Abstract:
This paper aims to systematize Edward Thompson's inputs to educational research, particularly those related to teacher training. It is based on the propositions of historical logic and the categories of experience, culture and social class, seeking to infer relations and contributions to the theme. The theoretical analysis is grounded on some of Thompson’s works, in dialogue with other authors who reference him. The results indicate the relevance of Thompson’s referential, especially for emphasizing that the construction of knowledge takes place in the dialogue between theory and empirical evidence, led by historical logic. Considering the three analyzed categories, teaching is observed as a dialectical construction grounded on school experiences and on the teacher’s professional trajectory, while conflicting with the contradictions of the reality in school. In this respect, it stands out the importance of evaluating the way in which educational policies are implemented in school, considering current values, culture and ideology. Research on teacher training, using this referential, may bring new contributions to this field, either through the appreciation of the teacher as a knowledge producer, or through the understanding of the school as a space for teacher training.
Keywords:
teacher training; dialectics; culture; experience; social class