Resumo

GOMEZ, William Orozco. Performativity of teacher education and teacher identities: background. Prax. Saber [online]. 2023, vol.14, n.39, pp.1-.  Epub 20-Nov-2023. ISSN 2216-0159.  https://doi.org/10.19053/22160159.v14.n39.2023.15165.

This review article seeks to make a profound study of "teacher identities" from a non-affirmative focus in order to approach deconstructive and critical perspectives. This is so that performative dynamics and power relations that mediate teacher education are highlighted. For this purpose, the systematic review method is used to guide and delimit the exploration of studies and their selection according to a search focus. The results reveal four thematic lines that allow us to clarify the performative ways in which "teacher identities" operate. These lines are the relationship between identities, beliefs, and myths, the role of idealized identities as regulators of the teaching profession, the preponderance of the body as a symbolic scenario where these norms are codified, and the prescriptive character of certain socially constructed and designated identities. These thematic lines make evident the need to review certain issues in Colombia, such as the existence of subjective theories (Lay Theories), processes of exclusion generated by identities, the effects of these power designs on teachers' bodies, and the role of certain identities that are taken for granted.

Palavras-chave : teacher training; power; institutions; performativity; teacher identity.

        · resumo em Português | Espanhol     · texto em Espanhol     · Espanhol ( pdf )