INITIAL FORMATION: THE REFLECTIVE TEACHER'S CONCEPTION

Abstract

This article deals with reflections on the initial formation of teachers, from technical rationality to critical-reflexive rationality. From this assumption, we find the following question: What is the importance of providing an initial formation that is critical-reflexive? In this way, our objective is to reflect on the initial formation of the teachers (as) to act in the public schools. In order to do this, we opted for a bibliographical review as a research method, based on authors who guided us to a deeper understanding of the search for a teacher training process focused on the reflection and demystification of the technical rationality that affects public schools. In the course of the study, we analyzed the conceptions of the teacher's role in education, which guided us to results that show the main influences that the initial formation has faced and the need to prepare professionals with theoretical and practical content, able to work in Brazilian public schools.