Formação de professores e prática docente: uma reflexão à luz do pensamento crítico marxista

Abstract

The purpose of this article is to analyse the current continuing education models offered by Brazilian State to the public school teachers, within the scope of educational politics and its formation programs. The aim is to highlight the fundamentals that support them in order to understand the conception of this proposed formation and its relation with capital demands. We are guided by the hypothesis that the teacher training programs imposed by the State, when prioritizing the improvement of competences and abilities destined to immediatist solutions of problems restricted to the teaching practice in the classroom, have a technical content and compromise the teachers‟ understanding of the broad context in which their teaching practice is inserted. After a bibliographic study on the subject and a reflective reading of the guidelines that underlie the mentioned programs we found that the conceptual framework which embodies the competencies and abilities proposed as an objective of formation lies within the scope of the "epistemology of practice" - to train the reflective, critical teacher, to prepare him to reflect on his teaching practice in real circumstances, in the moment of the action. We emphasize that the reflection about the teaching practice can only be glimpsed through the formation of critical thinking. According to the concept of criticism in Marx, the act of reflection presupposes a questioning, which includes the exercise of thought for the understanding of how to act on the world, and therefore includes interventions and changes. Building an emancipatory practice in school, mediated by pedagogical action, require the understanding of the social and historical aspects in which the teacher is inserted. It is part of the struggle for effective participation of the subjects involved (educators and learners) in the planning and execution of training programs, in the struggle for a dialogical pedagogy, a pedagogy of praxis.