Neoliberalismo, estado e gestão da educação: um estudo sobre o discurso político-educacional

Abstract

This work stems from the PIBIC/CNPq project (2023–2025), which investigated the enunciation of educational management within the order of neoliberal discourse. As a development of that investigation, the present research analyzed how neoliberal discourse reconfigures the relationship between the State, social rights, and the management of education. Specifically, it aimed to analyze the enunciative correlate State/Education Management within the neoliberal domain. The specific objectives were: to identify the enunciations established in the order of neoliberal discourse that regulate the relationship between the State and educational management; to describe the subject positions that emerge from this relationship; and to indicate which institutions are enunciatively constituted from it. The research employed Michel Foucault’s (2008) Archaeological Analysis of Discourse as its methodological framework to excavate the sources and systematize the findings into three analytical-archaeological categories: enunciative regularity, subject position, and institutions. The primary sources selected for the study were Andrade (2019), Gentili (1996), and Calderon et al. (2013). The results indicate the existence of enunciations that structure neoliberal discourse, which, in turn, regulates the relationship between the State and educational management. The analysis also revealed that this discourse positions subjects who emerge from the interplay between the State and educational management within the neoliberal order. Finally, it identified certain institutions that are enunciatively constituted from this relationship. The description and analysis of these enunciations suggest, therefore, that neoliberal discourse reconfigures subject positions and hinders the emergence of a discourse that values public education, popular participation, and democratic management.