Metaphor and meaning production in the professional knowledge of the teacher

There is a reflection of the way in which the teacher's discourse challenges students to become new subjects. The discourse is constituted through metaphors, which integrate the professional knowledge of the teacher. The research program further develops on the professional teaching knowledge, a field that has acquired particular relevance in the last twenty years especially from specific didactics. Different theoretical perspectives are gathered from a discursive analytical perspective regarding metaphors as constituents of thought, and the production of meaning as the conjunction between meaning and value. Finally, the results of the research on the teaching discourse are presented, which is analyzed from a qualitative-interpretive methodology. It makes evident how new meanings are produced for the subjects who participate in the educational action. It also gives an account of the way the educators, exercising their role as cultural workers and transformative intellectuals, build the notions they teach through metaphorical thinking, which is shown as a potential enrichment of the teachers, since it builds a sense of the ludic, the sensible, and the imaginary.