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This questions the evolution of the content used to teach economics, both at schools and universities, according to a fruitful approach with regard to the conflicts, debates and controversies which have accompanied it. The chosen point of view is both historical and international, with a particular focus on countries in which economics has been taught the longest. The contributions offer socio-historical analyses and the testimonies of the actors of these debates. They demonstrate the existence of oppositions against the finalities of this teaching in counter to a trend, equally present, of making it a training for experts, in compliance with a “united states” model implemented and disseminated after the war.