Abstract

The new regulations on the teaching profession in Chile orders new languages and categories to understand and define the faculty, functioning as an ordering matrix of teachers' subjectivity. From the discourse analysis of 20 interviews with teachers, we studied how they live with these new categories about themselves and their profession, emerging two important processes that work together: the allocation of opinion to new categories and subjective resistance. Thus, the analysis shows how the interpellation to the subjects works as a local and heterogeneous process, that in no case is the reproduction of official speeches on fortification policies of the teaching profession in Chile. It is expected to have been provided clues to address the study of subjective processes in labor reforms.