De formación docente hacia subjetivación del maestro. Un giro epistémico necesario en el siglo XXI

Abstract

Abstract This reflection article challenges the use of teacher training and advocates the assumption of teacher subjectivation as a new category. To do so, the article reviews the conceptual bases of teacher training, questions the mechanisms that operationalize it and exposes theoretical perspectives that install subjectivation as a new object of study. Such subjectivation implies understanding the teacher as an ethical-political, pedagogical-intellectual, socio-legal, historical-cultural and communicative-aesthetic actor. Among other things, the article concludes that the educational community must carry out an epistemic shift from disciplinary practices and control mechanisms specific to teacher education towards issues such as historical awareness, cultural action and enunciation promoted by the subjectivation of the teacher.