The professional mathematics teacher: fabricating and governing the becoming of the teacher

Alex Montecino

Resumo


This paper aims at unpacking the becoming of the mathematics teacher as a professional immerse in the Chilean society, by mapping the changes that have taken within his/her fabrication and governing. A Foucault–inspired history of the present is deployed, as analytical strategy, to problematize how the discursive assemblage of social development and school mathematics produces a particular mathematics teacher—an autonomous professional that has to engage in continuous training and has to be a good decision-maker, framed within political and economic agenda. Ways of conceiving and understand the mathematics teacher are (re)producing a discursive network that operates as a technology of government for the fabrication of the desired mathematics teacher.

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ISSN 2177-6210 - Melhor visualizado no Mozilla Firefox

 

Licença Creative Commons
Este obra está licenciada com uma Licença Creative Commons Atribuição 4.0 Internacional [atualizado em abril/2016]

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