Doutorado em Sociologia (FCS)
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Navegando Doutorado em Sociologia (FCS) por Por Orientador "Martins, Lucineia Scremin"
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Item E o Instituto Federal integra a jornada: potencialidades emancipatórias nas trajetórias de jovens egressos do curso técnico em Química integrado ao ensino médio em Institutos Federais no Centro-Oeste brasileiro(Universidade Federal de Goiás, 2020-12-09) Chagas, Selton Evaristo de Almeida; Martins, Lucineia Scremin; http://lattes.cnpq.br/6636418419069593; Martins, Lucineia Scremin; Lopes, João Miguel Trancoso Vaz Teixeira; Fornari, Liamara Teresinha; Santos, Cleito Pereira dos; Viana, Nildo SilvaThis thesis aimed at investigating the emancipatory potential developed by students graduated in the Technical Course in Chemistry Integrated to High School of three campi of Federal Institutes (IFs) of the Brazilian Midwest (Aparecida de Goiânia and Inhumas campi of the Federal Institute of Goiás, and Rondonópolis campus of the Federal Institute of Mato Grosso). The objective was to analyze how the experiences lived in Integrated High School, considering the peculiarities of these educational institutions, turned into emancipatory potentialities in the students' journey, from the hypothesis that the Integrated High School of the IFs allows students to undergo experiences that trigger the expansion of their political participation and the construction of academic and professional life itineraries in contradiction to the immediate demands of the market, constituting themselves as emancipatory potentialities for them and for social groups to which they feel part of. The category "emancipatory potentialities" was forged from studies on human and political emancipation and the history of technical and technological education in Brazil, based on readings of Marxist-based historical-critical pedagogy and the sociology of education development by Pierre Bourdieu. The results of the field research also corroborated the constitution of this category of analysis, as well as its use as a tool to explain reality. Secondary data were collected from the School Registration Secretariats of the surveyed campi and at the Nilo Peçanha Platform, in order to outline a sociographic profile of Integrated High School students throughout the decade of 2010. For the empirical research, all students who graduated in 2016 from this course in the three schools were contacted, it was conducted a survey with those who consented, and in-depth interviews with a portion of this group. In order to understand how the IFs developed as mediation in their unique trajectories, it was used an applied way of a sociological portrait as a technique for the orientation and analysis of the interviews, adding to it contributions from Marxism and Sociology of Pierre Bourdieu. Experiences of different natures at the IFs, such as internship, research, extension, contact with sports, arts and knowledge of the Human Sciences corroborated a wide acquisition of objectifications and subjectivities of the human race to these young people from the popular classes, and, consequently, the development of their individualities. Three types of emancipatory potentials were categorized, which include dispositions in development from the early childhood of the interviewees, which intertwined with their class origins and strategies developed by their families during their schooling projects. It was concluded that the potential for social transformation is restricted to an individualist project of the subject, dissociated from a class or group project, linking it in part to a concept of hegemonic emancipation disseminated by international and multilateral agents of capital. Empirically analyzing the perspective of emancipation developed through the school and institutional practices of these schools encompasses understanding the contradictions inherent in the process, such as the recognition of limiting conditions, and the concrete possibilities of expanding this “extraordinary gain” in terms of Brazilian public education, especially for students from the most vulnerable classes.Item A intensificação do trabalho docente no ensino superior público federal: o caso da Universidade Federal de Goiás (1996 - 2012)(Universidade Federal de Goiás, 2017-12-14) Polonial, Juscelino Martins; Martins, Lucineia Scremin; http://lattes.cnpq.br/6636418419069593; Freitas, Revalino Antônio de; Santos, Cleito Pereira dos; Junqueira, Ivanilda Aparecida Andrade; Toschi, Mirza Seabra; Rêses, Erlando da SilvaHis thesis entitled The intensification of teaching work in federal public higher education: the case of the Federal University of Goiás (1996 - 2012), is linked to the line of research Labor, Employment and Unions of the Program Postgraduate by Faculty of Social Sciences, Federal University of Goiás. The research aims to analyze the intensification of teaching work in federal public higher education, with a cut in the Federal University of Goiás, between 1996 and 2012, from two aspects: first after the publication of Law no 9394 of 1996 defining the Guidelines and Bases of National Education, which increased the school days from 180 to 200, extended the school calendar in a month, and how this contributed to overwhelm the work of the teacher, especially in relation to the time to develop their professional activity; according to its activity in the postgraduate course, that grew a lot in the period delimited by this research project, favoring the intensification of the teaching work. The research took an approach from the category of totality, so it had as its starting point the analysis of the structural crisis of the capital system and its implications for federal public higher education. We then investigate the changes in national education from the legal reformulation with the Constitution of 1988 and the LDB of 1996 and the governmental policies resulting from this legal change. Then we investigate the reforms at the Federal University of Goiás to adapt to this concrete social condition, notably with the expansion of the institution, both undergraduate and postgraduate. Finally, we talk about the teacher's work in this context and how it has been intensified. In this last part we did an analysis of the work of the UFG teacher based on SICAD and, with the analysis of the data, we verified that the teacher is working more and that, in general, an important part of his work does not appear in the official records of the university. Thus, we conclude that the work of the higher education teacher of the federal public network has been intensified, and this process is related to recent transformations in capitalism, the information revolution, neoliberal politics and legal reforms in education after the 1988 Constitution, as well as with government policies between 1996 and 2012. Among the various aspects of this intensification of teaching work is the need to have an increasingly voluminous and rapid academic production, a fact known as academic productivism. In this way, pressed, the federal public higher education teacher has to produce more and more in the shortest possible time. This is directly related to the expansion of the UFG and to the increase in the workload of teachers in teaching and in the orientations and coorientations of TCCs, scientific initiations, dissertations and theses. It also relates to an increase in workload for academic production, participation in academic newsstands, and research and extension activities. Finally, the teacher started to spend more working hours for administration, coordination and representation activities. All this has contributed and still contributes to the intensification of the teaching work.