Thinking and conducting teachers' training from another perspective

Abstract

In this paper we propose to analyze some formative actions developed in a municipal school system, located in the metropolitan region of Porto Alegre, seeking to listen to concepts that have emerged from these actions from an epistemological perspective other than the construction of teaching knowledge. Such an epistemological perspective considers some principles of the decolonial pedagogies proposed by Walsh (2009), which in an interpretation to the explicit context, refers to organizing and conducting the formative processes from a "think from" and a "think with”. The “thinking from” is characterized by an action implied, as an epistemological principle of knowledge construction, in a historical-existential movement, considering the ethos and habitus of our belongings (Macedo 2006 and 2012). The "thinking with", is based on a pedagogical bet based on the valorization of the collective and individual subject as intellectual of their teaching practice, which forms itself from the interaction with peers, in a movement guided by dialogical principles, therefore no longer a modern subject, but a participative, active and critical agent of his own formative process.