Political, contextual and knowledge dimensions of teacher education: a perspective in the light of Bakhtinian thought

Abstract

In this paper, we present a part of a larger research that aims to build a possible perspective of counter-hegemonic training of science teachers in the light of Bakhtinian thought, a perspective that we call “dialogical-responsible teacher training”. Three dimensions of this perspective, political, contextual and knowlodge, are developed in the article through collating of Circle texts with teacher training texts, always in the sense of tensioning, countering, showing insufficiencies and advancing in relation to the hegemonic training model, guided by technical rationality. Our dimensions make it possible to visualize teacher training in a broader, more dynamic and aerate way, allowing new perspectives regarding the broad understanding of reality, criticality, teacher autonomy, organicity of formative processes and dialogicity in the construction of knowledge.