Revista Educación, Política y Sociedad

The imposition of neoliberalism in Mexico: Resistance and oppression of language teachers at the university level

David Martínez-Prieto — Mon, 30 Jun 2025 00:00:00 +0200

This study draws from Althusser’s (1970) concepts about the Ideological State Apparatuses (ISAs) to examine the professional trajectories of language teachers (n=4) who taught at Meritorious University of Puebla, one of the main public universities in Mexico. Through the analysis the participants’ testimonios, this article analyzes the repression that university communities experienced during the imposition of neoliberal policies which aimed to privatize public education and limit the right of teaching freedom at the site of the study. In this article, I also examine the oppression that participants have faced during the last 3 decades at the site of the study.

Far right and education in Brazil

Márcia Pereira Cunha, Nilton Ken Ota — Mon, 30 Jun 2025 00:00:00 +0200

Since the 1990s, the structural reasons for the problems and weaknesses of public education in Brazil have been overshadowed by the discourse of the need to adapt it to the demands of modern and competitive society. Public policies thus became an arena of permanent conflict. On the one hand, the modernizing discourse, expression of the political rationality of neoliberalism; on the other, the mobilization of groups identified with the horizon of the welfare state. The reactionary agenda of the Jair Bolsonaro government adds to this history and is inscribed in its different conflict scenarios, giving public space and vocalizing conservative initiatives hitherto isolated. This article examines four fronts of his basic education policy and explores the hypothesis that the reform ideas and projects of previous decades stimulated and sustained his reactionary propositions, through the dissemination of an ideology contrary to public education and as a reaction to a period of renewal of school subjects through the incorporation of new cultural, environmental and identity guidelines.

Adult pre-literacy: a university extension project aimed at social inclusion

Mon, 30 Jun 2025 00:00:00 +0200

This article presents the experience of a pre-literacy course offered to adults in a peripheral neighborhood of Campo Mourão (PR, Brazil), conducted in a room behind a church. With a duration of 70 hours, the course was promoted by the Federal University of Technology – Paraná, through the extension project “Sharing Knowledge and Actions,” in partnership with the City Hall and a neighborhood association. The evening classes were taught by three volunteer teachers, based on Paulo Freire’s method and active methodologies, using concrete materials created or adapted by the instructors. Activities were playful: in Portuguese, they included songs, texts, and alphabet kits; in mathematics, modeling clay, paper folding, plastic bottle caps, and shopping simulations. Action research was the chosen methodological approach, with logs shared via WhatsApp. Significant advances were observed in students’ skills, increased self-esteem, and strengthened bonds between the university and the community, encouraging new groups. The teachers’ creative and empathetic roles stood out.

Emocionalización de la educación. Discursos, políticas y prácticas. Parte II. Editorial

Juana Sorondo, Patricia Bertolin, Marta Venceslao Pueyo — Mon, 30 Jun 2025 00:00:00 +0200

Reseña del libro "Díez Gutiérrez, E. J. (2025, 2º ed.). Pedagogía antifascista. Construir una pedagogía inclusiva, democrática y del bien común frente al auge del fascismo y la xenofobia. Octaedro."

Juan Ramón Rodríguez Fernández — Mon, 30 Jun 2025 00:00:00 +0200

Book review Díez Gutiérrez, E. J. (2025, 2º ed.). Pedagogía antifascista. Construir una pedagogía inclusiva, democrática y del bien común frente al auge del fascismo y la xenofobia. Octaedro.

Emotional Education as an emotional rule regime: a critical reading of Argentinean educational regulations

Mariana Nobile, Carolina Gamba — Mon, 30 Jun 2025 00:00:00 +0200

The article analyses Argentinean educational regulations on emotional education (EE) enacted between 2016 and the post-pandemic period. The purpose is to understand the enactment of these laws as part of a broader historical record of affect regulation through psychological discourses, which seek to shape subjectivities by institutionalizing emotional rules. The findings reveal that these laws condense biologically based, individual-centered notions of emotions, thereby configuring what is referred to as a psycho-neuroscientific emotional regime.

Emotional Education Is Also Political: An Analysis from the Argentine Territory

Maria Florentina Lapadula, María Carmelita Lapadula — Mon, 30 Jun 2025 00:00:00 +0200

The intention of this article is to present emotional education from its political perspective. To do so, we will characterize it as part of the educational policies of recent years in the country and present the political-pedagogical foundations that support it, understanding that every educational project has a direction and is not neutral. Through documentary analysis, we will describe and analyze the laws enacted since 2016 in different provinces of Argentina and their national and international referential framework. At the same time, we will express the critical pedagogies' view on emotional education and its institutionalization as an educational policy.

