Permanent Faculty Member

Lattes: http://lattes.cnpq.br/4662172593965744

He holds a degree in Pedagogy from the Federal Fluminense University (1991), a Master’s in Education from the Federal Fluminense University (1998), and a PhD in Sociology from the State University of Campinas (2005), with a postdoctoral fellowship at the Faculty of Education at UNICAMP (2013-2014). He is currently an Associate Professor IV of Political Economy of Education and Educational Policy at the Department of Education and Society at the Multidisciplinary Institute of the Federal Rural University of Rio de Janeiro (UFRRJ), where he serves as a faculty member of the Stricto Sensu Postgraduate Program in Education, Contemporary Contexts, and Popular Demands (PPGEDUC/UFRRJ), coordinates the Lato Sensu Postgraduate Course in Educational Management (CEGEd), and is part of the faculty of undergraduate courses. He is the leader of the Research Group on Labor, Politics, and Society (GTPS/UFRRJ); editor of the journal Trabalho, Política e Sociedade; and a member of the Universitas-BR Network. He is also a member of the National Association for Research and Postgraduate Studies in Education (ANPEd), the National Association of Politics and Administration of Education (ANPAE), and the Brazilian Association for Labor Studies (ABET). His research focuses on Education, with an emphasis on Educational Policy and Management of Educational Systems, primarily investigating the following topics: State and Public Policies, Educational Management, Work, Education and Public Policies, and Vocational and Technological Education.

CONTACT INFORMATION

E-mail: jsantos@ufrrj.br

RESEARCH LINE

• Line 2: Social Inequalities and Educational Policies.

RESEARCH GROUP

• Research Group on Labor, Politics, and Society – GTPS
  Coordination: José dos Santos Souza

GTPS is a research group within the Postgraduate Program in Education, Contemporary Contexts, and Popular Demands (PPGEDUC), affiliated with the Department of Education and Society at the Multidisciplinary Institute of UFRRJ. The group includes faculty, undergraduate and postgraduate students – both internal and external to the institution – who investigate contemporary forms of labor organization, production management, social relations of production, and collective action among workers; the social history of labor; and the relationship between labor, education, and public policies. The category “Labor” serves as the unifying element of the group’s research activities. Its mission is to offer researchers from various fields a fertile environment for the articulation of reflections and the production of knowledge on labor, not only in its economic dimension but also sociological, political, and cultural dimensions. In addition to research activities connected to teaching and university extension, GTPS also contributes to the formation of new researchers through the supervision of undergraduate research fellows (PIBIC/CNPQ, FAPERJ, and UFRRJ’s PROIC), as well as master’s and doctoral students conducting research linked to its lines of inquiry.

Research Group Website: http://trabalhopoliticaesociedade.blogspot.com

YouTube: https://youtube.com/channel/UCSRM1jrLEFOrsq26kpuCxvg

RESEARCH PROJECTS

• New Models of Public Education System Management and Precarity in Teaching Work: A Study on the Impact of Managerial Models on the Dynamics of School Labor (Phase 2)
  Period: (2019 – Present)

In response to the bourgeois reaction seeking to restore its capital accumulation bases eroded by the crisis of the Fordist development model since the 1970s, significant changes in labor and production management and class conflict mediation mechanisms have been initiated. Despite the unique characteristics of a dependent country, Brazil is part of this context, promoting wide-ranging productive restructuring and state reforms, combining the reconfiguration of class conflict mediation mechanisms with the implementation of a renewed managerial model of public administration, focused on competitiveness and the rationalization of human and material resources as criteria for public service quality. This reform includes rationalization and flexibilization of labor and production, the establishment of temporary work contracts, outsourcing, volunteer labor, deregulation of public servants’ rights, and public-private partnerships in public service implementation. In this context, public service quality and productivity criteria are increasingly referenced by market laws, under the argument that these laws effectively combat the misallocation of public resources. School administration is no exception. Substantial changes have been promoted by governments to ensure the quality and productivity of school labor, with the new managerial model serving as the reference for implementing strategies for result control and rationalization of human and material resources. This study aims to assess the impact of these changes on school labor management and production, using the new educational management model implemented by several state and federal governments as its empirical reference. The goal is to investigate the relationship between the implementation of the new managerial model in school labor management and the intensification of labor precariousness in public education systems. This is a basic, qualitative, explanatory study, categorized as documentary research, involving a literature review and analysis of primary and secondary bibliographical sources. The study aims to provide a framework for explaining the impact of the new educational management model on school labor conditions and, consequently, on the quality of basic education.

