Abstract

The article carries out a critical analysis regarding the ways in which the construction of teaching subjectivity can be understood today around the production of the textual-reform form that tie together an ethical-legal normative determination within the pedagogical discourse. Within this context, we affirm that the ‘teacher´s body’, as a discursive function, is sustained as the result of an epistemic disjunction between a moral conception and a conception of value defined from a capitalist logic based on utility and efficiency and that finds, as one of its possible materialization effects, the production of a professional identity. The findings allow us to glimpse, among its consequences, a certain way of reading oneself, or a way of subjectivation that encourages the teacher to recognize himself as a sustained education professional based on homogeneous parameters with an objectivity and verifiability character. Finally, we will conclude by briefly pointing out a critical plot as a way out of this hegemonic ‘subjective capitalistic production’ that has been installed in the contemporary western educational context.