TEACHER TRAINING

from the function assigned to theory to criticism’s retreat

Abstract

This study aimed to grasp the way a group of female teachers, active in the first cycle of the São Paulo state’s public school system, deals with theoretical knowledge. It was aimed to answer the following question: what is the role assigned to theoretical knowledge by a group of active female teachers in São Paulo state’s public school system? As a research procedure, a questionnaire was applied to 37 female teachers. As reference of analysis, the relation between formation and pragmatism, as developed by the authors of the critical theory of the society, was used. Data analyses allow for the speculation that the greater the aversion to theory, the lower the ability of the individual to develop the criticism of reality.