https://repositorio.pucsp.br/jspui/handle/handle/10269 2026-06-22T03:55:05Z 2026-06-22T03:55:05Z https://repositorio.pucsp.br/jspui/handle/handle/46989 2026-06-15T19:13:41Z 2026-04-16T00:00:00Z

Título: As escolas indígenas da rede estadual maranhense durante o período de 2015 a 2025: educação, cultura e língua no ambiente escolar Abstract: This research emerges from an interest in examining, within Brazilian public education and, more specifically, in the public school system of the state of Maranhão, the implementation of the educational policies currently established in national and state legislation regarding the relationship between education, culture, and language in the schooling process of indigenous peoples. This concern with the recognition of the educational, cultural, and linguistic diversity present in the country is essential to safeguard the human rights of all Brazilian citizens, especially those belonging to indigenous communities. From this perspective, the thesis analyzes initiatives developed by public authorities aimed at implementing policies able to promote educational, multicultural, and multilingual diversity within indigenous public schools in the Maranhão state school system. The following aspects are considered: I) The investigation of schools located in the regions of Barra do Corda, Imperatriz, Santa Inês, Zé Doca, and Açailândia, in the state of Maranhão, northeastern Brazil. II) The current functioning of these indigenous schools within the Maranhão state school network. III) The analysis of initiatives carried out by public authorities to develop policies that promote educational, multicultural, and multilingual diversity within these schools; IV) the description of the current level of contact between the official Portuguese language and the indigenous languages recognized by the Brazilian State as an important part of the construction of national identity Tipo: Tese

2026-04-16T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46946 2026-06-15T13:14:39Z 2026-04-10T00:00:00Z

Título: A Privatização da educação infantil de 0 a 3 anos em São Paulo: implicações na qualidade a partir das memórias das profissionais da educação (2005 – 2024) Abstract: Early Childhood Education, recognized as the first stage of basic education under Law No. 9,394/96, the Law of Guidelines and Bases of National Education (LDB), comprises the provision of services for children aged 0 to 5 years. This law establishes that such provision is primarily the responsibility of municipalities, to be offered within the municipal education system in collaboration with other federative entities, namely states and the federal government. In this context, it is important to highlight that this research specifically focuses on services provided to children aged 0 to 3 years, corresponding to the daycare stage. In the city of São Paulo, until 2001, the Municipal Secretariat of Social Assistance was responsible for this provision, partly through agreements with philanthropic institutions. With the transition to the Municipal Secretariat of Education between 2001 and 2002, the units that belonged to the public system were incorporated into the municipal public network, and the so-called “partner daycare centers” were absorbed; however, they continued under private management through agreements that were successively established by different municipal administrations. Since then, an analysis of data from São Paulo’s municipal education system between 2005 and 2024 shows a continuous expansion in services for this age group, primarily through the partner network—a term officially adopted in 2017 to replace the previous designation. Given this context, this research aimed to analyze how the expansion of services for children aged 0 to 3 occurred and what implications it had for the quality of the services provided, based on reports from teachers who worked at this educational stage. The methodology used was Oral History, and the sources consisted of interviews with teachers who worked in both the partner network and the direct public network, sharing their memories and experiences within these two institutional models. This approach made it possible to clarify perceptions and criticisms regarding quality in both networks, enabling a qualitative analysis that, in an articulated manner, considered official documents, quality indicators, and teaching practices in the provision of Early Childhood Education for infants and young children. The results indicate that, in addition to the expansion of the partner network occurring at the expense of the so-called direct network, composed of public institutions and tenured professionals, there was also an increase in the transfer of public funds to the private sector, rising from 6% to 36% of total municipal education expenditures. Furthermore, there was a 534% increase in the total number of private units between 2005 and 2024. Teachers’ reports also reveal the precarization of working conditions, with direct impacts on the quality of education Tipo: Dissertação

2026-04-10T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46938 2026-06-15T13:46:51Z 2026-04-06T00:00:00Z

