Developmental didactics in initial teacher training: towards an ethics of encounter

Abstract

This article aimed to recognize whether teaching in teacher training courses at a federal university made contributions to the formation of teaching praxis. To achieve this, we present the senses produced by undergraduate students about their initial teacher training. We were based on the conceptual structure of historical-cultural psychology and used meaning cores to analyze 16 individual interviews with undergraduate students from in-person courses at this institution. The analyzes used the units of obutchénie as an analytical scope, a concept that unites teaching, learning and development. The senses attributed by the undergraduate students revealed the interdependence between theory and practice in the context of teaching, highlighted the importance of transcending the theoretical-methodological foundations of science and learning to plan didactic movements that implement praxis. The face-to-face setting of the classes and the mediation of quality teacher trainers made it easier for the undergraduate students to reflect on teaching praxis. The encounters and the didactic-pedagogical dynamics of the classes enhanced the unity between teaching and learning and fostered the development of teachers and students through a dialectical process analyzed based on the concept of obutchénie. An emancipatory and omnilateral education is nourished in/by the encounter, facing the ethical-political challenge of building an education project that goes beyond capital.