Purposes The present paper employs public discourses, in the form of policy documents from the OECD, EU and the UN, news and popular media, to explore how economic and political subjectivities simultaneously emerge and are obfuscated in the ubiquitous discourses on education that are dominated by neoliberal ideas (Ball, 2006; Buras & Apple, 2005).  Perspectives and theoretical framework One point of departure are the notions of “interdiscursivity” and “medialization of politics,” which point to how discourses are rearticulated in different contexts, drawing on each other, and thereby both affirming and displacing each other, and to how politics is made intelligible in public media (Fairclough, 1995; 2000). Another point of departure is the notions of assemblages and flight lines (Deleuze & Guattari, 2004). These concepts enable us to understand the neoliberal education discourse as an open, ambiguous and undecided assemblage, and to explore how this assemblage makes possible differing educational aims and subject positions.  Methods The argument is based on discourse analysis of transnational policy documents and news and popular media from different nations. The aim of the analysis is to explore what economic and political subject positions are made possible in these different data sets.  Results and Arguments Although the tenants of neoliberalism are dominant, they are not totally hegemonic. In both the policy documents and the public media data, there are simultaneous articulations of a neoliberal educational discourse and a discourse of education as a tool to enhance democracy and create social justice. Furthermore, these discourses inform and are often intertwined with each other.   The transnational policy documents predominantly articulate education as possibilities. There are, however, salient differences between the OECD and EU documents, and the UN documents. Although all emphasize what education can do for the nations, the former stress education as a prerequisite for economic progress, whereas the latter stress eliminating poverty, fostering democracy, and empowering individuals and subordinated groups. In this way, the OECD and EU documents constitute subjectivities in relation to a market focused on how learners can contribute to a growing economy, whereas the UN documents constitute political subjects who can contribute to society through political interventions.  News and public media are dominated by articulations of an education system in a state of “crisis”. The arguments for these representations and the solutions brought forward are drawn from a neoliberal discourse focused on competition, marketization, free choice, and private initiatives, but there is also a parallel and intersecting discourse of education as a means to give subordinated subjects opportunities for a better life. However, these discourses mainly point to economic rather than to political subjectivities, who hold their future in their own hands by making the right choices and working hard. This is not completely unambiguous, as media representations, especially in the popular media, also depict resistance and constitute subjectivities who subvert the neoliberal hegemony and who insist on the political (Mouffe, 2005). These subversions open the door to notions of education as practices that not only stabilize, but also destabilize and change society. / Class in neoliberal education discourses

The purpose of this study was to trace the reflections of critical issues, such as neo-liberalism, cultural differences based on social class, gender stereotyping, and nationalism in the elementary mathematics education in Turkey. Critical discourse analysis was conducted to examine these possible reflections. By researching mathematics education from a critical perspective, this study aimed to contribute constructing a starting point for socially responsible mathematics education. There were four main data sources in the study: elementary mathematics curriculum, 6th, 7th, and 8th grade elementary mathematics textbooks, workbooks and teacher&rsquo / s guide books, 7th grade mathematics classroom observations, and pre- and post-interviews with participant teacher. The discourse analysis of mathematics education contexts implied that elementary mathematics discourse: (i) oriented students to use their mathematical abilities and skills for the benefit of private corporations instead of public welfare / (ii) replaced the &lsquo / real life&rsquo / in mathematics problems with the life of middle and upper middle classes / (iii) included sexist expressions / and (iv) fostered nationalism via ignoring ethnic and non-Muslim groups living in Turkey. It appeared that teachers might not be aware of such discourse. Findings have addressed that policy makers and textbook writers should consider these critical issues in order to reach all students and teachers&rsquo / awareness should be increased. Future research should clarify these issues in a broad sense including pre-service teachers, teachers, students, and mathematics instruction in schools.

