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Texto da comunicação apresentada a 54th ISA Annual Convention, San Francisco, EUA 3-6 April 2013 ; Since the end of the Cold war, the international system configuration developed in such way that allowed different approaches concerning the reflection about the construction of peace. Albeit many efforts to transform violent conflicts and construct a sustainable peace, the persistence of violent conflicts throughout the globe indicates that these efforts are, at least, problematic. Consequently, a critical line of thought became more salient across peace studies. In this context, this article aims to problematize the construction of peace from both, a gramscian and foulcauldian perspectives. Hence, we will explore points of convergences and divergences in both theories in order to achieve a critical comprehension of peace. Ultimately, the main goal is to evince that the construction of peace within the international system aims the core's maintenance of hegemony through the biopolitical power, exerted over the periphery.

Der Artikel präsentiert das Feld der FOUCAULTschen Diskursanalyse. Anfangs werden das FOUCAULTsche Diskurskonzept sowie die damit verbundenen methodologischen Positionen und Entwicklungen vorgestellt. Im Vergleich mit anderen Ansätzen der qualitativen Sozialforschung unterliegt der empirischen Forschung derer, die sich auf FOUCAULTs Diskurskonzept beziehen, kein gemeinsames Paradigma. Aber in der FOUCAULTschen Diskursforschung finden sich geteilte methodologische Probleme und der gemeinsame Forschungsbereich zur Methodologie der Diskursanalyse, die die FOUCAULTsche Diskurstheorie in Formen empirischer Sozialforschung umsetzt. In den letzten Jahrzehnten sind sich die verschiedenen Forscher(innen) und Gruppen zunehmend ihrer Gemeinsamkeiten bewusst geworden, so dass von einem entstehenden Feld der FOUCAULTschen Diskursanalyse anstatt von einem entstehenden Paradigma gesprochen werden kann. Der Beitrag vermittelt einen Einblick in die diskursanalytische Forschung in ausgewählten Ländern, diskutiert die Internationalisierung der FOUCAULTschen Diskursanalyse und macht auf aktuelle Trends und Perspektiven aufmerksam.

This paper examines the Indian government's Unique Identification (UID) program, the largest digital biometric program in history. UID is intended to provide a new model of security based on a complex interrelation between welfare, identity and rights. The program resembles the kind of liberal governmentality and biopolitical imperative described by Foucault, yet it is also inseparable from the specific socio-historic conditions in India that constitute the strategic need for UID. This paper contributes to an ongoing debate as to the suitability of Foucault's thought for international studies by suggesting a productive line of inquiry: tracing the variance between the rationality of government programs and the technologies of enactment. The paper utilizes three methodological 'prescriptives' from Foucault's concept of the dispositif, which are applied to the case study. This paper argues that the concrete application of the program challenges the perception that biometric technologies can guarantee the identity and inclusion of the political subject when applied across different geographies with different socio-historical conditions. The specific discursive and non-discursive conditions present in the application of UID lead to unexpected political strategies. While India's UID program seeks to augment the population with the biometric identity necessary for consumer citizenship, frugal government and expanded surveillance, those whose bodies are not 'readable' by the biometric technology are excluded. It is exactly those subjects that the program aims to help that are most likely to be excluded. Adapted from the source document.

