The following article aims to discuss the possibilities of communicative learning in relation to questions concerning the area of teacher education. To this end, we mapped the paradigmatic-epistemological approaches used to analyze the theoretical and practical relation in PhD graduate studies on teacher education carried out in Brazilian public universities for the past three years of assessment by CAPES (2007 - 2009). In the investigations addressing this subject, we sought to point out the common elements that enable communicational interaction in the solving of the same problems. It is an effort to recognize the plurality and objectivity that have been basing the educational production on the subject, trying to gather elements that help in the understanding of how to better tackle them.
Epistemology; Research; Teachers' Education; Communicative Learning
