Denialism and education: implications and challenges for teacher training in stricto sensu graduate programs

ABSTRACT

This text discusses the place of stricto sensu graduate studies, in view of the repercussions of the denialist discourse in education and teacher training, in order to strengthen the defense of a socially referenced educational project, with an emancipatory character. We opted for a theoretical essay based on “reading evidence” (BELL, 2008). The stricto sensu postgraduate course in education, as a space for the production of knowledge, has the challenge of producing something accessible and disseminated in educational spaces and in all spheres of social life.

KEYWORDS
Negationism; education; postgraduate studies; teacher training