterances. What if others are children? In the same way. This look at everyday life is what interests us, as it brings us the understanding that the utterance should not be considered only in its linguistic structure, but in its historicity. If I seek to understand what children enunciate, it is necessary to do so from their enunciations, because, as subjects and, remaining subjects, they cannot become mute, that is, as a researcher, I cannot enunciate for children. In this interaction, we are so interested in the construction of understanding that presupposes the alternation of the subjects of the discourse and where both present responsiveness. Our research then brings conversations with the children and with the authors who support us in the theoretical reflections and also with the presumed other, the one that presents itself in the great time or in the great dialogue.

There is a need to make visible the presence of enslaved children in the 19th century in city of
Rio de Janeiro. The ai of this thesis isto discuss the mobility of enslaved, African chidreen as
resistance in their escapes, bringing up the voice and visibility of that childhood. For this, i
catalog and quantify advertisements of escaped enslaved children in the newspaper O Diário
do Rio de janeiro from 1839 to 1840. To discuss this enslaved African Childhood, we soudht a
historical construction based on studies in Barzil, about the enslaved African child, (MOTT,
1979, MATTOSO, 1988, DEL PRIORE, 1999, JOVINO,2010), in opposition to the United
States, (KING, 2011, DIPTEE, 2012, VASCONCELLOS, 2015), the historography of slavery,
(CONRAD, 1975, REIS, 1989, SILVA, 1989, SOARES, 1998, KARASCH, 200, LOVEJOY,
2006, KLEIN, 2011, SLENES, 2011). Studies on childhood, (ARIÉS, 1986, CORSARO, 1997,
HEYWOOD, 2004, CUNNINGHAM, 2005, JENKS, 2002, MAYALL, 2002, QVORTTRUP,
2010, SARMENTO, 2011, HENICK, 2015), and African Childhood, (VAZ, 1970, VAZ, 1970,
MARTINS,1972, SOMÉ,1999, GOTTLIEB, 2004, JUNOD, 2009). I use the conceptt of
Afrocentricity from and starting from na Afrocentric proposal of childhood, which my thesis
creates, because there is no such term for childhood, (GUTMAN, 2022), using the Afrocentric
studies, of (ASANTE, 1988), and the studies of (OYABADE, 1990, MAZAMA, 2009,
MUNANGA, 2011, MHOLONGO, 20130, we tried, to show the action of scape as construction
of agency, where the slaved African child is the subject of its own history, change and housing,
seeking to locate African children‘s cultures, in the Exchange between their peers, meeting
paths and escapes routes, contributing to na understandingrelating to the construction of na
african children agency, in the city of Rio de Janeiro, in the 19th century.

The proposal of this doctoral thesis, written through the textual genre of theoretical essay, consists of presenting the dual purpose of the research, without the aim of classifying lesser or greater importance, but which complement and interact within the specificities that inspire me to foster discussions on the listed approaches. The first aims to highlight the epistemology of Well Living and the pedagogies of indigenous peoples, as an announcement of complex and ancestral knowledge, educational processes and practices in which indigenous peoples socialize, beliefs, traditions, languages, sense of belonging and worldviews. The second is the proposal of epistemological/pedagogical insertion as conceptual contributions/supports, for example, of cosmology and indigenous thought, through indigenous literatures, with the purpose of substantiating the decolonial formation/action of environmental educators. The fabric of the text presented constant dialogue with indigenous and non-indigenous thinkers in constant inferences from the author with her propositions. The thesis highlighted the gaps in the training of environmental educators related to the epistemic and pedagogical absences of indigenous actors as protagonists of knowledge. Aware of the gaps, the narratives were woven in a synchronic way when pointing out possibilities for intervention via the epistemology of Well Living and indigenous Pedagogies. Our theoretical arguments are based on the concepts of: Edgar Morin; Daniel Munduruk; Sidarta T.G. Ribeiro; Gersem Baniwa Aníbal Quijano; Boaventura S. Santos; Catherine Walsh; Miguel Arroyo; Paulo Freire; Mauro Guimarães; Davi Kopenawa and Ailton Krenak.