Título: A linha de montagem da cosmovisão neoliberal: think tanks, intelectuais e a disputa pela educação no Brasil e na Argentina (1970-2024) Abstract: By studying the weaving of a network of institutions and agents engaged in disseminating libertarian ideology, whose objective is to promote structural transformations in society, including the functioning of Education, in order to create consensus around economic neoliberalism, the defense of the free market was identified as its backbone, theorized as a human condition. Such institutions, meta–think tanks and think tanks, participate in the tripod that composes the strategy known as the “structure of social change,” operating in the distribution of proposals formulated by their organic intellectuals. Free market metathink tanks and think tanks, sustained by philanthropy, process and refine these proposals with the aim of altering the climate of opinion in society, breaking down resistance to their objectives. In seeking to break down barriers, they act on two fronts: first, through education, forming a kind of missionary youth who are trained to replicate this cosmovision; second, through the dissemination of proposals directed at society and the educational field. Although they present themselves as libertarian or Conservative, presenting educational proposals based on distinct justifications - both currents aim at the implosion of public education and the social Welfare State, to convert education into a consumer product. Although these institutions date back to the mid-twentieth century, they began implementing their proposals more systematically from the 1970s onwards, participating in governments and advising policymakers, a period in which they started to reap the fruits of the “war of ideas” they wage through the “structure of social change” in civil society. In Latin America, Chile is the pioneer case, later replicated in Brazil and, currently, in Argentina. The questions that guide this work are: What kind of education is proposed and disseminated by free-market think tanks? From this main question, other operational questions are unfold. What is the role of the Mont Pelerin Society in organizing the network of think tanks and organic intellectuals in the region, particularly in Argentina and Brazil? Is there a production of consensus among these institutions, or are they intertwined from the outset? How does this network act to weave this cosmovision, especially through and within education? What is its modus operandi, its approaches and distances (if any) in the Brazilian and Argentine processes? The hypothesis, that the proposal for education is guided by a educational ideal aligned with the production of a neoliberal cosmovision - toward which a certain plutocracy has been directing significant investments and efforts -, was confirmed, and identifying the centrality of the Mont Pelerin Society in the transnational organization. The research follows Thompson’s (1981) notion of experience to understand how subjects conceive of the “market” while living within this reality and attempting to structure it by organizing apparatuses for the circulation and fostering of consciousness, and Gramsci’s concept of the organic intellectual in acting for the expansion of their own class Tipo: Tese

2026-04-06T00:00:00Z https://repositorio.pucsp.br/jspui/handle/handle/46935 2026-06-15T13:12:37Z 2026-04-10T00:00:00Z

Título: Democracia e formação: estudo sobre a educação profissional tecnológica de nível médio na Grande São Paulo Abstract: The research investigates, grounded in Critical Theory, particularly in the works of Adorno, Horkheimer, and Marcuse, the relationship between democracy and formation: (a) in the guiding documents of upper secondary Technical and Vocational Education and Training (TVET) and (b) among the subjects who receive this formation, namely, the students. It is based on the concepts of democracy, formation, ideology, technique, technology, technological rationality, authoritarianism, conservatism, and social consciousness. The main objective is to analyze whether the formation provided in the upper secondary TVET is related to the democratic opinions, values, and attitudes expressed by students. The hypothesis is that there is a relationship between the type of formation offered and such democratic dispositions. The method combines (i) documentary analysis of the guidelines for technical and vocational education, particularly at the upper secondary level, and the curricula of seven programs at Centro Paula Souza; and (ii) the application of three attitude scales, answered by 213 students enrolled in upper secondary technical programs: the Ideology of Technological Rationality Scale (Crochík); the reduced Fascism Scale; and the Political-Economic Conservatism Scale, the latter two developed by Adorno and collaborators in the 1940s. Each scale represents a distinct dimension of social consciousness, without exhausting the concept. The results indicate a moderate tendency toward adherence to the ideology of technological rationality, a slight propensity toward authoritarianism, and mild resistance to political-economic conservatism. These findings suggest that the upper secondary TVET is predominantly oriented toward “technical training” to meet the demands of capitalist production, with no consistent evidence of an explicit orientation toward the formation of democratic subjects Tipo: Tese

2026-04-10T00:00:00Z