BETWEEN TEACHER TRAINING AND THEIR PRACTICES: REFLECTIONS ON THE FIELD AT DISPUTE

Abstract

Since crises and incerzas evidenced by a COVID-19 pandemic bring new need and demands to the form of educators. The text is one of the reflexes of a nature of exploitatia pedagogical nature. The theoretical framework is linked as approaches by Freire (1996), Gauthier et al (2013), Charlot (2014), Tardif (2014), Santos (2020), Hossain (2021), Marques (2021), Soares et al (2023), Wunsc; Leite and Bottentuit Junior (2023), among others. Methodologically, this essay is based on the assumptions of the deductive method, qualitative approach and bibliographical review, with data collection and educational hermeneutics as a data analysis procedure. As a result, we identified that the training of educators and teaching practices, in view of the new demands that emerged from the global health crisis, are paths to be rebuilt through the reformulation of policies, programs, projects, curricula for undergraduate courses, as well as agenda for debates and meetings in lines of research, postgraduate courses, pedagogical conversation circles, round tables, seminars and congresses. Such proposals are decisive in teacher training that underlies the pedagogical practice and the mark of unfinished training in the face of uncertainties, social, economic and political crises that affect Brazil, Latin America, in a globalized world, the project of nation-state and civilization.