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The theme of this paper: a philosophical reflection on pedagogical practice, training and subjectivity, implies a problem to be constructed. By this we mean that the object of the topic will be configured and defined on the basis of a specifically philosophical questioning. In this sense, the general objective of this thesis aims to philosophically investigate the categories of "practice", "training" and "subjectivity" in relation to the subjects that are configured within pedagogical practices -particularly those who become educators or pedagogues-. The rationale of the proposed topic lies in the fact that it is considered necessary, as a critical starting point, to undertake a theoretical work that articulates philosophical reflection and pedagogical theorisation, in order to have tools that allow us to face the current challenges in education; challenges that commit us to try new problematisations and practices.