Formar para a sala de aula longe da sala de aula : a expansão neoliberal da educação, regulada pelo Estado, por meio das licenciaturas EAD
Bibliographic record
Abstract
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.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.007 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".