A formação de professores como pedagogia da relação

Abstract

This article presents the interactivity between childhood pedagogy and the pedagogy of teacher education, focusing on participatory perspectives as a means to professional development and children’ learning. The roles of pedagogical mediation are compared at the level of initial training and context based professional education through listening to the central actors - trainees and trainers. All the process is presented as a relational pedagogy in the scope of a theory of human development.