Apuntando como raias entre Portugal y España

un diálogo sobre la formación continua del profesorado en contextos de diversidad cultural y lingüística

Abstract

The article aims at a dialogue on the continuous training for teachers, from a research-action-training approach in contexts of cultural and linguistic diversity. It begins by relating the concepts underlying the intended reflection to affirm the epistemological position of the authors by arguing in favor of dialogical and collaborative formative processes, led by teachers, focused on teachers’ training and professional development, situated in the locus of the profession, and enliven in professional practice. Once the theoretical scenario is established, a training proposal is presented for teachers in Portugal and Spain border schools, where cultural and linguistic diversity is the core of educational actions. The dialogue situates and evidences the historical-social character of teacher education and sheds light on the subjectivities that intertwine the knowledge and actions of teachers in the constitution of an ecology of knowledge that underlies their pedagogical praxis.