Teaching knowledge as an epistemic category in the training of teachers-researchers

It is common in Colombian postgraduate programs in education the interest of teachers in training to contribute with their research proposals to solve the problems they experience in school contexts . However, this genuine pedagogical intention tends to be diluted due to misunderstandings in the programs themselves regarding the epistemological status of pedagogical research and the meaning given to the training of teacher-researchers. The article problematizes the formative research processes that, in a polarized way, either deepen the instrumentalization of the teacher or mistakenly lead him along the path of educational social science. The meaning of pedagogical research is restored from the explicitness, vigilance and empowerment of teaching knowledge, and its link with the renewed transformation of practices, as well as with the subjectivation of individuals. The scope of some methodological routes is analyzed from which formative research processes can be established in school environments.