ABSTRACT
Scientific thinking shifts between the analytical and the synthetic, between pluralization and singularization. Educational theory takes the position of the voice of the supersystem here, and from such an elevated position it can address particular milieus as objects of educational intervention. Education assumes the role of time-space within which the social and the individual define their interwoven trajectories. Education is the business of social groups and societies rather than that of individuals. Because of its social function, education must be analyzed in connection with social groups and in their territories. Educational policies served the questionable legitimacy of the ruling Workers’ Party, the power of which was maintained not only by cultural and political hegemony, but by military and police force as well.
