Fuera del Aula. Revisión de Actores Docentes no Reconocidos Socialmente

This article consists of a reflection on teaching practice in different educational models in order to give visibility to teachers who are not socially recognized (TNRS). To this end, a review of concepts related to the complex teaching learning change (CTLCh) is carried out, such as teaching, classroom, setting, school; a proposal is analyzed that classifies and delimits the different models in health and applies it to the field of education in order to dimension teaching practices in three models: 1) the hegemonic educational model, 2) the alternative model, and 3) the self-taught model. Through this exercise, it is possible to identify the teaching actors themselves in their different spaces of practice. As a result of these reflections we find that the TNRS can be located in the self-taught educational model and based on this recognition, institutions can work on new concepts, subjects, objects and an innovative objective: the teaching mission. In this way we conclude that teaching practice and teachers are present in the classrooms and outside of them. The TNRS can be formed in a programmed manner by educational institutions as they pass through the classrooms, but to do so, their existence must be recognized.