Abstract
Researching the research in the six papers that are part of the special issue of Critical Mathematics Education in Colombia allowed to identify the resonances and differences in the conditions and problems of such six studies. In a first stage, the analysis of the texts pointed to some general traits regarding the intentions, research problems, theoretical framings and methodologies deployed in the studies. In a second stage, the analysis showed two enunciations that circulate in the texts. The first refers to the power effects of the disciplinary approach that directs mathematics education practices. The second refers to the configuration of a will to govern through mathematics education in larger political and economic processes in society. Together the results highlight the blind spots of the six investigations as well as the potentialities for future enactments of CME in Colombia and other Latin American countries.
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