Philosophy of Education and Formation of Teachers in the Old Dilemma between Theory and Practice

Abstract

The discussion about the formation of teachers in Brazil seems to follow the movement from the theory pole to the practice pole, that is, from the "must be" to the "do" of the teacher, following the paradigm shift that guided the emergence of the modern understanding of knowledge. However, what is observed in the proposed model, underlying the legislation, is a highly problematic attempt to minimize its distance, as it just states otherwise the same  dichotomy. There is not correct solution or equation, because it just dilutes the practice throughout theoretical route, without understanding properly the meaning of the practice turning. Therefore, the paper aims to propose a reformulation of the relationship between theory and practice developed by the Brazilian education, while crystallized in the rules about formation of teachers, from the reflection on a Philosophy of Education inspired by the theory of social recognition of the other.