TRAINING OF TEACHERS FOR SOCIAL JUSTICE: A REVIEW OF EMPIRICAL STUDIES

Authors

  • HELANE DE FÁTIMA GOMES FERNANDES Universidade Federal do Pará. Belém, Pará (PA)
  • ANA ISABEL ANDRADE Universidade de Aveiro

Keywords:

Teacher Education, Social Justice, Critical pedagogy

Abstract

This study presents the results of an analysis of articles published in magazines in the area
of Education that report experiences of training teachers for social justice. The objective is to understand
how the documented training for social justice can be carried out, based on the identification of the
theoretical assumptions that support it, the analyzes used and the results achieved by them. One
methodology used was the systematic review of 10 articles based on empirical studies, published between
2009 and 2017, available for free access in specialized journals. After selecting the articles, they were
submitted to a content analysis, what enabled the understanding of practices and principles of teacher
education for social justice. The results show how teacher training for social justice are based on
pedagogies of resistance, social and transformative character, in addition to implying a reflection on
different levels, on multicultural education and on the specificities of educational contexts, requiring
trainees great critical sense.

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Published

2020-10-30

How to Cite

GOMES FERNANDES, H. D. F., & ANDRADE, A. I. (2020). TRAINING OF TEACHERS FOR SOCIAL JUSTICE: A REVIEW OF EMPIRICAL STUDIES. Educação Em Revista, 36(1). Retrieved from https://periodicos.ufmg.br/index.php/edrevista/article/view/38056

Issue

Vol. 36 No. 1 (2020): v.36 (2020)

Section

Artigos

License

Creative Commons License

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