ABSTRACT

It is essential to revise how political discourses and the administering of politics, not precisely within the school context but outside as well, interplay with the constitution of teacher subjectivities particularly in countries where education is highly influenced by sociopolitical factors without conscious acknowledgment from teachers. Commonly, as teachers, we are somehow expected to carry out our experiences and acts of teaching in a decontextualized fashion, ignoring our voices, needs and the realities of the students. This article aims at elaborating on two sociopolitical factors: politics framing education and sociopolitical imaginaries of teachers, retelling how they have interplayed in a case of teacher subjectivity constitution. I emphasize the need to explore and assess the impact of the sociopolitical discourses which aim at devaluing teachers and public education, and the images that have been assigned to teachers and teaching with the intention to frame and control.

摘要

有必要修改政治话语和政治管理（不仅在学校环境内，而且在学校外部）如何与教师主体性的构成相互作用，特别是在教育受到社会政治因素高度影响而教师没有自觉承认的国家。通常，作为教师，我们在某种程度上被期望以脱离情境的方式进行我们的教学经验和行为，忽视我们的声音、需求和学生的现实。本文旨在阐述两个社会政治因素：教育的政治框架和教师的社会政治想象，并重述它们在教师主体性构成的案例中如何相互作用。