Una sociología discursiva de la política educativa: rastreando las tensiones del gobierno neoliberal de la escuela pública

: This work presents the epistemological frame and the methodological-analytical approach deployed to address the neoliberal enclosure of public schooling in the Community of Madrid from 1999 – when Madrid assumed the competence in education – to 2018 – when we finished our qualitative research. We discuss that the progressive introduction of market logics into the public schooling is one of the faces of the current neoliberal enclosure, whose ultimate effect is sharpening the social divide between the included and the excluded within the schooling. In order to address this process of enclosure from a critical perspective, we have deployed a research based on the discourse studies and the works and theoretical categories used within the area of research known as “educational policy sociology”. Drawing upon the poststructuralist contributions of Foucault and Laclau and Mouffe, we have deployed an investigation that, combining the genealogic and the ethnographic approaches, focuses on the contradictions, tensions and dilemmas produced by the neoliberal government of the school.