A pesquisa investiga e analisa os discursos jornalísticos sobre educação da revista Veja entre os anos de 2002 e 2012. Os estudos jornalísticos sobre educação foram tomados como objeto de estudo devido ao entendimento de que ao falar sobre educação esses discursos também constituem a mesma. A revista Veja foi escolhida como campo de análise devido ao fato de ser a revista brasileira de maior circulação semanal. E o referido período, que compreende a análise, foi delimitado tento em vista ser um período de significativo crescimento da classe média brasileira, majoritariamente o público-alvo leitor da revista Veja. Ao me aproximar do objeto de estudo buscando entender que ideologias operam nesses discursos e que visões hegemônicas sobre educação são constituídas pelos mesmos, através dos conceitos de ideologia (HALL, 2009) e hegemonia (WILLIAMS, 1979), tive de recorrer a referenciais metodológicos que me permitissem operar as análises. Através dos conceitos de intertextualidade e representação de atores sociais (FAIRCLOUGH, 2003) e falta e excesso (PÊCHEUX, 1990) pude identificar algumas vozes presentes e ausentes nos discursos jornalísticos sobre educação da revista Veja, assim como de que modos são representados aqueles que têm voz ou são privados das mesmas nesses discursos. A pesquisa e análises demonstraram que operam ideologias nos discursos sobre educação da revista Veja, muitas vezes híbridas e contraditórias, não necessariamente uma única ideologia. A educação básica, de modo geral, é entendida como um projeto público e coletivo nacional, já o ensino superior é caracterizado como passível de privatização ou capitalização. A revista também apresenta uma preocupação constante com a presença de ideologias de esquerda em materiais didáticos e escolas, assim como uma vigilância constante ao trabalho docente, conclamada principalmente na participação dos pais na educação escolar dos filhos. O trabalho docente, por sua vez, é tomado como problemático e propulsor de mudanças, deste modo tanto críticas à formação de professores são encontradas nesses discursos quanto a necessidade de valorização dos professores. Finalmente, a revista toma indícios de experiências de outros países e recomendações de organismos internacionais como referência para fazer avançar a educação no Brasil. / This research analyzes the journalistic discourses of education in Veja, a Brazilian magazine, between 2002 and 2012. Journalistic discourses were taken as the object of this study due to the understanding of media and information as a social construction. Veja magazine was chosen as the field of this analysis because it is Brazil‟s biggest magazine in circulation, the third largest weekly news magazine in the world and the largest outside the United States. That period of time was chosen since it was an important moment for Brazilian economy, when a significant economic growth of the country‟s middle class – Veja‟s target readership – happened. I identified media as one of the social structures that has been continuously mobilized for education, under the assumptions of a deficit in Brazilian basic education, and low qualification of teachers – both in comparison to the rest of the world via rankings or, sometimes, to a certain selective past. Through the concepts of intertextuality and representation of social actors (FAIRCLOUGH, 2003), I realized that present and absent voices in Veja‟s journalistic discourses about education consider basic education as a public and collective national project that requires managerial inputs, considering the urgency of an economic development for the country. In this sense, Veja magazine presents the work of teachers, at the same time, as the problem and the solution. It is both critical - to formation and performance of teachers - and scrupulous - as it recognizes the need to value teachers. If we consider that all social problems and their possible solutions are partly discursive (RESENDE; RAMALHO 2013), hegemonic discourses built through the articulation of certain ideologies‟ alliances (HALL, 2009) with the common sense, even though never guaranteed, are powerful. This research conclusions suggest that counter-hegemonic alternatives to managerialist projects must always be accompanied also by discursive alternatives, and journalistic discourses about education, more than objects of study, should also be seen as objects of dispute.

