O neoliberalismo presente nas formas de educação a distância, ensino remoto emergencial e homeschooling: estratégias para “pechinchar” a educação

Abstract

The purpose of this work was to analyze the following forms of teaching: EaD (Distance Education), ERE (Emergency Remote Teaching) and homeschooling/homeschooling; verifying its relationship with neoliberal policies, given that these teaching modalities are associated with the scrapping of facilities and equipment of public education systems, the precariousness of labor relations and the worsening of the working conditions of education professionals, the privatization of systems public and the fragmentation of processes in general. Considering these relations, the main question asked was about the reason for carrying out this expansion of choice of the type of school that one wants to “consume”; what is the purpose of this proposition, and what are the interests, and justifications for them? In this way, the main problem of this research is the question regarding: how would the neoliberal character lead to the forms of distance education, ERE and homeschooling in the Brazilian governments of 2011-2022? Presenting the present general and specific objectives, there was a need to carry out this parallel search in analyzing the historical advance of neoliberal ideas in Brazil; to also characterize these forms of teaching, turning to the political moments in which they were most apparent for the Brazilian social context. Being a bibliographic research of literature review with space for reports of experiences in a small part of the research based on the lived experience of the author. With that, we found that the teaching strategies mentioned in fact evoke the neoliberal logic by individualizing school/formal educational experiences into an environment which lacks other formative experiences in the scientific field and the opposition and coexistence with other realities. We conclude that it is necessary to reassess teaching strategies aimed at fragmenting, individualizing and making access to historically accumu- lated knowledge more flexible, or that use moral panic to oppose the educational functions of the family and the teachers as if they were antagonistic and impossible to discuss a complementary formation between both.