TEACHING, PROFESSION AND TEACHER TRAINING FOR BASIC EDUCATION: REFLECTIONS AND THEORETICAL FRAMEWORKS: REFLECTIONS AND THEORETICAL FRAMEWORKS

Abstract

This article aims to present, in a historical and reflective perspective, concepts and theoretical frameworks on teaching and teacher training, through a bibliographic research supported by Freire (2005); Gatti (2019, 2021); Nóvoa (2017, 2019); Tardif (2014), among others. It highlights the challenges, dimensions and perspectives in the search for a more satisfactory and meaningful teacher education. The study highlights the need for engagement and awareness by teachers in their training paths and in the exercise of their profession, regarding thinking about strategies and possibilities for formative misfortunes and for the new challenges imposed on education that permeate society, the school life and professional training. Teachers and their peers, collectively, can make achievements and ruptures with inefficient educational paradigms and models, promoting more favorable working conditions and actions for the necessary changes in the search for quality education. It is suggested that public training policies are a right, a necessity and a co-responsibility of teachers and educational institutions. It is expected that teachers analyze, understand and intervene consciously and critically in their reality, in their profession and in their training, aiming at social transformation.