Abstract
The present text argues about a no-identity between teaching and researching in the development of the educative work and in the teachers formation. The text tries to problematize a question that has been defended by hegemonic streams on the educational field that advocates the researching over teaching, a form more effective, advanced e promising in the learning process. Through the text we stood up on the contrary to this perspective and we formulate, from the Historical Critical Pedagogy, some critics and indications to face the hegemonic theory of the reflexive teacher through teaching formation.
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