The term “emotional education” in the activity of the Spanish Parliament

Juan Patricio Sánchez Claros — Mon, 30 Jun 2025 00:00:00 +0200

The aim of this paper is to analyse the use of the term ‘emotional education’ in the Spanish Parliament throughout the different legislatures, since the democratic process began with the promulgation of the 1978 Constitution. A total of 67 publications containing 192 allusions to the expression ‘emotional education’ were found, including legislative initiatives, appearances, amendments, debates, etc. The documentary and content analysis of its use reveals the dependence on other pre-constituted problems with a propaedeutic and therapeutic purpose, the antagonism between political and scientific cultures, the trivialization of emotions based on their emotional labelling and the conformation of a clustered imaginary that leads to the constitution of ‘regimes of truth’.

Beyond appearances: A critique of emotional education

Ani Pérez Rueda — Mon, 30 Jun 2025 00:00:00 +0200

The supporters of emotional education present it as the solution to a myriad of social problems. This article explores its assumptions ?the opposition between reason and emotion, the a priori distinction between positive and negative emotions, empathy as a fundamental tool for understanding the other, and the separation between the individual and society? to expose its contradictions and thus question its emancipatory pretensions. It is concluded that it is a voluntarist and blame-placing approach, which poses a depoliticized analysis of social problems and is incapable of providing an effective response to its stated objectives.

The Formation of Subjectivity in Neoliberalism. Contemporary Trends: Exhibition of Intimacy, Social Media, and Social and Emotional Learning

Florencia Rodríguez — Mon, 30 Jun 2025 00:00:00 +0200

This paper explores contemporary trends that exert a strong influence on the formation of subjectivity. These dynamics unfold within the framework of neoliberal rationality, which constructs and strengthens a highly emotionalized and individualizing contemporary ethos. We address behaviors such as the exhibition of intimacy through smartphones, the promotion of visibility on social media, and the exacerbation of self-importance. Additionally, we examine how these patterns extend to other areas of social life, particularly education, through the spread of social and emotional learning initiatives. Framed within a political-pedagogical lens, these trends raise questions, tensions, warnings, and concerns that we aim to develop throughout the text.

Self-regulated, Creative, and Entrepreneurial: Instrumentalizations of the Arts for Emotional and Creative Education in the Neoliberal Context

Aida Sánchez de Serdio Martín — Mon, 30 Jun 2025 00:00:00 +0200

This article critically examines the discourses that instrumentalize arts education as a vehicle for fostering emotional education and creativity within a neoliberal context. Through the discussion of various documents of educational guidelines and institutional reports, we explore how these discourses align with economic imperatives, shaping students into flexible, competitive, and self-regulating individuals. The study also highlights how creativity and emotions are reframed in these documents as skills essential for market adaptability. The discussion of these discourses shows how arts education is dehistoricized and depoliticized to be oriented towards emotional and creative education, thus reinforcing neoliberal subjectivity. Finally, potential avenues are explored for reclaiming creativity and emotions beyond their commodification.

The Emotional Education and the Neoliberalization of the Social in Argentina

Nora Gluz, Lucía Caride, Marianela Malvicino — Mon, 30 Jun 2025 00:00:00 +0200

This article presents the preliminary results of PICT project No. 2910-2020, "The regulation of the social question through emotional education: a study of individualization processes in the educational policy field in 21st-century Argentina". The research articulates the study of regulations at the global, national, and three argentine jurisdictions with governments of different political persuasions, focusing on the secondary level and policies aimed at the most disadvantaged groups from 2015 to the present, which incorporate this perspective for teacher training, evaluation, and/or addressing inequalities. In this article, we focus on the preliminary analysis of the fieldwork carried out in three schools in the province of Buenos Aires, selected for having been part of policies and/or initiatives linked to emotional education proposals. Among the findings, it is evident how the therapeutization of the social within which these perspectives are inscribed permeates certain practices through which teachers attempt to address everyday school concerns while simultaneously articulating themselves with the individualizing dynamics of contemporary capitalism that shift conceptions of well-being from the political responsibility of public authorities to subjective well-being in its psychological dimension. Conversely, the productivist logics that these perspectives seek to impose are redefined within the framework of the meanings and situated appropriations to which they are subjected within the context of school work.

Teacher training in dispute? The curricular change in CABA, Argentina. Facing the emotionalizatión of the teacher profile: Internal struggle and international denunciation

Josefina Ramos Gonzales, Marcela Dubini, Juan Enrique Sablich — Mon, 30 Jun 2025 00:00:00 +0200

This essay addresses the contemporary curricular reform of Initial Teacher Training in the framework of the so-called Educational Revolution in the Autonomous City of Buenos Aires based on previous empirical research. In order to deepen in the incidence that Emotional Education has in this reform process, it proposes, in the first place, a review of the ways in which this perspective has been trying to legitimize itself at international and national levels, and the different local resistance that have imposed certain limits or extensions to the progress of this trajectory. Secondly, it analyzes the dislocations suffered by the consensual contents and the critical perspectives of the current study plans as from the new curricular proposal of the local government strongly oriented towards Emotional Education, management, entrepreneurship and the virtualization of teaching. Finally, it focuses on the modalities and strategies of participation proposed in the first stage of this process where strong dislocations are also observed in the consultation mechanisms with respect to previous curricular change processes.