https://repositorio.ufu.br/handle/123456789/5058 2026-09-19T03:34:04Z https://repositorio.ufu.br/handle/123456789/50306 Title: Nomes na fachada, histórias no vazio: análise do silenciamento sobre a trajetória das mulheres que nomeiam escolas em Uberlândia (MG) Abstract: Esta disertación analiza los procesos de silenciamiento y borramiento de las trayectorias de las mujeres que dan nombre a escuelas de la red pública municipal de Uberlândia (MG), situándose en el campo de los estudios sobre historia, memoria y género. Inicialmente orientada a la reconstrucción biográfica de las homenajeadas, la investigación fue reorientada ante la constatación de la escasez de registros documentales, la ausencia de vínculos institucionales y la fragilidad de las memorias escolares sobre estas mujeres. Lejos de constituir una mera limitación metodológica, dicha ausencia pasó a ser comprendida como un dato analítico central, revelador de procesos históricos y simbólicos de invisibilización femenina en la memoria pública y en la historiografía local. El análisis pone de manifiesto la contradicción entre la presencia nominal de las mujeres en las fachadas y documentos oficiales de las escuelas y la falta de narrativas que otorguen sentido histórico a tales homenajes. Al concebir la memoria como una construcción social atravesada por relaciones de poder, el trabajo problematiza los criterios de selección, preservación y borramiento de las trayectorias femeninas en el espacio público educativo. En este sentido, el silencio y las lagunas documentales no son tratados como fallos de la investigación, sino como expresiones estructurales de los modos en que se ha construido la historia oficial. Como resultado de la reflexión teórica y empírica desarrollada, la disertación presenta una propuesta de intervención orientada a enfrentar institucionalmente el borramiento identificado. Dicha propuesta consiste en la presentación de un proyecto de ley ante concejales del municipio de Uberlândia, con el objetivo de hacer obligatoria la inclusión de la biografía de la persona homenajeada en los documentos oficiales de las instituciones que llevan su nombre, especialmente en el ámbito escolar. Esta iniciativa busca contribuir a la valorización de la memoria en general y de las mujeres en particular y al fortalecimiento de políticas públicas de preservación histórica. 2026-08-28T00:00:00Z https://repositorio.ufu.br/handle/123456789/50291 Title: A Produção de Sentido Das Religiões De Matriz Africana Na Mídia Televisiva: Identidade e Representação como dilemas no Direito De Resposta Na Rede Record Abstract: This dissertation analyzes the production of meaning of identities and representations of Afro-Brazilian religions in television media, taking as subject four programs produced as a right of reply and aired by Rede Record of Television. The production of these programs resulted from a legal action motivated by the recurring presentation of religions in a distorted, prejudiced, and stereotypical manner. After years of legal proceedings, representatives of these religious traditions secured the right to produce programs intended to present alternative perspectives on their histories, practices, symbols, and forms of belonging. The research aims to understand how these programs enabled the representatives of African-based religions themselves to construct narratives about their experiences, explain their practices, and challenge the meanings produced by television. The analysis focuses on the content of the episodes and the statements made by priests, practitioners, researchers, and other participants. The theoretical basis is anchored in Cultural Studies, particularly in the contributions of Stuart Hall and Raymond Williams, in dialogue with Jesús Martín-Barbero’s reflections on communication, culture, and mediations. The concepts of culture, identity, and representation are predominantly used. The results demonstrate that the programs constituted a space for the confrontation and negotiation of meanings, in which the subjects represented became protagonists in the construction of their own images. The right of reply is divided into four twenty-minute programs. Each of the programs treats a topic related to religiosity; they are titled: Justice, Brazil, Culture, and Behavior. The exhibition of these programs represented a historic achievement and an important precedent in the fight for recognition and representation on Brazilian television. However, the reduced number of episodes, their short duration, and their midnight broadcast times significantly limited their visibility, public reach, and potential for repair. 