AS FINALIDADES EDUCATIVAS SOB INFLUÊNCIA NEOLIBERAL: IMPLICAÇÕES NO ADOECIMENTO DOS PROFESSORES NO DESEMPENHO DA DOCÊNCIA NA EDUCAÇÃO BÁSICA EM GOIÁS

Abstract

This dissertation addresses the educational purposes of schooling from a neoliberal perspective and their implications for the mental illness of basic education teachers, with a specific focus on the state of Goiás. It investigates how school educational purposes are reinterpreted within the context of neoliberal policies and how these purposes contribute to the mental health deterioration of teachers working in the public elementary education system in Goiás. Specifically, the study aims to identify and discuss the conceptual foundations of educational purposes under neoliberal influence, understand how neoliberal educational reforms within public policies affect curricula and pedagogical practices, and analyze the impacts of these reforms on the process of teacher illness, particularly in the local context of Goiás. A bibliographic review and documentary analysis were conducted, including dissertations and theses defended between 2020 and 2024 from the Brazilian Digital Library of Theses and Dissertations (BDTD), highlighting the implications of neoliberal educational purposes on the health of basic education teachers in Goiás and their contribution to teacher illness. The theoretical framework includes authors such as Libâneo (2023), Lenoir (2013), Oliveira and Borges (2023), Gentili (1994), Gatti (2013), Tostes (2018), and Nascimento and Seixas (2020). The research adopts a qualitative and bibliographic methodology, with emphasis on official documents such as the BNCC (2018), LDB (1996), and Resolution CNE/CP No. 2/2019, among others, in addition to recent academic literature and critical theoretical frameworks. The study reveals that teaching work has been increasingly weakened by a managerial, technicist, and competitive educational model, which undermines professional autonomy and deteriorates educators' working conditions. It was found that such elements not only contribute to the mental illness of basic education teachers in Goiás but also expose a logic of individual accountability and institutional silencing of teacher suffering. The data analyzed indicate a rise in medical leaves due to mental health disorders, reinforcing the urgent need to rethink educational purposes imposed by neoliberal rationality. The conclusions highlight that the erosion of the humanistic and emancipatory dimensions of education directly affects teachers’ mental health. Therefore, it is essential to formulate integrated public policies that consider teachers' mental well-being as a central component of educational quality. Moreover, the study emphasizes the need to restore the centrality of public and democratic education as inseparable dimensions of a critical and holistic formation, recognizing teachers as political agents essential to social transformation.