NEOLIBERAL UNIVERSITY AND GOVERNMENTALITY:
subjectivity of professors of administration in distance education
Name: NATALIA BOUSQUET BATISTA
Publication date: 20/07/2023
Advisor:
Name |
Role |
|---|---|
| ELOÍSIO MOULIN DE SOUZA | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| ALFREDO RODRIGUES LEITE DA SILVA | Internal Examiner * |
| ELOÍSIO MOULIN DE SOUZA | Advisor * |
| LETICIA DIAS FANTINEL | Internal Examiner * |
| MARIA ELIZABETH BARROS DE BARROS | External Examiner * |
Summary: The neoliberal context causes global economic, political, social and cultural
transformations capable of modifying the dynamics of power and professional
identities and, consequently, contemporary work relations. Reforms in neoliberal
universities are aimed at valuing knowledge aligned with the market, profit
maximization and the ideal of managerial control. In Brazil, education received a
package of neoliberal measures after the 1990s and began a process of productive
restructuring that expanded the role of the private sector in the sector and
deregulated teaching activities. Considering the changes in education in the country,
based on Michel Foucault's bipolitics studies, this thesis uses the concept of
neoliberal governmentality in the broad sense, of the government of the populations,
and in the strict sense, of the ethical exercise of self-government, to understand how
Discourses from neoliberal universities (re)construct the professional identity of
professors of higher education in administration who work in distance education in
private higher education institutions and their relationships with changes in work in
contemporary society. For this, a qualitative research was carried out, through
in-depth interviews and documentary research. Subsequently, the data produced will
be analyzed using the cartographic management technique. The understanding of
power mechanisms that guide the processes of subjectivation of professors of the
higher education course of administration working in the distance modality in private
higher education institutions offered reflective elements of problematization of the
status quo, in the exercise of a critical ontology of the government of us themselves,
as researchers, inserting this work in an arena of resistance of academic practices
against the effects of hegemonic discourse, based on critical reflection and the
proposition of new ways of (re)existing in the face of asymmetries resulting from
neoliberal premises.
