Making teaching and becoming teachers in urban peripheries of the global South. Teacher education: Stories about the possible

Abstract

The question about teacher training, schematically, used to refer, on the one hand, to a normative perspective and, on the other, to evaluations of programs that are implemented and that, simultaneously, attempt to inform about the state of that normative. Also, these same normative issues are positioned both in respect of what happens on the level of the training itself and what is expected that the inexperienced teacher be able to do when the time to begin their work comes. In this paper, on the basis of the governmentality studies and the question about politics of life in management times (Foucault, 2006, 2007; Rose, 2007; Veiga Neto, 2013; Grinberg, 2008), we seek to problematize teacher education with regard to two topics. On the one hand, statements about the task of teaching that constitute the truth of our time and, on the other, the ways of making teaching on the basis of the results of research we have been developing in schools located in contexts of extreme urban poverty in the metropolitan area of Buenos Aires. In this framework, we propose that a political question about formation training formulated from the perspective of school life could offer tools to think about the very possibility of teaching and learning in urban peripheries of the global South.

Keywords: making teaching, urban periphery, extreme urban poverty, governmentality studies.