Initial training for basic education teachers from the perspective of historical-critical pedagogy

Abstract

Thinking about teacher training implies appropriating a critical, reflective and historical context, which contemplates not only systematized knowledge, but above all the development of conscious and critical action by students towards society and involvement with an educational practice that overlaps the model education technician. This work aims to reflect on the Initial Training of basic education teachers from the perspective of historical-critical pedagogy and analyze the implications of this for the initial training of basic education Teachers. The general objective is to analyze, through the literature review, such implications and its contribution to an emancipatory education and also discuss the Initial training of teachers, presenting the tundamentals of historical-critical pedagogy, how these relate to the taining of teachers. teachers. The methodology used was based on bibliographical research and articles already published on the topic, taking into account the context of teacher training. There is a need for the teacher to know the entire historical, economic, political and cultural process that education has undergone, all of these factors have interfered and still interfere directly in the educational process. This requires the teacher to be a constant researcher, who must know all the educational foundations, so that they can act critically in their actions, reverberating them directly in their pedagogical practice, whose systematized knowledge worked in the classroom serves as instruments of liberation, so that the school curriculum ceases to be hegemonic, becoming an emancipatory and conscious pedagogy.