For a Developmental and dialectical Education in the Brazilian public school context

Abstract

The first purpose of a school education aiming to  develop  new  forms  of  thought-action lies in teacher training. With such notion as its core, this   article   seeks   to   discuss   the   complex system that constitutes Developmental Teaching.    Its    goal    is    the    propositional enunciation of a developmental and dialectical teacher  training  process,  marked  by  potential guiding unities for   training   activities.   The analyses   herein   presented   emerge   from   a series of researches carried out by GEPEDI/UFU  with  the  purpose  of  dealing with  educational  interventions  in  Brazil.  The studies  were  performed  with  teachers  from different    levels    of    school    contexts    (from elementary   to   higher   education) and   were based    in    the    so    called    didactic-training intervention.   The    results    and    analyses culminate   in   the   systematization   of   some educational movements, principles and actions     that     have     proven     to     enhance Developmental    Education    in    Brazil.    The practices     express     the     required     teacher training  through  the unities  purpose-object, content-form, imitation-creation and disruption-development, as a way to contribute to the proposition of a possible Theory   of   Unities.   The   perspective derives  from  the  comprehension  that,  since human  and  social  formation  is  as  a  unity between  man  and  culture,  the  principles  of  a dialectical and developmental school education   are   in   the   core   of   a   complex dynamics  in  which  the  social  practice  of  the unity is  essential.  Thus,  and  far  from  making any apology, the article proposes an obutchénie that materializes itself as a unity of opposites.