Keywords: Public Education Policies, Managerial Reforms, Managerialism, Precarious Labor, Teaching Labor.

• Trends in the Implementation and Development of Higher Education Technology Courses in Brazil
  Period: (2018 – Present)

The latest productive restructuring and state reform represent the materiality of the bourgeois restoration in response to the capitalist crisis. In this context, changes in public human formation policy are triggered, characterized by the downsizing and flexibilization of educational labor to form a new type of worker, in line with lean production perspectives. Higher Education Technology Courses (CSTs) have emerged as a result of these changes. This research aims to clarify the nature of CSTs in Brazil by understanding the trends in their implementation and development, considering the division of educational labor in the country’s higher education sector. Based on primary and secondary sources, the hypothesis is that there is a close relationship between strategies to combat unemployment and reforms in vocational and technological education policy in the country. This relationship better explains the implementation of CSTs than the discourse that these courses offer more focused and specialized training. Beyond producing technologists, these courses play a significant role in preparing workers to face the instability and vulnerability of the labor market.

Keywords: Labor and Education, Vocational and Technological Education, Technology Higher Education, Technologist Training.

• Policies, Management, and the Right to Higher Education II: New Modes of Regulation and Trends in Construction
  Period: (2018 – Present)

Brazil is currently facing a complex economic, political, and health crisis. Economically, we are experiencing a global capitalist crisis, an organic and general crisis of capitalism, which began in 2008. 1) The impacts of this crisis have manifested differently across regions and time periods; 2) but it is undeniable that it has significantly impacted both the center and the periphery of the system, creating structural and profound inequalities, which also include our country. Notably, in Brazil, the social foundations of political reproduction were shaken, highlighted by the media-legal-parliamentary coup that led to the impeachment of the elected president Dilma Rousseff, who was replaced by vice-president Michel Temer following a decision by the National Congress. 3) The Temer administration created the conditions for a new period of capital accumulation, with repeated attacks on living labor, materialized through legislation passed by the National Congress. Subsequently, several factors (Operation Car Wash, the mainstream media, international “agreements” providing logistical support for the electoral campaign, political and financial support from the dominant classes, and the dissatisfaction of certain segments of the population) created space for a political-electoral victory by the more conservative sectors of national political life, culminating in the election of an ultraright-wing candidate (Jair Messias Bolsonaro) in 2018. Bolsonaro’s administration has continued the ultraliberal agenda while presenting a neoconservative and neofascist agenda. It is within this whirlwind of events and economic, political, and social crises that the COVID-19 pandemic arrived in Brazil in March 2020, leading the country into one of its worst moments in history. This situation has affected all republican institutions, particularly higher education institutions (IES), as well as the policies and actions underway regarding this level of education, such as the goals and strategies outlined in the National Education Plan (2014-2024). This research project aims to track the new modes of regulation and trends under construction in Brazilian higher education, as well as the changes occurring after a period of clear expansion, considering the policies and actions projected for this field since 2013. It will be developed within the Universitas/Br Network (http://www.redeuniversitas.com.br/), which has a history of collective work since 1992. The network is organized into eight subprojects aimed at analyzing the policies concerning higher education in the following aspects: (1) economic policy and higher education funding; (2) current configurations of higher education (academic architectures); (3) evaluation and regulation of higher education in Brazil; (4) labor in higher education; (5) modes of regulation of access and retention policies in higher education; (6) new modes of regulation and trends in knowledge production; (7) rural higher education and the training of educators; and (8) new modes of regulation, trends in construction, and teaching labor in vocational, scientific, and technological education.

Personal Website: http://trabalhopoliticaesociedade.blogspot.com