Resumen

RODRIGUES-SILVA, Jefferson  y  ALSINA, Ángel. Teacher formation within the realistic-reflective model: an approach to the Brazilian context. Rev. Educ. Questão [online]. 2021, vol.59, n.60, e-24757.  Epub 19-Abr-2022. ISSN 1981-1802.  https://doi.org/10.21680/1981-1802.2021v59n60id24757.

The realistic-reflective teacher formation model consists in a neo-Vygotskian collaborative construction approach of descriptive and normative knowledge in symbiosis with practice through self-regulated cyclical critical reflection: it considers teachers’ prior experiences and knowledge, the system of beliefs and values. This article aims to bring this model closer to the Brazilian context, presenting its main characteristics, stages, reflective cycles, self-regulation marks, and guide for learning evaluation rubric. It is observed the relevance of the model for the country and its potential, and also its precautions, for Distance Education (EaD) adoption. We conclude that Brazil can benefit from teacher formation in the realist-reflective perspective, especially in the EaD modality. This is still a pertinent field that needs to be intensively researched and practiced.

Palabras clave : Realistic-reflective formation; Teacher formation; Distance Education.

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