Neoliberalismo na Educação: uma análise do ensino híbrido

Abstract

The present dissertation, which has as its theme blended learning and as its research object its constitution as a strategy of neoliberal rationality and its repercussions on basic education, consists of work of an exploratory nature and with a qualitative approach, which presents as a production method of data to documentary research from diverse sources on the internet and establishes its analysis based on a discursive reading of Foucauldian post-critical theoretical-methodological inspiration. Considering the educational context experienced during the COVID-19 pandemic, in which blended learning was (re)configured as one of the alternatives used for the development of educational processes, it is concerned with the discursivities related to it and its possible effects on basic education. When considering the discourses on blended learning, we sought to: first, map the relationship of civil society organizations, foundations, and associations with blended learning, observing the presence of governance networks and political networks in education; then, identify the definitions and understandings, considering the understandings in dispute around the perspectives of teaching, learning and training, related to blended learning in the discourses resulting from it; and finally, from these movements, certain discursive regularities present in the statements were perceived, which were organized into three analytical axes, composed of: i) the understanding of flexibility as an imperative in pedagogical practices and teaching methods; ii) the perception of selfmanagement as a primary capacity for the formation of the educational subject; iii) due to the presence of education privatization processes. In this way, the analyses undertaken and the axes highlighted the centrality of the flexible character of blended learning, supporting its understanding as a strategy of neoliberal rationality.