For some time now, the subject of "teacher's professionalization" has tended to occupy a leading place in the agenda of educational policies not only in Latin America, but in other latitudes (Europe and the United States, for example), as well. Nevertheless, it would be ingenuous to think that the discussion on the sense and content of professionalization holds the technical solution, since what is at stake here is the issue of controlling the autonomy in teacher's work. The sense of professionalization is thus an object of struggle that involves a multitude of interests and collective actors that need to be identified. At the same time, it is impossible to understand the appearance of this issue if one does not bear in mind some transformations in society and in the very educational system. These throw the collective identities of teachers in a crisis, more particularly those that structure their own appearance as an occupational category when the State educational systems formed.
Teacher professionalization; Education; Latin America