La subjetividad docente como campo de disputa: la formación inicial en los tiempos de la sociedad 5.0

• Autores: Seguel-Arriagada, Andrés, Jiménez-Pérez, Laura, Fuentes Henríquez, Carolina
• Formato: artículo
• Fecha de Publicación: 2026
• Institución: Universidad Científica del Sur
• Repositorio: Revistas - Universidad Científica del Sur
• Lenguaje: español
• OAI Identifier: oai:revistas.cientifica.edu.pe:article/2425
• Enlace del recurso: https://revistas.cientifica.edu.pe/index.php/desdeelsur/article/view/2425
• Nivel de acceso: acceso abierto
• Materia: Higher Education; Initial Teacher Education; lived curriculum; Society 5.0; subjectivity; Currículum vivido; educación superior; formación inicial docente; sociedad 5.0; subjetividad

This essay critically reflects on the challenges of Initial Teacher Education (ITE) in the context of Society 5.0, marked by the automation of knowledge and the expansion of disruptive technologies. The growing subordination of the curriculum to technocratic logics, which tend to regulate teacher subjectivity under models of efficiency and standardization, is problematized. From a theoretical perspective that articulates the notions of lived curriculum, subjectivation and technological intersubjectivity, the need for a pedagogy of sensitivity that trains teachers capable of critically reading their time, of reconstructing themselves in the encounter and of resisting the dehumanization of pedagogical knowledge is proposed. The text argues that FID should be conceived as a space of dispute, affectivity and agency, where knowledge is not transferred, but co-constructed. The final proposal advocates for a teacher education that is situated, ethical and open to the link with otherness in hybrid contexts.