A pesquisa investiga e analisa os discursos jornalísticos sobre educação da revista Veja entre os anos de 2002 e 2012. Os estudos jornalísticos sobre educação foram tomados como objeto de estudo devido ao entendimento de que ao falar sobre educação esses discursos também constituem a mesma. A revista Veja foi escolhida como campo de análise devido ao fato de ser a revista brasileira de maior circulação semanal. E o referido período, que compreende a análise, foi delimitado tento em vista ser um período de significativo crescimento da classe média brasileira, majoritariamente o público-alvo leitor da revista Veja. Ao me aproximar do objeto de estudo buscando entender que ideologias operam nesses discursos e que visões hegemônicas sobre educação são constituídas pelos mesmos, através dos conceitos de ideologia (HALL, 2009) e hegemonia (WILLIAMS, 1979), tive de recorrer a referenciais metodológicos que me permitissem operar as análises. Através dos conceitos de intertextualidade e representação de atores sociais (FAIRCLOUGH, 2003) e falta e excesso (PÊCHEUX, 1990) pude identificar algumas vozes presentes e ausentes nos discursos jornalísticos sobre educação da revista Veja, assim como de que modos são representados aqueles que têm voz ou são privados das mesmas nesses discursos. A pesquisa e análises demonstraram que operam ideologias nos discursos sobre educação da revista Veja, muitas vezes híbridas e contraditórias, não necessariamente uma única ideologia. A educação básica, de modo geral, é entendida como um projeto público e coletivo nacional, já o ensino superior é caracterizado como passível de privatização ou capitalização. A revista também apresenta uma preocupação constante com a presença de ideologias de esquerda em materiais didáticos e escolas, assim como uma vigilância constante ao trabalho docente, conclamada principalmente na participação dos pais na educação escolar dos filhos. O trabalho docente, por sua vez, é tomado como problemático e propulsor de mudanças, deste modo tanto críticas à formação de professores são encontradas nesses discursos quanto a necessidade de valorização dos professores. Finalmente, a revista toma indícios de experiências de outros países e recomendações de organismos internacionais como referência para fazer avançar a educação no Brasil. / This research analyzes the journalistic discourses of education in Veja, a Brazilian magazine, between 2002 and 2012. Journalistic discourses were taken as the object of this study due to the understanding of media and information as a social construction. Veja magazine was chosen as the field of this analysis because it is Brazil‟s biggest magazine in circulation, the third largest weekly news magazine in the world and the largest outside the United States. That period of time was chosen since it was an important moment for Brazilian economy, when a significant economic growth of the country‟s middle class – Veja‟s target readership – happened. I identified media as one of the social structures that has been continuously mobilized for education, under the assumptions of a deficit in Brazilian basic education, and low qualification of teachers – both in comparison to the rest of the world via rankings or, sometimes, to a certain selective past. Through the concepts of intertextuality and representation of social actors (FAIRCLOUGH, 2003), I realized that present and absent voices in Veja‟s journalistic discourses about education consider basic education as a public and collective national project that requires managerial inputs, considering the urgency of an economic development for the country. In this sense, Veja magazine presents the work of teachers, at the same time, as the problem and the solution. It is both critical - to formation and performance of teachers - and scrupulous - as it recognizes the need to value teachers. If we consider that all social problems and their possible solutions are partly discursive (RESENDE; RAMALHO 2013), hegemonic discourses built through the articulation of certain ideologies‟ alliances (HALL, 2009) with the common sense, even though never guaranteed, are powerful. This research conclusions suggest that counter-hegemonic alternatives to managerialist projects must always be accompanied also by discursive alternatives, and journalistic discourses about education, more than objects of study, should also be seen as objects of dispute.

