TEACHER EDUCATION AS A PROBLEM

nature, temporality, and culture

Abstract

The aim of this reflection is to analyze how contemporaneous the discussion about teacher education is. I propose that this issue, which has been so recurrent since the second half of the 20th century, has been constituted as a consequence of the State's crises and, consequently, of the school's. As a source for this paper, I use the memory of a generation of teacher educators who lived in that period: the educators' narratives and experiences become the axis of the theme analysis. I defend that emphasis started to be placed on the field of teacher education when the school began to be questioned on its nature and social role, taking into consideration political, social, technological, and cultural changes that have happened in the last fifty years. A theoretical dialogue with authors such as Pérez Gomes, Freire, and Bernstein has contributed to develop the theme. Finally, I discuss the context of research about teaching and the indicators that show we are going through new times and challenges.