POLITICAL, CONTEXTUAL AND KNOWLEDGE DIMENSIONS OF TEACHER EDUCATION: A PERSPECTIVE IN THE LIGHT OF BAKHTINIAN THOUGHT

ABSTRACT: Based on Bakhtinian thought, we developed dimensions of a perspective of counter-hegemonic training of Science teachers. This training perspective, which we call “dialogical-responsible teacher education,” consists of seven dimensions - practical, ethics, aesthetics, investigative, political, contextual, and knowledge. The last three will be developed in this paper. The development of these dimensions was built up from the collating of Bakhtinian Circle texts with texts from the literature on teacher education, tensions, and contrasts, showing insufficiencies and proposing advances concerning the hegemonic training model guided by technical rationality. In this process, formative dimensions emerged that distanced from a prescriptive profile, are constituted as principles that allow rethinking, transforming, giving directions, and structuring formations that break with the hegemonic perspective. We argue that our dimensions make it possible to resignify teacher education regarding the broad understanding of reality, criticality, teaching autonomy, organicity of training processes, and dialogicity in constructing knowledge.

摘要：基于巴赫金（Bakhtin）思想，我们构建了科学教师反霸权培养视角的维度体系。该培养视角被命名为对话式负责任教师教育（dialogical-responsible teacher education），包含实践、伦理、审美、探究、政治、情境与知识七大维度，本文将对其中后三个维度展开论述。本维度体系的构建，源于对巴赫金学派（Bakhtinian Circle）文本与教师教育领域相关文献的梳理、比对与张力分析，揭示了以技术理性为导向的霸权式培养模式的局限性，并提出了针对性的改进方向。在此研究过程中，我们形成了脱离规范性框架的培养维度，这些维度作为可用于反思、变革、指引与构建教育培养体系的原则，打破了霸权式培养视角的桎梏。我们认为，本维度体系可推动教师教育的意义重构，使其能够在更广阔的维度理解现实、培育批判性思维、赋予教学自主权、实现培养过程的有机性，并在知识建构中彰显对话性。