In the midst of the structural crisis of capital, the search for the development of self-employment
has been highlighted, marked mainly by the notion of entrepreneurship and competences, in
which entrepreneurship becomes the main “way out” of the working class to overcome
structural unemployment and ensure employability. In this context, the Secretary of Education
of the State of Rio de Janeiro (SEEDUC) has been, since 2013, preparing the full-time High
School project, with integration with vocational education in entrepreneurship. This project,
developed by SEEDUC, by the Brazilian Micro and Small Business Support Service
(SEBRAE) and by the Ayrton Senna Institute (IAS) through the establishment of a relationship
between the public and private sectors, called “public-private partnerships”, has directed the
process of human formation, the conception of work and the educational work inside the
schools, disseminating a model of formation linked to the productive logic and imposing
changes in the curricula, didactic materials and contents to be worked by the professors. The
objective of this study was to analyze the educational formulations of SEBRAE and the Ayrton
Senna Institute on entrepreneurship and applied competences in the educational policy of the
state of Rio de Janeiro for Technical High School, seeking to apprehend the fundamentals of
the formulations for human formation. These formulations are implemented in the High School
Course with Emphasis on Entrepreneurship Applied to the World of Work. The research
question was thus defined: How did SEBRAE and IAS influence the educational policy of the
state of Rio de Janeiro for High School? What would be the meaning of the formulations
inserted in the policy for human formation in High School?. For this, we use historicaldialectical materialism as a method to achieve knowledge that allows us to advance beyond
phenomenal appearances, in the progressive and historical understanding of reality. The
research technique was document analysis. Based on the analyses, the study reveals that the
training offered in the High School course with Emphasis on Entrepreneurship Applied to the
World of Work by Private Apparatuses of Hegemony (APH) of the bourgeois class, SEBRAE
and IAS, through the relationship established with SEEDUC, has been working to disseminate
a human training project to meet the interests of capital in crisis, with entrepreneur training
being a “possible” socio-productive way out to maintain social cohesion in the face of
increasing levels of exploitation and precariousness of the working class and the ills social. In
addition, it reveals that behavioral modeling, linked to socio-emotional skills and the
entrepreneur's ideology, has become one of the main strategies of capital in redefining human,
worker and teaching work. However, the conclusion is that entrepreneurship is an ideology that
does not offer solutions for the working class in the context of the crisis of capitalism.

In the same way that has announced Neusa Santos Souza, I passed through the process
of becoming black. This discovery was made by the body-voice of Azoilda Loretto da
Trindade, in 2011, when I was 22. But only after the completion of master's degree,
having already started the doctoral process, I found out that mt body-woman-black, as it
emphasizes by Conceição Evaristo, had been crossed by the racism since childhood. So,
what you will find in this writing, from the "escrevivências" , are the speeches that aim,
right or subjectively, determine a social place of subservience to black women,
searching to understand in pratical terms how the racial categories discussed in the
academic context operam in our lives. However, it's necessary to also understand that
the "steps that come from afar" had reached us, causing displacements of these defined
places by the racism, that will be presented here as "racial disobedience". In this way,
this present research aims to analise not just the narrative that pretends to define us, but
the means by which we seek to write our own history, being us the protagonists of
choice of the place that we should occupy, explaining that personal trajectories of black
women are politics trajectories. With a view to achieving the objectives here described,
I'll present personal “escrevivências” of different age stages, dialoguing with my mom's
“escrevivências” and with two com companions of the academy and life. And in the
final path of this text, I unfortunately conclude that, however we keep moving us,
disobeying, seeking to break the structures of racism, this doesn't retreat, because even
occupying places "others", keep labeling us. In contrast, we move and will keep moving
against the grains of "a unique history", for us to do "a history writed by black hands".
Will be with me in this “xirê”, on this circle or crossing: Márcia do Carmo, Maria
Carolina, Neuza Maria, bell hooks, Conceição Evaristo, Lélia Gonzalez, Beatriz
Nascimento, Nilma Lino Gomes, Chimamanda Ngozi Adichie, Grada Kilomba, Audre
Lorde and so many others black women who "dared" to theorize their “escrevivências”.

