Abstract
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 teacher—an autonomous professional that has to engage in continuous training and has to be a good decisionmaker, 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.
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 teacher—an autonomous professional that has to engage in continuous training and has to be a good decisionmaker, 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.
| Original language | English |
|---|---|
| Journal | Educação Unisinos |
| Volume | 23 |
| Issue number | 1 |
| Pages (from-to) | 141-154 |
| Number of pages | 14 |
| ISSN | 1519-387X |
| DOIs | |
| Publication status | Published - 2019 |