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In this text we will address a series of reflections that explore the conceptions of body, corporeality and itself; trying to come up with a position on the subject. This work is not a contribution to phenomenology, nor is it even strictly indebted to itii. It merely constitutes an incoherent/insurgent/chaotic/irreverent attempt to express a singular and subjective position that has ramifications in spaces apparently far from the academic field and distant from each other, such as: the low rate of completion of theses and dissertations in postgraduate courses, the active resistance to death by dualism in the academic world, teacher training, the ethical dimension of evaluation and life itself. [ABSTRACT FROM AUTHOR]

Various investigations have addressed the historical process of feminization of teaching, emphasizing the production of hegemonic meanings or gender mandates that it has implied. In this article we will propose initial reflections on the incidence of these senses in the formative experiences of students of primary education teachers. To do this, we will analyze the discourses from which the students define the teaching profession and the ways in which hegemonic senses about gender are approached in certain training contexts. Based on the analysis carried out, we propose that, although there are "traces" of feminization mandates in different contexts that make up the formative experience of the students, they are in tension with other approaches, causing ruptures. The methodological approach was carried out from an ethnographic approach in a Higher Institute of Teacher Training in a town in the center of the Province of Buenos Aires (Argentina). [ABSTRACT FROM AUTHOR]