Subjetividad ética-política de una profesora de matemáticas en su trayectoria profesional en contexto indígena

This article presents the configuration of the ethical and political subjectivity of a mathematics graduate based on her initial professional trajectory, specifically her teaching practice within intercultural contexts in the Department of Vichada, Colombia. A qualitative biographical-narrative approach with a hermeneutic perspective was adopted, utilizing the Hermeneutic Narrative Research Proposal (PINH) to address the systematization and analysis of subjectivity configurations within established theoretical, ethical, and political frameworks. The results demonstrate how the teacher’s identity, memory, narrative, positioning, and projection are reconfigured through shared experiences with others. The teacher’s political subjectivity is not limited to her pedagogical practice but extends to community management. Ethics permeates her entire practice, allowing her to reflect on her decisions, consider the common good, recognize alterity, and transform her professional practice into lived experience. Implications for the initial training of mathematics teachers in Colombia are discussed, highlighting the need to promote experiences that embrace interculturality, the ethics of care, and the reconfiguration of political subjectivity in professional practices.