A EDUCAÇÃO EM GOIÁS NO CONTEXTO NEOLIBERAL, UMA ANÁLISE CRÍTICA A PARTIR DO DOCUMENTÁRIO "PRO DIA NASCER FELIZ"

Abstract

This dissertation critically examines the impacts of neoliberal rationality on Brazilian public education, focusing on the educational policies implemented in the state of Goiás between 2005 and 2025. It adopts the documentary Pro Dia Nascer Feliz (2007) as an empirical object and analytical device, through which it investigates how performativity, individual accountability, and the symbolic and material precariousness of school life are made visible. The study combines film analysis, bibliographic review, and documentary research to assess the extent to which Goiás’ educational reforms reproduce, reinforce, or challenge managerial standards grounded in metrics, control, and meritocracy. The findings indicate that the so-called educational crisis is often performed and instrumentalized as a political strategy, legitimizing practices that shift the role of public schooling from a social right to a mechanism of performance and efficiency. Simultaneously, the voices of students and teachers expose subtle forms of everyday resistance, which reopen the possibilities of reconfiguring the educational space. The dissertation concludes by affirming the need for committed listening, counterhegemonic pedagogical practices, and public policies that reclaim the school as a space for social justice.