The teaching function as an emancipated intellectual:

teacher training beyond teaching technique

Abstract

The purpose of this essay is to highlight some notes for thinking about the role of the teacher as an emancipated intellectual in the teaching and learning relationships that occur in the classroom. The formative process of the subject in the school environment is found in the difficulty of constructing the teaching proposal as a place to share the school culture in the common space of the classroom. The methodology used is in the field of critical theory, in the sense of appropriating the philosophical concept referring to the place of the subject in the field of culture, which can be found in thinking the other in a relationship of equality based on dialogue or opposition the inequality in which one commands and the other obeys. From this analysis, it can be concluded that school education is in the paradox of inequality and that this should be eliminated for the construction of a fully democratic and participatory society. Facing this contradiction constitutes the work in the classroom as a place for carrying out the teaching function as an intellectual and emancipated.