https://repositorio.ifg.edu.br/handle/prefix/1741 2026-09-19T03:45:21Z https://repositorio.ifg.edu.br/handle/prefix/2783 Título: Formação de professores e ética como práxis: crítica à normatividade no contexto das reformas educacionais neoliberais.. Autor(es): Isecke Neto, Paulo Henrique Primeiro Orientador: Barbosa, Sebastiäo Cláudio Abstract: This dissertation critically analyzes teacher education in Brazil from a materialist historical-dialectical perspective, emphasizing the consolidation of neoliberal rationality in educational policies and its impacts on teaching work and training processes. It is based on the understanding that, particularly since the 1990s and more sharply after 2016, educational reforms have subjected teacher education to market logic, managerialism, and instrumental rationality, fostering curricular fragmentation, the separation between theory and practice, and the erosion of the humanistic meaning of education. In this context, teachers tend to be reduced to technical executors, guided by competencies, targets, and standardized assessments, which undermines their intellectual autonomy and their ethical-political commitment to democracy. In opposition to this neoliberal hegemony, the study is grounded in historical-dialectical materialism and in critical authors from the fields of education and philosophy, advocating the centrality of non-normative ethics as a counter-hegemonic formative principle. Such ethics, understood as social and historical praxis, rejects bourgeois moral normativity and the reduction of ethics to instrumental codes of conduct, affirming itself as a commitment to omnilateral education, human emancipation, and participatory democracy. The analysis revisits the historicity of teacher education in Brazil, highlighting its political and ideological disputes, as well as the role of public policies in shaping antagonistic educational projects. The research concludes that confronting the effects of neoliberalism on teacher education requires reaffirming teaching as intellectual, ethical, and political work, grounded in solid theoretical training, critical reflection, and commitment to social transformation. In this sense, non-normative ethics constitutes a fundamental category for reconstructing the formative meaning of education and for resisting trends toward the commodification and precarization of teacher education processes. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Dissertação 2026-06-22T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2770 Título: Trabalho docente em Goiás: reconfigurações a partir das reformas neoliberais pós-pandemia Autor(es): Oliveira, Deborah Dammares da Silva Primeiro Orientador: Costa, Lorenna Silva Oliveira Abstract: Embedded in the Research Line Education, Policies and Teacher Education of the Graduate Program in Education at the Federal Institute of Goiás, this dissertation analyzes how teaching work in regular state schools in Goiás has been reconfigured in the post-pandemic context, marked by the intensification of neoliberal reforms, the expansion of educational managerialism, and the consolidation of the platformization of education. Grounded in the Marxian understanding of labor as an ontological category and in the contributions of Saviani (2007; 2011), Frigotto (2009), Duarte (2004), Hypólito (2019), Freitas (2014), and Antunes (2020), the research conceives teaching as a social, historical, and contradictory practice, permeated by tensions between human formation and market-oriented rationality. The study adopts Historical-Dialectical Materialism as its method and conducts documentary analysis of ordinances, guidelines, institutional reports, digital platforms, curricular matrices, and pedagogical materials produced by the Goiás State Department of Education (SEDUC-GO) between the COVID-19 pandemic and the post-pandemic period, with emphasis on programs such as NetEscola, GoiásTec, and Revisa Goiás. As an original contribution, the research demonstrates that these policies do not operate in isolation but rather constitute an articulated technical-managerial ecosystem sustained by digital platforms, standardized teaching materials, external assessments, essential skills matrices, pedagogical monitoring, and teacher accountability mechanisms. The analysis shows that mechanisms initially implemented as emergency responses to the pandemic became institutionalized as permanent policies for regulating pedagogical work, redefining the functions, temporalities, practices, and purposes of teaching. Within this process, the expansion of logics of standardization, performativity, and control becomes evident, bringing teaching work closer to forms of work intensification and “uberization,” as discussed by Antunes (2020) and Cóstola (2021). The findings also reveal a gradual erosion of the intellectual and formative dimensions of teaching, in which teachers tend to be displaced from their position as subjects of the educational process and increasingly reduced to the role of executors of protocols, instructional materials, and institutional targets. By unveiling these contradictions, the study contributes to the critical debate on contemporary transformations of teaching work, emerging forms of pedagogical control, and possibilities for resistance in defense of public education, teacher autonomy, and emancipatory human formation. