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Teacher practice research and "practical"/useful knowledge are central to teacher and teacher education reforms concerned with school change. The article examines this research through exploring its social epistemology; that is, to make visible the rules and standards generated about the objects and the processes of change in the research. The analysis is discursive andfocuses on teacher research. It argues (1)"practice" is an abstraction about the desired teacher and is not about something "real" that research merely describes. (2) Research is creates "data" as the facts to actualize the abstraction by making teacher into a kind of person. That kind of person is called "professional" whose tasks are to change others- the child, family, andcommunity. (3) The idea of change in the research is ironically about stability that conserves that very structures required for change. This conservatism is bound to theoretically principle of the research that school is a "system", drawing on the biological analogy of an organism that develops and growth. (4) The paradox of the research is also embodied in its comparative system of reason and double gestures. The hope of making the professional teacher andcosmopolitan child inscribes simultaneously fears of the dangers and dangerous populations to that future.

La investigación de la práctica docente y el conocimiento "práctico" / útil son fundamentales para los profesores y la formación del profesorado que se ocupan del cambio escolar. El artículo examina esta investigación a través de la exploración de su epistemología social; es decir, para hacer visible las reglas y normas generadas sobre los objetos y los procesos de cambio en la investigación. El análisis es discursivo y se centra en la investigación docente, argumentando que (1) la "práctica" es una abstracción sobre lo que debería ser el profesor deseado y no se trata de algo "real" que la investigación meramente describe. (2) La investigación es crear "datos", como los hechos para actualizar la abstracción, haciendo del profesor una clase de persona. Ese tipo de persona es llamada "profesional", cuyas tareas se producen para cambiar los otros −el niño, la familia y la comunidad. (3) La idea de cambio en la investigación es irónicamente producida para desarrollar la estabilidad que conserva las estructuras necesarias para el cambio. Este conservadurismo está obligado teóricamente a apoyar el principio de la investigación que concibe la escuela como un "sistema", recurriendo a la analogía biológica de un organismo que se desarrolla y crece. (4) La paradoja de la investigación también se plasma en su sistema comparativo de razón y en dobles gestos. La esperanza de hacer el profesor profesional y al niño cosmopolita inscribe simultáneamente temores sobre los peligros y las poblaciones peligrosas para ese futuro. ; Teacher practice research and "practical"/useful knowledge are central to teacher and teacher education reforms concerned with school change. The article examines this research through exploring its social epistemology; that is, to make visible the rules and standards generated about the objects and the processes of change in the research. The analysis is discursive and focuses on teacher research. It argues (1)"practice" is an abstraction about the desired teacher and is not about something "real" that research merely describes. (2) Research is creates "data" as the facts to actualize the abstraction by making teacher into a kind of person. That kind of person is called "professional" whose tasks are to change others- the child, family, and community. (3) The idea of change in the research is ironically about stability that conserves that very structures required for change. This conservatism is bound to theoretically principle of the research that school is a "system", drawing on the biological analogy of an organism that develops and growth. (4) The paradox of the research is also embodied in its comparative system of reason and double gestures. The hope of making the professional teacher and cosmopolitan child inscribes simultaneously fears of the dangers and dangerous populations to that future. ; Universidad de Granada. Departamento de Didáctica y Organización Escolar ; Grupo FORCE (HUM-386)

Este artículo examina la red de prácticas que confieren inteligibilidad a la organización del conocimiento de las materias escolares que hace PISA. El programa PISA es tratado como un acontecimiento histórico. Su estudio consiste en hacer visible los principios que ordenan y clasifican los objetos "vistos" y que actúan sobre el "conocimiento práctico" de las materias escolares. La política de PISA, a mi juicio, son los principios que rigen lo que los chicos deberían conocer, cómo ese conocimiento se hace posible, y el estudio de la inclusión y exclusión incorporadas en estas prácticas. La primera parte analiza históricamente la transformación de los números en "hechos", una presunción que posibilita las comparaciones de PISA. En la segunda parte, dirige la atención a los principios de las materias escolares que ordenan y clasifican los "hechos" de las mediciones de PISA. ; This article examines the grid of practices that give intelligibility to PISA's organizing the knowledge of school subjects. PISA is treated as an historical event. Its study is to make visible the principles that order and classify the objects "seen" and acted on the "practical knowledge" of school subjects. The politics of PISA, I argue, are in the principles that order what children should know, how that knowing is made possible, and issues of inclusion and exclusion embodied in these practices. The first section historically traces the making of numbers as "facts", a presumption that makes the comparisons of PISA possible. In the second section, focuses the attention to the principles of school subjects that order and classify the "facts" of PISA's measurements. ; Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de Granada.

Este ensayo considera la educación como una planificación para el cambio de las condiciones de las personas que cambian a las personas. La producción de la escolarización y sus ciencias no se desarrollaron a partir de un proceso evolutivo. Se acoplaron a través de un flujo discontinuo de hechos, ideas, instituciones y narrativas. Además y para jugar con la tendencia de la globalización, la educación y sus ciencias se vieron representadas en un campo de practicas que atravesaron y se diferenciaron por toda Europa y Norteamérica a principios del siglo XX. Las tesis culturales en pedagogía representan los valores y las normas sobre la esperanza para el futuro de la nación a partir de la educación del niño; y con esta esperanza también se reconocieron y se produjeron diferencias ; This essay considers schooling as planning to change the conditions of people that changed people. The production of schooling and its sciences were not produced through an evolutionary process. They were assembled through an uneven flow of events, ideas, institutions and narratives. Further and to play with a fashionable of globalization, schooling and its sciences were embodied in a field of practices that transverse and were differentiated across Europe and North America into the early 20 th century. The cultural theses in pedagogy embodied values and norms about the hope of the future of the nation through making of the child; and with that hope was the recognition and production of differences. ; Grupo de Investigación FORCE (Formación Centrada en la Escuela) Universidad de Granada

This essay considers schooling as planning to change the conditions of people that changed people. The production of schooling and its sciences were not produced through an evolutionary process. They were assembled through an uneven flow of events, ideas, institutions and narratives. Further and to play with a fashionable of globalization, schooling and its sciences were embodied in a field of practices that transverse and were differentiated across Europe and North America into the early 20th century. The cultural theses in pedagogy embodied values and norms about the hope of the future of the nation through making of the child; and with that hope was the recognition and production of differences.