A influência do neoliberalismo na educação: reflexão sobre a necessidade de uma dimensão ética
Bibliographic record
Abstract
Currently, neoliberalism is structured as a powerful ideological force that permeates various spheres of society, guided by the principles of individualism and competitiveness. This affects not only economic relations but also exerts influence on social practices, including education, which is not immune to the transformations brought about by this ideology. The issue of ethics is underscored, in the sense that, the ethical dimension of education concerns the values, principles, and ideals guiding pedagogical actions as well as the human development of individuals. It is therefore pertinent to ponder the extent to which educational policies and practices are shaped by the principles and values of the neoliberal system. Building on this basis, this paper aims to critically analyze the influence of neoliberalism in the educational field, identifying the contradictions between the ethical values that should be upheld for human development and those promoted by the neoliberal system. This theoretical and qualitative research is grounded in the dialectical method, whose framework is structured into: the analysis of the principles and characteristics of neoliberalism and its impact on the social and educational spheres; the study of ethical concepts and foundations in education; and the considerations of the ethical dilemmas faced by education under neoliberal influence. In addressing neoliberalism, the study draws upon works by Michel Foucault (2008), Dardot and Laval (2016), David Harvey (2005), Henry Giroux (2023), Roberto G.Bianchetti (1999). Regarding ethical and philosophical foundations, as well as the reflection on ethical challenges, it engages with the theories of philosophers such as Immanuel Kant (1985; 1999), Theodor Adorno (1985; 1995), Antonio Gramsci (1982; 2001; 2010; 2017), Libâneo (2018), Paulo Freire (1967; 1987) and Saviani (2011), while in dialogue with the conceptions of other thinkers. Drawing on these contributions, this research emphasizes the need for continuous reflection on the surrounding reality, taking into account the contradictions inherent in the neoliberal political project and the urgency of recovering ethical values and critical alternatives that must be upheld by a holistic and emancipatory human education.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.002 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.005 | 0.000 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.001 | 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; both teacher heads agree on what is shown here.
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".