Teacher training and dialogue of knowledges in the educational kairos

Abstract

A certain absence of recursive and dialogical processes in teacher training, in a context characterized by great glocal, social, political, cultural and epistemological questionings, demands the need for a discussion about the construction of other ways of improvement. Undoubtedly, teacher training in the new millennium is woven within a fabric of discussions about the different theories that constitute its framework: pedagogy, didactics, philosophy, anthropology, sociology and cultural studies, just to mention a few of those threads. It stands to reason that such weft exists as long as we are discussing a profession developed as connected and dependent to a political system which determines the fundamentals and directives to be made.
In addition, within the educational institution, at any level, there is tension among the founding mandate, tradition, regulations and history, which are not able to find their place in the challenge of educating the citizen for a democratic, pluralist, inclusive and complex society. That is to say, teacher training takes place within an institution that still keeps in its core the principles and ideals of previous centuries, with comenian classrooms, highly vertical management, and lack of communication.
As a contribution to the search of new ways to think training, this time, we try to analyze how the disciplinary field of dialogic or complexa didactics prepares future teachers to think their praxis with autonomy, responsibility and critical and thorough examination.
A new model requires a new logic of recursive and metacognitive construction, formed by a complex epistemology which provides the tools for thinking about teacher training, its practice, the pedagogical subjects involved and the gnoseological recursiveness that determines them.