A FORMAÇÃO DE PROFESSORES E AS COMPETÊNCIAS DO SABER DOCENTE

The texts, presented here: Modes of Constitution of Brazilian Teaching: Traditionalism, Technical Competence and Good Practices, by Renata Porcher Scherer and The formation of teachers and theories of teaching knowledge: contexts, doubts and challenges, by Wanderson Ferreira Alves, bring at the heart of their questions, respectively, clarify which practices of Brazilian teaching, in pedagogical literature, can be observed in the mid-twentieth century and analyze studies on the knowledge of teachers as well as their training in Brazil. The central idea of the first text is to map evidence regarding the research conceptions on teaching in basic education that predominate in Brazil. This time, three trends are mapped: the articulations between teaching and traditionalism, in the 1960s; the debates around technical competence and political commitment, in the 1980s and the centrality of teachers' practice, in the 1990s. The central core of the second text, however, is to understand, in a more elucidated way, how the authors involved in the formation of teachers have understood this new way of engaging, contemplating and persecuting the teacher's work. Such writings have three dimensions: epistemological, political and professional. The first guides several authors in the field of studies on teaching knowledge, especially in discussions about reflective-practice. The second concerns its ramifications and political significance. The third is expressed in its possible consequences for the teaching profession. It concludes by pointing out the need to pay attention to three issues in the debates on the knowledge and training of teachers in Brazil: the risks of, contradictorily, obtaining an even more alienated teacher; the problem of the quality of debate in the educational field; and, finally, the importance of improving the relationship between the national theoretical tradition and international literature.