Author(s)

Rosane Michelli de Castro¹, Vandeí Pinto da Silva¹, Maria Silvia Rosa Santana², Joice Ribeiro Machado da Silva³

¹Department of Didactics and Program of Postgraduate on Education, Faculty of Philosophy and Sciences, University Estadual Paulista “Julio de Mesquita Filho”—UNESP/Marilia, Sao Paulo, Brazil.
²Pedagogy and Social Sciences Courses and Program of Postgraduate on Education, State University of Mato Grosso do Sul, Paranaiba, Brazil.
³School of the Basic Education, Federal University of Uberlandia, Minas Gerais, Brazil.

This article has a main goal to present results of the reflection on some aspects of historical challenges for initial and continuing teacher formation in Brazil. Our reflections have been prepared and envisaged in our defenses in processes that must happen under solid offered foundations, centrally, in direct relation to university contexts signed on the tripod teaching, research and extension. However, we consider that the legal aspects that have guided the formation process of teachers in Brazil have favored both the theoretical emptying of these processes, as certain strangeness, by teachers of their own teaching. We believe in the end that the formation process of teachers in Brazil, in a direct relationship with the teaching, research and university extension, should provide training and work conditions so that teachers can take as posture and as conception of the world the search for radical (root) apprehension of the educational phenomenon in its essence, beyond what it is immediately noticeable, in an unveiling effort of the laws that produced such phenomenon.

Education, Teacher, Teaching, Research, Extension

Castro, R. , da Silva, V. , Santana, M. and da Silva, J. (2016) The Teaching, the Research and the University Extension and Educational Demands: Historical Challenges for Initial and Continued Teacher Formation. Creative Education, 7, 1500-1507. doi: 10.4236/ce.2016.710155.