Subjetividad política y transformaciones éticas: Prácticas de agenciamientoen la enseñanza de las matemáticas en educación primaria

Abstract

Abstract

This article aims to reveal how the ethics and subjectivities of teachers are transformed in the autonomous process of reconfiguring mathematics teaching practices at the primary school level, in a Colombian educational institution. This interest arises from the need to transform mathematics teaching practices, given the unavoidable presence of an ethics of obedience in pedagogical models centered on the transmission of knowledge. In these models, the teacher is elevated as the sole possessor of true knowledge and positioned as a reproductive agent of content within curricula that privilege the exercise paradigm. This ethics is articulated with the dispositif, understood as a network of logics of domination that governs different spheres of life, including the political, social, economic, educational, and family domains, among others. Methodologically, the study is grounded in the interpretive paradigm, with a qualitative approach and a biographical-narrative design. Critical discourse analysis made it possible to establish that the teacher’s political subjectivity is configured through processes of utopia, conscientization, and autonomy, traversed by dialogical reflection.