Resumo

ALVES, Lucicleide Araújo de Sousa  e  SIVERES, Luiz. The dialogical perspective in teacher training. Rev. Diálogo Educ. [online]. 2020, vol.20, n.64, pp.352-378.  Epub 22-Abr-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.064.ao08.

It presents methodological paths in teacher training, having as its guiding axes the seven knowledges required for the future (Morin, 2010), and as a transversal dynamic of this course, dialogue. Dialogue being understood as a way of being (dialogical), a way of knowing (dialectic) and a way of acting (dialogicity). Qualitative research was chosen because it privileges the significant knowledge that, in dialogue with the senses attributed by the teachers in their experiences and experiences, reflects in concrete attitudes and appreciation of the cultural plurality between the different knowledges. Twenty teachers participated in the research and are part of the Research Group “School Community - Educational Meetings and Dialogues”. They work in disciplines of specific areas and attend the masters and doctorate courses at a private institution in the Federal District. The following procedures were used: the bibliographic review and the application of two questionnaires: the first with a closed question, and the second with an open question that was answered through narratives. These data were analyzed and categorized according to the "content analysis" process (BARDIN, 2002), based on the seven knowledge and based on the dialogical principle, according to Morin (2007). It was concluded that the reorganization of the pedagogical space, focusing on the valuation of the subjects' life histories and their learning relations, having dialogue as a founding and regenerating principle, is one of the possible ways to provide the necessary management conditions, valuing the thoughts and actions, so that they make possible the concreteness of the revolutionary and transformative pedagogical doing.

Palavras-chave : Teacher training; Seven knowledge; Dialogical perspective.

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