ABSTRACT
This article discusses the possibility of evolutionary learning in teachers' education, having as a reference Habermas' purposes of world action continuation and discursive world. The study, of a reconstructive nature, analyzed the paradigmatic-epistemological approaches that underlie the doctoral theses on teachers' education, defended in Brazilian federal universities, in Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) triennial assessment (2007-2009). It has been sought to identify the elements that characterize the approaches: historical-materialist, phenomenological-hermeneutics, practice epistemology, complex epistemology, social representation and poststructuralist theory. It was concluded that what lingers in the different research approaches is a common axis of objectivity characterized by shared certainties and the focus on the same problematizations, making explicit the possibility of an evolutionary continuation between what reality teaches about experience with the world and what is learned in argumentative interaction.
KEYWORDS
epistemology; search; teachers' education; learning; communication