This paper seeks to analyze the "discourse reality" which characterizes many of the texts about education at the end of this century. The key to this paper is the excess-poverty logic as applied to the exam of the current situation of teachers: from the excess of political and mass media rhetoric to the poverty of educational policies; from the excess of the languages of international experts to the poverty of teacher education programs; from the excess of the scientific- educational discourse to the poverty of pedagogical practices, and from the excess of the "voices" of the teachers to the poverty of their associative practices. While not refusing a "utopian" thinking the author criticizes "prospective" analyses that reveal an "excess of future" which is at the same time a "deficit of present".
Education; Discourses; Teachers; Pedagogical Practices