SABER PEDAGÓGICO Y DIÁLOGO DE SABERES EN LA FORMACIÓN DOCENTE

The discussion about pedagogical knowledge, it is essential for the formation process, because the tendency to legitimize the relationship science-objectivity, leaves aside the assumption of everyday life, such as the ability to be enriched in the relationship-life science. On this point, it becomes necessary to deploy a pedagogical practice that resignifique to school as a space for dialogue knowledge; for this requires a rethinking in teacher education. Thus, for the future teaching, training is essentiality which negates the purpose of the performance, which seeks to represent education in a manner contrary to its true purpose. In this sense, teacher training from another look, it must embrace the challenges of education in this new century.