Currently, the various media have highlighted the stories of successful entrepreneurs who
have reinvented their lives in the face of unemployment. In addition, we observed the
encouragement of entrepreneurial activity through the insertion of the curricular content
“entrepreneurship” in different levels and modalities of Professional and Technological
Education (PTE). The Vocational Education Reform initiated in the 1990s reorganized and
expanded the Vocational Education offer. This reform led to changes in the curricula and
structure of the Federal Network of Professional, Scientific and Technological Education,
which offers courses aimed at meeting the demands of the world of work, therefore, courses
in tune with the employability discourse and the incentive to entrepreneurial activity. These
changes are also due to the influence of international organizations, which emphasize in
their proposals the importance of stimulating entrepreneurial activity in education. Faced
with this reality, we elected as an object of study the inclusion of the curricular content
“entrepreneurship” in the PTE, taking as an empirical reference the Federal Network of
Professional, Scientific and Technological Education of the State of Rio de Janeiro. Our
analysis aims to explain the political and ideological implications of inserting the curricular
content “entrepreneurship” in the PTE. For this, we propose basic research, with a
qualitative approach, with an explanatory character, through the analysis of primary and
secondary bibliographic sources, taking historical-dialectical materialism as a reference,
which seeks to understand a phenomenon in its concreteness. We start from the hypothesis
that the inclusion of the curricular content “entrepreneurship” in the EPT is a way of
transferring to workers, especially the youngest and most vulnerable ones, the
responsibility for creating strategies capable of circumventing structural unemployment. In
this way, the incentive to entrepreneurial activity acts as a measure of conformation of those
who are excluded from the labor market, as they have already assimilated that survival in
the world of work is a matter of individual merit. As it is not possible to guarantee all PTE
graduates the achievement of an occupation in the formal labor market, entrepreneurial
activity is presented as a possible alternative to create occupations that provide income
generation. We adopted the concept that such discourse is a way of transferring to workers
the responsibility for creating their occupation. Currently, we have the pedagogy of
competences as a regulator of the labor market, as well as the need to become a worker
flexible enough to trigger individual entrepreneurial skills and become an entrepreneur of
their workforce in times of scarcity of opportunities. We identified the need to reflect on the
role of the State as a promoter of the “ideology of entrepreneurship”, in addition to
understanding the socio-historical context in which the reform of Professional Education
and the inclusion of the curricular content “entrepreneurship” in PTE took place. This whole
relationship takes place under the guise of an education that seeks the emancipation of
workers, but its essence lies in promoting the social project of capital through the school.

The end of the Union of Soviet Socialist Republics (USSR) had a decisive impact on the final years of the 20th century, being interpreted by bourgeois intellectuals as the end of history and by Marxist intellectuals, sometimes, as the defeat of the workers' movement in the fight against imperialism. The consequences of this experience associated with the transformations in the productive system that took place, from the 1970s onwards, were intensely felt by the working class in dependent capitalism and taken advantage of by the bourgeoisie with the internationalization and internalization of the imperatives of capital for all the spheres of social relations. That said, it is indicated that the Inter-American Development Bank (IDB) has played a fundamental role, especially in the capitalist expansion towards the interior of the States and municipalities or provinces of the political-territorial units in Latin America, in different areas, expanding the application of strategies that promote the containment of the working class through its preventive disarticulation. In this work, an attempt is made to point out interstate banks as institutional developments of imperialism, based on the investigation of the IDB's relationship with Brazil, focusing on the period between redemocratization and the present day. It is convenient to understand imperialism as a phase of development of capitalism in its fundamental traits (LÊNIN, 2012) that determine, even in the 21st century, social relations in dependent capitalism (GOUVÊA, 2016; FERNANDES, 1981) through elements that lead to the maintenance of the preventive counterrevolution (FERNANDES, 2019). In this way, the sources used as an object of study are expanded, considering, in addition to the legal-political operations carried out by the IDB, legislation produced within the states and municipalities and documents produced by the Movimento Coopera Educação coordinated by the business organization Todos pela Educação no Brazil. It is concluded that Public Basic Education, in Brazil, between 1988 and 2022, was crossed by the intervention of the IDB within the political-territorial units, in alliance with local business organizations, as a way of guaranteeing the expansion of capital in terms of value and territory, based on preventive processes to contain the working class through its disarticulation, which has as its main strategy the implementation of the collaboration regime set out in the legislative provisions since the Federal Constitution (1988) in states and municipalities.

