Relationships between Bourdieu and Moscovici to Rethink Teacher Education

Abstract

The text intends to systematize the founding principles and concepts of the theories of Bourdieu and Moscovici to rethink teacher education. A relational reading of the spaces of positions, dispositions, and taking positions in the educational field is favored in the case of Bourdieu. From dimensional analysis, in Moscovici, one seeks to understand the social representations, their evolution, and functions in guiding behavior and communication. The text identifies clues that strengthen the relationship between the authors and problematize teacher training, highlighting the need for the teacher to take a position based on his intentions, to make the relationship between theory and practice construction of meaning, and to establish a connection between language, thought, and communication. Finally, it indicates possibilities so that a professional project is defended in all educational practices that are committed to a more equitable, democratic, and humane education.