ABSTRACT
This chapter explains the authoritarian regimes in statements that emerged at the time the proposal for the reform was being introduced. It discusses salient arguments found in protests, the mass media, social media, and quotidian interactions. The chapter traces from the late nineteenth century the authoritarian curricular lines noticeable in those public arguments. It addresses the expert knowledge operating in the reform and the kinds of people they aim to make. The chapter aspires to create an impression that questions the historical present of reform. The nation, quality, and development were partially addressed in reform debates, but were left unproblematized in the larger national manifestations outside and within the educational sciences and institutions. The fractal tracing of reforms in recent history serves as the foundation, or to follow the fractal style, as the formula from which the teacher reform is generated.