This research in the area of Education analyzed the implementation of the Institutional Qualification Program (PQI) between 2018 and 2022, using documentary research as a methodology (CHAGAS, 2003; PIMENTEL, 2021). The PQI aims to qualify teaching staff and administrative technicians in education at UFRRJ (TAES) in Master's and Doctorate courses, in Graduate Programs in different areas. The general objective of the research was to investigate the scope of the PQI within the scope of the continuing education policy of UFRRJ's technical administrative servants. Highlighting the following specific objectives: to characterize the profile of the technical administrative servants of the Federal Rural University of Rio de Janeiro involved in the PQI; identify the universe of institutional and civil servants' adherence to the PQI; provide opportunities for other universities, public bodies and society in general to become aware of the program and contribute to the construction of a memory of the continuing education of the employees of the Federal Rural University of Rio de Janeiro. A research was carried out in the legislation and in the external and internal documents of UFRRJ and it was identified that 72 (seventy-two) students were enrolled in the PQI between 2018 and 2022, with a balance between the number of male and female servants. Of these enrolled students, 45 (forty-five) are studying for a master's degree and 27 are studying for a doctorate. Twenty-nine civil servants appear as graduates, 28 from the Master's and 01 from the Doctorate. There were the summaries of 23 master's dissertations and 01 doctoral thesis summary, verifying that the research contributes to the server's activity, to its work environment or to the strengthening of research and postgraduate studies with impacts at the local level, regional and even national. In addition, the research demonstrated the need for further studies to further deepen the evaluation of the PQI, contributing to the necessary adjustments, aiming at its improvement as a permanent policy for people management at UFRRJ.

TThis doctoral thesis seeks to identify the hallmarks of the objectives of the I PEE and the Program of Integrated Public Education Centers (CIEPs) along the trajectory of the education professionals who participated in it. It is intended to construct the category of analysis of school culture of the Integrated Centers of Public Education coined not only in the space of the CIEPs, but during the formative processes implemented for the exercise of activities related to the program and in the memory of the participants. The understanding of the importance of dialogue between the documents that institutionalize the I PEE and the CIEPs Program with a focus on the formative processes and on the memories of the participants was the starting point for the research, given the hypothesis of maintaining the dynamics and fulfilling the objectives of the program throughout the participants' professional practice. It is known that the PEE and the CIEPs Program are not successful due to several issues and criticisms, including with regard to party-political issues. Thus, finding these marks that show the “continuity” of the objectives of these programs contributes to the reflection, action and construction of public policies related to full-time integral education with several possibilities. In this way, the concept of school culture of the Integrated Public Education Centers is built to enable the understanding of the different networks of meanings referring to the practices, values, customs and behaviors constructed and experienced in training actions and professional practice. The research intends to discuss the concepts of school culture, school culture, integral education and memory, recognizing their intertwining, and using them as categories of analysis in relation to pedagogical practices, the organization of time and space and the interactions between the actors.

