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espanolEste documento presenta el proceso y los resultados de una investigacion colaborativa llevada a cabo por un grupo de docentes de escuelas publicas y universidades, entre 2015 y 2018, en Brasil, un periodo marcado por una fuerte perdida de derechos sociales y politicos en el pais. Para investigar las epistemologias de la formacion del profesorado, la investigacion se articulo a la rutina escolar, especialmente en el estudio de la implementacion de laBase Nacional Curricular Comun (BNCC). La metodologia adoptada fue la Investigacion de Accion Pedagogica Franco (PAPe) (2016), que asume una perspectiva eminentemente pedagogica, ya que estudia las practicas educativas a traves de la participacion de los propios sujetos. Los resultados indican caminos epistemologicos decoloniales para la formacion del profesorado mediante el desarrollo de una cultura pedagogica dialogica entre escuelas y universidades EnglishThis paper presents the process and results of a collaborative investigation carried out by a group of teachers from public schools and universities,between 2015 and 2018, in Brazil, a period marked by strong loss of social and political rights in the country. In order to investigate the epistemologiesof teacher education, research was articulated to the school routine, especially in the study of the implementation of the Common National Curriculum Base (BNCC). The methodology adopted was the Franco Pedagogical Action Research (PAPe) (2016), which assumes an eminently pedagogical perspective, as it studies educational practices through the participation of the subjects themselves. The results indicate decolonial epistemological paths for teachereducation through the development of a dialogical pedagogical culture between schools and universities.

Descolonizar la formación de profesores a través de redes entre escuelas y universidades