Resumo

MOREIRA, Sueli de Lima; ROCHA, Graciane de Souza  e  SANTOS, Aldaléa Figueiredo dos. STRUGGLES AND TRAINING FOR OTHER TEACHERS. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2022, vol.31, n.66, pp.207-207.  Epub 25-Out-2022. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2022.v31.n66.p207-219.

This article shares the trajectory, started in 2016, of the Research Group - Pedagogical Action Investigative Collective (FFP/UERJ), its works and reflections, born from the perspective of Latin American pedagogies. Aiming to contribute to the formulation of an “other” epistemological perspective (DUSSEL, 1986) for teacher education, the project invests in the establishment of a “new institutional place” (NÓVOA, 2017), promoting articulation between teachers' struggles, school daily life, supervised internships, teaching, research and the decolonial principles and authors, such as Freire (1982), Fanon (2015) and Walsh (2009), as well as the Epistemologies of the South (SANTOS, 2007, 2020). The experience indicates paths for a decolonial teacher education, contextualized in the struggle of Latin peoples, in collaborative research, in collective work, in an “other culture” for pedagogical relations, knowledges and places.

Palavras-chave : universities; teacher training; teaching.

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