Imaginação política na educação: possíveis contribuições de Pierre Dardot e Christian Laval ao debate pedagógico a partir do princípio comum

Abstract

The present research investigates Pierre Dardot and Christian Laval's theoretical contributions to the pedagogical debate through the Common Principle. Through a hermeneutic analysis, the study relates some sources of neoliberalism's influence on the educational field, based on policies and practices that denote a market-oriented and managerial logic. Dardot and Laval develop a series of propositions as an alternative to this new global rationality that interferes with social policies. The investigation reveals that while education adapts to a competitive and instrumentalist model, the concept of the Common Principle proposed by the authors offers a strong alternative that promotes the reclaiming of common rights for all. This principle fosters democratic collaboration and seeks to reclaim public and participatory governance institutions, essential for overcoming an education system that caters primarily to market demands. By confronting market-driven demands with the need for participatory democracy, it proposes envisioning a horizon where the common good prevails over private interests, moving education away from instrumentalist and market-oriented approaches. In summary, the common aims to reclaim participatory democratic movements, movements seeking common institutions, a democratic search for institutions and government by society in a direction that goes beyond neoliberalism and presents itself as a potential principle by introducing new perspectives to social spheres, consequently prompting new social horizons to the normative system that extends its market logic to all social instances.