nÃo hà / The object of this research is the capture of basic public education in most contemporary societies by the global macro-structure of political-economic power, composed of large multinational corporate oligopolies (finance included), supported by multilateral organizations of the international capitalist institutional system (World Bank, IMF and OECD, mainly), by powerful private foundations emanating from huge corporate empires such as Gates, Broad, Walton, among others, by think-tanks and large media outlets, both graciously funded by large global business corporations, in order to instrumentalizing that social sphere with a view to boosting and accelerating the process of accumulation of global capital in the context of the serious structural crisis that has plagued the capitalist mode of production since the mid-1960s. In this perspective, we will try to apprehend not only the connections between education and the crisis, but, above all, the systemic roots of it. Even admitting the relative autonomy of the educational complex vis-Ã-vis the economic system to which it is integrated, it is understood that, in the last instance, the structural constraints imposed by that process of accumulation determine the character and function that education plays in the total social complex in which it operates. In this sense, the general objective of this research is to investigate the influence of the global political economy on public basic education, elucidating the structural causes that contribute to the deterioration of the basic public education systems. In this direction, we articulate the specific objectives that, in general, are linked to the chapters that compose the present work. Thus, the specific objective of the first chapter is to examine the constituent elements of this global macrostructure in the context of the reproduction of capital in times of crisis. The second chapter has the specific objective of empirically and theoretically contextualizing and problematizing in national spheres the manifestations of the imposition of the educational model prescribed by the aforementioned macrostructure of power, examining in particular the US and Brazilian cases, and the third has as its specific objective to examine two national educational systems that overcome the global corporate education model, namely the Finnish and the Cuban ones. From the theoretical-methodological point of view, the present study unfolds in a bibliographical and documentary research, in which, in the light of dialectical historical materialism, it seeks to grasp the determinants of the current conjuncture of the global political economy of education. The results of the research pointed to the capture of public basic education by the oligopolistic macro-structure of global economic and political power and its exploitation with a view to boosting the trillion-dollar private education world market. It was verified that the implantation of this ultra pragmatic corporate educational model failed, wherever it was adopted, to achieve the declared objectives of recovering the level of educational performance and to eliminate the difference of performances among the students. In opposition to such model, the existence of the successful educational experiences in Finland and in Cuba has patently demonstrated the plausibility of constructing, in any social formation, a minimally just and effective educational system, thus demonstrating that the issue is political, rather than necessarily and only economic. / O objeto de estudo desta pesquisa consiste na captura da educaÃÃo bÃsica pÃblica na maioria das sociedades contemporÃneas pela macroestrutura global de poder polÃtico-econÃmico, composta pelos grandes oligopÃlios empresariais (finanÃa incluÃda) transnacionais, com o suporte das organizaÃÃes multilaterais do sistema institucional capitalista internacional (Banco Mundial, FMI e OCDE, principalmente), das poderosas fundaÃÃes privadas oriundas de imensos impÃrios empresariais, tais como Gates, Broad, Walton, dentre outras, dos think-tanks e dos grandes veÃculos de mÃdia, ambos graciosamente financiados pelas grandes corporaÃÃes empresariais globais, no sentido de instrumentalizar aquela esfera social com vistas a dinamizar e acelerar o processo de acumulaÃÃo do capital global, no contexto da grave crise estrutural que desde meados da dÃcada de 1960 assola o modo de produÃÃo capitalista. Nessa perspectiva, buscar-se-à apreender nÃo somente as conexÃes entre a educaÃÃo e referida crise, mas, sobretudo, as raÃzes sistÃmicas desta. Mesmo admitindo a autonomia relativa da qual dispÃe o complexo educacional face ao sistema econÃmico ao qual se integra, entende-se que, em Ãltima instÃncia, os constrangimentos estruturais impostos por aquele processo de acumulaÃÃo determinam o carÃter e a funÃÃo que a educaÃÃo desempenha no complexo social total no qual se insere. Nesse sentido, o objetivo geral da presente pesquisa consiste em investigar os influxos da economia polÃtica global sobre a educaÃÃo bÃsica pÃblica, elucidando as causas estruturais que contribuem para a deterioraÃÃo dos sistemas pÃblicos bÃsicos de ensino. Nessa direÃÃo, articulam-se os objetivos especÃficos que, de modo geral, vinculam-se aos capÃtulos que compÃem o presente trabalho. Dessa forma, o objetivo especÃfico do primeiro capÃtulo consiste em examinar os elementos constitutivos da referida macroestrutura global no contexto da reproduÃÃo do capital em tempos de crise. O segundo capÃtulo tem o objetivo especÃfico de, em esferas nacionais, contextualizar e problematizar empÃrica e teoricamente como se manifestam os desdobramentos da imposiÃÃo do modelo educacional prescrito pela mencionada macroestrutura de poder, examinando particularmente os casos estadunidense e brasileiro, e o terceiro tem como objetivo especÃfico examinar dois sistemas educacionais nacionais que superam o modelo corporativo global de educaÃÃo, a saber, o finlandÃs e o cubano. Do ponto de vista teÃrico-metodolÃgico, o presente estudo desdobra-se em uma pesquisa bibliogrÃfica e documental, na qual se busca, à luz do materialismo histÃrico dialÃtico, apreender os determinantes da atual conjuntura da economia polÃtica global da educaÃÃo. Os resultados da pesquisa apontaram a captura da educaÃÃo bÃsica pÃblica pela macroestrutura oligopÃlica de poder econÃmico-polÃtico global, e sua exploraÃÃo com vistas ao impulso do trilionÃrio mercado mundial de educaÃÃo privada. Constatou-se que a implantaÃÃo desse modelo educacional imediatista, mercantil e adestrador fracassou, por onde foi adotado, em lograr os declarados objetivos de recuperar o nÃvel de desempenho educacional e de eliminar a diferenÃa de desempenhos entre os discentes. Em oposiÃÃo a tal modelo, a existÃncia das vitoriosas experiÃncias educacionais na FinlÃndia e em Cuba evidenciou a plausibilidade da construÃÃo, em qualquer formaÃÃo social, de um sistema educacional minimamente justo e eficaz, demonstrando, portanto, que a questÃo à polÃtica, e nÃo necessÃria e unicamente econÃmica.