The diversity and human sexuality, mainly related to the school space of children and young people, as well as teacher training, is the central theme of this thesis. The research that was developed as one of the requirements for the doctorate in Education, Contemporary Contexts and Popular Demands of the Institute of Education/Multidisciplinary Institute, Federal Rural University of Rio de Janeiro (UFRRJ), aims to discuss the doubts, uncertainties and concerns faced by teachers on matters related to gender and sexualities at school. It was expected to understand that the pedagogical practices on issues of genders and sexualities and which barriers prevented this development. The writing took place amidst the chaos of a pandemic that took the lives of thousands of people, together with a devastating political scenario, of anabsurdly authoritarian (mis)government, that preaches hatred, racial prejudice, LGBTQIA+phobia, misrepresentation and disqualification of people with disabilities and that, in a context of crisis, still make public Fake News. In this turbulent period, the research needed to be adapted, due to the social distancing it had to be developed in an online format, it was called: “Course of Extension in Gender and Sexuality at School”. This program, designed and coordinated by me and my advisor on this Thesis, Joyce Alves, was carried out with the contribution of members of the Genders Education and Sexualities Studies Laboratory (LEGESEX) along with professors/researchers invited to teach the classes. We had a total of 254 course participants, basic education teachers and other UFRRJ students. For this study, 34 teachers from the basic education in the metropolitan region of the state of Rio de Janeiro, gathered in the “Luiz Otavio’s class”. This research was based on a qualitative approach that went through digital ethnography (SANTOS, 2005 and MISKOLCI, 2017), given the needs of the moment in which it was developed and for the selection of responses from participants to “Content Analysis” (Bardin, 2011). From the perspective of evidence, clues and signs (GINZBURG, 1989) and not absolute truths, I seek the discussions and the methodology ours/from/with of the daily life presented by Alves (2002 and 2008) making it possible to understand the obstacles, since I immersed myself in the spacetimes of the research, dedicating myself to the subjects in which the actions of daily practice-production were I could watch closely,respecting my subjectivities and those of the course participants. I understuood that from insufficient initial training, teachers presented experience knowledge Tardif (2011), through situations that happen in the daily life of the school and the curricula start to be created daily, in the dialogue in/of/with peers and in the intertwining between the various networks of subjects and knowledge present in schools (OLIVEIRA, 2003). Thus, this thesis postulates that there should be greater investment in educational public policies on gender-related issues and sexualities in school spaces and the importance of continuing education that aim at establishing fairer practices, without inequalities, prejudices, intolerances and disrespect for different ways of life. 

This thesis' main objective is to analyze the educational environment of “ComVivência Pedagógica” at Colégio Municipal Dom Ottorino Zanon, based on the Five Formative Principles for Environmental Educators. Noeli Granier (2022) brought these Principles in her thesis, entitled The Construction of Educational Environments and the Formative Principles of Environmental Educators in the Proposal of the “ComVivência Pedagógica”. They are: Critical Reflection, Connective Posture, Creative Destabilization, Ethical Indignation, Transforming Intentionality – considered the dynamizers of this environment of “Pedagogical Coexistence”. The Principles are the theoretical basis with which I dialogue to analyze the Agroflorestar project that is being carried out on the Colégio Municipal Dom Ottorino Zanon grounds and aims to create a circular vegetable garden, in which students and teachers can exchange knowledge in relation to Socio-Environmental Education. To encourage reflection, interviews were held in the Conversation Round format with a teacher who taught at the school between the 1980s and 1990s, a period in which the school was an Agricultural Technical school. Furthermore, documentary sources were consulted to reconstruct this historical period of the institution. The thesis is constituted as qualitative research and has the Narrative Research as a methodological approach, as it’s based on reports of school’s current and past experiences. On this formative environment, the work brings possibilities of a pedagogical praxis and training for teachers in Socio-Environmental Education based on theoretical and practical bases.

The thesis is the result of a research on the role of churches and private apparatuses of evangelical
hegemony, as well as the work of their organic intellectuals, in the context of the process that we
characterize as the growth of fascism in Brazil. This process derives from the bolsonarist project of
fascistization, considering its historical determinations, which are inseparable from the deepening of
the organic crisis of capital and the strengthening and rise of a liberal-ultraconservative front acting
ideologically in the country. Based on Antonio Gramsci's Marxist theoretical framework, anchored in
the concept of the expanded (integral) state as a theoretical-methodological tool, the research sought
to identify and analyze the strategies of educating for consensus through the characterization of the
new pedagogy of evangelical hegemony, as well as its relationship with Bolsonarism and the disputes
surrounding the educational policies circumscribed by the Nonpartisan School ideology, which is tied
to the renewed coercive strategies intrinsic to bourgeois autocracy in dependent and peripheral
capitalism. The specific time frame established was the period of President Jair Bolsonaro's
administration (2019-2022), and we focused on analyzing the actions of the evangelical segment
through the Ministry of Education (MEC) and the Evangelical Parliamentary Front (FPE). The study
identified two predominant aspects of this segment's work in relation to educational policies: a) the
dispute over shaping the behaviour of students, teachers and legal guardians, through the policy of
militarizing schools, linked at the same time to the socio-emotional competencies established by
multilateral entities of big capital and to the fascist elements of the bolsonarist prescription; and b)
the dispute over the meaning and function of the family as a social institution, through
Homeschooling advocacy, linked to other strategies of a Christian fundamentalist, ultraconservative
and reactionary nature, aimed at the “restoration of meaning” and the “refunctionalization of the
family”. We conclude that the political arrangements directed at these policies, which included the
intensification and mobilization of private apparatuses of evangelical hegemony, in the set of
activities of the liberal-ultraconservative front, characterized the interface of the new pedagogy of
evangelical hegemony with the bolsonarist project of fascistization, thus representing the alignment
of the leading intellectuals and hegemonic apparatuses of the evangelical segment with Bolsonarism,
which were constituted of and at the same time constituted, in the period analyzed, the process of
fascistization in Brazil.

