Dialetic relationship in the teaching-learning process: challenges to teacher training

In a context that denounces a critical situation in the educational setting (high rates of failing and dropping out and low academic results in large-scale tests), the question arises: why aren't our children and teenagers learning what they should when they should? This essay, proposing a link between the fields of psychology, sociology and educational philosophy, provides an analysis on how educators have been understanding the teaching-learning process in school contexts and how teacher training could act to enable future teachers with practices that make possible an interactive and meaningful learning for all.