Curricular guidelines for teacher education: freirean praxis in perspective
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Abstract
This article addresses teacher training with the aim of presenting considerations on the assumptions that support the indications of practical activities in the current National Curriculum Guidelines for Teacher Education in undergraduate teaching. Based on Freire's references, the historical dissociation between theory and practice is discussed, concluding that utilitarian and pragmatic approaches prevail in the Curricular Guidelines, which dissociate from an emancipatory education. Adopting praxis, as a central category in teacher education, promotes the engagement of students and teachers in the fight for effective changes, with a view to a more humanized, democratic, and ethical education project.
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