De las formas de nombrar al sujeto docente

From the very moment the teaching function was constructed, it has undergone transformations that have implied a change in the way it is recognized by citizens, causing it to be dispersed in a multiplicity of discourses, which while redefining the profession as an education professional, make it have other variables that are not those that correspond properly to its formative being, as it has been traditionally understood and identified in that "should be" that society poses to us. If every society defines the subject it wishes to have, determining the elements and norms that order it as a set full of meanings, here we seek to focus our gaze on the ways of being a teacher, through school practices and the ways in which it has been conceived in some official documents, which are a response that influences the transformation of Colombian educational policies. Thus, the decision to “look at educational reality in a different way” encourages us to analyze teacher training devices, to look within them or their edges and interstices for what could be favoring or hindering self-training and the construction of a professional ethos (character, way of being) of the teacher.