<b>A look at normalized tradition in teaching training in Uruguay in the xix century. knowledge or souls govern?

Abstract

This article belongs to a broad investigation work that studies the senses of the teaching training in Uruguay. Particularly, this article presents an analysis about different senses constituting the initial teaching training in the origin of the modern state in Uruguay. It’s built on a principal question: how has been characterized and which has been the senses in the normalized teaching training? The hub of analysis is the relevance of teaching as a practice that connects disciplinary contents and knowledge, and the relevance of education as a disciplinary and people’s government contrivance in teaching training process.  This approach is theoretically built on the Foucault’s concept of governmentality.  Methodology approach is based on documental analysis, trying to identify the relevance conferred to education in the project of the modernity in Uruguay. This analysis allows esteeming the zeitgeist of the modernity, the senses that identify the normalized teacher. Based on that analysis is possible to identify a messianic sense concern to the school and the apostolic role conferred to teachers. This framework allows identifying the emphasis conferred to teaching training related to disciplinary process, govern and soul self-government.