2026-08-26T00:00:00Z https://repositorio.ufu.br/handle/123456789/50284 Title: Feminização e precarização da docência na Educação Infantil em Araguari-MG: expressões da divisão sexual do trabalho sob a lógica do capital Abstract: This thesis, developed within the Work, Society, and Education research line of the Pos Graduate Program in Education, aims to understand the process of feminization of the teaching profession and the labor relations of teaching in Early Childhood Education, with a focus on the municipality of Araguari, Minas Gerais, and on the broader reality of Basic Education in Brazil. The research analyzes how capital has appropriated female labor power and how this appropriation is connected to the reproduction of the patriarchal capitalist system, highlighting the economic, historical, and cultural dimensions of the feminization of teaching. The analysis is conducted mainly through a Marxist-feminist approach, considering the gender dichotomy and the sexual division of labor as central axes for understanding labor relations within the capitalist system. The research problematizes the symbolic and material devaluation of female teachers, addressing the effects of precarization, professional invisibility, and the social expectations imposed on women’s work. The study combines bibliographic review and documentary analysis, articulating theoretical elements and quantitative data to describe and analyze the contemporary configuration of female teaching work. It seeks to understand not only the numerical predominance of women in Early Childhood Education but also the historical, economic, and cultural mechanisms that shape the organization of work, influence the devaluation of professionals, and reproduce gender inequality. Through this investigation, it becomes evident that the feminization of the teaching profession is the result of complex and structuring processes of exploitation and subordination, articulating economic interests and patriarchal social norms. This understanding is essential for reflecting on public policies and strategies that promote greater recognition, appreciation, and equity in teaching work. 2026-08-05T00:00:00Z https://repositorio.ufu.br/handle/123456789/50273 Title: Privatização do transporte escolar no município de Uberlândia/MG Abstract: This research is part of the Research Line State, Educational Policies, and Educational Management of the Graduate Program in Education at the Federal University of Uberlândia. Its object of study is the public policy of school transportation in the municipality of Uberlândia, Minas Gerais, Brazil. Based on the understanding of school transportation as an instrument for guaranteeing the right to education, the study aimed to analyze the organizational strategies adopted in this policy, seeking to identify the convergences and divergences of privatization mechanisms embedded in its structure and implementation between 2015 and 2025. The research is grounded in Historical-Dialectical Materialism as its epistemological framework and adopts a qualitative approach, combining bibliographic and documentary research procedures. The theoretical framework draws on the contributions of Dardot and Laval, Wendy Brown, Adrião, and Peroni to understand the relationships among neoliberalism, the reconfiguration of the State, the economization of public policies, and the privatization of educational management. This epistemological framework guided the analysis of the contradictions identified in the documentary corpus, while the theoretical references made it possible to interpret contemporary forms of neoliberal rationality and their implications for the organization of school transportation. The investigation was conducted through a systematic and interpretative reading of the selected documentation, seeking to identify recurring patterns, regularities, tensions, and transformations in the strategies adopted throughout the period under analysis. The analytical axes were constructed by articulating the recurring themes identified in the documents with the theoretical framework, allowing for an understanding of the contradictions that permeate this public policy. The findings demonstrate that the privatization of school transportation extends beyond the transfer of service provision to private actors, also manifesting itself through the incorporation of economic criteria into policy implementation. The study identified the persistence of outsourcing as a structural characteristic of the service, accompanied by the expansion of accreditation mechanisms, individualized contracting, and contractual flexibility, particularly from 2023 onward. The predominance of cost-effectiveness (economicidade) in the analyzed documents highlights the centrality of economic rationality in the organization of school transportation. The findings also reveal the progressive transfer of operational risks to contracted service providers, approximating Wendy Brown's concept of sacrificial citizenship. It is concluded that the school transportation policy in Uberlândia expresses a simultaneous process of exogenous privatization, characterized by the expansion of private actors' participation in service provision, and endogenous privatization, marked by the incorporation of market principles into public administration. This process demonstrates that neoliberalism reconfigures the role of the State without removing it from this policy, but rather reorganizes its action according to principles of cost-effectiveness, efficiency, and contractual flexibility, thereby creating tensions in the realization of the right to education. 2006-07-10T00:00:00Z