Formarse en la crítica para educar. Análisis del discurso sobre la reglamentación de la formación de profesores de matemáticas

This article makes an analysis of speech about the Colombian’s regimentation of Mathematics teacher training. The topic of the analysis is the notion of critique which must be considered in pre-service math teachers training. The reported research was shaped by qualitative methods. The research took theoretical and methodological elements from poststructuralism as well as the Foucault’s notions of speech and subjectivity. The analysis allowed lighting up permanent tensions between the notions associated with the mentioned elements and notions. Additionally, the analysis revealed the purposes of the notions and elements utterances likewise the subjective paths of critical training in pre-service math teachers. The tension arises in three ways. First, the notions are so weak regarding the embodied potency. Second, the establishments of intentions are huge respect with the educative quality improvement and human development. Third, regarding subjectivity, there exists a depoliticization of training practices.