Current challenges and perspectives inteacher training: revisiting the writings of Freire (1996), Libâneo (1998) and Perrenoud (2000)

Abstract

In an increasingly globalized, digital, consumerist and exclusionary capitalist world, critical education is challenged to ensure quality educational training processes through the construction of reciprocity between learning and teaching with reference to the challenges posed by social practice and the world of work. These elements have mobilized the present article that has the purpose of presenting a reflection about the requirements for teacher training in the 21st century from the resumption of the theoretical contributions of Freire (1996), Libâneo (1998) and Perrenoud (2000), through bibliographic research. It was possible to observe that a significant part of these analyses are relevant for the interpretation of the demands placed on the training of teachers today. The resumption of the texts cited made it possible to understand, among other aspects, that the teacher training of this century requires reflective teaching that think about what they do, that appropriate technological resources, to take responsibility for their professional development given the dynamics of their own knowledge and to fight to ensure their participation in the implementation of educational policies. The re-reading of these texts is relevant in that it allows for a pedagogical assessment of what has been done, what has not yet been possible to accomplish and the identification of new demands that have arisen.