Resumo

BORGES, Maria Célia  e  RICHTER, Leonice Matilde. TEACHER TRAINING - EPISTEMOLOGY AND CREATIVE PRAXIS. Eccos Rev. Cient. [online]. 2021, n.59, e13935.  Epub 07-Fev-2024. ISSN 1983-9278.  https://doi.org/10.5585/eccos.n59.13935.

Research on teacher training demands a current philosophical guiding. We aim to discuss the training of teachers having as epistemology the creative praxis, with reflections and dialogue guided by historical-dialectical materialism. The methodology used was the bibliographical research based on some authors from the philosophical matrix, such as Marx (1982), Vázquez (1977), Vygotsky (2003, 2005) and Kosik (2010) and, on the theme teacher training, Schön (1997) ), Tardif (2002), Pimenta (2005), among others. The results showed that our understanding goes the opposite direction of what practical rationalists announce as they conceive Teacher Training limited to the world of common consciousness, without the guarantee of the development of scientific thinking about teaching, which subsidizes it towards the appropriation and objectification of a creative praxis. Theory and practice are fundamental in teacher training once the first one is guided by an epistemic matrix.

Palavras-chave : teacher training; epistemology; historical-dialectical materialism; theory and practice; criative praxis..

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