A pesquisa investiga e analisa os discursos jornalísticos sobre educação da revista Veja entre os anos de 2002 e 2012. Os estudos jornalísticos sobre educação foram tomados como objeto de estudo devido ao entendimento de que ao falar sobre educação esses discursos também constituem a mesma. A revista Veja foi escolhida como campo de análise devido ao fato de ser a revista brasileira de maior circulação semanal. E o referido período, que compreende a análise, foi delimitado tento em vista ser um período de significativo crescimento da classe média brasileira, majoritariamente o público-alvo leitor da revista Veja. Ao me aproximar do objeto de estudo buscando entender que ideologias operam nesses discursos e que visões hegemônicas sobre educação são constituídas pelos mesmos, através dos conceitos de ideologia (HALL, 2009) e hegemonia (WILLIAMS, 1979), tive de recorrer a referenciais metodológicos que me permitissem operar as análises. Através dos conceitos de intertextualidade e representação de atores sociais (FAIRCLOUGH, 2003) e falta e excesso (PÊCHEUX, 1990) pude identificar algumas vozes presentes e ausentes nos discursos jornalísticos sobre educação da revista Veja, assim como de que modos são representados aqueles que têm voz ou são privados das mesmas nesses discursos. A pesquisa e análises demonstraram que operam ideologias nos discursos sobre educação da revista Veja, muitas vezes híbridas e contraditórias, não necessariamente uma única ideologia. A educação básica, de modo geral, é entendida como um projeto público e coletivo nacional, já o ensino superior é caracterizado como passível de privatização ou capitalização. A revista também apresenta uma preocupação constante com a presença de ideologias de esquerda em materiais didáticos e escolas, assim como uma vigilância constante ao trabalho docente, conclamada principalmente na participação dos pais na educação escolar dos filhos. O trabalho docente, por sua vez, é tomado como problemático e propulsor de mudanças, deste modo tanto críticas à formação de professores são encontradas nesses discursos quanto a necessidade de valorização dos professores. Finalmente, a revista toma indícios de experiências de outros países e recomendações de organismos internacionais como referência para fazer avançar a educação no Brasil. / This research analyzes the journalistic discourses of education in Veja, a Brazilian magazine, between 2002 and 2012. Journalistic discourses were taken as the object of this study due to the understanding of media and information as a social construction. Veja magazine was chosen as the field of this analysis because it is Brazil‟s biggest magazine in circulation, the third largest weekly news magazine in the world and the largest outside the United States. That period of time was chosen since it was an important moment for Brazilian economy, when a significant economic growth of the country‟s middle class – Veja‟s target readership – happened. I identified media as one of the social structures that has been continuously mobilized for education, under the assumptions of a deficit in Brazilian basic education, and low qualification of teachers – both in comparison to the rest of the world via rankings or, sometimes, to a certain selective past. Through the concepts of intertextuality and representation of social actors (FAIRCLOUGH, 2003), I realized that present and absent voices in Veja‟s journalistic discourses about education consider basic education as a public and collective national project that requires managerial inputs, considering the urgency of an economic development for the country. In this sense, Veja magazine presents the work of teachers, at the same time, as the problem and the solution. It is both critical - to formation and performance of teachers - and scrupulous - as it recognizes the need to value teachers. If we consider that all social problems and their possible solutions are partly discursive (RESENDE; RAMALHO 2013), hegemonic discourses built through the articulation of certain ideologies‟ alliances (HALL, 2009) with the common sense, even though never guaranteed, are powerful. This research conclusions suggest that counter-hegemonic alternatives to managerialist projects must always be accompanied also by discursive alternatives, and journalistic discourses about education, more than objects of study, should also be seen as objects of dispute.

This thesis investigates the ways in which higher education in Africa has been construing its mission for Africa’s development and how such constructions are shaped by particular global regimes of knowledge on development. The thesis unpacks the ways in which such regimes are deployed using specific technologies: neo-liberal precepts on economic development. To that end, I pose a set of questions which can be summarized in these two: How has higher education in Africa discursively construed Africa’s experiences? Second, in which terms such constructions have helped responding to Africa’s problems of development? Taking Mozambican higher education as a unit of analysis, I used postcolonial theory to unsettle neo-liberal regimes of development and to show how contingent they are. Methodologically, a historical critique was carried out to historize neo-liberal globalization as a contingent process and to understand multiple possibilities of construing Africa’s experiences. My data consisted of texts discussing ways in which Africa is discursively understood by both, African and Western scholarship, higher education policy in Mozambique, interviews with senior administrators of some Mozambican higher education institutions and text materials from higher education institutions’ websites in Mozambique. The findings suggest that, on the one hand, constructions of Africa as being in crisis are not new. In fact, for centuries Africa has always been a subject of knowledge from which the West constructs its differences. It is from such differences that the West assumed a civilizing mission in order to integrate African peoples in the world order. On the other hand, African scholars’ responses to Western constructions of Africa’s experiences end up building another crisis at the theoretical level: the difficulties of thinking effectively on Africa so as to solve its problems. The second finding is that Mozambican higher education’s responses to the crisis have been marked by a development agenda within the broader context of Mozambique’s history from late the 1970s onwards: first, within the socialist model of central planning economy and, second, within the international agenda of global neo-liberal market economy. My analysis suggests that both development practices reflect, to some extent, continuities of colonial regimes of development which did not take into account the contextualities of the colonized. Finally, my investigation found that higher education institutions in Mozambique are responding to development challenges based on very technological conceptions of development following global trends. The thesis contends that an engagement with the ethics of knowledge and development would lead to a development model more preoccupied with the social contexts beyond market rationalities.

