Abstract
The first purpose of a school education aiming to develop new forms of thought-action lies in teacher training. With such notion as its core, this article seeks to discuss the complex system that constitutes Developmental Teaching. Its goal is the propositional enunciation of a developmental and dialectical teacher training process, marked by potential guiding unities for training activities. The analyses herein presented emerge from a series of researches carried out by GEPEDI/UFU with the purpose of dealing with educational interventions in Brazil. The studies were performed with teachers from different levels of school contexts (from elementary to higher education) and were based in the so called didactic-training intervention. The results and analyses culminate in the systematization of some educational movements, principles and actions that have proven to enhance Developmental Education in Brazil. The practices express the required teacher training through the unities purpose-object, content-form, imitation-creation and disruption-development, as a way to contribute to the proposition of a possible Theory of Unities. The perspective derives from the comprehension that, since human and social formation is as a unity between man and culture, the principles of a dialectical and developmental school education are in the core of a complex dynamics in which the social practice of the unity is essential. Thus, and far from making any apology, the article proposes an obutchénie that materializes itself as a unity of opposites.
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