<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2446-9424</journal-id>
<journal-title><![CDATA[Revista Internacional de Educação Superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Int. Educ. Super.]]></abbrev-journal-title>
<issn>2446-9424</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas Faculdade de Educação Grupo de Estudos e Pesquisas em Educação Superior]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2446-94242022000100206</article-id>
<article-id pub-id-type="doi">10.20396/riesup.v8i0.8658379</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação Para a Democracia no Contexto Neoliberal: Contribuições da Universidade Para Superar a Subjetividade Concorrencial]]></article-title>
<article-title xml:lang="es"><![CDATA[Red de Apoyo y Permanencia de Estudiantes Residentes en Viviendas de Estudiantes de Educación Superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Education for Democracy in the Neoliberal Context: University Contributions to Overcome Competitive Subjectivity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marcon]]></surname>
<given-names><![CDATA[Telmo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Scolari]]></surname>
<given-names><![CDATA[Adriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mezadri]]></surname>
<given-names><![CDATA[Neri José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2446-94242022000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2446-94242022000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2446-94242022000100206&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo de natureza bibliográfica objetiva aprofundar os desafios de uma educação democrática num contexto de hegemonia do pensamento neoliberal, que prima pela construção de subjetividades concorrenciais. Entende-se, aqui, o neoliberalismo para além dos pressupostos classicamente considerados de política econômica que defendem um Estado mínimo na economia e nas políticas socioeducacionais. As contribuições de Dardot e Laval (2016), de Biesta (2013), Dewey (1979), entre outros, possibilitam ampliar a compreensão de como os pressupostos neoliberais adentram as subjetividades e produzem novos modos de vida. Conceitos como neossujeito, empresário de si, concorrência, competição, entre outros, traduzem esses novos pressupostos. Nesse contexto as instituições educativas, especialmente as Universidades, são desafiadas a problematizar essas tendências e contribuir na construção de pressupostos humanizadores e democráticos. As instituições de ensino superior têm um compromisso importante na formação de sujeitos democráticos. Na conclusão, reafirma-se a tese de que somente uma educação democrática é capaz de qualificar os pressupostos de sociabilidade em vista de uma vida em comum.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente artículo de carácter bibliográfico tiene por objetivo profundizar los desafíos para la formación de sujetos democráticos en un contexto de hegemonía del pensamiento neoliberal que prima por la construcción de subjetividades concurrenciales. Se entiende, aquí, el neoliberalismo más allá de los supuestos clásicamente considerados de política económica que defienden un Estado mínimo en la economía y en las políticas socioeducativas. Las contribuciones de Dardor y Labal (2016) amplían los horizontes de esa comprensión y problematizan como los supuestos neoliberales adentran las subjetividades y producen nuevos estilos de vida. Conceptos como neosujeto, empresario de si, concurrencia, competición, entre otros, traducen esos nuevos supuestos. Buscando traducir esa intención el artículo inicia con una problematización general de la cuestión; reconstruye los principales argumentos de Dardot y Laval sobre la &#8220;nueva razón del mundo&#8221;, en diálogo con autores como Sennett y Antunes; en la secuencia, profundiza algunos supuestos de la educación escolar visando a la formación de sujetos democráticos, especialmente con la contribución de Biesta. En la conclusión se reafirma la tesis de que solamente una educación democrática es capaz de calificar los supuestos de sociabilidad en vista de una vida común.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This bibliographical article aims to deepen the challenges of a democratic education in a context of hegemony of neoliberal thought, which emphasizes the construction of competitive subjectivities. Neoliberalism is understood here beyond the classically considered assumptions of economic policies that defend a minimal State in the economy and in socio-educational policies. The contributions of Dardot and Laval (2016), Biesta (2013), Dewey (1979), among others, make it possible to broaden the understanding of how neoliberal assumptions enter subjectivities and produce new ways of life. Concepts such as neo-subject, entrepreneur of self, competition, competition, among others, translate these new assumptions. In this context, educational institutions, especially universities, are challenged to problematize these trends and contribute to the construction of humanizing and democratic assumptions. Higher education institutions have an important commitment in the formation of democratic subjects. In conclusion, we reaffirm the thesis that only a democratic education is capable of qualifying the assumptions of sociability in view of a life in common.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação escolar]]></kwd>
<kwd lng="pt"><![CDATA[Democracia]]></kwd>
<kwd lng="pt"><![CDATA[Neoliberalismo]]></kwd>
<kwd lng="pt"><![CDATA[Subjetividade concorrencial]]></kwd>
<kwd lng="pt"><![CDATA[Sociabilidade]]></kwd>
<kwd lng="es"><![CDATA[Educación escolar]]></kwd>
<kwd lng="es"><![CDATA[Democracia]]></kwd>
<kwd lng="es"><![CDATA[Neoliberalismo]]></kwd>
<kwd lng="es"><![CDATA[Subjetividad concurrencial]]></kwd>
<kwd lng="es"><![CDATA[Sociabilidad]]></kwd>
<kwd lng="en"><![CDATA[School education]]></kwd>
<kwd lng="en"><![CDATA[Democracy]]></kwd>
<kwd lng="en"><![CDATA[Neoliberalism]]></kwd>
<kwd lng="en"><![CDATA[Competitive subjectivity]]></kwd>
<kwd lng="en"><![CDATA[Sociability]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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