ABSTRACT
This essay aims to analyze the difficulty of transmitting knowledge in a break with the dogmatic position before the truth, from the perspective of the formation of critical thinking in the school field. Our investigative methodology is in the field of the Philosophy of Education, in the sense of interpreting the formative process as the result of narratives that are established in various paths traveled in educational social practices that determine a conception of the world in which the subjects, in great part, constitute themselves in the conviction of truth as annulment of critical thought. The main conclusion of the essay is that the transition to the position of teacher as an intellectual in the post-truth era should not occur in polarity between those who know and others who do not know. We understand that the passage to the position of teacher in the transmission of critical knowledge is constructed within the educational activity and constitutes a resignification of the spaces of school culture transmission, in the sense of providing the experience lived in a relationship among equals. Therefore, as a building activity, it becomes present in different ways of understanding the world and in the full sense of tolerance expansion in the face of disagreement.
Keywords:
Teacher; Education; Emancipation; Truth