Over the last ten years, after turning 30 and emigrating from Chile to Spain, I found myself working with teachers in dierent research projects and writing about them. By autumn 2002, I was launched on the project of narrative inquiry in education in order to explore how teachers’ identities were performed. Since then, I have become very interested in the capacity of narratives to reveal how subjects constitute themselves through writing practices that are interwoven with power/knowledge relations, and that destabilize meaning (Tamboukou 2008: 104-6). In education, there are a series of cultural designations that regulate teacher identity, such as the conceptualization of the teacher as a reproducer of knowledge or as the embodiment of rules and authority, or norms linked to dierent social status categories. Conditions like: ambiguity; dislocation; hyperflexibility; instability; the uncertainty regarding what their role is; the (self) exploitation of experiences and emotions; extreme mobility; life-long learning; and the lack of skill limits, have become emblems for a new social model of professional and economic success that has aected the educational context. Facing this complex panorama, which is a reality in many European countries, I am convinced that the teaching profession as an identity category needs to be revised under the new neo-liberal and post-Fordist frameworks, where social imaginaries and dual logic (private vs public) have radically changed, blurring the boundaries between productive work (at school, in the classroom) and reproductive space (home, street, free time).