Resumo

SIVERES, Luiz. Learning process in teacher formation and professionalization of teachers. Rev. Inter Ação [online]. 2013, vol.38, n.3, pp.649-661. ISSN 0101-7136.  https://doi.org/10.5216/ia.v38i3.00649.

The purpose of this article is to understand the formation and professionalization of teachers based on learning processes contextualized in an everchanging reality and thematized on the epistemological horizon of the construction of knowledge. To do so, ceratin learning initiatives proposed by institutions such as Unesco or by educational theorists such as Edgar Morin were taken up. Based on these, certain categories are proposed in order to confront the challenges of teacher learning, namely, the subjective dimension through the relationship between singularity and conviviality, the pedagogical dimension through the relationship between information and understanding, and the teleological dimension through the relationship between well-being and living well. This entire dialogical dynamic is grounded in ethical and political criteria, considered to be the dynamizing presuppositions of the teacher learning process.

Palavras-chave : Formation; Professionalization; Teacher; Learning.

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