O neoliberalismo e o docente empreendedor: para onde vai o professor universitário em tempos de pós-pandemia?
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The declaration of the Covid 19 Pandemic, which occurred in 2020 and ended in 2023, meant the consolidation, beginning and anticipation of many changes combined with an economic, political and social crisis. In Higher Education, it influenced the anticipation of future processes of massive insertion of virtual study and platformization. In this context, educational subjects were affected in the most diverse ways. For teachers, the workload and activities were increased and many were replaced in the name of cost-benefit for commercial interests. University professors, who were already facing a strong tendency for their working conditions to become precarious, had this tendency amplified with the pandemic. The main objective of this work is to analyze the impacts of the processes of insertion of the logic of ¿self-entrepreneurship¿, inserted in the teaching practice of Higher Education. Such processes made the profession precarious and expanded "voluntary" and "machine" servitude more widely during the period of the Covid-19 pandemic, interfering with the professional's way of constituting himself and acting as a teacher in the post-pandemic period. The following thesis is defended in this research: the Covid-19 pandemic intersects, verticalizes and further exposes the precariousness of teaching work in Higher Education, resulting in the formation of a "new" type of teacher. Based on the Educational Policy Epistemology Approach (EEPE), the research on screen has as its theoretical reference authors of Marxist and neo-Foucauldian inspiration, such as Laval (2016; 2019), Dardot (2016), Santos (1999; 2020; 2021 ), Antunes (2020; 2020a; 2020b) and Lazzarato (2014) and, as classic, theoretical and initial conceptual inspiration, Karl Marx (1983) and Michel Foucault (2008). Pluralism is choice as perspective; the epistemological position is post-critical; the epistemethodological approach is framed in basic, exploratory, qualitative research, with a method or process of hermeneutic-dialectic analysis and a methodology established through data collection through bibliographic and documentary procedures, as well as their treatment through content analysis The thesis , organized into five chapters, reached the following results: the pandemic effectively generated a rush in the insertion of digital and informational technologies in Higher Education, mainly with Remote/Hybrid Education, serving the interests of capital; the process of precariousness of the profession was accelerated by the fact that teachers began to internalize more strongly the subjective neoliberal model of self-entrepreneurship, being responsible for their success, failure, performance, productivity and competitive maintenance, in addition to the internalization of voluntary servitude to the system, as if there were no other alternative; teaching precariousness was deepened during the pandemic through a a significant increase in workload, a reduction in rest times, an increase in expenses and a lot of physical and psychological suffering, as well as with the emergence of uberization and the platformization of Higher Education teachers; post-pandemic legislation began the effective insertion of platformization in this educational context; the productions of researchers during the pandemic period prove the precariousness, uberization and platformization of teaching; there is a consolidation, in the post-pandemic period, of elements that characterize a precariousness of the profession and that adjust and shape the teaching identity, the way in which they see themselves within the profession and the way in which they start to act; Ultimately, these factors all create a new teaching role.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.003 | 0.001 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it