http://hdl.handle.net/11624/148 2026-03-26T20:09:08Z 2026-03-26T20:09:08Z Gabe, Neoli Paulina da Silva http://hdl.handle.net/11624/4232 2026-03-24T15:31:22Z 2026-01-01T00:00:00Z

Title: Educação, sujeitos surdos e ensino superior : produção de verdades sobre surdos que ingressam na universidade pelo Exame Nacional do Ensino Médio. Authors: Gabe, Neoli Paulina da Silva Abstract: This thesis is situated within the field of education, problematizing the ways in which truths are produced about deaf students seeking entry into higher education through the National High School Examination (Enem), with an emphasis on the evaluation of essay writing. Anchored in my trajectory as a bilingual teacher of deaf students and a translator-interpreter of Brazilian Sign Language (Libras), the research articulates professional experience, document analysis, and theoretical problematization to understand how accessibility policies and evaluative practices operate in the constitution of these subjects. The central object is the Enem Essay Writing Evaluation Guide for Deaf or Hearing-Impaired Participants, produced by INEP from 2020 to 2024, understood as a device that regulates ways of writing, evaluating, and recognizing linguistic difference. The research, grounded in a Foucauldian perspective, engages with authors of deaf studies from a bilingual perspective, highlighting the tensions between power, language, and subjectivation. The analysis includes the selection and training guidelines for essay evaluators, highlighting that, although they claim to consider linguistic specificities, these documents remain anchored in normative writing criteria and training requirements that give little recognition to experience with Libras (Brazilian Sign Language) or bilingual education for deaf people. The statistical synopses of the ENEM (National High School Exam), referring to the period from 2020 to 2024, are mobilized as discursive practices that produce visibilities and classifications about deaf participants. By articulating these data with the notion of deferred textuality, the thesis problematizes the centrality of normative alphabetic writing and shifts the reading of "error" to understand it as an expression of other logics of organizing discourse, anchored in the visual experience of Libras. It is observed that even in the face of attempts at flexibility, normalization processes persist that reinforce written Portuguese as the central reference. Thus, it is argued that the obstacles observed in the assessments do not reside in the deaf participants, but in the assessment system itself, which insists on capturing linguistic difference based on pre-established parameters.

2026-01-01T00:00:00Z Fraga, Cristian Moreira http://hdl.handle.net/11624/4228 2026-03-23T12:40:43Z 2026-01-01T00:00:00Z

Title: Educar a raça, governar a vida : biopolítica e a produção de sujeitos no boletim de eugenia (1929-1933). Authors: Fraga, Cristian Moreira Abstract: The present study analyzes and problematizes the propositions concerning education presented by the eugenic periodical Boletim de Eugenia (1929–1933). Aiming to understand the importance, function, and characteristics of an ideal education for the Brazilian eugenics movement, the research sought to examine how these discourses— which perpetuated scientific racism— shaped the subjectivities of the population in the early decades of the twentieth century, influenced state decisions, and how their legacies persist in contemporary Brazilian society. Through documentary research, the 42 issues of the eugenic periodical published between 1929 and 1933 were analyzed, as well as legal frameworks (such as the Federal Constitutions of 1934 and 1937), in addition to newspapers and other publications circulating at the time. The analysis of the eugenic document is justified by its importance as one of the main instruments for disseminating eugenic principles and by its circulation among the country’s economic, political, and intellectual elites. Eugenics was a social theory with strong racial connotations, created and developed by the English anthropologist Francis Galton (1822–1911). In Brazil, it received numerous interpretations, initially being associated with the sanitary-hygienist movement that was highly influential at the time, and later acquiring more deterministic contours. Focusing on Brazil and analyzing the theorization of the eugenicist Renato Kehl (1889–1978), this study engages in dialogue with Michel Foucault (1926–1984) and Berenice Bento (1966–), drawing on the concepts of Biopolitics, State Racism, the dispositif of sexuality, and necrobiopolitics to problematize and propose that eugenics in Brazil bears specific markings that constitute a singular theoretical formation within the country. These markings continue to persist in contemporary society and even permeate related theories that seek to relinquish such markers.

