Another kind of education for another possible world
Principles for a new model of teacher education
DOI:
https://doi.org/10.24310/cpe.1.1.2025.22487Keywords:
Teacher education, Critical education, Educational epistemology, Transformative pedagogy, Educational policy, Social justiceAbstract
This text offers a deep reflection on the role of teacher education in building a fairer, more humane, and
more sustainable world. In a global context marked by uncertainty, a crisis of values, the expansion of
neoliberalism, and the technocratization of educational thought, it questions the epistemological, political,
and cultural foundations that sustain current models of teacher education. Drawing on a critical analysis of
authors such as Hargreaves, Varoufakis, and Biesta, the author argues that education has been reduced to
an instrumental and regulatory function, subordinated to the interests of the market and nation-states. The
text identifies several key issues that hinder real transformation: the persistence of the Western civilizational
paradigm, technocratic hegemony, the loss of pedagogical discourse, authoritarian professional traditions,
institutional homogeneity, and the fragmentation of training processes. In response, it calls for rethinking
teacher education from a critical, interdisciplinary, and profoundly human perspective that restores the
transformative potential of pedagogy. This text inaugurates Contrapuntos as a space for reflection, debate,
and public engagement aimed at imagining and building another possible world through education.
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