Abstract

FERNANDES, HELANE DE FÁTIMA GOMES  and  ANDRADE, ANA ISABEL. TRAINING OF TEACHERS FOR SOCIAL JUSTICE: A REVIEW OF EMPIRICAL STUDIES. Educ. rev. [online]. 2020, vol.36, e223663.  Epub Aug 31, 2020. ISSN 1982-6621.  https://doi.org/10.1590/0102-4698223663.

This study presents the results of an analysis of articles published in magazines in the area of Education that report experiences of training teachers for social justice. The objective is to understand how the documented training for social justice can be carried out, based on the identification of the theoretical assumptions that support it, the analyzes used and the results achieved by them. One methodology used was the systematic review of 10 articles based on empirical studies, published between 2009 and 2017, available for free access in specialized journals. After selecting the articles, they were submitted to a content analysis, what enabled the understanding of practices and principles of teacher education for social justice. The results show how teacher training for social justice are based on pedagogies of resistance, social and transformative character, in addition to implying a reflection on different levels, on multicultural education and on the specificities of educational contexts, requiring trainees great critical sense.

Keywords : Teacher Education; Social Justice; Critical pedagogy.

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