This work analyzes a corpus of contemporary discourses on science teachers' formation and refers to the incorporation of the Paradigm of Complexity as criterion to introduce new contents and methods into Professorships. The results of the analysis show that in the documents, the diagnoses on state-of-the-art knowledge as well as the promoted transformations, omit the institutional context and the epistemological logic that historically have shaped its curricula. Thus it leads to concluding that, contrary to the rhetoric and aims that the documents aspire to, they re-edit aspects of a classic epistemology. We suggest the emphasizing of teacher formation as a space for the production of knowledge instead of conceiving it as mere reproduction of academic scientific discourses. For it we use Basil Bernstein's concept of pedagogic device.
Teachers education; Science education; Paradigm of complexity; Basil Bernstein