Models of K-12 Teacher Training: who do we train?

Abstract

This article is based on a research project on the curricular models that guide the teacher training and aims at tracing the historical course of K-12 teacher training in Brazil. Three models are identified in this trajectory: content model, transition model and resistance model. The regulatory milestones for this training are analyzed for the understanding of the historical, cultural and social contexts constructed from the 1930s to 2015, from a perspective of progressive education and training. The initial question, who do we form? leads us to verify the coexistence of the three models in the current scenario and the necessary appreciation of the resistance model for its historical characteristics in the search for dialogue as an important dimension of a transformative education.