Abstract
This study aims to answer the following question: how does the school reproduce, and deepen educational practices that contribute to social injustice? Within this approach, we inquire the highlighted elements that make up the teaching identity, tensions and dilemmas in practice and issues related to Social (In)Justice from the teachers' point of view. The main objective of this research, carried out during the academic year 2015-2016, has been to analyze identity and some teaching practices from a perspective of social justice applied to education. The method used has been a case study with a narrative approach, based on in-depth interviews using photo elicitation strategies. The conclusions raise the relevance of the relationship built with referent teacher in the formation of the professional identity of the participants, the problem of personal coherence and choral coherence in committed teaching practice, the tensions and dilemmas generated by social justice proposals in school micropolitical spaces where multiple visions of good teaching and good practice dwell. It is proposed to advance towards professional teacher training based on contemporary problems of social (in)justice.
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