The supervised curricular internship (SCI), a fundamental curricular activity in teacher training, enables the unity of theory and practice and is a training moment with the potential to provide fundamental experiences to teachers in training. In this context, the Guidelines for the Training of Basic Education Teachers define the basic education school as a space for teacher training, which consequently points to a redefinition of the role and importance of the supervising teacher (SP) in relation to the SCI, in order to meet the training needs of future teachers. This research aimed to analyze the training of the supervising teacher of physical education internships to work with undergraduate students, in the context of an academic course, describing their perceptions regarding the role of the internship in the training of PE teachers and their role as internship supervisor before, during and after training. This research was developed using a qualitative approach, of a descriptive nature, and is a multiple case study. The research instruments and procedures used were: interviews, questionnaires, and descriptive memorial; a documentary research was carried out. In light of the COVID-19 pandemic, the course followed the legal guidelines that defined emergency remote teaching. Before the training, the students in the course presented a vision of the internship supervision role guided by the place where they saw the intern. Sometimes it was centralizing, with little opportunity for practice, when the intern was seen as a student, sometimes it was permissive, to the point of fearing the loss of their autonomy from the supervisor, since the intern was seen as someone who knew more, because he was from the university. During the course, the perception of what it meant to be an internship supervisor matured, as they identified the importance of their knowledge and their role in the training of future teachers. This allowed them to feel part of the training process of their interns. What we see after the training are teachers who are aware of their role and value, and therefore also plan their performance and correct mistakes consciously identified. The teachers called for more training courses like these for their peers who did not have the opportunity and for a closer relationship with the university and specifically with the teachers who supervise the internship courses at the universities. This training, developed in an online format, presented new formats to be implemented in training and interactions related to the ECS, pointed out new training paths and demonstrated how much the SPs have to teach, but need concrete initiatives that bring them closer to the dialogue on initial teacher training in schools.

The Master’s research aims to investigate how the training of agricultural education professionals in the Licentiate in Agricultural Sciences (LICA) of the Federal Rural University of Rio de Janeiro is taking place and if the Institution's agrarian tradition has influenced the daily life of this course. It´s a basic, qualitative, descriptive research, which uses information extracted from bibliographic research, elaborated from material already published, such books, articles, periodicals, internet, among others, and documental research, elaborated from material that received no analytical treatment. The investigation is characterized as a case study that deepened the data collection with the application of questionnaires to professors and former course coordinators at LICA, and with information extracted from online events, which we had the opportunity to participate. The reflections and analyzes will be developed from a historical-analytical view of the research problem, which will guide the entire methodological path. The study was developed based on the history of the Institution. In the first chapter, it covers the period from 1910 to 1970, presenting the historical path in which the agrarian tradition was built and consolidated. In the second chapter, it discusses the institution's removal from its agrarian tradition, covering the period from 1970 until the implementation of the Support Program for Federal University Restructuring and Expansion Plans (REUNI), in 2007, a milestone in the opening of courses abroad of the agrarian area at UFRRJ. The third chapter brings the historical path of agricultural education in Brazil and the public policies adopted for professional education in the country, accompanied by the main legal instruments that supported them, with a temporal scope from the colonial period until the year 2017. Chapter IV presents the LICA Course, encompassing its creation, trajectory, the main transformations and perspectives for the future. We conclude by reaffirming the historical importance of the course for UFRRJ, especially for undergraduate courses, developing some reflections resulting from the analysis of the proposal approved for its last curricular reform, currently in force. Following are the Study Conclusions, Bibliographic References, Appendices and Annexes.