This thesis investigates the ways in which higher education in Africa has been construing its mission for Africa’s development and how such constructions are shaped by particular global regimes of knowledge on development. The thesis unpacks the ways in which such regimes are deployed using specific technologies: neo-liberal precepts on economic development. To that end, I pose a set of questions which can be summarized in these two: How has higher education in Africa discursively construed Africa’s experiences? Second, in which terms such constructions have helped responding to Africa’s problems of development? Taking Mozambican higher education as a unit of analysis, I used postcolonial theory to unsettle neo-liberal regimes of development and to show how contingent they are. Methodologically, a historical critique was carried out to historize neo-liberal globalization as a contingent process and to understand multiple possibilities of construing Africa’s experiences. My data consisted of texts discussing ways in which Africa is discursively understood by both, African and Western scholarship, higher education policy in Mozambique, interviews with senior administrators of some Mozambican higher education institutions and text materials from higher education institutions’ websites in Mozambique. The findings suggest that, on the one hand, constructions of Africa as being in crisis are not new. In fact, for centuries Africa has always been a subject of knowledge from which the West constructs its differences. It is from such differences that the West assumed a civilizing mission in order to integrate African peoples in the world order. On the other hand, African scholars’ responses to Western constructions of Africa’s experiences end up building another crisis at the theoretical level: the difficulties of thinking effectively on Africa so as to solve its problems. The second finding is that Mozambican higher education’s responses to the crisis have been marked by a development agenda within the broader context of Mozambique’s history from late the 1970s onwards: first, within the socialist model of central planning economy and, second, within the international agenda of global neo-liberal market economy. My analysis suggests that both development practices reflect, to some extent, continuities of colonial regimes of development which did not take into account the contextualities of the colonized. Finally, my investigation found that higher education institutions in Mozambique are responding to development challenges based on very technological conceptions of development following global trends. The thesis contends that an engagement with the ethics of knowledge and development would lead to a development model more preoccupied with the social contexts beyond market rationalities.

This thesis investigates the ways in which higher education in Africa has been construing its mission for Africa’s development and how such constructions are shaped by particular global regimes of knowledge on development. The thesis unpacks the ways in which such regimes are deployed using specific technologies: neo-liberal precepts on economic development. To that end, I pose a set of questions which can be summarized in these two: How has higher education in Africa discursively construed Africa’s experiences? Second, in which terms such constructions have helped responding to Africa’s problems of development? Taking Mozambican higher education as a unit of analysis, I used postcolonial theory to unsettle neo-liberal regimes of development and to show how contingent they are. Methodologically, a historical critique was carried out to historize neo-liberal globalization as a contingent process and to understand multiple possibilities of construing Africa’s experiences. My data consisted of texts discussing ways in which Africa is discursively understood by both, African and Western scholarship, higher education policy in Mozambique, interviews with senior administrators of some Mozambican higher education institutions and text materials from higher education institutions’ websites in Mozambique. The findings suggest that, on the one hand, constructions of Africa as being in crisis are not new. In fact, for centuries Africa has always been a subject of knowledge from which the West constructs its differences. It is from such differences that the West assumed a civilizing mission in order to integrate African peoples in the world order. On the other hand, African scholars’ responses to Western constructions of Africa’s experiences end up building another crisis at the theoretical level: the difficulties of thinking effectively on Africa so as to solve its problems. The second finding is that Mozambican higher education’s responses to the crisis have been marked by a development agenda within the broader context of Mozambique’s history from late the 1970s onwards: first, within the socialist model of central planning economy and, second, within the international agenda of global neo-liberal market economy. My analysis suggests that both development practices reflect, to some extent, continuities of colonial regimes of development which did not take into account the contextualities of the colonized. Finally, my investigation found that higher education institutions in Mozambique are responding to development challenges based on very technological conceptions of development following global trends. The thesis contends that an engagement with the ethics of knowledge and development would lead to a development model more preoccupied with the social contexts beyond market rationalities.

