https://repositorio.ufu.br/handle/123456789/5058 Mon, 20 Jul 2026 22:13:35 GMT 2026-07-20T22:13:35Z https://repositorio.ufu.br/handle/123456789/48922 Title: PDDE Interativo: a consolidação de um gerencialismo digital interfederativo? Abstract: This study is part of the “State, Policies, and Education Management” research area of the Graduate Program in Education at the Federal University of Uberlândia. In recent historical developments, managerialism and New Public Management (NPM) have come to shape the dynamics of the Brazilian state, while technology has emerged as a central mediating force in the organization of contemporary management. In this context, the interplay between these elements within the sphere of state activities has given rise to new intergovernmental relationships, new management models, and distinct patterns of interaction among federal entities. In this sense, through dialectical historical materialism, this thesis sought to understand the implications of the use of digital technologies in the field of educational and school management, using the PDDE Interativo tool, analyzing how these technologies reinforce managerialist practices and establish a new type of collaborative relationship within the framework of the federal pact. To this end, we employed five analytical categories, encompassing the entirety of the research object: federalism, collaborative regime, managerialism, technology, and contradiction. Accordingly, the empirical research was conducted in three municipalities in Bahia’s Southern Coastal Identity Territory, namely: Itabuna, Canavieiras, and Almadina, with the aim of understanding how, in different locations, school management is shaped by these categories. In this process, in addition to document analysis, we used questionnaires and interviews as research tools for data collection, with the PDDE Interativo digital platform serving as the central reference point. The analyzed data indicate that the PDDE (Direct Money for Schools Program) and the PDDE Interativo digital platform are perceived as a single entity by the participants. The use of the platform, while facilitating school management processes, also bureaucratizes them. Despite advances in digital inclusion policies for schools, access is still inadequate for use in the schools surveyed. The resources provided by the programs on the platform, although considered of fundamental importance, have their effectiveness limited by the regulations and managerialism inherent in the platform, which ultimately prevents schools from exercising their full autonomy. The use of the PDDE Interativo platform in the management of Brazilian public schools, within the studied context, highlights the establishment of a new, verticalized, inter-federal relationship format, diluting or even eliminating the participation of other federal entities in the management of programs originating from the Ministry of Education (MEC). In this sense, by combining digital technologies with a managerial model derived from the School Development Program (PDE-Escola), the federal government has developed a new form of management and control, which we refer to here as Interfederative Digital Managerialism (GDI). Finally, the thesis argues that this process consolidates an Interfederative Digital Managerialism, in which the federal government governs remotely through norms, metrics, and conditionalities embedded in the platform, transforming collaboration into operational compliance. Empirically, collaboration does not take the form of a horizontal political practice, but rather of subordinate technical cooperation, characterized by standardization, reduced school autonomy, and technological dependence. In this context, technology functions as a political mediator of control, reshaping the federal pact through the discursive framework of cooperation. Fri, 27 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48922 2026-02-27T00:00:00Z https://repositorio.ufu.br/handle/123456789/48887 Title: Educação Financeira Escolar nos anos iniciais do ensino fundamental: Uma análise de teses e dissertações Abstract: School Financial Education has gained increasing relevance in the field of Mathematics Education, particularly in light of contemporary social demands related to financial decision-making in everyday life. In this context, this study aims to analyze how School Financial Education is addressed in the works published in the proceedings of the National Meeting of Mathematics Education (ENEM) and in related theses and dissertations, with a focus on the early years of Elementary School. This is a qualitative, documentary research study, whose corpus consists of papers selected from the ENEM proceedings of the 2013, 2016, 2019, and 2022 editions, as well as theses and dissertations authored by the same researchers, used to deepend the analysis. Data analysis was conducted based on Content Analysis, following Bardin’s theoretical framework, and organized into categories constructed from the analyzed material. The results indicate that School Financial Education in the early years of Elementary School is predominantly conceived from a critical perspective, closely aligned with Critical Mathematics Education, and moving away from approaches restricted to Financial Mathematics. The analyzed studies emphasize formative, ethical, and social dimensions of Financial Education, highlighting the importance of dialogue, contextualization, and the problematization of everyday situations. The research also reveals the absence of studies specifically focused on Early Childhood Education, which constitutes a gap in the field. It is expected that this study will contribute to strengthening discussions on School Financial Education within Mathematics Education and support future research and pedagogical practices in the early years of Elementary School. Fri, 13 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48887 2026-02-13T00:00:00Z https://repositorio.ufu.br/handle/123456789/48880 Title: Confessionário público: a relação entre mídia, identidade e religião no programa “Experiência de Deus com Padre Reginaldo Manzotti” Mon, 05 May 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48880 2025-05-05T00:00:00Z https://repositorio.ufu.br/handle/123456789/48879 Title: Subjetividade e telejornalismo: análise das representações de identidade, gênero e raça materializados nos corpos de repórteres da TV Globo Abstract: This monograph presents a critical analysis of the representations of identity, gender, and race in Brazilian television journalism, focusing on the segment “G1 em um minuto” aired by TV Globo. The research is grounded in the premise that journalists bodies on screen are not neutral, but carry subjectivities that challenge the traditionally objective discourse of news broadcasting. Drawing from Cultural Studies and the concept of intersectionality, this study explores how the historical “Globo Quality Standard” has shaped journalist performances according to Eurocentric, cisnormative, and heteronormative ideals. The methodology combines content analysis and case study, examining episodes from 2015, 2019, and 2024. The findings show that although there has been an increase in subjective expressions — such as the appearance of Black, LGBTQIA+ journalists and informal attire — these representations remain mostly confined to marginal segments of the network’s programming. The study concludes that rather than signaling genuine inclusion, such changes may serve as symbolic strategies that sustain a system still dominated by hegemonic bodies and identities. Wed, 07 May 2025 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48879 2025-05-07T00:00:00Z