The Legislative Assemblies are themain political reference of liberal democracy at the state
level. The legitimate space for the debate on social life. In Rio de Janeiro, the State Legislative
Assembly, Alerj, has functions defined by its Internal Regulation, by the Constitution of the State
of Rio de Janeiro and, like other assemblies in the country, by the Federal Constitution. Among
them, it is Alerj's duty to create an appropriate environment for meetings to take place in which
relevant issues that occur in the daily life of society aredebated. In this context, this research
focused on one of these subjects: Inclusion in Education. Through the growing number of Special
Education target audiences enrolled in Brazilian schools—according to the last school census,
produced by the National Institute of Educational Studies and Research Anísio Teixeira, Inep,
carried out in 2021, there were 1,308,900 students with special demands for learning—it's
possible to observe that discussions around this issue are becoming fundamental. In this research,
we analyze whether the social participation, which takes place in the public hearings of the
Education Commission of Alerj, has been producing effects in the process of inclusion of these
people. Inclusion in Education is a principle that begins in the 1990s with the World Declaration
on Education for All, in Jomtiem, Thailand, and which gains strength in the Convention on the
Rights of Persons with Disabilities, adopted by the UN, on 13th of December 2006. The ideas
presented at these meetings inspired laws, policies, ordinances, decrees and legal provisions in
Brazil. In the country, the promotion of inclusion became firmer after the approval of the
NationalPolicyforSpecialEducationfrom thePerspectiveofInclusiveEducation,the
PNEEPEI. Because of this, 2008-2018, a decade after the approval of this policy, is the period of
time to be consideredin the research. PNEEPEI considers three subgroups of the Special
Educationtargetaudience:peoplewithdisabilities,peoplewithpervasivedevelopmental
disorders—autism spectrum disorder—and high abilities/giftedness. This work focuses on two
of these subgroups: people with disabilities and peoplewithpervasive developmental disorders.
For the legislative letters to be close to the demands ofthe represented minorities, it's necessary
to consider the importance of social representation in the construction of legal mechanisms and in
the demand for what the laws already determine. Therefore, following the motto of the Critical
Theory methodological framework, which is usedin this study, the debates are analyzed,
problematized and, through critical analysis, ways to change reality are suggested. The idea is
that social participation in public hearings by the Alerj Education Commission will favor impacts
on the Inclusive Education scenario in the state of Rio de Janeiro. Developing and making this
analysis public can promote an environment of greater exchange and improvements in building
democracy.

It proposes to identify and analyze the pedagogical thinking of the industrial bourgeoisie, based on the proposals of the National Confederation of Industry (CNI), during the Brazilian years of the Luís Inácio Lula da Silva government, of the Workers' Party. That said, considering its ability to transform private interests into public policies, giving importance to its performance vis-à-vis institutions. In this way, an investigation was made of the main characteristics of the basic education project through the policies formulated by the industrial business community, gathered in the National Confederation of Industry - CNI, in the 2000s. mediator and preponderant in the proposition and practice of public education policies, being an expression part of the ideological struggle for hegemony regarding the educational project as part of class struggles. We propose a dialogue with a set of researches of temporal attention, from another time frame and that starts the CNI a Party of the dominant industrial classification. Therefore, the main documents of the CNI in the above mentioned were searched, with the objective of identifying the intense participation of education and its positions, in particular, through the entity with other organizations, such as the Movimento Brasil Competitivo and Movimento Todos pela Educação. Research from the minutes of the Economic and Social Council and documents from the Education Development Plan (PDE) in the period covered by this research are also included. The material produced by the CNI was developed in the light of qualitative research, based on document analysis, a Marxist theoretical framework and grammar. We understand that the institution's action in training or work is part of the hegemony project of the industrialists' party and is expressed in the policies of social conformation and training for simple work. In this sense, this dissertation is part of a broad set of works developed by the Laboratory of Investigation in Power and Education (LIEP) about the ruling class and its role in education.