This thesis investigates the ways in which higher education in Africa has been construing its mission for Africa’s development and how such constructions are shaped by particular global regimes of knowledge on development. The thesis unpacks the ways in which such regimes are deployed using specific technologies: neo-liberal precepts on economic development. To that end, I pose a set of questions which can be summarized in these two: How has higher education in Africa discursively construed Africa’s experiences? Second, in which terms such constructions have helped responding to Africa’s problems of development? Taking Mozambican higher education as a unit of analysis, I used postcolonial theory to unsettle neo-liberal regimes of development and to show how contingent they are. Methodologically, a historical critique was carried out to historize neo-liberal globalization as a contingent process and to understand multiple possibilities of construing Africa’s experiences. My data consisted of texts discussing ways in which Africa is discursively understood by both, African and Western scholarship, higher education policy in Mozambique, interviews with senior administrators of some Mozambican higher education institutions and text materials from higher education institutions’ websites in Mozambique. The findings suggest that, on the one hand, constructions of Africa as being in crisis are not new. In fact, for centuries Africa has always been a subject of knowledge from which the West constructs its differences. It is from such differences that the West assumed a civilizing mission in order to integrate African peoples in the world order. On the other hand, African scholars’ responses to Western constructions of Africa’s experiences end up building another crisis at the theoretical level: the difficulties of thinking effectively on Africa so as to solve its problems. The second finding is that Mozambican higher education’s responses to the crisis have been marked by a development agenda within the broader context of Mozambique’s history from late the 1970s onwards: first, within the socialist model of central planning economy and, second, within the international agenda of global neo-liberal market economy. My analysis suggests that both development practices reflect, to some extent, continuities of colonial regimes of development which did not take into account the contextualities of the colonized. Finally, my investigation found that higher education institutions in Mozambique are responding to development challenges based on very technological conceptions of development following global trends. The thesis contends that an engagement with the ethics of knowledge and development would lead to a development model more preoccupied with the social contexts beyond market rationalities.

The diploma thesis focuses on so-called "experts on education". In simple terms, "experts on education" are speakers who comment on educational issues in the media. However, they are typically not experts on education in the true sense of the word but quasi-experts who have a strong media interest, who are often connected to politics, whose speech is often burdened by simplification or generalisation, and who often emphasise certain beliefs in their communications, which are individually challenged in detail by the diploma thesis. The thesis attempts to answer whether only the aforementioned quasi-experts comment on educational issues in the Czech media environment or whether true experts, meaning scientifically qualified professionals, can also be heard. The aim of the diploma thesis is therefore to identify who comments on educational issues in the Czech media space and to analyse how these speakers talk about education. The thesis is divided into a theoretical part and an analytical part. The theoretical part aims to define the basic concepts that are worked with in the thesis - specifically, the concepts of "expert on education" and "pedagogical discourse". The analytical part is based on the analysis of the outputs of the mass media, first presenting the methodology used and then the results...

Yes / Pregnant women seeking asylum in the United Kingdom appear particularly vulnerable, having complex health and social care needs and could benefit from a woman centred approach to midwifery care. This article is the second of three parts and reports on the findings from one objective of a wider doctorate study. It focuses on exploring midwifery students' perceptions of how to approach the care of pregnant women seeking asylum. Although the design of the study is explored in article one, in this context, the data was subject to critical discourse analysis to meet this objective. Key words and phrases were highlighted which appeared to reveal power and ideology implicit in the language used when discussing midwifery care of the pregnant woman seeking asylum. Dominant discourses were identified which appeared to influence the way in which care was approached and the possible sources of these discourses critically analysed. The findings suggest an underpinning ideology around following policies and guidelines to meet the physical needs of the woman at the expense of her other holistic needs. Despite learning to adopt a woman centred approach in theory, once in practice some students appear to be socialised into (re)producing these dominant medical and managerial discourses with “midwifery discourse” being marginalised. In addition, some students appeared to have difficulty understanding how to adopt a woman centred approach and the importance of considering the woman's context and its impact on care. These findings have implications for midwifery educators and this article identifies that the recent Nursing and Midwifery Council requirement for students to undertake a caseloading activity could provide the opportunity for them to adopt a consistent woman centred approach in practice, rejecting dominant medical and managerial discourses. However, these discourses appear to influence midwives caring for women more widely and will be difficult to challenge.