Abstract
This opening article of the special issue on epistemology and teacher training seeks to present a partial overview of the area. Elaborated as an essay, the objective is to describe some theories that have guided initial and continuing teacher education, based on practices lived in different territories. This is not a comparative study because the differences or proximity are not analyzed. The main objective is to reflect on the consistent and / or emergent epistemological support that has been based on norms, forms and methodologies of teacher training. In the end, it is hoped to highlight epistemology as a founding of the teaching career, which should be revisited often by those who are responsible for teacher training.
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