Educação e cidadania: caminhos de desigualdades e neoliberalismo no Brasil
Notice bibliographique
Résumé
This research has as its central proposal to present the parths of education in Brazil and the implications that provoked new practices in relation to the idea of citizenship in the context of neoliberalism. Since colonization to the present day, a dual model of education has been established in the country, which is reflected in the understanding of citizenship built in society. The development and consolidation of neoliberalism accentuated our social inequalities and coupled with national political transformations, it provoked a set of reforms in the scope of work, social security, health and education. We have a history marked by a slow itinerary in the elaboration of a democratic society, with moments of repression, processes of redemocratization, a brief reduction of social inequalities, democratic rupture and the rise of the extreme right. However, the scenario is also one of resistance, as it has been occurring sincethe historic events of June 2013 to the most recent demonstrations against the current government since 2019. In addition, expressions of conservatism and reactionaryism currentlyexist that corroborate the neoliberal scenario. In this sense, the discussion about social classes in Brazil is pertinent in relation to the different practices and conceptions of education and citizenship. The hypotheses that guided this research are organized in four axes: 1) Each historical period in Brazil is marked by different and unequal forms of education and citizenship according to social classes; 2) Economic and social policies determine how the conceptions and practices of education and citizenship are oriented; 3) There is evidence of an overvaluation of meritocracy, stimulating entrepreneurial practices, which tend to disqualify and render unfeasible teaching that develops the idea of fuller citizenship and 4). In order to discuss them,it is noted that the understanding of citizenship has undergone significant processes of change of meaning in education: as a social distinction, a citizen as a social right, later becoming a consumption practice and recently as a personal merit and performance , factors that generatedmore social exclusion and division. The theoretical-methodological framework of this researchthat seeks to highlight this panorama focuses on five axes: 1) Marxist perspective: classics, European and national authors; 2) Macro and micro perspectives on education in the West andBrazil; 3) Social class: moving between classic and national authors with different theoretical perspectives; 4) Studies in the field of phenomenology, existentialism and postmodernism and 5) Dialogue between the areas of knowledge closer to the social sciences, such as history and philosophy. Theoretical references - aiming to elucidatethem, included the following authors: André Singer (2012, 2018), Anísio Teixeira (1956, 1969), Byung-Chul Han (2015), Dagnino (2004), David Harvey (2008), Eduard Bernstein (2000), Florestan Fernandes(1978, 1989, 2004), Franco Cambi (1999), Gabriel Vitullo (2011), Gaudêncio Frigotto (2001, 2003, 2010), Jessé Souza (2003, 2010, 2017b, 2018a, 2018b), Juremir Machado (2018 ), Karl Marx and Friedrich Engels (1986), Leandro Konder (1977), Linda Alcoff (2016), Lívia Barbosa (1999), Lúcia Neves (2010), Luiz Felipe Miguel (2004), Maria de Lourdes Manzini- Covre (2006), Max Weber (2011), Michael Löwy (2015), Néstor Canclini (1997), Norberto Bobbio (1995), Otaíza Romanelli (1986), Perseu Abramo (2016), Pierre Bourdieu (1998, 2007), PierreDardot and Christian Laval (2016), Virgínia Fontes (2010), Vladimir Lenin (sd) and Walter Mignolo (2008). Facing the trajectory of this research, its developments and reflections guide towards dimensions that assume the educational and political struggle as a way to reach the model of education and citizenship that can overcome the current neoliberal logic.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,003 | 0,006 |
| Études des sciences et des technologies | 0,005 | 0,006 |
| Communication savante | 0,005 | 0,002 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,007 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».