Repensando a formação de professores

Abstract

This text shows how conceptions present in the debate of school in Brazil are inseparable from ideas of knowledge and schooling practices centered in the distribution and appropriation of systematized knowledge for the achievement of pragmatic aims. In this context, the school loses its intrinsic sense and its autonomy, becoming subordinated to external factors, and the meaning of teacher education conforms itself to these conceptions and practices. The emphasis on the practical, the useful, and the instrumentalization brings about the narrowing and the impoverishment of education, of school, of human and cultural education, and of university teacher education courses. Nevertheless, new concepts and practices of education, culture, school, university, teaching, learning, and teacher education are concretely possible and start to arise.