2026-01-01T00:00:00Z Dias, Luiza Franco http://hdl.handle.net/11624/4207 2026-02-23T19:34:31Z 2025-01-01T00:00:00Z

Title: Políticas de identidade como um dispositivo contemporâneo na educação. Authors: Dias, Luiza Franco Abstract: This dissertation is situated within the field of Education and post-structuralist studies, emerging from concerns about how identities are formed and how inequalities become rooted in society and in schools. The research problematizes identity policies not merely as instruments of recognition or legal inclusion, but as political technologies and devices for governing difference that operate upon race, gender, and sexuality. The study presents the Brazilian educational landscape between 1994 and 2024, a period marked by the institutionalization of discourses of diversity and, simultaneously, by conservative and neoliberal reactions. In this context, the objective was to analyze how identity policies, understood as device for governing subjectivity, are articulated in normative documents of Brazilian basic education published between 1994 and 2024, in order to produce educable subjects, organize and hierarchize differences, and establish regimes of truth concerning race, gender, and sexuality within the school context. The research is theoretically and methodologically grounded in a post-structuralist perspective, employing analytical tools derived from Michel Foucault, such as device, governmentality, and regimes of truth. The corpus consisted of two analytical blocks: a normative political block, composed of federal laws, guidelines, resolutions, and official opinions published between 1994 and 2024, and an academic-scientific block, based on ANPED’s scholarly production as an analyzer of the materiality of research. The analysis interpreted these documents as practices of government that define diagnoses, risks, and prescribed forms of conduct. The findings demonstrate that identity policies operate as a device that captures demands for social justice and redistributes them into administrable forms of diversity, establishing shifting boundaries between inclusion and exclusion. While recognizing historical inequalities, these policies simultaneously reinscribe subjects within bureaucratic and moral array of control. The school thus emerges as a site of dispute between a democratic rationality of recognition and a neoliberal rationality that converts difference into either risk or human capital, requiring the included subject to perform self-government, resilience, and normative adequacy. It is concluded that identity policies constitute technologies that produce governable subjects and regulate school relations according to a logic of security and efficiency.

2025-01-01T00:00:00Z Nonato, Cárita Pereira http://hdl.handle.net/11624/4176 2026-01-29T13:07:57Z 2025-01-01T00:00:00Z

Title: As relações entre crianças, adultos e brincadeiras na creche da CMEI – vó Tuta Pereira, Caldas Novas/GO. Authors: Nonato, Cárita Pereira Abstract: This master's dissertation addresses the teaching practices of nursery schoolteachers, considering their relevance to understanding the playful behavior of 3-year-old and 11 month-old children in Maternal II at the Vó Tuta Pereira Municipal Early Childhood Education Center, located in Caldas Novas, Goiás. The initial objective was to understand the meanings that teachers gave to play through the playful pedagogical proposals they shared with children. To this end, as a qualitative research study, in addition to reading theoretical references, legal documents that regulate early childhood education in Brazil, and study discussions, the initial methodological approach involved observations of some activities proposed to children by three permanent teachers who work with children in Maternal II, as well as the CMEI coordinator, which were recorded in a field diary. As this observation progressed and the study deepened, the understanding of play changed. Then, at a later stage, the teachers answered a semi-structured questionnaire and based on their answers, interviews were conducted with each of them, addressing not only the content of the questions but also topics related to play. During the research process, the trajectory changed based on the individual experience of the researcher, who is also a nursery schoolteacher, taking on the character of auto-narrative research, in which the teacher's own actions were reflected through detailed reports. As considerations in progress, the research points out that teaching engaged with playful actions can be constantly created and reinvented to provide other discoveries and transform into different forms of play. By engaging in playful games, children and adults impact each other's lives and share the joy of existence. Being human also involves being playful.

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