THE NEED FOR DEMOCRACY LEARNING IN THE PROCESS OF TEACHER EDUCATION

Abstract

This article presents a literature review, bringing some implications on teacher education, focusing on the knowledge that should / can be prioritized in the training context, which will be consolidated in greater proportion in the professional daily practice. It questions the problem: How the knowledge of initial training can contribute to the development of a conscious, critical, reflective and emancipatory pedagogical practice on the perspective of the teacher professionalization? The goal is to reflect on the initial teachers training on the understanding / appropriation processes of knowledge needed for teaching. We believe that the university needs to rethink its practices, based on the actors performance that comprise itself in conjunction with other socio-cultural contexts, necessary for development of a human and complex culture , avoiding any form of segregation and compartmentalization of knowledge.