FROM THE INITIAL TEACHER TRAINING TO CONTINUOUS FORMATION: HISTORICAL-CRITICAL PEDAGOGY CONTRIBUTIONS IN SEARCH OF AN EMANCIPATORY EDUCATION

Abstract

This article presents a historical analysis of teacher training, pointing the scientific foundations of the educational process as content to be taught in courses of initial teacher training. In light of the historical-critical pedagogy, in the debate about initial or continuing teacher training, we (re)place the school education in the formation of human beings. Therefore, we advocate the training of teachers, a solid theoretical training, that has the pedagogical practice, understood not in its immediate and pragmatic character, but as a social practice to maximize the humanization of humans.

Keywords

• historical-critical pedagogy
• teacher training
• school education