Abstract
The discussion about teacher education generates convergences and divergences between technical and innovative pedagogy. In this sense, the theme challenges educators, especially those working in higher education, to reassess educational practice, because learning based on conservative paradigms domesticates and immobilizes the subjects involved in the teaching-learning process, limiting their intellectual rebellion. Based on this premise, this article addresses teacher education and knowledge fragmentation, a heritage of conservative education paradigms based on traditional, scholastic, and technical approaches. This article provides a reflection on the pedagogical practice in higher education in teacher education and seeks to provoke a discussion about the reflective teacher. In addition, the article addresses Newtonian-Cartesian thinking, technicism and the insertion of technologies in education, in order to problematize the convergences and divergences between the technicist and innovative paradigms.
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