FUNDAMENTALS OF TEACHING KNOWLEDGE IN TEACHER TRAINING: APPROACHES BY TARDIF, PIMENTA, AND FREIRE

Abstract

This study analyzes the contributions of Tardif, Pimenta, and Freire to the understanding and development of teaching knowledge in the context of initial teacher training. Based on a qualitative approach and configured as bibliographic research, the study examines the plural, socially situated, and historically constructed nature of professional knowledge, highlighting its pedagogical, disciplinary, curricular, and experiential dimensions. Based on the dialogue between the authors, it is evident that initial training constitutes a strategic space for the construction of identity and teacher professionalization, as it enables the critical articulation between theory and practice, as well as the production of knowledge specific to teaching. The results indicate significant theoretical convergences, especially in the recognition of teachers as active subjects in the development of knowledge and in the centrality of social and reflective practice to legitimize and re-signify knowledge. It is concluded that investing in the consolidation of teaching knowledge during initial training contributes to expanding the autonomy, critical awareness, and professional competence of future teachers, strengthening their performance in the face of the complexities of contemporary education.