Formar para a sala de aula longe da sala de aula : a expansão neoliberal da educação, regulada pelo Estado, por meio das licenciaturas EAD
Notice bibliographique
Résumé
The figures for undergraduate degree programs show that, currently, the majority of Brazilian teachers obtain their degrees from for-profit institutions and through distance learning. The National Education Guidelines and Bases Law (Law No. 9,394 of 1996) is crucial in defining this scenario, as it regulates, for the first time, distance learning in undergraduate programs. The general objective of this thesis, through an analysis of educational legislation, was to identify and problematize the State's responsibilities in the expansion of distance learning undergraduate programs. The aim was to examine whether or not there were markers of neoliberal rationality in the legislation that enabled the growth of distance learning in initial teacher training programs for Brazilian teachers. The research problem was defined as follows: "Since the State is the regulator of educational policies for Brazilian higher education, what interests and rationales underlie the expansion of distance learning undergraduate programs?" Methodologically, the research was characterized as basic in nature, exploratory in terms of objectives, qualitative in terms of the approach to the problem, bibliographical and documentary in terms of procedures. The basic theoretical framework was Dardot and Laval (2016), Ball (2022) and Bourdieu (2015), among others. Ten pieces of legislation dealing with distance education and undergraduate courses were selected, and the categories of privatization and flexibilization were used for the Content Analysis of the documents. The thesis was anchored in the following methodological triangulation: a literature review, a State of Knowledge review of theses on the topic, and the legislation studied. The main findings of the research indicated that the State, through complicit educational legislation, allowed—and even encouraged—the predominance of distance learning: a teaching modality, especially that offered in for-profit institutions, that reproduces inequalities compared to higher education by maintaining historical and structural distances; it promotes the erosion of academic relationships, the destruction of collective forms and democratic principles, as it prepares individuals who normalize the exchange of stability for precariousness disguised as flexibility, of solidarity for isolation; it fosters an economic, cultural, and political transformation in education, as it turns higher education into a business, bases curricula on the dictates of the market and performativity, and replaces collective interests with competitive relationships, in which the focus is on production, even if lacking depth.
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 | 0,006 | 0,009 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,007 |
| Communication savante | 0,006 | 0,003 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 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 ».