For a dialogical training process for teachers: reflections from a case study

Abstract

When subjects such as teaching/learning and teacher’s training are analyzed, it is common, nowadays, to talk about the co-construction of knowledge, dialogue, interaction and ethics. However, in many practical situations, “co-construction” is a way of trainer-teachers not accepting their responsibility in the process – for example, in the false option of “learning how to learn”, a by-product of the neoliberal school, that aims to “shape” students as they were products and to reduce teachers’ function into neutral presenters of alternatives not appreciated. Thus, it is adapted an imposed way of knowing as the only possibility, or it is argued the idea of the trainer-teachers as wise people whose knowledge is only assimilated by the “trainees”.