Resumo

MARTINEZ PINEDA, María Cristina  e  SOLER MARTIN, Carolina. Training and Pedagogical Action of Teachers: Links Between Education and Social Justice. Folios [online]. 2015, n.42, pp.17-27. ISSN 0123-4870.

If we understand training as a field in which planes and multiple vectors of force intersect, and the teacher as a subject of knowledge and power in constant evolution, the questions that punctuate the reflections are: Is it possible that from the social micro-scenario that is the school, forms of exclusion and social inequality could be deconstructed and initiatives aimed at the recognition and participation of the excluded could be promoted? What challenges exist for teacher training? The text assumes a critical reading against realities that govern the school today and that redefine the role of the teacher through the "teaching function". It bets on the repositioning of the school and the teacher as constructors of a culture of inclusiveness and as promoters of social justice. The first section gives a panoramic overview of some quandaries about teacher education; the second expresses the tensions and challenges that are considered structural for the school to recognize historically excluded communities and work on their effective inclusion. Finally, some more problematic and hopeful ideas are outlined which seek to make closer links between educational actions and social justice through the training and pedagogical actions of teachers.

Palavras-chave : Teacher training; social justice; the right to education.

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