The phenomenon of homologation of the quality of education with the standardization and homogenization of the school population produced by the Chilean educational system assigned to a business model has modified the identity characteristics of teachers as a response of adaptation and resistance of work practice that demands the situational consideration of territory, culture and language. This article shows the results of a participatory research that poses this problematic theme and from the teachers' own voices reconstructs these identity characteristics, making up with them a research community composed by 30 teachers from the Biobío region who took over the whole research process. The findings made it possible to construct the typologies of teacher identity in an indigenous context, teaching identity as resistance to the imposition of the State, teaching identity against the risks faced by the profession, and teacher identity from the role of educating situated citizens.

Educational quality, Educational testing, Cultural identity.