Abstract:
In this paper, we present part of a larger research that aims to build a possible perspective of counter-hegemonic training of science teachers in light of Bakhtinian thought, a perspective that we call dialogical-responsible teacher training. Three dimensions of this perspective – praxical, ethical and aesthetic – will be pursued in the article by addressing Bakhtinian Circle texts and others on teacher training, always aiming at tensioning, countering, showing insufficiencies and advancing in relation to the hegemonic training model, guided by technical rationality. Our dimensions make it possible to visualize teacher training more broadly, allowing for new perspectives regarding the interdependence between theory and practice, the interrelationships between responsibility, values, and teacher autonomy, as well as the teacher's role as an active, reflective and creator subject.
Keywords:
Teacher training; Bakhtin; Teacher training model