The Future of Education

The aim of the paper is show how the research about the mathematics teacher are make from an context social-intellectual that establish of certain discourses, with which the truths are constituted from "dogmatic image of thought" (Deleuze, 1994), thereby favoring to processes of “abjection” (Popkewitz, 2008) inside the network of social practices of mathematics teacher. With all these we search obtain a first approach to examine the systems of reason that govern the idea of “mathematics teacher” as a cultural historical construction. We try to establish that the constitution of the mathematics teacher as a subject is connected with political and social processes and it is not simply an issue of pedagogical and mathematical skills, as most existing literature in the area suggests.

Taken into account that, our thinking isn´t free of its socio-intellectual context is to recognize which in one form or another that knowledge construction is regulated by this one, by influencing in the development of thinking, the conditions that favor it and make valid. Consequently, ideas and truths existing about mathematics teacher emerge in this context which favors certain discourses that are generate under a particular rationality, wherever it is formulating different enunciations. So we ask, what are the truths about mathematics teacher that promotes research? and how these appear as enunciations and lead us to think a certain way to the mathematics teacher, promoting an image of him/her. Therefore, we positioned to understand to mathematics teacher from the power, the subject, the truth and knowledge.