Epistemological implications in teacher training

a knowledge construction perspective for social justice

Abstract

This article aims to analyse the possible epistemological and practical implications that affect the quality of teacher education, from a perspective of knowledge construction oriented toward a more just and democratic society. Resolution CNE No. 4/2024, which establishes the National Curriculum Guidelines for undergraduate teacher education  programs in Brazil, emphasizes the need for a commitment to teacher training focused on social justice. However, studies indicate that teacher education still prioritizes technical rationality, with disciplinary and pedagogical knowledge remaining fragmented and disconnected from the reality of basic education schools  and socially relevant contexts. Teachers are often perceived as incapable of producing knowledge that addresses the complexity of contemporary society and contributes to building equitable education. To understand this issue, we conducted a study based on official Brazilian education documents, interviews with school administrators and basic education teachers, as well as an analysis of scientific articles. The results show that overcoming current challenges requires stronger articulation between universities and schools, along with the creation of teacher collectives that critically reflect, study together, and propose new ways of teaching and learning. This research is grounded in epistemological foundations that advocate for the construction of knowledge based on respect for differences, the emancipation of individuals and social groups, the recognition of diversity, and the promotion of quality education that rejects all forms of discrimination.