Knowledge, society and teacher education: solid criticism or political conservatism?
DOI:
https://doi.org/10.5007/%25xAbstract
This article provides some indicators to reconsider the education of educators considering as a central focus the issue of knowledge as a pretension of proximity with the real. The objective is to outline a criticism of the neopragmatic perspectives found in teacher education, in which knowledge is limited to the expression of appearances or to establish formulations that involve the immediate nature of the object – which can result in a distorted vision, or in one lacking reality – and in it, the social reality. We conduct a refl ection on the role of knowledge in the education of teachers, indicating its limits in the “practical-refl exive” line, favoring the blockage of consistent criticism and collaborating with political conservatism.
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