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Dissertação 2026-03-31T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2769 Título: Tecnologias digitais, cursos técnicos integrados ao ensino médio e trabalho pedagógico-didático: um estado do conhecimento sobre a produção acadêmica brasileira (2008-2024) Autor(es): Queiroz, Gleiner Rogerys Marques de Primeiro Orientador: Malaquias, Arianny Grasielly Baião Abstract: This dissertation is affiliated with the research line educational theories and pedagogical practices of the master’s degree program in education at the Federal Institute of Education, Science and Technology of Goiás – Goiânia Campus. Its objective is to analyze academic production on digital technologies in Professional and Technological Education (PTE), specifically in integrated technical secondary education programs offered by the Federal Institutes of Education, Science and Technology (IF), between 2008 and 2024. The study seeks to understand which conceptions of digital technologies and pedagogical-didactic work prevail in the analyzed dissertations, as well as to identify trends, contradictions, gaps, and limits that characterize this field of research. Methodologically, the study is grounded in historical and dialectical materialism (HDM) and adopts procedures typical of a state of the knowledge study, involving the survey, organization, systematization and analysis of a corpus composed of dissertations defended in master’s degree programs. The analysis reveals the predominance of a conception of digital technologies understood as technical-instrumental resources, oriented toward the adaptation of pedagogical practices and the functionality of educational work, with a strong emphasis on the methodological dimension of teaching. To a lesser extent, the study identifies research that advances an understanding of digital technologies as mediations of pedagogical-didactic work, articulating them with the intentional reorganization of educational practices, collaborative activities and integral human formation. A few studies analyze digital technologies as expressions of the productive forces and contradictions of the capitalist mode of production, problematizing processes of intensification of pedagogical-didactic work, precarization of teaching conditions and the deepening of social inequalities. The analyses also reveal significant gaps and silences, particularly regarding the plataformization of education, the datification of pedagogical processes and the algorithmic control of educational work, as well as weaknesses in the appropriation of HDM as a method of analysis. It’s concluded that academic production on digital technologies in integrated technical secondary education within PTE constitutes a field in motion, marked by disputes between antagonistic educational projects, reflecting the historical contradictions of education in contemporary capitalist society and pointing to the need for further critical analyses that articulate digital technologies, pedagogical-didactic work and integral human formation. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Dissertação 2026-02-24T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2740 Título: Tecnologia pedagógica de controle social: a fetichização da tecnologia na literatura de ficção científica Autor(es): Lima, Marivan dos Santos Primeiro Orientador: Peixoto, Joana Abstract: This work is linked to the research line Educational Theories and Pedagogical Practices of the Stricto Sensu Graduate Program in Education at the Federal Institute of Goiás. The main objective of this research is to discuss technology in contemporary education based on indications of the fetishization of technology expressed in science fiction literature. This objective was established through the analysis of academic production on the relationship between education and technology and the identification of a dominant technocentric perspective. This dissertation adopts historical-dialectical materialism (Marx, 2015; Marx & Engels, 2007; Kosik, 1967) as its method of investigation and is bibliographic and exploratory in nature. We adopt historical-dialectical materialism because we understand that this method enables us to grasp the multiple determinations of the phenomenon of technology insertion in the Brazilian educational context. We understand art as a historical production capable of revealing the social contradictions and ideology of a given era. Brave New World (Huxley, 2014) was selected as the literary work to be analyzed. The methodological path for analyzing the novel is grounded in the analytical categories of commodity fetishism (Marx, 2015a) and the ideologization of technique (Vieira Pinto, 2005). The insertion of technologies in the Brazilian educational environment presents a perspective oscillating between technological determinism and instrumentalism (Peixoto, 2015; Oliveira, 2019). This perspective does not originate within the educational context itself, but rather in concrete reality, reflecting more complex political, economic, and social foundations. A dialectical reading of Brave New World (Huxley, 2014) makes it possible to understand the process of technology fetishization that governs the political, social, and economic choices related to the educational appropriation of technical objects. We conclude that the insertion of technology follows an ideologized pattern present in concrete reality and articulated with capitalist logic for the extraction of surplus value. However, even under unfavorable conditions, possibilities of resistance emerge within the Brazilian social and educational context. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Dissertação 2026-03-26T00:00:00Z