Some of the new educational practices are taking place both inside and outside the school, and their operation is being directed towards the production of new subjectivities and the establishment of some kind of relation with the "government of men". Thus, the purpose of this text is to explore some of the possibilities of Michel Foucault's thinking for the analysis and understanding of current schools, by examining the changes that are taking place now, either in and with the educative practices, or within the relations between in-school education and those new and odd configurations being incorporated by the contemporary world. All this is understood within the wide range of new forms that governmentality seems to be assuming in the latest decades. Eventually, the objective is to contribute to the understanding of the role of education in the transformations of the current world.How to reference this article: Veiga-Neto, Alfredo, "Gubernamentalidad neoliberal: implicaciones para la educación", traducción del portugués por Carlos Ernesto Noguera Ramírez, Revista Educación y Pedagogía, Medellín, Universidad de Antioquia, Facultad de Educación, vol. 22, núm. 56, enero-abril, 2010, pp. 213-235.Received: november 2009Accepted: march 2010 ; Algunas nuevas prácticas educativas se están dando en la y fuera de la escuela y están operando en el sentido de producir nuevas subjetividades y estableciendo cierto tipo de relación con el "gobierno de los hombres". Así, el propósito de este texto es explorar algunas posibilidades del pensamiento de Michel Foucault para el análisis y la comprensión de la escuela actual, en el sentido de examinar los cambios que están ocurriendo ahora, ya sea en las y con las prácticas escolares, ya sea en las relaciones entre la educación escolarizada y esas nuevas y extrañas configuraciones que está asumiendo el mundo contemporáneo, entendido todo esto en el amplio registro de las nuevas formas que parecer estar asumiendo la gubernamentalización en las últimas décadas. En últimas, el objetivo es ayudar a comprender el papel de la educación en los cambios del mundo actual.Cómo citar este artículo: Veiga-Neto, Alfredo, "Gubernamentalidad neoliberal: implicaciones para la educación", traducción del portugués por Carlos Ernesto Noguera Ramírez, Revista Educación y Pedagogía, Medellín, Universidad de Antioquia, Facultad de Educación, vol. 22, núm. 56, enero-abril, 2010, pp. 213-235.Recibido: noviembre 2009Aceptado: marzo 2010 ; Quelques nouvelles pratiques éducatives sont en train de se produire dans l'école et dehors de l'école et elles opèrent dans le sens de produire de nouvelles subjectivités et en établissant certain type du rapport avec le " gouvernement des hommes". Ainsi, le but de ce texte est explorer quelques possibilités de la pensée de Michel Foucault pour l'analyse et la compréhension de l'école actuelle, afin d'examiner les changements qui se passent au présent, soit dans les pratiques scolaires ou avec les pratiques scolaires, soit dans les rapports entre l'éducation scolarisée et ces nouvelles et bizarres configurations qui sont en train de se passer dans le monde contemporain ; tout cela compris dans le vaste registre des nouvelles manières qui semblent assumer la gouvernementalisation dans les dernières décennies. À la fin, l'objectif est aider à comprendre le rôle de l'éducation dans les changements du monde actuel.

"German discourses of demographic change are characterized by alarmist scenarios. Especially since the turn of the millennium, a growing amount of publications addresses population aging and shrinking by depicting mostly dystopian future scenarios. Allegedly inevitable consequences with fundamental relevance for society are often proclaimed in the media and social-scientific discourses. Although most demographers alert to the fact that population projections should not be interpreted as prognoses, they are often employed as irrefutable knowledge as well as camouflage for normative positions. Complex demographic measures are frequently misinterpreted by journalists, who consequently produce 'garbled demography' (Teitelbaum 2004). However, the 'demographization of the social' (Barlösius 2007) turns out to be more complex than a misunderstanding or a distortion of 'neutral' scientific facts. Michel Foucault's works provide a framework of suitable complexity in order to analyze the depth-structures of both discourses and their interrelations. This paper will first describe relevant conditions of existence of demographic knowledge orders, their rules of formation, and discursive regularities in order to shed light on the demographic ontology of the present. Subsequently, these depth structures will be related to preliminary results of a discourse analysis of 2900 press articles from leading German newspapers and journals covering the period from 2000 to 2012. In conclusion, first contours of a recently emerging post-alarmist discourse will be outlined." (author's abstract)

This article is not so much concerned with the history of cultural studies as with the way in which aspects of its history are used in forming a particular type of cultural studies intellectual, one for whom ethics is subsumed into a morality directed to the necessity of engaging in a politics of empowerment. The article's concern, this is to say, is to problematise the taken-for-grantedness of this type of intellectual, something it seeks to do through a genealogy (in something like the Foucaultian sense of that term), or at least the outline of a genealogy.

This article addresses the behavioural revolution in organization studies of the 1950s. It tries to unravel, via Foucaultian 'eventalization', the conditions that made the 'behavioural sciences' emerge at that historical juncture. I argue that the relationship of the Ford Foundation with the Graduate School of Industrial Administration and concomitantly with Herbert Simon, James March and others, was firmly embedded in the Cold War politics of the time. These relationships mirrored governmental, public policy, education and foundation concerns with socialism, as well as communist infiltration in the universities at a formative period in the development of organization and management studies, contributing to functionalism and positivism being institutionalized in these disciplines.

This essay draws on one of Foucault's lectures to discuss his concept of the "milieu" in order to transport this concept into an analysis of the academic milieu of media studies. By linking the milieu as a problem of circulation to his analysis of the neoliberal concept of "human capital," I import a Foucaultian perspective on governmentality into liberal arts education, communication studies, and the knowledge economy. From this perspective, power operates within the conduct of academic conduct by normalizing and maximizing the production and dissemination of knowledge that can be "transferred" or "mobilized." Drawing on a series of examples from universities in Toronto, my analysis shows how events and elements of media studies have become complicit in neoliberal discourse. Given the harmonization of the network university's internal research priorities and the external government funding priorities for public/private research networks and academic/government/industry internetworking, I conclude that the academic milieu is being regulated so that academic career time in communication studies becomes formative of "human capital." Our curricular control and the academic freedom to do critical media studies is conditional upon the academic milieu which bears upon all who work within it.