<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662007000100381</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación posdisciplinaria, formación de nuevas subjetividades y gubernamentalidad neoliberal. Herramientas conceptuales para un análisis del presente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jódar]]></surname>
<given-names><![CDATA[Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[Lucía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitad de Valencia Facultad de Filosofía y Ciencias de la Educación Departamento de Didáctica y Organización Escolar]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Valencia Facultad de Psicología Departamento de Psicología Social]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2007</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2007</year>
</pub-date>
<volume>12</volume>
<numero>32</numero>
<fpage>381</fpage>
<lpage>404</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662007000100381&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662007000100381&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662007000100381&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El texto analiza la racionalidad de gobierno neoliberal en su engarce con la formación de nuevas subjetividades en educación. Parte de herramientas conceptuales de Foucault, al tiempo que las recontextualiza en el actual escenario de las sociedades posdisciplinarias. Como fruto de ello quedan expuestas las siguientes conclusiones sobre las reformas educativas en curso: a) la instalación en el campo educativo de una concepción perversa de la foucaultiana &#8220;tecnología de sí mismo&#8221;, convertida en modalidad de control de la población; b) la decadencia del &#8220;sujeto dócil y disciplinado&#8221; y su ambigua sustitución por el &#8220;sujeto empresario de sí mismo y permanentemente en curso&#8221;; c) la centralidad que en ello ocupan los modelos posfordista de gestión escolar; d) el reto de rearmar el discurso crítico de la educación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyzes the rationality of neoliberal government in its link to the formation of new subjectivities in education. The study is based on the conceptual tools of Foucault, and places them in the context of the current scenario of post-disciplinary societies. As a result, the following conclusions are reached with regard to current educational reforms: a) the implementation in the educational field of a perverse conception of Foucault&#8217;s &#8220;technologies of the self &#8221;, converted into a form of controlling the population; b) the decadence of the &#8220;docile and disciplined subject&#8221; and its ambiguous replacement by the &#8220;subject of ongoing self-enterprise&#8221;; c) the centrality in this process of post-Ford models of school management; d) the challenge of rebuilding the critical discourse of education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[subjetividad]]></kwd>
<kwd lng="es"><![CDATA[educación y política]]></kwd>
<kwd lng="es"><![CDATA[neoliberalismo]]></kwd>
<kwd lng="es"><![CDATA[reforma educativa]]></kwd>
<kwd lng="es"><![CDATA[pedagogía crítica]]></kwd>
<kwd lng="es"><![CDATA[España]]></kwd>
<kwd lng="en"><![CDATA[subjectivity]]></kwd>
<kwd lng="en"><![CDATA[education and policy]]></kwd>
<kwd lng="en"><![CDATA[neoliberalism]]></kwd>
<kwd lng="en"><![CDATA[educational reform]]></kwd>
<kwd lng="en"><![CDATA[critical pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Spain]]></kwd>
</kwd-group>
</article-meta>
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