TEACHER TRAINING: TRAJECTORIES AND PERSPECTIVES

The current text contemplates a cut-off of the research about teacher training processes constructed over the 50 years of the Pedagogy course at the University of Caxias do Sul (UCS). The information has been obtained from reports of retired and active teachers with the objective of identifying the teaching contexts of these Education professionals and their contributions for the constitution of the Pedagogy Course identity. The investigation methodological subsidies have support on the qualitative approach of the autobiographic reports and interviews with theoretical input based on Fentress and Wickham who discuss about ties and relations between the two memory dimensions, the individual and the collective ones. Findings show that over many years the education of teachers occurred in an environment fostered by the technical ideology that lasted for several decades. They also evidence that nowadays there is a movement of concepts and theories that point out to changes of educational paradigms into a critical and dialogical design.