Abstract:

In this article, we want to renew the debate about the importance of learning through participation in the initial teacher training.

For Lave and Wenger (1991) the learning happens according to the action, the context and the culture in which it is situated. Social interaction is determinant for situated learning and is intertwined with participation in communities constituted by people, practices and knowledge.

We seek to understand how students can learn from participation in real and authentic situations, in the context of schools, where they develop pedagogical practice. We also want to understand how they can learn from dealing with the restraints of daily school routine.

This process enables learning as a transformation and as dialogical action, given that the pedagogical action developed involves a change in practices and multiple interactions with the children, the cooperating teachers and other educational agents of these schools.

This procedure empowers a reflexive and critical practice validated by theory, allowing students to develop a personal trajectory in regards to the initial teacher training.

Keywords:

Situated learning, initial teacher training, reflexive and critical practice.