摘要：The surging ofthe "constructivist teacher" cathegory in the official argentine pedagogical discourse is analized in this paper. In the first place, theorical references are presented, centered in discourse, power and subject notions. In the second place, it is described the construction of teachers positions, knowledges and actions in two curricular documents for the primary levei (of 1961 and 1972). The work intends to show, in different areas, the discoursiv.e displacementslhat r.edefinesthe teacher. identity. and the co.existences that accompany this transformations: the new conceptions of childhood and the epistemologization of moral and the disciplinarian discourses. In the last part, some ideas on the actuality of this teacher identity are discussed.
