THE ‘SILENT CRISIS’ IN EDUCATION: REFORMS IN EDUCATIONAL POLICIES DRIVED BY NEOLIBERALISM

Abstract

This scientific article aims to investigate the term 'silent crisis' coined by Martha Nussbaum (2019), interrelating with the authors Pierre Dardot and Christian Laval (2017), who directly name the context of education and political reforms, as neoliberal proposals. The expression developed by Nussbaum serves as a starting point for an in-depth analysis of the implications of contemporary educational policies. Dardot and Laval, on the other hand, critically examine neoliberal policies and their influence on education, highlighting how such policies can undermine democratic principles. The study, formerly, explores how the ‘silent crisis’ in education, conceived by Nussbaum, can be seen as a response to the erosion of humanistic training due to the neoliberal policies analyzed by Dardot and Laval. Thus, the text examines how Nussbaum's ideals about education as a vehicle for the development of human capabilities align with Dardot and Laval's critiques of market-oriented educational reforms. The methodology will be bibliographic analysis and will address possible synergies and tensions between these thinkers, as well as the implications for the field of education and the promotion of human values in a context marked by neoliberal influence. The ultimate goal is to contribute to a broader understanding of the complex interactions between Nussbaum's philosophy and the critical analyzes of Dardot and Laval, in light of contemporary educational policies.