RELATIONS BETWEEN THEORY AND PRACTICE: POSSIBLE EFFECTS ON THE CONSTITUTION OF THE SUBJECTS TEACHERS AND IN-SERVICE EDUCATION

This work, based onthe results of an empirical research and the Foucauldian and poststructuralists studies, attempts to analyse the relations that teachers of a public school child education established between theory and practice and their possible effects to the ways of thinking and acting in the profession and to devise the collective moments of education in the work. The comprehension of practice as a resultof an apliedtheory greater or lesser extentand the theory as a provider of answers to the difficulties found in reality constituted not only the logic of in-service teacher's education, but also hadsignificant weight to the group of teachers surveyed. In addition tocause a splitbetween the subjects ofthe theoreticalaction and the subjects of the practical action, this belief tended to departthe teachers from in-service education and adressed them to the knowlodgeof experience credited as tipicallyteaching.